The present chapter focuses on how education can facilitate the building of a peaceful and nonviolent society and, in doing so, it critically engages with Gandhian thought and practice and its relevance and feasibility in contemporary times. Education was a key component of Gandhi’s thought and vision. His educational ideas took shape in a colonial context where education comprised “knowledge of English”, and educational institutes were “a factory” that produced “clerks for the Government”. This deeply disturbed him. Gandhi conducted practical experiments in the field of education by establishing Phoenix Farm in Durban, South Africa in 1904 and Tolstoy Farm near Johannesburg in 1910. He continued his educational experiments after returning to India in 1915—first in Sabarmati and later in Sevagram. In 1937, Gandhi came up with his scheme of education which he referred to as “Buniyadi Talim” or “Basic Education”. He later renamed it as “Nai Talim” or “New Education”. Means and ends both were of critical importance to Gandhi. A peaceful social order could only be established on the foundations of non-violence and Nai Talim was the medium through which it could be realised. Gandhi stated: “If we are to teach real peace in the world we shall have to begin with children”. For this he proposed a period of schooling, beginning at the age of 7 and ending at 14. Gandhi believed that children should not be sent away to boarding schools—this way they do not just get separated from their parents but also lose out on the “social and moral education” that they would receive from their family. Education for Gandhi meant the training of the mind, body, and soul. It had to be relevant to the lives of people and had to be focused on character-building, spiritual growth, and on inculcating the feeling of compassion towards fellow beings. In the Gandhian system of education, human beings would learn to live in harmony with nature and learn about the “truths” of their religion. With regard to pedagogy, Gandhi insisted on learning by hand or by doing. He emphasised on a handicraft-based curriculum wherein children would be taught to produce handicraft items so that they imbibe the dignity of labour from infancy. The production of handicrafts at the grassroots level would also make education self-supporting; help educate the masses; train the mind, body, and soul; and alleviate socio-economic problems such as unemployment. Gandhi was also of the view that teaching-learning needed to be done in the mother-tongue. The role of the teacher is very critical for Gandhi, for education of the heart “can only be done through the living touch of the teacher”. The teacher had to teach the learners to distinguish “between what should be received and what rejected”. Gandhi alluded to the ideas of “education for peace” much before it came into vogue in the Western world. The Gandhian pedagogy aimed to create a nonviolent social order by inculcating the values of peace in children through education. Gandhi’s perspectives on education revolve around the needs of the society, as he saw them.

Gandhi and Education for Peace: Philosophy, Praxis, and Relevance

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2026年

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The present chapter focuses on how education can facilitate the building of a peaceful and nonviolent society and, in doing so, it critically engages with Gandhian thought and practice and its relevance and feasibility in contemporary times. Education was a key component of Gandhi’s thought and vision. His educational ideas took shape in a colonial context where education comprised “knowledge of English”, and educational institutes were “a factory” that produced “clerks for the Government”. This deeply disturbed him. Gandhi conducted practical experiments in the field of education by establishing Phoenix Farm in Durban, South Africa in 1904 and Tolstoy Farm near Johannesburg in 1910. He continued his educational experiments after returning to India in 1915—first in Sabarmati and later in Sevagram. In 1937, Gandhi came up with his scheme of education which he referred to as “Buniyadi Talim” or “Basic Education”. He later renamed it as “Nai Talim” or “New Education”. Means and ends both were of critical importance to Gandhi. A peaceful social order could only be established on the foundations of non-violence and Nai Talim was the medium through which it could be realised. Gandhi stated: “If we are to teach real peace in the world we shall have to begin with children”. For this he proposed a period of schooling, beginning at the age of 7 and ending at 14. Gandhi believed that children should not be sent away to boarding schools—this way they do not just get separated from their parents but also lose out on the “social and moral education” that they would receive from their family. Education for Gandhi meant the training of the mind, body, and soul. It had to be relevant to the lives of people and had to be focused on character-building, spiritual growth, and on inculcating the feeling of compassion towards fellow beings. In the Gandhian system of education, human beings would learn to live in harmony with nature and learn about the “truths” of their religion. With regard to pedagogy, Gandhi insisted on learning by hand or by doing. He emphasised on a handicraft-based curriculum wherein children would be taught to produce handicraft items so that they imbibe the dignity of labour from infancy. The production of handicrafts at the grassroots level would also make education self-supporting; help educate the masses; train the mind, body, and soul; and alleviate socio-economic problems such as unemployment. Gandhi was also of the view that teaching-learning needed to be done in the mother-tongue. The role of the teacher is very critical for Gandhi, for education of the heart “can only be done through the living touch of the teacher”. The teacher had to teach the learners to distinguish “between what should be received and what rejected”. Gandhi alluded to the ideas of “education for peace” much before it came into vogue in the Western world. The Gandhian pedagogy aimed to create a nonviolent social order by inculcating the values of peace in children through education. Gandhi’s perspectives on education revolve around the needs of the society, as he saw them.