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Martin Luther King Jr., a student of Gandhian nonviolent resistance, concurred with this tenet, concluding that "nonviolence demands that the means we use must be as pure as the ends we seek." Proponents of nonviolence reason that the actions taken in the present inevitably re-shape the social order in like form.
The organization recruited over 250,000 unarmed members. They committed daily two hours community service and practiced nonviolence resistance to British Raj occupation. 1920–1925 Punjab Province: Akali Movement: Peaceful movement to free Gurdwaras from Mahants. 1923 Germany The Occupation of the Ruhr
Espousing the principle of nonviolence, it used an array of tactics, from slogans and chants to rock concerts and Monty Python street humour, to galvanise the Serbian population against Milosevic. Otpor! adopted as its symbol of resistance a clenched fist, black on white or white on black – a subversion of the communist imagery of a red fist ...
An often-cited example is the movement led by Mohandas Gandhi in the struggle for Indian Independence. While in particular instances (e.g., when threatened with arrest) practitioners in such movements might follow the line of non-resistance, such movements are more accurately described as cases of nonviolent resistance or civil resistance .
A nonviolent revolution is a revolution conducted primarily by unarmed civilians using tactics of civil resistance, including various forms of nonviolent protest, to bring about the departure of governments seen as entrenched and authoritarian without the use or threat of violence. [1]
After stating that "the creation of the United Nations system itself, based upon universally shared values and goals, has been a major act towards transformation from a culture of war and violence to a culture of peace and non-violence", the UN General Assembly, in its resolution 52/13 of 20 November 1997, requested UNESCO to submit to its next session a draft declaration and programme of ...
In its initial development, the NVC model re-structured the pupil-teacher relationship to give students greater responsibility for, and decision-making related to, their own learning. The model has evolved over the years to incorporate institutional power relationships (i.e., police-citizen, boss-employee) and informal ones (i.e. man-woman ...
Gandhi later realized that a high level of nonviolence required great faith and courage, which not everyone possessed. He advised that everyone need not strictly adhere to nonviolence, especially if it was a cover for cowardice: "Where there is only a choice between cowardice and violence, I would advise violence." [20] [21]