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SHREE MANIBHAI & SMT. NAVALBEN

VIRANI SCIENCE COLLEGE

GANDHIAN

STUDY

CENTRE

Be the change you want to see in the World!Be the change you want to see in the World!Be the change you want to see in the World!Be the change you want to see in the World!

A report of activities conducted

Report of the Gandhian Study Centre activities

2012

1. The list of coordinators and students who regist ered for Gandhian study The Coordinators for the centre were:

a. Dr. Varsha Kanabar, Library, VSC b. Mrs. Sheetal D Tank, Library, AITS c. Mrs. Chetna Gohil, Library, AITS

List of student’s batch 2012 enclosed as annexure 1

2. The List of Books & Multimedia Purchased under G andhian Study Centre

Enclosed as Annexure 2

3. Certificate Course in Gandhian Thoughts

Syllabus Enclosed as Annexure 3

4. Activities (Detailed report enclosed as Annexure 4) 1) Visit to Gujarat Vidyapeeth for Framing of Sylla bus

Mrs. Sheetal Tank, coordinator of the centre, travelled to Ahmedabad for framing of Syllbaus at Gujarat Vidyapeeth’s, Peace research centre; for Syllabus design of Certificate Course in Gandhian Thought; The department faculties and HOD Dr. Pushpaben Motiyani, Reader, Peace Research Center, Mahadev Desai Samajseva Mahavidyalaya, Ahmedabad also supported the whole process. Dr. Rajendra Khimani the Registrar also suggested the Pedagogy methodology for the course and also extended his support for the course.

2) Visit to LokBharti Sanosara for consulting & rev ision of Syllabus Mrs. Sheetal Tank and Mrs. Shweta Bhatt, Faculty Biotechnology visited Lokbharti Sanosara to meet Dr. Arun Dave, the Managing Trustee of the Lokbharti and to take his inputs in the syllabus and course conduction; Dr. Dave gave his heart into detailing minute aspects that could make the course interesting for today’s generation. He gave valuable inputs and also suggested that the course be not just theory but 100% practical exposure and thus he had already done his homework and guided us accordingly along with his senior team members.

3) Announcement of the Certificate Course Post visit of Lokbharati and final drafting of the syllabus, teaching methodology, timetable and assessment methodology was finalized the course was announced to all the HOD in presence of the Principal; and a day was finalized for course orientation programme where interested students would be informed about the objectives and course contents of the Gandhian Study centre.

4) Meeting with Shri. Veljibhai Dessai on conductin g of the course and guidance

Shri. Dessai is a industrialist in Rajkot owning an industry named Tinytech. He is a man living by Gandhian Thoughts, he was suggested to us by Dr. Dave at Lokbharti and we went to meet him for his inputs. Mr. Desai was very excited about the course and also gave us the list of books that should be given to students who join this course as a compulsory reading set and we invited him to be the chief guest for the inaugural session of the course; to which he gave us his consent. He also guided us on concept of decentralization and its impact on human lives especially in India. And what was Ganhiji’s dream and why he had proposed some of the thoughts in his time and how that is scientifically true today too.

5) Official Inaugural of the Gandhian Study Centre & Seminar on “Gandhian Thought on Decentralization” The Course was inaugurated by Shri. Veljibhai Dessai as chief guest, Sadhu Tyagvallabhdas the secretary of the Campus and the Principal on 27th June 2012. The students and faculty of the institute attended the programme and Mr. Dessai congratulated the youth for taking the course and also spoke on Gandhian Thoughts and its relevance in modern times with ample of examples. The seminar was on Gandhian thought on Decentralization, Shri Desai elaborated with a number of examples to explain the disadvantages of Centralization and giving his own example of the company that builds miniature machines to produce more opportunities for people to have their own small industry; not only in India but also in many other developing nations. He also highlighted how Gandhiji had proposed decentralization and expected the government to follow the same and how industrialization had made the divide between the rich and poor large and it still continues. This seminar was a good beginning to understand Gandhiji’ thoughts are its relevance in modern times too. It made them realize he was a visionary and knew long before what would be India’s need for a inclusive growth.

6) Visit to Rashtriya Shala, Rajkot

Gandhiji founded the Rashtriya Shala on February 21, 1921 as a school based on his philosophy about education. The campus has a Bal Mandir for pre-primary children, who arrive in five bullock carts, and Keshav Kumar Mandir for primary school children. Rashtriya Shala also has the Sangeet Mahavidhyalaya which teaches music and classical dance, Library and Reading Room with about 5000 books in Gujarati, Hindi and English, mainly

those related to Gandhian ideals and Gita-Ramayan Examination centre and the Khadi Mandir for the production and sale of handloom woven fabrics. Here about 700 lady

spinners who work on Amber Charkhas. The Rashtriya Shala also has a Telghat where oil is extracted from Sesamun Seeds using small rotary motors certified by Khadi & Village Industries Commission. From 1951, the Rashtriya Shala has started the Patola centre where weavers are trained in the intricate process of ikkat weaving. The campus also has the Bapu Upawas Khand where Mahatma Gandhi went on a fast during the Rajkot Satyagraha of 1939 and the open-air theatre at the Rashtriya Shala. On 28th June 2012, the students were first taken to the Rashtriya Shala in the city for a tour and Shri. Dobariya who is the in charge of the centre at present explained the history and significance of the place. He also reminded the students about the only fast of Gandhi that was unsuccessful and in the room where Gandhiji had fasted there are also rules and conditions of fasting. The students also had an hands on experience of different types of charkas and also had an interaction with the workers there. The students joining the Gandhian study had to compulsorily have two pairs of Khadi clothes and wear them during their visit or study tours related to Gandhian Study Centre. 7) Purchase of Gandhian related literature from Gan dhi Ashram Ahmedabad

We sent to Gandhi Ashram Ahmedabad, to purchase the Gandhian Literature in the form of Books, Multimedia, posters and also charkas for the Centre. We were able to get most of the works of Gandhiji and his life and messages. The centre people were also very cooperative and when we told them about the Course and the centre they were very happy that such courses are being thought for the young generation.

8) Exhibition of Gandhian Study Centre Books and Po sters on Life of Gandhi On 29th June 2012, as a first activity under the centre the books purchased under the centre were put on Exhibition and the posters on the life of Gandhi and major landmarks in his life were borrowed for the purpose from Rashtriya Shala Rajkot. This exhibition was made available for all the students and faculty on the campus. We had a good number of students and faculty visit this exhibition and also they set for a good amount of time reading the same.

9) Vanchan Chintan of Gandhian Literature by Gandhi an Study Centre Students On the 30th June 2012, for the students of the Gandhian study centre we had a Vanchan Chintan workshop i.e. Reading and reflecting on the life of Gandhi. In this workshop we showed them the documentary movie on the life of Gandhi and also made them read the book – “My Experiments with Truth” the autobiography of M.K. Gandhi. The objective was to read this book and get more closer picture of the Life and message and thoughts of Gandhiji. This was a fruitful exercise and students were having a fair understanding of Gandhian Thought before they actually started the course.

10) Visit to Gujarat Vidyapith and Conduction of pa rt of the Course (2 nd to 4 th July 2012) On the day 1 at Gujarat Vidyapith, Dr. Haribhai Patel commenced the 1st session by introductory lecture on Gujarat Vidyapith which was followed by a documentary film on Vidyapith and other significant places connected with work of Gandhiji. The next session was by Shri Kapil Deshval who spoke on the autobiography of Gandhiji, this was followed by another senior faculty’s lecture Dhri Ramabhai Patel on “Rachnatmak Karyakramo” (Constructive Programme) given by Gandhiji and its significance; this was followed by another important lecture and the specialization of the centre “Gandhiji ahinsa ane satya” (Gandhiji nonviolence and truth) which was delivered by Dr. Prem Anand Mishra. The next half a day was devoted to the campus visit which included visiting the Library, Museum, Solar Energy system, Biogas plant etc.). This visit was followed by a late evening session on Open discussion- where students raised some key questions and which was an eye opener and also an important event in getting to understand Gandhiji’s Thoughts more clearly. The young generations and specially the technology students had a lot of questions which were related to Gandhiji and technology; this again cleared many myths in the minds of the students. The organizers were also very happy to face the inquisitive minds questioning the work of Gandhi and the young generation vice a vise had a insight into these Gandhian followers and their thoughts. The day 2, the students started their day by following the routines of the Vidyapith, i.e. cleaning the campus; during their morning chores they happen to meet the registrar Dr. Khimani who was sweeping his quarter they enquired sir about how does he feel doing this kind of work; to which he had replied “it is my work; I feel good doing it”. The students were invited by the registrar for a word in his office and this was another fruitful interactions to understand Gandhian way of life and the motive behind the same. After the interaction the sessions were continued as – Dr. Vidhyut Joshi on “Regeneration of Society” ; a session that raised a whole lot of questions and arguments on the misconception of Gandhian thought and technology and industrialization; the students argued that in this way we will not be able to save Khadi industry; to which they were explained with the whole inclusive model of Khadi industry. The session was followed by Dr. Pushpaben Motiyani, the head of the department Peace research centre, Gujarat Vidyapith on “Swadeshiji ane Swaraj” followed by Dr. Haribhai Patels lectures on “Ekadesh vrat” (11 Vows) and finally the day ended with another important aspect of Ganhian thought – “Health”; there was a session arranged by Dr. Surbhiben Leuva on “Health & hygiene” which was found very useful by students. The day ended with the students gathering at the prayer hall which had the Lead and follow prayer song recitation followed by a Role play done by the students of the Vidyapith on Civic sense and citizenship. Please see annexure 4 for detailed report and photographs.

11) Visit to other places of Importance to understa nd Gandhian Thoughts

On 4th July students were taken for a study tour guided by Shri Kapil Deshval the schedule was -Kocharb Satyagrah Ashram, Sabarmati Ashram and Centre for Environment Education) Please see annexure 4 for detailed report and photographs.

12) Report submission by the students on the visit and Learning’s and understanding of the Gandhian Thought The students were given orientation the report writing and were asked to submit a report on their learning’s and understanding of the Gandhian thought post Gujarat Vidyapith visit and partial completion of course. All the students have submitted the report and were evaluated through group discussions and experience sharing to their faculty and other students in their classes.

13) Visit to Lokbharti Sanosara for the completion of remaining course At Lokbharti we were traditionally welcomed by the host Shri Nitinbhai who would be coordinating our entire course during the next three days. The programme was meticulously designed for total experiential learning and very little of lectures & classroom teaching. Dr. Arun Dave, Managing trustee and renowned scientist welcomed the students and congratulated and expressed his happiness in knowing that the young generation has come forward to take up the course. His talk was on Gandhi as a scientist & Gandhi’s idea of Science & technology. He gave beautiful examples of Gandhi compared with Einstein and how one give the vision and other can give technology but they should go in tune with the nature. His emphasis was that for all the contemporary problems that the world is facing today like Global warming, Terrorism etc. have answers in Gandhian Thoughts. He said primary concern should be on human wellbeing and not just technology that can developed; it should be developed keeping in mind its utility, need thus need based technology and not greed based technology should be focused upon. He also said we should use natural resources that could solve 90% of our problems. In all he summed up by saying that we must not enjoy at anybody’s cost. If we follow this we are be following Gandhian thoughts. He elaborated each and every Gandhina thought with scientific examples. Then we went on the visit of the campus where we were taken to understand the life and value education imparted to the students studying at Lokbharti and the also to give a glimpse of the culture of the campus. The different roles played by the faculty and the students themselves. First we were taken to the hostels and it was good to know that whether it is girls or boys they have to cook their own food and each one is assigned a duty for the week and how they manage and do the reporting to the Grahmata / grahpita. The whole exercise is to make them responsible, independent and also make them understand economics in life. After the visit we had our lunch time, there was a system where students and even guests were supposed to clean their plates after food. This was a first experience for most of the students.

Post lunch we visited the Wheat Research Centre, where the famous LOK -1 Variety of wheat was developed by the institute. Shri Devdasbhai Goohil, explained this variety was a cross breeding of S -308 ( Sonalika) and S-331 (Chhoti Larma). These varieties S-308 and S-331 were the original Mexican Varieties gifted by the Nobel Laureate Dr. Norman Borlaug to our nation. The LOK-1 Variety was recognized by the Govt. of Gujarat for cultivation in 1979 and the Govt. of India has also released this varieth for the Central Zone i. e. Gujarat, Madhya Pradesh, Rajasthan and some parts of U. P. in 1982. In 2000-2001 "LOK-1" variety is distributed in 31.6% area i.e. 20 to 25 Lakhs hectors of Central Zone while it is also spread in other State like Bihar, West Bengal, Maharashtra, Karnataka, Andhra Pradesh etc."LOK-1" is also being grown in the neighboring countries like Pakistan, Bangladesh, Nepal and Bhutan and Indonesia. The seeds of "LOK-1" has reached to U.S.A. Mexico, Russia, Indonesia, Guyana and Argentina. He also elaborated on the type of research and level of research undertaken in the Wheat research centre by the students of UG and PG studying at Lokbharti. He also highlighted that the individual plant study is only done at Lokbharti. We were surprised to know that there are more then 2000 varieties of Wheat and this year another 1008 new varieties have been identified. The visit to the entire department was made where each and every section was explained in detail. The next visit was to the Saraswat Bhavan- the heart of Lokbharti, which is the prayer hall, the sabha hall and also has the part of the Library, it is the oldest building in the campus and all the annual functions are held in this very hall. The objective of the utsav vibhag is to bring out the creativity in the students by celebrating different festivals with their true mening; it was nice to know that Raksha Bandhan and teachers day are the most importantly celebrated festivals in the Campus. There is a lot of emphasis on celebrating traditional festivals so as to preserve and transfer the culture into the younger generations; on Gandhi Jayanti they have a Padhyatra and programmes emphasize on Gramjeevan, gramsabha and cleanliness. The next visit was to the Goshala and Nai Talim on field and also the centre which depcist about the Gram Swaraj. The Head Dr. Sridhar Gajjar who is from Animal Husbandary & dairy Sciences gave us the entire information about the Goshala and other important aspects of the Nai Talim. His talk emphasized on the importance and significance of cow’s milk and other dairy products and also the use of cow dung and cows urine. During the visit to the cow shed at the goshala we were introduced to identifying GIr Wos which are a rare category and the best in the Saurashtra Region. He also told about the research in breeding activities and how they have been able to successful have 4 breeds 2 were pure and 2 were cross breeds. The next visit was to the to the Vermicompost and the Biogas plant. Then we visited the dairy science centre where students are given training in producing flavored milk, ghee, icecream, candy, sweets, rasgullas, chocolate etc.

In the night after dinner the students gathered in the Prathana Hall for the prayers and later to attend the next lecture by Shri Hasmukh Sutar, who is from Bhuj and an Alumni of LokBharti, presently heading Agrocel; he is well travelled and a very experienced person. His lecture was on “Ecofriendly Life and how to use appropriate Technology”. He is an Agricultural scientist and he explained the netire process of making the compost from organic waste. Which is very useful for organic farming, he also elaborated the entire process of work by Excel company from Bhavnagar and also Ahmedabad Municipal Corporation on managing City garbage. He also explained the advantages of the Compost fertilizer. He also discussed and made students aware of Gruha Udyog and Khadi Employment and also on sustainable agriculture. Finally we saw the documentary on Nayi Talim – Gram shikshan ucch shikshan, ek abhinav prayog on Lokbharti Gramvidyapith

Day 2 was visit to the schools were basic education as proposed by Gandhiji is being implemented – the buniyadi shaala’s details are in pt. no. 14.

Day 3 In the morning the students started practicing the routines of the Lokbharti – cleaning of the campus. They also joined some of the students in their house works. This was followed by the first session of the day – Village industries – Appropriate technology / Gram Technology/ intermediatic technology/ Human technology by the Director of the campus Shri Hasmukh Devmurai. His lecture was an eye opener to our students. His major focus of the lecture was on argument between Mass production (High Technology which replaces human) Vs Production by Mass (Gram technology) and he justified each and a very aspect right from govt decisions in the time of Shri Jawaharlal Nehru to present day. He also quoted with examples and he had also put some of such human technologies that are helping production by masses in the village industries today. The student were also asked to think and work on those lines for better future and also to take the technology to the last man.

This lecture was followed by Dr. Nigam Shukla of Krishi Vigynan Kendra (KVK) at Lokbharti and he highlighted the objectives of the KVK and also he oriented the students on the type of work done by the Kendra form its inception and also how KVK is trying to be like one stop solution for all the farmers in the region. Later on elaborating he said that KVK can cater to atleast the agriculatural subjects such as – Agronomy, horticulture, agriculture engineering, plant protection, animal husbandry, soil science, plant breeding (seed production) and home science. He also further stated that KVK mandate are – frontline demonstration (FLD), On farm testing (OFT), trainings related to animal husbandry, perishable items like tomato, and other aspects of agriculture; Information hub for farmers and other agencies –in tehform of lectures, exhibitions, krishi mela, publications etc. He further explaining as to how Ganhi vichar is applied here – he emphasized on Gram Swaraj – as first sector is agriculture, extension activities like this help in research and earn better yields. Secondly he said

rural revolution – as our focus is on 1. Decrease the use of chemical fertilizers and using organic manure, 2. Technology that farmer can adopt and govt provides – e.g. drip irrigation and the subsidy that is provided. He also explained the identification of Agricultural chemicals and which are poisonous and less poisonous.

Next lecture was by Shri Ramchandrabhai Pancholi, who belongs to the legacy of Manubhai Pancholi, the great educationalists of the independence era of India who along with other great educationalists like Nanabhai Bhatt built the foundation of basic education system and Lokbharti is also one such institution. His lecture was on Nai Talin and foundation and Gandhiji’s vision on Sarvoday. His focus of the talk was on Education – for life, for living , to become lifelong learner, and not just information rich but knowledgeable people, citizenship, value – education that makes man connected with society, & nature. It was a lecture asking for deep sense in understanding what education should do to us and what it must not do to us.

Next we visited the library and met the librarian Jayendra Jadeja; the library follows the colon classification for depth classification and this library is unique there are only two staff and rest it is managed with the help of faculty and students.

Next visit was to the Lok Vigyan Kendra – Community Science Centre a unique feature of Lokbharti. Dr. Bhavnaben who is the head gave her deliberation on Gandhian Science. Her own session was an example of a good teaching methodology and how to make the classroom teaching and specially science learning interesting and very effective for remembering; her emphasis was on being happy and creative… she said if one cannot become that then it will be an unhappy and most probably of terrorist, destructive nature. Stressing on education & daily life she talked about hygiene, sanitation, no taking virudh ahar; to have a well organized lifestyle, using home remedies and also use of leisure time for good activities. She expressed her views on 7 deadly sins mentioned by gnadhiji and she also made the whole class sing rhymes and took us around all the different science models explaining the principle behind the same.

The next visit was to the Panchayati Raj Talim centre where we were introduced to Mr. Kotecha who made us understand Gram Swaraj and also the role of Sahakar & Panchayat in Gram Swaraj. This centre gives training for talati mantra; the leaders of the village. He explained how that centre was brought into Lokbharati campus and its activities and training modules; the examination patterns, the selection procedure etc. he said since these talati mantris have to be connected with the village thus they need to be educated about the village setup and their roles and responsibilities. He also explained the laws and also the examination structure of the Talati Matri examinations conducted by the state. He also explained that the Village is basically managed by three major contributors- the Sahakari Mandals, the Primary education Setup and the Gram Panchayat. The students who take up the course are from different educational background from graduates to PhD holders but their heart is in the right place they are having an urge to do something for the rural development.

Being the last day the students wanted to have a meeting with Dr. Arun Dave who had given his consent; we had scheduled a time period of 1 hr for their discussion but their thirst of knowing more on Gandhian thoughts and present education, political and technology system was so much that they spent nearly 3 hrs having fruitful discussions with Dr. Dave. We as faculty also attended the faculty tea party at the campus and it was also a memorable one, they themselves teach students by leading with examples. The day ended with dinner and we finally gathered at the prayer hall where our students expressed after the prayers their experience of the course and visit to the campus and other significant places in the time span. This was an emotional moment for all of us as we were coming to the end of the course we saw students becoming and feeling more responsible, a sense of wisdom, could be felt and they thanked the host for the hospitality and the conduction of the course.

14) Visit to Buniyaadi Shaala’s, Khadi small scale workers, and Gram Technology darshan for understanding of Gandhian Thought on di fferent aspects for Rural Development

On day 2 visit to Lokbharti sanosaram we were taken for a field trip to Buniyadi shaalas to have an experience of Basic education as advocated by Gandhiji. We were taken to Dakshinamurti, Munar, a self funded school with buniyadi shikshan implemented. This school is an example worth looking into, they have agricultural land of 275 vighas and around 125 vigha is the school building they have made 500 chickoo plantations, 500 mango plantations and 660 coconut trees; they are into horticulture, the land has a good water supply due to the satrunji dam, they have done along with their students a lot of community development work and thus due to the schools more then a radius of 60 kms have been affected, they have developed self help group, they have built checkdams for water preservation, they also develop compost fertilizer themselves, there is a gaushala with enough number of cows to serve the students with 100 gm of milk for each students and the best thing is that the entire campus is managed by group of students allotted with duty for each and every task. Then we went to Alang ship breaking yard and it was horrifying to know the statistics of the place about the hazardous chemicals in the sea and the deaths happening due to the carcinogenic gases and chemicals being disposed and accident happening due to the same. Then we went to Utarbuniyadi shaala, at Bela which is a school for girls. It is a school which has also got the best school award. They gave a visit to the campus, and also to the field and gaushala, we also had a small meet with the students and we were really overwhelmed with the welcome we got it was traditional song, followed by tika tilak welcome and our students were very happy to see that the tradition is still alive and there was a different charm on the face of the students studying there.

The next visit was to Lakhawad village to see the model village with Biogas plant pilot project. There were 115 homes in the village and all use the model Biogas plant which is on pilot study provided by Govt. Scheme. We were allowed to visit the home and also see the working of the same. it was told that 15 kg cow dung was enough to cook for the whole day. It was given to people with 80-20 partnership of Govt and people (Lokbhagidhar). We were also amazed to know that they are also developing Bike gas kit and also for tube of truck and tractor tire. The we visited the satrunjay Dam which is a boon to the many villages of Bhavnagar. We then headed to Shihor, Yoghat, Surka to meet the hand weavers of Khadi and how they earn Rs.250/- per day. The students had a hands on experience of working with the Hand weaving machine and the whole process of making the cloth of khadi. It was realized if we buy 2 pair of khadi per year we will be feeding many families into the entire process of khadi manufacturing. And finally we visited the National Heritage – the 1st Buniyadi Shaala – Gram Dakshinamurti, Ambla. A school worth visiting and studying about. Shri Bhanubhai the Director of the school came around with us explaining the whole working of the teaching and learning methodology in the entire school setup. It was interesting to know that the students learnt maths, science, environment, chemistry and agriculture science in managing their vadoliyo (a piece of land given to them to grow a vegetable of the season). The value education, the citizenship, the responsible person; education for basic life is all imbibed in the day to day teaching-learning process. One thing that was seen was the calmness, maturity, and responsible and civilized behavior of students and moreover one with nature. We then had one of the most memorable meetings with Shri Anilbhai, the person who was founder along with Manubhai Pancholi & Nanabhai Bhatt. His wisdom about education and the way it should make the human was mind opening for all of us. We heard him for over half an hour but we still wanted more of him. The students were dumb struck to see the Gandhian follower and listen to his wisdom. Many of their myths were broken and we returned with a lot of weight in our heart and minds and many more important questions to ponder upon. With that we ended our day.

15) Submission of reports and Project work by stude nts The students were asked to take up projects on different subjects and submit a report on the same. The projects were some as literary work and some were practical project works. They submitted the same in due time. The different projects that they worked on were: Present Education system and Basic Education proposed by Gandhiji, Village panchyati Raj; Paper recycling, Mini Biogas plant, Poetry and quotes of Gandhiji, Green marketing etc.

16) Celebration of Gandhi Jayanti

Gandhi jayanti was celebrated by our students of the centre by doing prabhat pheri, they sang song on 11 vows and also another beautiful song “Have toh jagya tyar savar thayiche” all the students went around the campus singing the songs on life and work of Gandhiji and finally gathered at the central square where they demonstrated with the 11 vows and its significance in modern ways. The theme was being swadeshi and regaining swaraj- they detailed to the student gathered on the importance of the salt act and dandhi march and what was the reason Gandhiji wanted us to become swadeshi and use swadeshi product and how swaraj can be regained through small changes in our lives consciously. They then performed a traditional dance – the garba which was performed on a live singing by two students on the Famous poetry of the great poet of Saurashtra – Javerchand Meghani the words were “Kasumbi no rang” which depicts the greatness of the motherland and the role of a mother in imbibing the qualities of patriotism in the child right from the cradle and the remarkable values that shine out in their youth. The same programme was performed by students at different locations on the campus to create awareness among the youngsters on the importance of Gandhian thoughts even in modern times.

17) Green Products fair As a part of Gandhian Study centre we also focused on another important aspect that is very relevant today – Environment, so we had arranged an exhibition cum fair of Green products by Green shopee, mud house project by Mr. Shital Patel, a farmer and Gandhian thought follower of Rajkot who also put up a exhibition on Organic food, and non conventional energy sources like solar system and its working models for better understanding by the students. The entire campus students and faculty visited this exhibition and also got a lot of ideas for handmade best out of waste handicrafts and also bought organic food. There was a presentation on Hazards of using plastic and it was a very strongly depicted video which sensitized the students to saying No to plastic and using either cloth bags or other recyclable bags and products in their day to day life.

18) Gandhian technology Fair We also organized a Gandhian Technology fair with the help of Rashtriya Shala and other gandhian friends from the city and Sanosara on Gandhian Innovations and technology. There were excellent models which could make the student think on being innovative and developing technology for rural needs and also for day to day needs which are highly captured by Chinese products in the market. This was an excellent fair that made the student understand cost effective and socio- economic innovations and how they can be sensitive in the daily needs of common man and how simple innovations help the same. This was coupled by a movie show “Modern Times” by Charlie Chaplin which has critically mocked the modern times, the industrialization and automation and the degradation of value of man. We had Mr. Gopal from Kilol Education system explaining the man and machines and the mechanical life of today’s generation and the value of things and relations and the

life style one is being slowly trapped into and this was then related to Gandhi Vichar and explained in each of the products displayed as to where does Gandhian though get depicted in the same. There was also on exhibition on Global warming, seasonal food, organic farming, use of kitchen spices in curing of seasonal diseases and infections like common cold, gastric problem etc. The fair inspired many young minds to think in this direction of socio-economic innovations, simple lifestyle, home remedies and contributing to environment safety.

5. Award of Certificates

The certificate were distributed on the annual day of the college.

ANNXURE 1

List of Students for Certificate Course in Gandhian Thoughts

Sr. No. Name of the Student

1 Dave Nikita 2 Trivedi Mohit A. 3 Bhoraniya Kajal H. 4 Shrungarpure Babita A. 5 Dholariya Ravi D. 6 Sojitra Trusha 7 Thosani Hemali 8 Paun Dolly 9 Babariya Kinjal

10 Parmar Jignesh 11 Ravani Parth 12 Dhingani Raj 13 Metaliya Dharmendrakumar D. 14 Kargathiya Jaykumar M. 15 Gadhvi Bhavin 16 Mehta Divyesh 17 Bhatia Karan 18 Mehta Anand 19 Bhojak Maulik N. 20 Viradia Hetal Jayantilal 21 Rangani Parina 22 Sahariya Darshna

ANNEXURE 2

List Of Books & Multimedia Purchased Under Gandhian Study Centre

List of Books

Sr. No.

Author Title

1 Kumarappa, Bharatan (ed.) Sarvodaya 2 Prabhu, R. K. (ed.) Satya hi eshvar hai 3 Mashruvala, K. D.; Trivedi,

Kashinath (Tra.) Gandhi-vichar-dohan

4 Gandhi, M. K.; Vyas, Hariprasad (Comp.)

Gandhijiki apeksha

5 Gandhi, Mohandas Karamchand; Vyas, Hariprasad (Comp.)

Gram swarajya

6 Gandhi, Mohandas Karamchand;Nanavati, Amrutlal Thakorbhai (Tra.)

Mangal-prabhat

7 Gandhi, Mohandas Karamchand;Trivedi, Kashinath (Tra.)

Rachnatmak karyakam: uska rahasya aur sthan

8 Sasta Sahitya Mandal Prakashan

Videshi kahaniya

9 Jain, Yashpal (ed.) Ramayan kahaniya 10 Jain, Yashpal (ed.) Atmavishwas aur abhay 11 Vinoba Swarajya-shastra 12 Kalelkar, Kakasaheb S. Sapta sarita 13 Jain, Yashpal (ed.) Swadeshi aur rashtriyachetna 14 Desai, Narayan Bapu ki god men 15 Ganhi, Mohandas

Karamchand; Prabhu, R. K. (Comp.)

Panchayat raj

16 Ganhi, Mohandas Karamchand; Desai, Valji Govindji (Comp.)

Charitya aur rashtranirman

17 Ganhi, Mohandas Karamchan

Sarvodaya

18 Gandhi, Mohandas Karamchand; Naiyar, Sushila (Tra.)

Arogya ki kunji

19 Kalelkar, Kakasaheb S. Sapta sarita 20 Bang, Thakurdas Mahatma Gandhi 21 Gandhi, Manubahan;

Desai, Kurangibahan (Tra.) Bapu-mare maa

22 Navjivan Publishing House Ashram-bhjanavali

23 Harvilash, Kanta Mahatmanu ardhu ang kasturba 24 Bhave, Vinoba Ramnam - ek chintan 25 Ganhi, Mohandas

Karamchand; Prabhu, R. K. (Comp.)

Gitano Sandesh

26 Bhave, Balcoba; Patel, Ramjibhai )Tra._

Ekaadash vrat

27 Shah, Dashrathlal Bapuna jivanvrato 28 Desai, Narayan

(Composed) Gabdhi katha geeto

29 Meghani, Mahendra (ed.) Azadi ki mashal 30 Bang, Abhay; Shah,

Prakasha C. (Tra.) Sevagramthi shodhgram

31 Ganhi, Mohandas Karamchand; Prabhu, R. K. (Comp.)

Satya aj eshvar che

32 Krupalani, Krushna (ed.) Gandhijinu jivan - amnaj shbdoma 33 Pyarelal; Desai, Manibhai

B. (Tra.) Mahatma Gandhi: purnahuti

34 Ghandhi, Mohandas Karanchand

Apne sau ek pitana santan

35 Ghandhi, Mohandas Karanchand

Kelavanino koydo

36 Ghandhi, Mohandas Karanchand; Vyas, Hariprasad (comp.)

Gram swarajya

37 Ghandhi, Mohandas Karamchand

Hind swarajya

38 Parikh, Nilam Jya raho tya mahekta raho: putra ane putravadhuo prati


Gitabodha


Arogyani chavi

41 Krupalani, Krushna (ed.) Gandhijinu jivan - amnaj shbdoma 42 Ghandhi, Mohandas

Karamchand Mangalprabhat

43 Patel, Dhirubhai H. Dandikuch 44 Desai, Jitendra (Tra.) Bahurupi gandhi 45 Dave, Rashiklal Shyamrav Virat ne pagle 46 Ghandhi, Mohandas

Karamchand Nitinashne marge

47 Ganhi, Mohandas Karamchand; Prabhu, R. K. (Comp.)

Mara swapnanu bharat


Sarvodaya

49 Kalarthi, Mukulbhai Ba ane bapu 50 Kishor, Giriraj; Dandikar,

Mohan Pahelo girmitiyo

51 Sharanprashad; Desai, Jitendra (Tra.)

Kudrati Upchar

52 Desai, Jitendra (Tra.) Gandhibapu 53 Dave, Jugatram Gandhiji 54 Joshi, Rajnikant Re mane sanbhare re 55 Raval, Govindbhai Ek nam - Jayprakash 56 Sabarmati Ashram

Preservation and memorial Trust

Gandhiji in Ahmedabad

57 Bhalla, Shalu (Comp.) Quotes of Gandhi 58 Gandhi, M, K.; Vyas, H. M.

(Comp.) Gandhiji expects

59 Gandhi, M. K.; Prabhu, R. K. (Comp.)

India of my dreams

60 Prabhath, S. V. (ed.) Gandhi today 61 Kumarappa, Bharatan Gandhiji's autobiography: abridged 62 Pratap, Ram Gandhian management: the paragon of higher

order management

63 Bhave, Vinoba Talks on the Gita 64 Agrawal, A. N. 1000 Gandhi prashnottari 65 Vinoba Swaraj-shastra 66 Prasoon (ed.) My letters 67 Gandhi, Mohandas

Karamchan Satyana prayogo athva atmakatha

68 Sabarmati Ashram Preservation and memorial Trust

Satyagraha ashram: ashram rules

69 Guha, Ramachandra India after gandhi: the history of the world's largest democracy

70 Gandhi, Rajmohan The Good boatman: a portrait of gandhi 71 Dalal, Chandulal

Bhagubhai; Suhrud, Tridip (ed. & Tra.)

Harilal gandhi: a life

72 Chakrabarti, Mohit Mahatma gandhi: a miscellany

73 Weber, Thomas On the salt march: the historiography of mahatma gandhi's march to dandi

74 Vasavada, Urveesh (ed.) Gandhi vani: thus said gandhi 75 Ganguli, B. N. Gandhi's social philosophy: perspective and

relevance

76 Easwaran, Eknath Gandhi the man: how one man changed himself to change the world

77 Parel, Anthony J. (ed.) Gandhi: 'hind swaraj' and other writings 78 Sharma, Suresh; Suhrud,

tridip M.K.Gandhi's hind swaraj: a critical edition

79 Andrews, Charles F.; Gandhi, Arun (Foreword)

Mahatma gandhi: his life & ideas

80 Joshi, Pushpa (Comp.) Gandhi on women 81 Kumarasamy, Anand Gandhi on personal leadership: lessons from the

life and times of india's visionary leader 82 Mishra, Anil Dutta; Gupta,

Ravi (Comp.) Inspiring thoughts of mahatma gandhi: gandhi in daily life

83 Johri, Meera (Comp.) Inspiring thoughts of mahatma gandhi 84 Bang, Abhay; Gupta,

Arvind (Tra.) Sevagram to shodhgram

85 Gandhi, M. K.; Desai, Mahadev (Tra.)

An Autobiography or the story of my experiments with truth

86 Bhave, Vinoba Talks on the Gita 87 Vinoba Japuji 88 Gandhi, M. K.;

Bandopadhaya, Sailesh Kumar (ed.)

My nin-violence


The selacted works of mahatma gandhi: Vo.I an autobiography


The selacted works of mahatma gandhi: Vo.II satyagraha in south africa


The selacted works of mahatma gandhi: Vo.III the basic works


The selacted works of mahatma gandhi: Vo.IV selected letters


The selacted works of mahatma gandhi: Vo.V the voice of truth

94 Gandhi, M. K.; Kher, V. B. (Comp.& ed.)

Political and national life and affairs: Vol. I


Political and national life and affairs: Vol. II


Political and national life and affairs: Vol. III

97 Nehru, Jawaharlal; Khilnani, Sunil

The Discovery of india

98 Iyer, Raghavan (ed.) The Essential writings of mahatma gandhi

99 Sharma, Rashmi Autobiographical writings of mahatma gandhi 100 Gandhi, M. K.; Kaji,

Chandrakant (Comp. & ed.)

Prayer

101 Gandhi, M. K. Self-restraint v. self-indulgence 102 Bhatt, Bharat N. (ed.) Nanabhai-navneet: selected quotations from

nanabhai's writings

103 Bhatt, Nanabhai Lokbharat-1 Draupadi 104 Bhatt, Nanabhai Lokbharat-2 Angaraj 105 Bhatt, Nanabhai Lokbharat-3 Dhamraj 106 Bhatt, Nanabhai Lokbharat-4 Gandhari-putra 107 Bhatt, Nanabhai Lokbharat-5 Vrukodar bhim 108 Bhatt, Nanabhai Lokbharat-6 Andh dhrutrastra 109 Bhatt, Nanabhai Lokbharat-7 Gandivdhari 110 Bhatt, Nanabhai Lokbharat-8 Pitammaha 111 Bhatt, Nanabhai Lokbharat-9 Guru ane guruputra 112 Bhatt, Nanabhai Lokbharat-10 Be matao 113 Bhatt, Nanabhai Lokbharat-11 Vasudev 114 Bhatt, Nanabhai Lokbharat-12 Banshayya parthi 115 Bhatt, Nanabhai Lokramayan: pustak 1 Kaykay-mandodary 116 Bhatt, Nanabhai Lokramayan: pustak 2 Bharat-laxman 117 Bhatt, Nanabhai Lokramayan: pustak 3 Hanuman-vibhishan 118 Bhatt, Nanabhai Lokramayan: pustak 4 Ravan 119 Bhatt, Nanabhai Lokramayan: pustak 5 Sita 120 Bhatt, Nanabhai Lokramayan: pustak 6 Ramchandra 121 Jain, Jamanalalji (Tra.) Nanabhai Bhatt: prasangdeep 122 Bhatt, Nanabhai Bhagwatkathao 123 Bhatt, Nanabhai Hindu dharmini aakhyayikao - 1 124 Bhatt, Nanabhai Hindu dharmini aakhyayikao - 2 125 Bhatt, Nanabhai Shrimad lokbhagwat : 1 126 Bhatt, Nanabhai Shrimad lokbhagwat : 2 127 Bhatt, Bharat N. (ed.) Arvacheen agastya: selected articles regarding

nanabhai bhatt in gujarati

128 Bhatt, Bharat N. (ed.) Nanabhai Bhatt: prasangdeep 129 Bhatt, Nanabhai Kelavlini pagdandi 130 Bhatt, Nanabhai Gruhpatine 131 Bhatt, Nanabhai Ghadtar ane chantar 132 Bhatt, Bharat N. (ed.) Nanabhai shesh: selected articles regarding 133 Bhatt, Nanabhai Drashtantkathao 134 Bhatt, Nanabhai Pathariman padyna padyna 135 Bhatt, Bharat N. Nanabhainan dharmapatni ajvaliba: a biography

in gujarati

136 Desai, Narayan My Gandhi 137 Gandhi, M. K.; Kher, S. B.

(Comp.& ed.) The Law and the lawyers

138 Kapadia, Ramesh I. Spinning one's own health 139 Kalarthi, Mukulbhai

(Comp.); Mallik, Gurdlal Ba and bapu

140 Gupta, P. K. Gandhian satyagrah and non-violent struggle 141 Spratt, Philip Gandhism: an analysis Vol. 1 142 Mehta, T. U. India's fight for freedom 143 Mathur, J. S.(ed.); Nanda,

B. R. (Foreword) Gandhi: in the mirror of foreign scholars

144 Weber, Thomas Going native: gandhi's relationship with western women

145 Gandhi, Tushar A. Let's kill gandhi!': a chronicle of his last days, the conspiracy, murder, investigation and trial

146 Payne, Robert The Life and death of mahatma gandhi 147 Radhakrishnan, Sarvepalli

(ed.) Mahatma gandhi: essays & reflections

148 Desai, Narayan; Suhrud, Tridip (Tra.)

My life is my message: vol. 1 sadhana (1869-1915)


My life is my message: vol. 2 satyagraha (1915-1930)


My life is my message: vol. 3 satyapath (1930-1940)


My life is my message: vol. 4 svarpan (1940-1948)

152 Yajnik, Birad Rajaram Mahatma Gandhi: imaging peace, truth & ahimsa 153 Gandhi, M. K.; Kher, V. B.

(Comp.& ed.) In search of the supreme: Vol. I


In search of the supreme: Vol. II


In search of the supreme: Vol. III

156 Desai, Jitendra (Tra.) Bahurupi gandhi 157 Srinivasan, Vasanthi Gandhi's conscience keeper: C. Rajagopalachari

and indian politics

158 Navjivan Publishing House Gandhi in cartoons 159 Gandhi, M. K.; Desai, Valji

Govindji (Tra.) Ashram Observances in action

160 Kripalani, Krishna (Comp.) Gandhi's life in his own words 161 Gandhi, M. K.; Kelekar,

Ravindra (Comp.) Trusteeship

162 Gandhi, M. K.; Prabhu, R. K. (Comp.)

Truth is God: glerning from the writing of mahatma gandhi bearing on God, God-realization and the godly way

163 Navjivan Publishing House Sarvodaya: its principles and programme 164 Gandhi, M. K.; Desai, Valji

Govindji (Tra.) Character and nation building

165 Gandhi, M. K. My God 166 Gandhi, M. K.; Prabhu, R.

K. (Comp.) Panchayat raj

167 Kripalani, Krishna (Comp. & ed.); Radhakrishnan, sarvepalli (Intro.)

All men are brothers: life and thoughts of mahatma gandhi as told in his own words

168 Gandhi, M. K. Hind swaraj or indian home rule 169 Shah, Gunvant The Peerless sardar 170 Gandhi, M. K.; Desai, Valji

Govindji (Tra.) Ruskin unto this last: a paraphrase

171 Gandhi, M. K.; Desai, Valji Govindji (ed.)

Character and nation building

172 Gandhi, M. K.; Kumarappa, Bharatan (ed.)

Towards new education

173 Shah, Gunvant The Peerless sardar 174 Gandhi, Manubahan;

Desai, Chitra (Tra.) Bapu-my mother

175 Gandhi, M. K. Constructive programme: it's meaning and place 176 Shah, Gunvant Gandhi for the new generation 177 Mashruwala, K. G.; Bhave,

Vinoba (Intro.) Gandhi and marx

178 Gandhi, M. K.; Desai, Valji Govindji (Tra.)

From Yeravda mandir: ashram observances


Satyagraha in south africa

180 Gandhi, M. K.; Vyas, H. M. (Comp.)

Village swaraj

181 Gandhi, M. K.; Kumarappa, Bharappa

Sarviday

182 Gandhi, M. K. Village industries 183 Gandhi, M. K. The Moral basis of vegetarianism 184 Gandhi, M. K. Constructive programme: it's meaning and place 185 Gandhi, M. K. The Message of the Gita 186 Gandhi, M. K.; Kher, V. B.

(Comp.& ed.) In search of the supreme: Vol. II


Discourses on the Gita

188 Gora (Rao, G. Ramachandra);

An atheist with gandhi

Mashruwala, K. G. (Intro.)

189 Gandhi, M. K.; Kumarappa, Bharatan (comp.); Desai, Morarji (intro.)

Kudrati upchar

190 Gandhi, M. K.; Hingorani, Anand T. (ed.)

Gandhi for 21st Centure: Capital and labour

191 B., H. Priyanka (ed.) India's freedom fighters 192 Dutt, Gayatri Madan; Patel,

C. N.; Pai, Anant (ed.); Roy, Souren (Ill.)

Mahatma Gandhi: father of the nation

193 Sarabhai, Mrinalini Mohandas karamchand gandhi 194 Savai, Bhadra (ed.) Gandhijini virpasli: extracts from gandhiji's letters

giving inspiration to women associates & workers

195 Meghani, Mahendra (Comp.)

Gandhijini jivanyatra: emna j shabdoma

196 Desai, Narayan; (Aut.)Bhavsar, Padma; Savai, Bhadra (eds.)

Gandhikatha

197 Parmar, Paresh Management mahatma 198 Dave, Rashiklal Shyamrav Virat ne pagle 199 Chandra, Vipin; Tripatrhi,

Amlesh; De, Barun Swadhinta sangram


Gahndhi-ganga: Part- 1


Gahndhi-ganga: Part- 2

202 Pandit, Manu (ed.) Jivansmruti patravali (year: 1993 to 1997): part- 1

203 Vora, Niranjana Bouddhdarshan ane sanskrutine parampara 204 Mehta, Chandravadan C. Sabarmatino sant: premano tant 205 Pathak, Ramnarayan N. Krantikar gandhi 206 Shah, Jagdish (Comp.) Sanskar gito: A collection of prayers, divotional

songs and patriotic songs

207 Remembering our Leaders: Lokamanya Tilak 208 Dutta, Swapna; Mehta,

Rita Raja Ram mohan roy

209 Srikumar, A. K. Dayanand Saraswati 210 Sain, Praveena bhim Gopal Krishna Gokhale 211 Mehta, J. C. Dadabhai Naoroji 212 Sain, Praveena bhim Mahadeo Govind Ranade 213 Mahajan, Anita Bipin Chandra Pal 214 Mahajan, Anita Sayyid Ahmad Khan

215 Debroy, Dipavali Pherozeshsh Mehta 216 Debroy, Dipavali Motilal Ghose 217 Ananthakrishnan Narayana guru 218 Bhattacherjee, Shukhamoy Remembering our Leaders: Bankim Chandra

shukhamoy bhattacherjee

219 Saxena, Ira Remembering our Leaders: Lokamanya Tilak 220 Dutta, Swapna Raja Ram mohan roy 221 Srikumar, A. K. Dayanand Saraswati 222 Sain, Praveena bhim Gopal Krishna Gokhale 223 Mehta, J. C. Dadabhai Naoroji 224 Sain, Praveena bhim Mahadeo Govind Ranade 225 Mahajan, Anita Bipin Chandra Pal 226 Mahajan, Anita Sayyid Ahmad Khan 227 Debroy, Dipavali Pherozeshsh Mehta 228 Debroy, Dipavali Motilal Ghose 229 Ananthakrishnan Narayana guru 230 Patel, Lallubhai makanji Javaharlal nehru gandhi ni drashti e 231 Gasndhi, Mohandas

Karamchand Hindu Dharma nu hard

232 Gasndhi, Mohandas Karamchand

Rachanatmak karyakram: tenu rahasya ane sthan

233 Parikh, Nilam Jya raho tya mahekta raho: putra ane putravadhuo prati

234 Gasndhi, Mohandas Karamchand

Charitya ane rashtranirman

235 Gandhiji Khari kelavani 236 Gandhiji Gram swarajya 237 Dave, Vishnubhai; Chavda,

Mahendra Gandhi-Sardar ni Gujarat Congress

238 Patel, Maganbhai J. Gandhiji nu Shikshandarshan: amna j shabdo ma

239 Kishor, Giriraj; Dandikar, Mohan

Pahelo girmitiyo

240 Kelekar, Ravindra; Pushpaben

Kakasaheb Kalelkar

241 Desai, Narayan; Desai, Sharad

Mara Gandhi

242 Gandhi Kelavni no Koydo 243 Parikh, Nilam Gandhiji nu khovayelu dhan: Harilal Gandhi 244 Kalelkar, Datatray

Balkrishan Samaranyatra

245 Desai, Narayan; Agnikund ma Ugelu Gulab 246 Gandhiji Vyapak dharma bhavna

247 Patel, Manibhai Shivabhai Mahatma gandhi ni kelavni ni philsuphi 248 Mashruwala, Kishorlal

ghanshyam Jeevanshodhan

249 Gandhiji Ahinsha no pahelo prayog 250 Kalelkar, Datatray

Balkrishan Otrati Diwal

251 Doshi, Yashvant Sardar vallabhbhai patel nu jeevancharitra 252 Doshi, Yashvant Sardar vallabhbhai patel nu jeevancharitra 253 Gandhi, M. K. The Story of my experiments with truth:

autobiography(With CD)

254 Patel, Gopaldas Jeevabhai Mahavirswami no sanyamdharm 255 Gandhi, M. K.; Hingorani,

Anand T. (ed.) Gandhi for 21st Centure: god is truth


Gandhi for 21st Centure: food for the soul


Gandhi for 21st Centure: The Law of Love


Gandhi for 21st Centure: The Science of satyagraha


Gandhi for 21st Centure: The Teaching of the gita


Gandhi for 21st Centure: The message of jesus christ


Gandhi for 21st Centure: The law of continence


Gandhi for 21st Centure: Through self-control


Gandhi for 21st Centure: The role of women


Gandhi for 21st Centure: The hindu-muslim unity


Gandhi for 21st Centure: None high: none low


Gandhi for 21st Centure: My varnashrama dharma


Gandhi for 21st Centure: Our language problem


Gandhi for 21st Centure: The village reconstruction


Gandhi for 21st Centure: Man vs. Machine


Gandhi for 21st Centure: The gospel of swadeshi


Gandhi for 21st Centure: Capital and labour


Gandhi for 21st Centure: My theory of trusteeship


Gandhi for 21st Centure: Morden vs. ancient civilization


Gandhi for 21st Centure: My views on education


Gandhi for 21st Centure: Why fear or mourn death?


Gandhi for 21st Centure: Service before self


Gandhi for 21st Centure: To my coutrymen


Gandhi for 21st Centure: On myself

279 Pandiri, Ananda M.(comp.); Calton, Dennis G. (For)

A comprehensive, annotated bibliography on mahatma gandhi: vol. 1- Biographies, works by gandhi and bibliographical sources

280 Pandiri, Ananda M.(comp.) A comprehensive, annotated bibliography on mahatma gandhi: vol. 2 Books and pamphlets about mahatma gandhi

281 Gandhi, Mohandas Karamchand

Hind swaraj

282 Varma, Ravindra Gandhi: a biography for children and beginners 283 Bajaj, Gautam (ill.) Vinoba darshan 284 Singh, Savita Satyagraha 285 Roy, Kulwant History in the making 286 Fischer, Louis The Life of mahatma gandhi 287 Prabhu, R. K.(Com.);Rao,

U. R. (ed.) The mind of Mahatma Gandhi

288 Gandhi, M. K. An Autobiography: The Story of my experiments with truth

289 Rifkin, Ira 75 People who changed the world 290 Misra, R. P. Rediscovering gandhi: Vol. 1- Hind swaraj:

Gandhi's chalenges to modern civilization

291 Crane, Jonahtan k.; Agusti-Panareda, Jordi

Rediscovering gandhi: Vol. 2- Ahimsa; the way to peace

292 Sharma, Jai Narain Rediscovering Gandhi: Vol. 3-Satyagraha; Gandhi's approach to conflict resolution

293 Sharma, Rajmohan Patel: A Life 294 Das, Durga (ed.) Sardar Patel's Correspondence 1945-50: Vol. 1-

New Light on Kashmir 295 Das, Durga (ed.) Sardar Patel's Correspondence 1945-50: Vol. 2-

Elections to central & provincial legislatures direction of congress campaign

296 Das, Durga (ed.) Sardar Patel's Correspondence 1945-50: Vol. 3- Guidance to ministries-constituent assembly problems-interim government deadlock reforms in indian states

297 Das, Durga (ed.) Sardar Patel's Correspondence 1945-50: Vol. 4- Transfer of power-communal holocaust on partition-administration and stability

298 Das, Durga (ed.) Sardar Patel's Correspondence 1945-50: Vol. 5- Control over congress ministries-iindian states accession

299 Das, Durga (ed.) Sardar Patel's Correspondence 1945-50: Vol. 6- Patel nehru differences-assassination of gandhi services reorganised-refugee rehabilitation

300 Das, Durga (ed.) Sardar Patel's Correspondence 1945-50: Vol. 7- Integrating indian states-police actions in hyderabad

301 Das, Durga (ed.) Sardar Patel's Correspondence 1945-50: Vol. 8- Foreign policy in envolution constitution making political and administrative problems

302 Das, Durga (ed.) Sardar Patel's Correspondence 1945-50: Vol. 9-Political controversies refugees from east bengal territorial integration of princely states

303 Das, Durga (ed.) Sardar Patel's Correspondence 1945-50: Vol. 10- Acute power struggle-triumph of mutual accommodation warning against china

304 Clarke, Peter The last thousand days of the british empire

List of CD

Sr. No.

Author Title

1 Prarthna Pothi Part - 3


3 Prarthna

4 Zaveri, Vithalbhai Mahatma (1869 to 1948): Life of Mahatma Gandhi- Documentry(English)

5 Richard Attenborough Richard Attenborough's GANDHI (Hindi)- Disk 1




9 Gandhi, M.K. An Audio book: The Story of my experiments with tyruth- Autobiography

10 Aie mere pyaare vatan(deh bhakti geet)

11 Satya na Prayogo: Gandhiji ni atmakatha

12 Prarthna Pravachan- Disk -1, Hindi

13 Prarthna Pravachan- Disk -2, Hindi

14 Zaveri, Vithalbhai Mahatma (1869 to 1948): Life of Mahatma Gandhi- Documentry (Gujarati)

15 NFDC(India) & S.A.B.C (South Africa)

The Making of the Mahatma: an epic film by shyam benagal(English)

16 Ishwar allah tere naam-Vol. 1

17 Ishwar allah tere naam-Vol. 2

18 Vande matram: Deshbhakti geet

ANNEXURE 3

Syllabus of Certificate Course in Gandhian Thoughts

Certificate course on Gandhian thought Duration : 1 month Course Structure

(A) 30 hrs teaching time (15 days) 1. Gandhi’s Life & Philosophy (7 Hours) 2. Constructive Programme (10 Hours) 3. Gandhi on Science & Technology (10 Hours) 4. Basic Education (3 hours)

(B) 10 Days Visit a. Gujarat Vidyapith

i. Gujarat Vidhyapith ii. Sabarmati Ashram iii. Kocharab Ashram iv. Safai Vidyalaya v. CEE

b. Lok Bharati, Sanosara (C) 5 Days –

a. Report writing b. Presentation c. Group Discussion d. Evaluation

Course Content

1. Gandhi’s Life & Philosophy ◦ Chronology of Gandhi’s Life ◦ Autobiography ◦ Gandhi’s Non-Violence & Truth ◦ Eleven Vows

2. Constructive Programme ◦ Concept & ideals of Sarvodaya ◦ Regeneration of Society ◦ Health & Hygiene ◦ Swadeshi & Swaraj

3. Gandhi on Science & technology

◦ Gandhi as a Scientist ◦ Gandhi’s idea of Science & technology ◦ Appropriate Technology ◦ Life Science

◦ Gandhi’s idea of Life & health ◦ Gandhi’s Experiment with food ◦ Nature Cure

4. Basic Education

◦ Concept of Basic Education ◦ Principle of Basic Education ◦ Medium of Education

Reference Books

1. Aatmakatha (Autobiography) 2. Mangal Prabhat (Yervada Temple) 3. Hind Swaraj 4. Rachnatmak Karyakramo (Coonstructive Programme) 5. Wardha Shikshan yojana (Basic Education) 6. Aarogya ni Chavi (Key to health)

Committee for Syllabus Design Dr. Pushpaben Motwani, HOD, Peace Research studies, Gujarat Vidyapith Dr. Haribhai Patel, Faculty, Peace Research studies, Gujarat Vidyapith Dr. Ramabhai Patel, Faculty, Peace Research studies, Gujarat Vidyapith Dr. Premanand Mishra, Faculty, Peace Research studies, Gujarat Vidyapith Dr. Arunbhai Dave, Managing Trustee, Lokbharti Rural University Sanosra Dr. Ramchandra Pancholi, Faculty, Lokbharti Rural University Sanosra Shri Veljibhai Dessai, CEO, Tiny tech, Rajkot

ANNEXURE 4

Detailed report of visit to Gujarat Vidyapith

Gujarat Vidyapith was founded by Mahatma Gandhi on 18th October, 1920. Gujarat Vidyapith is a deemed university since 1963. Gujarat Vidyapith is funded by the U. G. C. (University Grants Commission) for higher education programs. It was started as Rashtriya Vidyapith (National Institute of University Education) and was the wake of the Non-cooperative Movement. Mahatma Gandhi remained its life-long Kulpati (Chancellor). The Institute imparts higher education with an integrated system of education teaching from the Nursery to the Doctorate level. The main objective is to prepare workers of character, ability, culture and dedication for the conduct of movements connected with the regeneration of country in accordance with the ideals given by Mahatma Gandhi. The guiding principles on which the integrated system of education, from Nursery & Basic Schools to Higher Secondary and from Bachelors to Master, M. Phil. & Doctorate level degree in various disciplines, is evolved include:-

• Adherence to truth and non-violence • Participation in productive work with a sense of dignity of labour • Acceptance of equality of religions • Priority for the need of villages dwellers in all curricula and • Use of mother-tongue as a medium of instructions.

Accordingly, the education system of Gujarat Vidyapith include regular participation in community work, residential life, social service, community prayers, simple and self reliant living, study tours and field studies, Hand spinning and training in Craft Work. The program of education has been linked with the national needs of rural uplift with a view to promote education conductive to the grass - root levels of the society. The chief concern of the Gujarat Vidyapith is to conduct experiments in various fields of education with a view to develop the application of Gandhian thought and way in all aspects of education.

Gujarat Vidyapith is committed to Gandhian values of Truth and Non-violence and seeks to inculcate a sense of commitment in its students for the reconstruction of the country in accordance with Gandhij i 's ideals.

There are various courses conducted by Gujarat Vidyapith l ike Diploma, UG, PG, and M.Phil. and Ph.D. in various subjects. There are 6 collages, 11 centers and 6 schools running under Gujarat Vidyapith.

Our course where conducted under Gandhi Darshan Vibhag in the guidance of Head of the department Shri Pushpaben. Our course duration in Vidyapith is 3 days during these days faculty of Gandhi Darshan Vibhag wil l teach us various topics.

On first day there are lectures by

Kapilbhai, Ramabhai and Premanandbhai.

Kapilbhai’s lecture was on

Biography of Gandhiji “Satyana Prayogo”. Swami Anand’s behest Gandhiji starting to write the biography. First he wrote articals in a magazine called Navjivan. He told us there are five parts of the Biography and written in 1921 and its f irst edition published in 1927. Autobiography has

been translated into English by father of Narayanabhai Desai. After reading the autobiography of Gandhiji, We feel that a single mistake Gandhij i cannot be repeated in his life and he adhere to the truth lifetime. The main feature of the biography is that there is not a single word augment and use shortest sentences in it.

Gandhian constructive programs on subsequent lecture were given by Mr. Ramabhai. He gave the information about Gandhi's following 18 creative applications.

The constructive programme may otherwise and more fittingly be called construction of Poorna Swaraj or complete Independence by truthful and non-violent means.Constuctive Programme in Gandhiji own words are as under.

(1) COMMUNAL UNITY ( �� )

Everybody is agreed about the necessity of this unity. But everybody does not know that unity does not mean political unity which may be imposed. It means an unbreakable heart unity. He should have the same regard for the other faiths as he has for his own.

(2) Removal of Untouchability ( � ��

��)

At this time of the day it is unnecessary to dilate upon the necessity of the removal of this blot and curse upon Hinduism.

(3) Prohibition ( ��)

Medical men can make a most effective contribution towards the removal of this evil. They have to discover ways of weaning the drunkard and the opium-addict from the curse. Women and students have a special opportunity in advancing this reform.

(4) Khadi ( ��)

Khadi mentality means decentralization of the production and distribution of the 'necessaries of life. Therefore, the formula so far evolved is, every village to produce all i ts necessaries and a certain percentage in addition for the requirements of the cities.

(5) OTHER VILLAGE INDUSTRIES (��)

Village economy cannot be complete without the essential vil lage industries such as hand-grinding, hand- pounding, soap-making, paper-making, match-making, tanning, oil-pressing, etc. All should make it a point of honour to use only village articles whenever and wherever available. Given the demand there is no doubt that most of our wants can be supplied from our villages. When we have become village-minded, we will not want imitations of the West or machine-made products, but we will develop a true national taste in keeping with the vision of a new India in which pauperism, starvation and idleness wil l be unknown.

(6) VILLAGE SANITATION ( �� )

Divorce between intelligence and labour has resulted in criminal negligence of the villages. And so, instead of having graceful hamlets dotting the land, we have dung-heaps. The approach to many vil lages is not a refreshing experience. A sense of national or social sanitation is not a virtue among us.

(7) NEW OR BASIC EDUCATION (�� )

This education is meant to transform village children into model villagers. It is principally designed for them. The inspiration for it has come from the villages. Basic education links the children, whether of the cities or the vil lages, to all that is best and lasting in India. It develops both the body and the mind, and keeps the child rooted to the soil with a glorious vision of the future in the realization .of which he or she begins to take his or her share from the very commencement of his or her career in school.

(8) Adult Education ( !�" �#$�)

adult education means, therefore, first, true polit ical education of the adult by word of mouth. Seeing that this will be mapped out, it can be given without fear.

(9) WOMEN (%� &'��)

Gandhiji included service of women in the constructive programme, for though Satyagraha has automatically brought India's women out from their darkness, as nothing else could have in such an incredibly short space of time, we have not felt the call to see that women became equal partners in the fight for Swaraj. We have not realized that woman must be the true helpmate of man in the mission of service. Woman has been suppressed under custom and law for which man was responsible and in the shaping of which she had no hand. In a plan of life based on non-violence, woman has as much right to shape her own destiny as man has to shape his.

(10) EDUCATION IN HEALTH AND HYGIENE ( (��) �#$�)

The art of keeping one's health and the knowledge of hygiene is by itself a separate subject of study and corresponding practice. In a well-ordered society the citizens know and observe the laws of health and hygiene. It is established beyond doubt that ignorance and neglect of the laws of health and hygiene are responsible for the majority of diseases to which mankind is heir. The very high death rate among us is no doubt due largely to our gnawing poverty, but it could be mitigated if the people were properly educated about health and hygiene.

(11) PROVINCIAL LANGUAGES ( ��* �+�,�)

Our love of the English language in preference to our own mother tongue has caused a deep chasm between the educated and politically-minded classes and the masses. The languages of India have suffered impoverishment. It is easy enough to understand that, unless we undo the mischief, the mass mind must remain imprisoned. The masses can make no solid contribution to the construction of Swaraj. It is inherent in Swaraj based on non-violence that every individual makes his own direct contribution to the Independence movement. The masses can not do this fully unless they understand every step with all its implications. This is impossible unless every step is explained in their own languages.

(12) National language ( ��-.+�,�)

All-India intercourse we need, from among the Indian stock, a language which the largest number of people already know and understand and which the others can easily pick up. National language should enable one to understand and speak both forms of speech and write in both the scripts.

(13) ECONOMIC EQUALITY ((/0� ��)

This last is the master key to non-violent Independence. Working for economic equality means abolishing the eternal conflict between capital and

labour. It means the leveling down of the few rich in whose hands is concentrated the bulk of the nation's wealth on the one hand, and the leveling up of the semi-starved naked millions on the other.

Gandhiji also gave many suggestions for the following groups for their better future in constructive programme

(14) Farmers (�123��)

(15) Labor (�45 �)

(16) Tribal ((6��7)

(17) Lepers (�8��9�� 7)

(18) Students (��/07)

Ramabhai will explain all the 18 Constructive Programs to us and also tell us that Sardar Vallabhbhai Patel described The first four creative works as four walls of the building of Swaraj.

Satya and Ahinsa the subsequent lecture by Mr. Premanandabhai. First, they give information about Gandhi's various movements and passive resistence. He talks about Ahinsa and give the example of Hiroshima and Nagasaki. On August 6, 1945, during World War II (1939-45), an American B-29 bomber dropped the world’s first deployed atomic bomb over the Japanese city of Hiroshima. The explosion wiped out 90 percent of the city and immediately killed 80,000 people; tens of thousands more would later die of radiation exposure. Three days later, a second B-29 dropped another A-bomb on Nagasaki, kil ling an estimated 40,000 people. On that time someone ask Gandhiji now after this incident what is your opinion about Ahinsa at that time Gandhij i said now it has been proved without non-violence there is no uplift otherwise the entire world destroyed by atomic bombs.In addition he said if just one battle enough for settlement then it is suitable otherwise not. Then he say for the youth of today's that always speak the truth, or if not possible they can give support to the truth speaker and if not possible to support directly provide indirect support.

Then we visited various museums and library on campus of Vidyapith. Pranajivana Vidhyarthi Bhavan is the museums of photographs and items used by Morarji Desai during his life.In this museum we also seen the medal named “Nishan-a-Pakistan” which is given by Pakistan Government to Morarjibhai Desai and lots of other items which is used by Morarjibhai Desai. Then we went to see the Tribal Research and Training Center in which we see the l ife of tribesmen and equipment which they used for daily li fe at that time. During library visit, we found that this library has a collection of five and a half mil lion books. In the library there is lots of division like Gandhiyana study, Balavibhaga, RedingRoom, Rare Book Division etc. After Library visit ing left to canteen for dinner and our first day at vidyapith is over.

We start our second day with “Shramdan” there is a rule of vidhyapith, any student or faculty of the campus can spend at least half an hour of his morning time to clean the campus. Next to our accommodation there is Registrar Bungalow and he

is also cleaning the ground with the students we are very surprise and some of our student ask him how he fi ll to do this work he reply this is my routine work I am enjoying to do the same. We also join with him in cleaning work. Then there was a meeting with registrar at 8.30am onwards sir given the answers of the questions raise by the students and then we proceed for second day first lecture which is delivered by Vidhyutbhai Joshi on “ Regeneration of Society” in his lecture he first take introduction of student and reason for joining the Gandhian Study Centre. He gave an example to explain his topic that in 14 century when printing facility not invented the priests tells the people that you pay more money for great sin for penance but then after there is printing invented and people read the Bible and understand that there is not written in bible about all this and people opposed. He teaches us “it’s very important to bring change with time”. He also talked about the philosophies of world like socialism and humanism. To points out humanitarian from humans is called Humanism Gandhiji talked about Humanism in the book titled “Social Philosophy of Gandhi”. There is again two parts of humanism one is Ethical Humanism and second is Radical Humanism. Gandhiji worked on Ethical Humanism. Then he talked about the minimum wage. A physical feet person needs 2400 calories a day so should have to pay the price for a 2400 calorie diet is the minimum wage. Every person in this country pay this minimum wage then only called India Became Gandhi's dreams. When society or country is growing some people back at the attention, keep it prospers is called Regeneration of Society. He

explain the situation of Gujarat in his book titled “( 9� :5;�� <1 ��”. When

new technology established in the society we must think about the accounting of the technology loss of small industries and some part of society. This is a most interactive session of our course.

The next lecture delivered by Shri Puspaben on the subject Sarvoday.She talked about the scriptures which influenced Gandhi like Gita, Ramayana, Unto the Last, Bible, Isopnishad and Bhajans of Narsinh Mehta. Also talked about teachers and individuals who influenced Gandhiji l ike Shri mad Rajchandra, Gopal Krishna Gokhle, Henry David Thoreau, Leo Tolstoy, Mahavie Swami, Vinobaji etc. then she talk about the 3 principle of Gandhiji which is extract form Unto the Last one is

“�=�� + �� (9>5� +?5� �@A?5� <1 ” second is considered equal value of each work in

society and third is Life should be simple and work hard. A farmer’s l ife is indeed a real l ife. If we think about Sarvodaya then should consider indigenous.

Then there is a lecture by Haribhai on 11 vows of Gandhiji. The eleven vows that Gandhiji considered almost mandatory for the inmates of his Ashram, in Sabarmati as well as in Sevagram.

The eleven vows are:

(1) Satya-Truth

Truth is the most important vow, being the very basis of all the others. According to Gandhiji, Truth is God. Satya, therefore, was the pivot of the life of an Ashramite. Observance of Truth was expected not only in speech but also in thought and in action. Gandhij i suggests that after due deliberation and humble

consideration of the opinion of the other person, if one still feels his own truth to be truth for himself, he should follow it according to his own light.

(2) Ahimsa-Nonviolence

Truth and Non-Violence are like the two sides of a coin - one cannot exist without the other. Using another imagery, Ahimsa is the path along which one reaches truth. Violence leads to more violence and hampers the clear vision which is essential for the pursuit of Truth. At a personal level; Ahimsa consists in not only forbearing from physical violence; in order to achieve non-violence it is necessary to remove from the mind all hatred, all jealousy and all desire to harm even those who harm us. The next step would be to extend our love to all l iving beings, including l iving beings l ike snakes, tigers, etc.

(3) Brahmacharya-Celibacy

According to Gandhiji, however, this is a very narrow meaning of the word. 'Brahmacharya' really means 'Moving towards, Brahma' that is, towards truth. For such a person, a control over all senses is necessary. So also, it is necessary to keep himself away from attachment to social connections. In achieving this end, control of sex is perhaps most helpful, because sex is one of the strongest temptations to cause one to stray from the narrow path of truth.

(4) Asteya-Non-stealing

In an ordinary sense, very few people actually steal anything from others, partly because of the social stigma attached to stealing.Gandhiji, however, gave a far wider connotation to stealing. According to him those members of the family who help them-selves to better facilities depriving the other members, are thieves. Even those who enjoy luxuries not available to the lower strata of society are also thieves.

(5) Aparigraha or Asangraha-Non-possession

Aparigraha is almost a corollary of Asteya. In order to follow the dictum of non-thieving one must have as few pos-sessions as possible.For Gandhiji, Non-possession was also a proof of one's faith in God. He used to quote instances of devotees who did not believe in keeping back a litt le food even for the next meal. Aparigraha also helped one in slowly giving up the attachment towards wordly possessions, an essential condition of a seeker of truth, which every Ashramite was expected to be.

(6) Sharira-Shrama; Physicallabour or Bread Labour

Gandhiji got the idea of Bread labour from Tolstoy. The idea is that everyone must put in some physical labour to earn his dai ly bread. An intellectual or an artist or a person with any other abil ity should utilize that

ability for the service of society, while bread should be earned through physical labour alone.

(7) Asvada-Control of Palate

Palate being one of the senses, its control is obviously a part of Sadhana of the pilgrim to Truth.Gandhiji gave it a special place as a separate vow because he believed that control of the palate was inevitable for Brahmacharya that observance of Brahmacharya became easier if taste was conquered. Besides, conquest of taste was helpful in the conquest of other senses too.

(8) Abhaya-Fearlessness

Psychologists tell us that fear is a natural reflex in all living beings on par with hunger, sleep and the sexual urge. How then can one vow, "I shall not experience fear" ?And yet fearlessness is the backbone of most other virtues. Gandhiji appreciated the importance of fearlessness partly because he used to be a timid child, full of all kinds of fears. Later on he consciously trained himself into fearlessness.

(9) Sarva-Dharma-Samanatva- Equal respect for all R eligions

This is a very important vow in a multi-religious country l ike India. One has a natural respect for one's own religion, and rightly so. But that respect need not lead one into disrespect for other religions. All religions help their adherents to proceed towards an ideal life. All religions have had devotees who realised God in their own way. And yet no religion is perfect. Quest of truth being the moving spirit behind all religions, they are always subject to a process of evolution and re-interpretation. So one should never consider one's own religion to be the only perfect religion. On this ground, Gandhiji was against conversion unless it was desired by some one through conviction. All should study first one's own religion and then as many others as possible and appreciate the good points of all of them.

(10) Swadeshi-Duty towards Neighbour and

As early as 1909 Gandhiji had found that India was fil led with items of every day use imported from England. This was one of the main causes of the impoverishment of the country. Then again, it was necessary to induce Indians to be proud of their country.In order to achieve this, Gandhiji after returning to India in 1915,researchedon Khadi, reestablished the forgotten Charkha and unfolded his theory of Swadeshi, for the rejuvenation of Indian economy and Indian self-respect...

(11) Asprishyatanivarana - Removal of Untouchability .

This vow meant that Ashramites would mix as freely with so called untouchables as with all other people.This was, perhaps the vow most diff icult to be practiced. Among the Ashramites themselves all were not free

from the age-old Hindu belief that a person born in certain castes pollutes others by his touch.For Gandhij i ever since his twelfth year the ideal that any human being was inferior to another was not palatable. He always resisted the very basis of untouchability. He called it a cancer of Hindu Society. He had already started practicing the removal of untouchability while in South Africa.

Of these eleven, the first five are found in most of the religions of the world and are called 'Pancha Mahavratas' - the Five great Vows. The remaining six are somewhat new ideas that have been given the importance of vows to fulf ill the need of the time.He teaches us the all 11 vows with examples and how they connect with each other. Each vows is depended on another so if we stick with one another automatically followed by us.

And at the last there is a lecture by Vidhyapith RMO Surbhiben. In her lecture she talk about Health and Hygiene. In Gandhiji’s own words “It is necessary to understand the meaning of the word health. Health means body ease. He is a healthy man whose body is free from all disease; he carries on his normal activit ies without fatigue. Such a man should be able with ease to walk ten to twelve miles a day, and perform ordinary physical labour without getting tired. He can digest ordinary simple food. His mind and his senses are in a state of harmony and poise.” She insist us to visit the rural area and teach the people about health and hygiene. Educated the people about the features of Primary health center and also give the information on Natural treatment method. How we improve our immunity and balance our l ife. Then she also teach us the important of exercise in our routine life. Gandhiji believes that modern medicine is the bane of man when used to perpetuate bad habits. Unpleasant reactions to food, drink or bad habits are our body's way of telling us to form better habits but instead we resort to medicine to mask the symptoms and inculcates faith in our body's own self-healing mechanisms.

At the last there is a open dissection between the student of Gandhian Study Centre and teachers of Vidhyapith. There are many questions raised by the students and teachers give the proper answers to them.

On third day after f inished our breakfast we are going to visit the Kochrab Ashram. At Kochrab Ashram we meet Rameshbhai who is take care of ashram since 2002. He tell us the history of the Kochrab Ashram. In 1914 Gandhiji returned to India and on 25 t h May 1915 he established first aashram in India in the Kochrab area of Ahmedabad. Where the ashram is situated is barrister Jivanlal's bungalow and previously it is on rent. Ashram Bhajanavali is a collection of devotional songs which formed part of the morning and evening prayers at Gandhiji ’s ashrams. They were in various languages and taken from various sources. Narayan Khare wrote the Ashram Bhajanavali.In Ashram Bhajanavali Gandhiji ’s most favorite bhajan

“!1�B C �� D5; E�� 9�/ &F�” is originally written in English “Leave

kindly life”.Jugatram kaka binding the 11 vows. Due to wording of Gopal Krushna Gokhle Gandhiji not take any movement in place for 1 year and studied the whole situation. Gandhiji gave his first lecture from Banaras and start his passive resistence from Champaran. He also get the idea to wrote autobiography at that time.

The Ashram was then shifted on 17 June 1917 to a piece of open land on the banks of the river Sabarmati. Reasons for this shift included: he wanted to do some experiments in l iving eg farming, animal husbandry, cow breeding, Khadi and related constructive activities, for which he was in search of this kind of barren land; mythologically, it was the ashram site of Dadhichi Rishi who had donated his bones for a righteous war; it is between a jail and a crematorium as he believed that a satyagrahi has to invariably go to either place. The Sabarmati Ashram (also known as Harijan Ashram) was home to Mohandas Gandhi from 1917 until 1930 and served as one of the main centres of the Indian freedom struggle. Originally called the Satyagraha Ashram, reflecting the movement toward passive resistance launched by the Mahatma, the Ashram became home to the ideology that set India free. Sabarmati Ashram named for the river on which it sits, was created with a dual mission. To serve as an institution that would carry on a search for truth and a platform to bring together a group of workers committed to non-violence who would help secure freedom for India.

Then we visit the Sabarmati Ashram and visit the exibihition of the photographs of gandhiji’s whole life and the house and other equipments use by him at that time. Then we are going to visit CEE. Centre for Environment Education was established in August 1984 as a Centre of Excellence supported by the Ministry of Environment and Forests, Government of India. CEE, a national institution with its headquarters in Ahmedabad, has a mandate to promote environmental awareness nationwide.

Finally we complete our 3 days course work at Vidhyapit and return to Rajkot at the night o 4 th July 2012

ANNEXURE 5

Photo Gallery of Activities under the Gandhian Stud y Centre

1) Visit to Rashtriya Shala, Rajkot 2) Exhibition of Gandhian Study Centre Books and Posters on Life of Gandhi 3) Visit to Gujarat Vidyapeeth for Framing of Syllabus 4) Visit to LokBharti Sanosara for consulting & revision of Syllabus 5) Announcement of the Certificate Course 6) Meeting with Shri. Veljibhai Dessai on conducting of the course and guidance 7) Official Inaugural of the Gandhian Study Centre

8) Vanchan Chintan of Gandhian Literature by Gandhian Study Centre Students 9) Visit to Gujarat Vidyapeeth and Conduction of part of the Course

10) Visit to other places of Importance to understand Gandhian Thoughts

Kochrab Satyagrah Ashram Smarak

1.58

Sabarmati Ashram

Centre for Environment Education

11) Report submission by the students on the visit and Learning’s and understanding of the Gandhian Thought

12) Visit to Lokbharti Sanosara for the remaining course

13) Visit to Buniyaadi Shaala’s, Khadi small scale workers, and Gram Technology darshan for understanding of Gandhian Thought on different aspects for Rural Development

14) Submission of reports and Project work by students 15) Celebration of Gandhi Jayanti

16) Green Products fair

17) Gandhian technology Fair

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