MGPE-010

(i) Gandhi’s Vision of Community Peace Introduction Mahatma Gandhi’s vision of community peace was based on harmony, justice, and nonviolence (Ahimsa). He believed that true peace was not just the absence of conflict but the presence of mutual respect, cooperation, and self-sufficiency. His philosophy emphasized Sarvodaya (welfare of all), ensuring that peace was inclusive and […]

(i) Gandhi’s Views on the ‘Ethics of Strikes’ Introduction Mahatma Gandhi viewed strikes as a legitimate form of protest, but only when conducted ethically and nonviolently. He believed that strikes should not be driven by selfish interests or political motives but should be based on moral and just demands. While he supported workers’ rights, he

(i) Concept of Positive Peace Introduction Positive peace is a concept in peace studies that goes beyond the absence of war and violence. It refers to a stable, just, and fair society where people enjoy equality, human rights, and opportunities for development. Unlike negative peace, which is merely the absence of direct violence, positive peace

(i) Relevance of Dialogue and Negotiation in the Contemporary World Introduction In today’s globalized world, dialogue and negotiation are essential tools for resolving conflicts, promoting peace, and building diplomatic relations. They help prevent violence, war, and social unrest by creating opportunities for mutual understanding and compromise. A. Importance of Dialogue and Negotiation in Conflict Resolution

(i) People’s Participation in Peace Process Introduction People’s participation in the peace process refers to the active involvement of individuals, communities, and civil society in conflict resolution, peace negotiations, and post-conflict rebuilding. Lasting peace is possible only when citizens, grassroots organizations, and social movements play a role in decision-making and reconciliation efforts. A. Importance of

Introduction Education plays a fundamental role in shaping societies, promoting peace, and preventing conflicts. A well-educated society is more likely to embrace tolerance, nonviolence, and social harmony. Mahatma Gandhi viewed education as a means for character-building, moral development, and self-reliance, emphasizing that true education should uplift individuals and create a just society. This essay critically

Introduction Thomas Weber, a scholar on Gandhian philosophy, described Satyagraha as a “viable, autonomy-producing method of conflict resolution”. This means that Satyagraha is not just an effective way to resolve conflicts nonviolently, but it also empowers individuals and communities to achieve self-rule and justice. Satyagraha, meaning “truth-force” or “soul-force,” is a method of nonviolent resistance

Introduction Mahatma Gandhi’s concept of Ahimsa (nonviolence) is often compared to pacifism, but the two have significant differences. While pacifism generally means opposition to war and violence, Gandhi’s Ahimsa goes beyond that—it is a proactive force for truth, justice, and moral transformation. Unlike passive non-resistance, Ahimsa is an active struggle that seeks to change the

Introduction Mahatma Gandhi’s journey to Noakhali (now in Bangladesh) in 1946 was one of his most significant and emotionally challenging peace missions. At the age of 77, he walked through riot-torn villages, promoting nonviolence, communal harmony, and reconciliation between Hindus and Muslims. This mission was a direct response to the brutal communal violence that had

Introduction Mahatma Gandhi’s approach to conflict resolution was rooted in nonviolence (Ahimsa), truth (Satya), and moral persuasion. Unlike traditional conflict resolution methods that rely on force, legal intervention, or compromise, Gandhi advocated for Satyagraha (truth-force)—a peaceful method that seeks to transform the hearts and minds of opponents rather than defeat them. Gandhian conflict resolution is