This book is a collection of essays by Mahatma Gandhi on his concept of Constructive Programme, a vision for social and economic change based on self-reliance and non-violence. The book provides a detailed look into his ideas, their practical application, and their relevance for contemporary society. The book is a must-read for students of political science, philosophy, and social change. This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.

This is a thoroughly revised edition of the “Constructive Programme” which I first wrote in 1941. The items included in it have not been arranged in any order, certainly not in the order of their importance. When the reader discovers that a particular subject though important in itself in terms of Independence does not find place in the programme, he should know that the omission is not intentional. He should unhesitatingly add to my list and let me know. My list does not pretend to be exhaustive; it is merely illustrative. The reader will see several new and important additions.

Mahatma Gandhi's fundamental work - a key to understanding both his life and thought, and South Asian politics in the twentieth century.

This comprehensive Gandhi reader provides an essential new reference for scholars and students of his life and thought. It is the only text available that presents Gandhi's own writings, including excerpts from three of his books--An Autobiography: The Story of My Experiments with Truth, Satyagraha in South Africa, Hind Swaraj (Indian Home Rule)-a major pamphlet, Constructive Programme: Its Meaning and Place, and many journal articles and letters along with a biographical sketch of his life in historical context and recent essays by highly regarded scholars. The writers of these essays--hailing from the United States, Canada, Great Britain and India, with academic credentials in several different disciplines--examine his nonviolent campaigns, his development of programs to unify India, and his impact on the world in the second half of the twentieth century and the beginning of the twenty-first. Gandhi's Experiments with Truth provides an unparalleled range of scholarly material and perspectives on this enduring philosopher, peace activist, and spiritual guide.

Can Gandhi be considered a systematic thinker? While the significance of Gandhi’s thought and life to our times is undeniable it is widely assumed that he did not serve any discipline and cannot be considered a systematic thinker. Despite an overwhelming body of scholarship and literature on his life and thought the presuppositions of Gandhi’s experiments, the systematic nature of his intervention in modern political theory and his method have not previously received sustained attention. Addressing this lacuna, the book contends that Gandhi’s critique of modern civilization, the presuppositions of post-Enlightenment political theory and their epistemological and metaphysical foundations is both comprehensive and systematic. Gandhi’s experiments with truth in the political arena during the Indian Independence movement are studied from the point of view of his conscious engagement with method and theory rather than merely as a personal creed, spiritual position or moral commitment. The author shows how Gandhi’s experiments are illustrative of his theoretical position, and how they form the basis of his opposition to the foundations of modern western political theory and the presuppositions of the modern nation state besides envisioning the foundations of an alternative modernity for India, and by its example, for the world.

In this revolutionary book, a renowned computer scientist explains the importance of teaching children the basics of computing and how it can prepare them to succeed in the ever-evolving tech world. Computers have completely changed the way we teach children. We have Mindstorms to thank for that. In this book, pioneering computer scientist Seymour Papert uses the invention of LOGO, the first child-friendly programming language, to make the case for the value of teaching children with computers. Papert argues that children are more than capable of mastering computers, and that teaching computational processes like de-bugging in the classroom can change the way we learn everything else. He also shows that schools saturated with technology can actually improve socialization and interaction among students and between students and teachers. Technology changes every day, but the basic ways that computers can help us learn remain. For thousands of teachers and parents who have sought creative ways to help children learn with computers, Mindstorms is their bible.

. Renewal of Life by Transmission. The most notable distinction between living and inanimate things is that the former maintain themselves by renewal. A stone when struck resists. If its resistance is greater than the force of the blow struck, it remains outwardly unchanged. Otherwise, it is shattered into smaller bits. Never does the stone attempt to react in such a way that it may maintain itself against the blow, much less so as to render the blow a contributing factor to its own continued action. While the living thing may easily be crushed by superior force, it none the less tries to turn the energies which act upon it into means of its own further existence. If it cannot do so, it does not just split into smaller pieces (at least in the higher forms of life), but loses its identity as a living thing. As long as it endures, it struggles to use surrounding energies in its own behalf. It uses light, air, moisture, and the material of soil. To say that it uses them is to say that it turns them into means of its own conservation. As long as it is growing, the energy it expends in thus turning the environment to account is more than compensated for by the return it gets: it grows. Understanding the word "control" in this sense, it may be said that a living being is one that subjugates and controls for its own continued activity the energies that would otherwise use it up. Life is a self-renewing process through action upon the environment.

Chiefly on Hindu-Muslim unity.

India of My Dreams by M.K. Gandhi: "India of My Dreams" presents the visionary perspective of Mahatma Gandhi on the future of India. The book outlines Gandhi's aspirations for the nation and his commitment to nonviolence and social justice. Key Aspects of the Book "India of My Dreams": Gandhian Ideals: The book highlights Mahatma Gandhi's core principles, including nonviolence, self-reliance, and communal harmony. Nation-Building: "India of My Dreams" reflects Gandhi's vision for India's social, economic, and political progress. Social Justice: The work emphasizes Gandhi's advocacy for equality, inclusion, and the welfare of marginalized communities. M.K. Gandhi, also known as Mahatma Gandhi, was an iconic leader and freedom fighter in India's struggle for independence. "India of My Dreams" reflects Gandhi's profound love for his country and his dedication to creating a just and inclusive society.

Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.