Relevance of Gandhi in Today’s World


Dr. Anju Seth

Looking at the present state of affairs in India, the birthplace of Gandhi, one would probably surmise that Gandhism, whatever the term may mean, cannot have any relevance in this twenty-first century. Gandhi is rightly called the Father of the Nation because he single handedly stood up against the mighty British Empire, without any arms, and brought her independence. However, today, Gandhi is mostly forgotten and his relevance questioned even by his ardent devotees. Today Gandhi is remembered in India mostly on his birthday which is celebrated as a national holiday rather as a ritual.

Gandhiji Line Drawings (1)

(Source of Image :

As a matter of fact, India is not following any of Gandhi’s teachings which are mostly confined to text books. In fact, since independence, the country has witnessed many violent communal riots in this multi communal country. Gandhi’s message of ‘swābalambī’, self-sufficiency with home spun ‘khādī’ cloth is not used now-a-days even as a social slogan. Statistics shows that the country is definitely not following ‘sarvodaya’, a broad Gandhian term meaning ‘universal upliftment’ or ‘progress of all’ reaching the masses. On the contrary, India today has the unique distinction of being the only country in the world which has the richest man in the world while at the same time more than 30 per cent of its population lives in dire poverty.

The above shows that today, Gandhism is a very confused ‘ism’ in India. Today many politicians in India use the term merely as a slogan and the common man make Gandhi almost out of reach of the younger groups by making Gandhi an unwilling ‘avatāra’. That may be one reason why the only photo we see of Gandhi in India is always that of an old man which brings the image of a very simple and pious man who was meek and mild like Jesus Christ. While Gandhi was not a simple man to say the least, the above does not gives the right image of Gandhi and does not bring any inspiration to the younger group, the group most relevant for Gandhi.

But Mahatma Gandhi, in this twentieth century, produced a very sophisticated approach because he implemented that very noble philosophy of ahimsā in modern politics, and he succeeded. That is a very great thing.”

And that is precisely the greatness of Gandhi and that is the message of Gandhi to the modern world. In the past century many places in the world have been drastically changed through the use of brute force, by the power of guns the Soviet Union, China, Tibet, Burma, many communist countries in Africa and South America. But eventually the power of guns will have to be changed by the will of the ordinary people. If we try to analyze the secrets of Gandhi’s success, we would probably find Faith and Action and Populism, the three most important aspects of his life. Gandhi’s extra ordinary communion with the masses of ordinary people was another of his secrets. In contrast to many of our present day leaders of this highly democratic world, Gandhi was a true leader and friend of the people. Disaku Ikeda, the Japanese Buddhist leader who takes great inspiration from Gandhi has this to say about him. “His activism is not mere action but contains many aspects of a spiritual practice that is inspired by the inner urging of the conscience”.

The phenomenal success Gandhi registered in far-away South Africa fighting for human rights and civil liberties has great significance when we find that later his teachings were adopted not only by Nelson Mandela, the South African freedom fighter, but it was also subsequently revealed that the former South African president De Klerk was greatly influenced by Gandhi’s principles. In fact, from Dalai Lama to Desmond Tutu and from Martin Luther King to Nelson Mandela, many world leaders were inspired by Mahatma Gandhi, all in their own different ways.

Gandhi left many valuable sayings for the modern man to fight for goodness in society in a non-violent way. “Good” Gandhi said “travels at a snails pace.” “Non-violence” Gandhi said “is a tree of slow growth. It grows imperceptibly but surely.” And then “Mere goodness is not of much use.” Gandhi stated. “Goodness must be joined with knowledge, courage and conviction. One must cultivate the fine discriminating quality which goes with spiritual courage and character.” The modern man can also take great wisdom from what Gandhi said the seven social sins: Politics without principles; Wealth without work; Commerce without morality; Education without character; Pleasure without conscience; Science without humanity; Worship without sacrifice.

It was the unique non-violent movement under his leadership that earned for India freedom from the colonial rule. In spearheading the campaign against the alien rule, Gandhiji adopted the innovative techniques of civil disobedience and social transformation, which had several exemplary features.

The Gandhian technique of mobilizing people has been successfully employed by many oppressed societies around the world under the leadership of people like Martin Luther King in the United States, Nelson Mandela in South Africa, and now Aung Saan Sun Kyi in Myanmar, which is an eloquent testimony to the continuing relevance of Mahatma Gandhi.

In India, economic development has been mostly confined to the urban conglomerates. In the process, the rural India that comprises 700 million people has been given short shrift. Gandhiji’s philosophy of inclusive growth is fundamental to the building of a resurgent rural India. He believed in “production by the masses” rather than in mass production, a distinctive feature of the industrial revolution. It is surprising, even paradoxical, that these days Gandhian philosophy should find increasing expression through the most modern technology! Now, it is possible to establish small-scale and medium-scale factories in smaller towns and remote corners of the country, thanks to the phenomenal innovations in communication and information technologies. New technologies have brought in widespread and low-cost electronic connectivity that enables instantaneous contact between industrial units and the sellers and consumers of their products. Location and logistics are no more a limitation or constraint for industrial development.

If we say that the twenty-first century is the century of the common man, then we see that Gandhism has even more relevance in this age, and Gandhi will inspire generations of individuals fighting for goodness of the society. If today we find that Gandhism is in severe test in countries like India, it is not because there is certain inherent weakness in Gandhism, but it is because we have not seen in India strong leaders with the required courage and conviction to fight the evils in society. We may borrow Gandhi’s own words on Ahimsā, and say that Gandhism is only for the courageous people.

-Dr. Anju Seth, Associate Professor, Department of Sanskrit, Satyawati College (Day), University of Delhi, Delhi, India


Characteristics of Ancient Indian Educational System

– Dr. Raj Kumar, Assistant Professor, Institute of Advanced Sciences, Dartmouth, MA.

It is sad to see the status of the current educational system. Whether it is student-teacher relationship, related to fee, control of the state or central government, mental/ethical development of students, imparting social responsibilities or providing pure knowledge…..everywhere you will find flaws and need some serious introspection. These are the few reasons why we have fewer enrollments in higher studies (out of ~ 140 million High school students in India only 1.8 million students opt for postgraduate or MPhil or PhD). Other issues are: having less trained workforce and unemployment rates among higher educated personnel (among literates unemployment rate is higher among better qualified, unemployment rate is 7.23% among illiterate and 10.98% among literate (2011 census)). Although the primary objective of modern educational system is to satisfy modern societal needs, but it is not able to address this adequately. So I thought to look into what kind of education system was available in ancient times, and how that system operated.

The ancient education system can be best described by the following verse from Vishṇu Puraṇa.

तत्कर्मयन्नबन्धायसाविद्यायाविमुक्तये। आयासायापरंकर्मविद्यऽन्याशिल्पनैपुणम्॥

Tatkarmyannabandhāyasāvidyāyāvimuktaye।  Āyāsāyāparṁ karmavidya’nyāśilpanaipuṇm।।

 (Vishṇu Puraṇa 1-19-41)

That is action, which does not promote attachment; that is knowledge which liberates. All action is a mere effort/hardship; all other knowledge is merely another skill/craftsmanship.

The above quotation is the best portraiture of the Indian educational system in the past, and the Vedas form the basis of such a system. The word ‘Vidya’ is derived from the root vid, to know, which the same root as Veda is. Since the entire educational system is based on the Veda, Vidya garnered by Veda enables a person to know the truth regarding the universe and the individual relationship with the universe. The Rishis understood that student should have self motivation to succeed, and teaching should suit the natural inclination of a student. It’s the duty of a Guru to test the student and impart knowledge in the subject of his/her liking. That’s why in ancient times a teacher/guru provided only suggestions/advice to his students, and students needed to put their hearts and minds behind that to assimilate the knowledge.

This educational system teaches consciousness, self-control and purity of thought and action. A person who is not selfish and well-educated leads a pure life, conquers avarice by generosity or hatred by love. Such a person does not bother about caste, creed or color. All these distinctions come when education leads to the patch of commercial contracts, but when it inculcates purity, selflessness and self-realization, then it makes individual to realize the ideals of uplifting. It is clear that this system is based on the idea of attaining perfection without degrading self or humanity as a whole. This system is based on three fold system of Vidya; a) Parā-Vidyā, b) Aparā-Vidyā, and c) Kāla. Parā-Vidyā helps one to attain pure-consciousness, Aparā-Vidyā teaches the law of nature and the cause of other phenomenon, and Kāla deals with kauśala (applied science) (Ramdasi PhD thesis).


Vedic education starts with an intimate relationship between teacher and the student. The relationship between the teacher and his students starts with a religious ceremony called Upanayana. By Upanayana ritual teacher impregnates his student with his spirit, and start students new birth. After this student is known as Dvija (born afresh; Agarwal, 2011). In this education system, student finds his teacher, live with him as family member, and treated by teacher as his son in every way. The school was in natural surroundings, Hermitage, away from urban distractions, and function in solitude and silence. In the words of Rabindranath Tagore: “A most wonderful thing was notice in India is that here the forest, not the town, is the foundation head of all its civilization. Wherever in India its earliest and most wonderful manifestations are notices, we find the men have not come into such close contact as to be rolled or fused into a compact mass. There, tree and plants, river and lakes, had ample opportunity to live in close relationship with men. In these forests, though there was human society, there was enough of open space, of aloofness; there was no jostling. Still it render it all the brighter. It is the forest that nurtured the two great ancient ages of India, the Vedic and the Buddhist. As did the Vedic Rishis, Buddha also showered his teaching in the many woods of India. The current civilization that flowed from its forests inundated the whole India.

Every education system is always associated with the social life of the time. In ancient time, the society was divided into four categories or Varṇās; the Brahmaṇa, the Kṣatriya, the Vaiśya and the Śudras. Education was given in the beginning mainly to the first three Varṇā of the society.  Initially, everything was taught to all the three classes. During the Vedic ages, persons of the same family group followed different occupations according to their individual taste. As time passed on and Varṇās were required to do some imparted duties (mainly in post-Vedic era or Upaniśad era), subjects got divided according to Varṇās. Birth not occupation then came to be regarded as the basis of the caste system. The Brahmaṇas learnt the Vedic texts, the Kṣatriya learnt the Veda, science of warfare and Arthsastra, and Vaiśya were taught commerce, agriculture, etc. Śudras were not entitled to formal education, they are apprenticed under the skilled individual in their trade and craft. In fact, for a time being they were also allowed for formal education. In the Baudhāyana Grihya Sutra, ŚudraRathakār was allowed to have the Upanayana Sanskar (Bakshi et al., 2005). Budhayana says: “Let him initiate a Brahmaṇa in Spring, a Kṣatriya in Summer, A Vaiśya in Autumn, a Rathakār in the rainy season or all of them in Spring”.

वसन्तेब्राह्मणामुपनयीतग्रीष्मे राजन्यं शरदि वैश्यं वर्षासुरथकारमिति।  सर्वानेववा वसन्ते।

Vasante brāhmaṇāmupanayῑtagrῑṣme rājanyaṁ śaradi vaiśyaṁ varṣāsurathakāramiti। sarvānevavā vasante।।

(Baudhyana Grihya Sutra 2-5-6)

Notably, ŚudraRathakār is defined in this book as an offspring of a Vaiśya male and Śudra female.

In addition to this four Varṇās, there are four Āśramas which an individual is expected to experience in his/her lifetime; the Brahmacharya, the Grhastha, the Vanaprastha, and  the Sanyasa. These Varṇās and stages of life give us an idea of the aims and ideals of the ancient Indian education system.

Education was free and it was the teacher’s responsibility to take care of the primary needs of the students. Debate, discussion and seminar are essential parts of learning involving listening, contemplation, comprehension, self study and recall (Ramkumar, 2014). Rote learning was the technique used for elementary education. At the secondary level Vedic studies and writing was introduced, and higher education consisted of advanced study of the metaphysical subjects. Several schools were operated those days such as Pariśad, Tola, Forest colleges, Court schools, Temple colleges, Mathas, Ghatikas, and Agraharas ( Teachers had designation according to their methods of teaching: Acharya (teach Vedas without charging fees), Upadhyaya (taught a portion of Veda or Vedangas as his profession), Charakas (wondering teachers), Guru (imparting education to his disciples), Yaujanasatika (teachers with their profound scholarship), and Sikshaka (teaching arts like dancing) ( schools specializing in subjects like philosophy, law, the sacrificial ritual, astronomy, grammar and logic appear to come into existence since 500 B. C. Under the Brahamic auspices, universities like Takhsila were established. University curriculum included physical sciences, arts, literature, philosophy, logic, mathematics, astronomy, medicine and theology. In the course of time distinction between Arts and Science were drawn and practical pursuits were included in the arts. In later Vedic era, they evolved and expanded the curricula in all the fields of knowledge. With the expansion of education system, enrollment increases, which necessitated in development of various branches of specialization. This also amalgamated various school systems to create universities like Takshila and Nalanda (Sakunthalamma, 1994). These universities had various departments with specialties. In those days the departments were –

  1. Agnisthana: This was the place where fire worship and other prayers took place. Probably here the performance of religious rites and rituals were taught.
  2. Brahmasthana: This was the department of the Veda.
  3. Vishnusthana: In this department Rajnti, Arthanti and Vārtā were taught.
  4. Mahendrasthana: This was the department where military sciences were taught.
  5. Vaivasvatasthana: This department is for Astronomy.
  6. Somasthana: Department of Botany.
  7. Garudasthana: This was the department which dealt with the transport and conveyance.
  8. Kartikeyasthana: In this department the science of organization of military, patrolling and battalions, and the army was taught.

The examination was an oral one. The student was required to give oral answers in a congregation of scholars. If he satisfied them, he was given a degree or title, somewhat similar to the PhD dissertation defense today. The consensus of the scholar’s opinion was essential for obtaining such a title.

There are evidences that girls were admitted in the Vedic schools or Charanas (Agarwal, 2011). A Kathi is a female student of Katha school. There were hostels for female students and they were known as Chhatrisala. Though the state did not include education as one of the subjects under its administration, the head of the state and other wealthy merchants, etc., encouraged these activities with their endowments. After the student completed his course (in general, 12 years of learning), the school organized Samavartna Sanskar, which is similar to convocation today. Taittirῑya Upaniśad’s verse 1.11.1 describes address of Guru to his students, in which he exhorts to speak truth, practice social ethics and not to neglect the pursuit of knowledge. They were also advised not to forget the debt to the Gods and ancestors. According to Taittrῑya Upaniśad’s verse 1.11.2, students were specially asked to see God in their mother, father, teacher and guest. Students were also advised to give gifts to their teachers sincerely and according to their means. Finally the teacher ended his address with the words that what all he said was the import of the Vedas, the divine scripture, which was to be meditated upon.


Sankuthalamma V. (1994). The trends of education in ancient India. PhD thesis, Shri Venkateshwara University, Tirupati, Andhra Pradesh, India.

Agarwal, V. (2011). Principles of Education. Chapter 1. Lakshay Publication, India.

Ramkumar, A. M. (2014). “Gurukul to University”: Ancient education system and the present day. Golden Research Thoughts, 3, 1-5.

Ramdasi, N.R. Visualising Indian heritage digital library metaphor. Research paper of PhD thesis. C- Dac, Pune.

Bakshi S.R., Gajrani S., and Singh, Hari (2005). Early Aryans to Swaraj. Volume-3, 25 – 26.