27

Unit 2

Respect –

Understanding Our Role

In the World;

Accepting & Appreciating Others

“If we are to have peace on earth,

our loyalties must become ecumenical rather than sectional.

Our loyalties must transcend our race, our tribe, our class, and our nation;

and this means we must develp a world perspective.”

- Dr. King, THE TRUMPET OF CONSCIENCE, p. 68.

“When we begin to understand our true role in creation,

we begin to see the importance of accepting others.

Acceptance changes our perspective on life.

With acceptance we cease to classify people.

We cleanse our minds of the scourge of discrimination,

which allows us to dehumanize certain groups,

and then relate to them in a violence manner.

Once we have divested ourselves of all the labels that separate us

and begin to look at all people, including ourselves, as human beings,

united by common aspirations and a common nature,

we will have taken a major leap in the long journey to a nonviolent world.

Human society, after all, is like Grandfather‟s spinning wheel –

an assembly of interdependent parts.

When every piece is brought together and respectfully maintained,

the machine works beautifully.

But neglect the smallest wheel and the machine is useless.”

Arun Gandhi, THE LEGACY OF LOVE, p. 117.

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Rationale for the Components of This Unit

ACTIVITY #1: Respecting Yourself – p. 29 This activity serves as the transition from the glimpse of the lives of Gandhi and King,

both of whom are very intimidating role models. It is critical to stress that “Gandhi

became Gandhi.” He and Dr. King were once youth not much different in many ways than

our students. The two essays help students get in touch with their own giftedness and

dreams and encourage them to take the next steps to “become” the persons they can be.

ACTIVITY #2: Understanding Your Role in the World – p. 35 This is a real challenge because the purposes in life modeled by many in our society are

quite different from Gandhi and King. As a wise teacher put it: “Most of my courses on

social issues did not succeed until I established a framework of „What is an individual?‟ and

„Why should we care?‟ Social issues assume that young people care about others and value

the rights of others over their own self-interest. It may be necessary first to establish a

framework that looks at rights and duties, individuality and the common good. As long as

most people construe individuality as their own self-interest, then we must show how true

individuality includes caring about others as part of what a person is. The “What Has

Anyone Done for Me?” activity effectively challenges “rugged individualism.” The “eulogy”

activity is a creative way to help youth get in touch with what really matters to them.

ACTIVITY #3: “Hit Me; I’m Different” – p. 40 This activity is effective because it makes the point with actions instead of words. It

takes extra encouragement to get students into it. Your own energy makes a difference.

ACTIVITY #4: Accepting & Appreciating Others by Escalating Kindness – p 42 This activity offers a first step for students to begin their “Experiments with Kindness”.

ACTIVITY #5: Serving Others in Need – p. 50 This activity extends Activities #2 and #3 into the area of longer-term projects rather

than assorted acts of kindness and integrates well with the service learning or community

service component of the curriculum.

ACTIVITY #6: Accepting & Appreciating Diversity – p. 54 This activity focuses acceptance and appreciation especially on those who are different in

some ways from ourselves. It links with put-downs because of differences in Activity #3.

It also links with “Challenging Racism” in Unit 8, pp. 207-214.

ACTIVITY #7: Appreciating Language and Religious Diversity – p. 59 Gandhi‟s commitment to the oneness of humanity included a special focus on the unity of

the world‟s religions. Because his faith drew from several of these and was so integral to

his life, this activity is a good way of including his religious vision in a public school setting.

29

ACTIVITY #1: Respecting Yourself

STEP 1 – “Gandhi Became Gandhi”

- Have students answer the first two questions (p. 30), perhaps sharing them in pairs

before discussing them as a whole class.

- Have students write their “Me and Mo” essay (p. 30) overnight and then ask them for

some of the insights they discovered that surprised them.

- Discuss the final question as a whole class.

STEP 2 - You Are a Work of Art in Progress”

- Have students read the essay (pp. 31-32) and invite clarification questions.

- Have them write their answers to the questions, perhaps sharing them in pairs before

discussing some of them as a whole class.

- Focus especially on their responses to the quotation from Mariane Wilson . This

statement has also been credited to Nelson Mandela because he has often quoted it. STEP 3 – “See Me Beautiful”

Have students read the essay (p. 33) and write their answers to the questions, perhaps

sharing them in pairs before discussing some of them as a whole class.

STEP 4 – “I’m Young And Positive”

- This song (p. 34) has the same general message as “See Me Beautiful” but a very

different style (“rap”); Sweet Honey and the Rock are definitely not Red Grammer.

This song also focuses on some specific temptations youth face in being positive and

some social situations or evils that need positive youth to be doing positive things to

improve.

- Use the song to focus on some of these temptations and negative decisions that many

youth are attracted to.

STEP 5 – Other Affective Possibilities

- See the songs on p. 297. Aretha Franklin‟s “Respect” is especially touching.

- Invite students to create an artistic portrayal of “the best in me” – a poem, collage,

drawing, etc.

30

“Gandhi Became Gandhi”

“We must become the change we wish to see in the world.”

Compare the passages about “Mohandas the Youth” with the chronology of Gandhi‟s adult

life. What strikes you as you put the two of them together? Are there any things that

you wouldn‟t have expected from Gandhi?

What do you think accounts for the great difference between what Gandhi was as a

teenager and what he became as an adult?

Write a short essay on “Me and Mo” - comparing yourself with Mohandas the youth.

“I have not the shadow of a doubt that anyone can achieve what I have,

if they would make the same effort and cultivate the same hope and faith.”

Could Gandhi be saying this about you? Why or why not?

31

You Are a Work of Art in Progress;

Don’t “Treat Yourself Like Junk” or “Play Small”

By Kevin LaNave

One of the greatest sculptors of statues in marble in western European history

is the Italian artist Michelangelo Buonarotti, who lived in the 1500s CE. It is said that,

when Michelangelo was preparing to carve a statue out of marble, he could look at the

block of marble and see the statue that was inside it; he described his work, then, as the

process of chipping away the parts of the block that didn‟t belong. Anyone who has seen

one of his finished sculptures can verify how incredible they are.

In some ways, we are like those blocks of marble. Like Gandhi, most people believe that

each person has a purpose or destiny in life, something we discover as we grow from

decision to decision, experience to experience. And that‟s what Gandhi did. He had no

idea as a young man what purpose his life would have. He discovered this purpose as he

moved from “experiment” to “experiment.” Just as “Gandhi became Gandhi,” each of us is

a work of art in progress. And the finished product ca n be even more beautiful than any

of Michelangelo‟s sculptures

Yet there is also an important different between ourselves and the blocks of marble. The

marble could not do anything while Michelangelo carved; it just sat there, and had to

accept whatever choices he made. We, on the other hand, do not just “sit there”, letting

someone else “carve” us. Because, as human beings, we have the freedom to make choices,

we play an active role in whether and how the purpose or destiny inside us comes true.

“Discernment” is an important part of that process – figuring out what this purpose or

destiny is. This is difficult to do, especially when we live in a community and a society that

“calls” to us every day to do so many different things. Discernment involves “listening” --

deep, care-full listening; listening with our mind and heart, eyes and ears -

- to the thoughts, feelings, dreams, beliefs, values of others

- to our own thoughts, feelings, dreams, beliefs, values

- to the current situations and circumstances in our lives and in the communities in which

we are involved (including our society, and the global community)

- to the journey of our lives (where we‟ve been, how we‟ve grown, where we seem to be

headed)

Dr. King once said, “Everyone can be great, because everyone can serve.”

I have come to believe that he was right. I have come to believe that we can “get in

touch” with that greatness that is inside us -- like Michelangelo “got in touch” with the

incredible statues that were “hidden” inside of blocks of marble -- by carefully reflecting

on some key questions, and being open to where the answers lead us.

32

Considering the Gifts You Have

Consider these words from Mariane Wilson, from her book A RETURN TO LOVE. Read

them slowly -- thoughtfully -- and notice which words or phrases strike you the most.

“Our deepest fear is not that we are inadequate. Our deepest fear is that we are

powerful beyond measure. It is our light, not our darkness that most frightens us. We

ask ourselves, “Who am I to be brilliant, gorgeous, talented and fabulous? Actually, who

are you not to be?…

“Your playing small doesn‟t serve the world. There is nothing enlightened about shrinking

so that other people won‟t feel insecure around you… And as we let our own light shine, we

unconsciously give other people permission to do the same. As we are liberated from our

own fear, our presence automatically liberates others.”

Questions:

What words or phrases strike you the most? Underline them.

Think deeply about what these underlined words or phrases mean to you.

Jot down thoughts, feelings, questions they cause in you.

What are the skills and abilities you have (e.g. writing; artistic expression; emotional or

physical strengths)

What are the personal qualities you see within yourself (e.g., kindness; compassion; ability

to observe or listen deeply; patience; forgiveness)

After getting in touch with your answers to these two questions, take sometime to reflect

on which ones, when you‟re using/sharing them, cause the greatest/deepest sense of

joy/delight/passion in you. (That‟s often a good sign of your most important gifts.) Put a

star (*) by them.

33

“See Me Beautiful” by James McGinnis

“In India, when we meet and part we often say „Namaste‟, which means: I honor the place

in you where the entire universe resides. I honor the place in you of love, of light, of

truth, of peace. I honor the place within you where if you are in that place in you and I am

in that place in me, there is only one of us... „Namaste.‟” (Ram Dass, GRIST FOR THE

MILL; quoted in PEACEMAKING: DAY BY DAY, Pax Christi USA, 1989.)

Ram Dass‟ description of the Hindu greeting “Namaste” points out the essential beauty

of every person. Many teens and adults have had the experience of being in love. Our

lover often sees the best in us, and we want to be and do our best for him or her. We can

have a similar effect on those around us. Being loved ourselves, we can engage people with

a little more love than ever before. Something‟s different about us. Our friends and

parents rightly conclude -- “he/she must be in love”. It‟s amazing how feeling loved

changes our attitude and behavior. Accepting and loving others for who they are can make

it possible for them to be loving and accepting in return. Patient love elicits patient love,

and violence decreases. Popular children‟s singer Red Grammer has a beautiful song

entitled “See Me Beautiful” –

“See me beautiful. See the best in me. It’s what I really am, all I want to be.

It may take some time, it may be hard to find, but see me beautiful.”

Questions:

What makes a person beautiful?

What do you see in yourself that makes you beautiful? What is “the best in you”?

What is it that others see in you?

Have there been times when you were down on yourself? Why so?

What are some times when others affirmed you, believed in you, and didn‟t give up on you,

even when you were being difficult or hurtful?

Identify one change you could make in your life to reinforce the “best in you” instead of

the “worst in you”?

34

”Young And Positive” by Sweet Honey in the Rock

Words & Music by Nitanju Bolade Casel c 1992 Clear Ice Music

I am young, and I am positive

I am the future, I‟m gonna tell it like it is

I won‟t let anything stand in my way.

My eyes are on the prize and they will stay that way

I‟ve got self-respect and a whole lot of pride

I won‟t let you pull me down into a negative stride

Down a dead end street where only trouble lies

That‟s not the way to keep my eyes on the prize.

This is the 90s and it‟s a difficult thing

To maintain focus on my visions and dreams.

Violence – and abuse of drugs

Turns an innocent child into a vicious thug.

Take a close look at this society

At the status of the youth and you will see

A sad situation that is out of hand

Youth are in trouble all over the land.

Don‟t let this state of affairs bring us down

We have to work together, change things around

I start every day by taking the time

To remind myself, I repeat one more time that

I am young and I am positive

I am the future, I‟m gonna tell it like it is

I won‟t let anything stand in my way

My eyes are on the prize and they will stay that way.

I‟ll teach you and you teach me

We‟ll exchange information on how to be

The best we can be, not anything less

It has nothing to do with how we look or dress

It‟s not material things that make us who we are

Not the sneakers, not the jewelry, not the clothes

Or the cars; it‟s not the job, not the money

Nor the status size

That‟s only momentary pleasure, not a valuable prize.

Honesty and truth rank high on my list

Caring the respect for others help to assist me

„Cause I choose to move with love in my heart

For my sisters & my brothers in every part of the world

You know, it doesn‟t make sense to discriminate

Or believe in hate, put down another

Because of their color or race, I must appreciate

All the differences of each nationality

I don‟t want everybody to be like me

Can you imagine everyone exactly the same?

Life would be so boring I would go insane

I love the fact that each person is unique

The way we think, feel, look and express our needs

So let‟s move up to a positive tip

Ex racism – it‟s a negative trip!

Another dead end street, don‟t even go down there

Let‟s accept one another and begin to care

Uplift ourselves, enrich our minds

And every day try to find a little bit of time to say

I am young and I am positive

I am the future, I‟m gonna tell it like it is

I won‟t let anything stand in my way

My eyes are on the prize and they will stay that way.

I don‟t dis‟ my elders, they deserve respect

As a matter of fact, I do my best to protect

Those who came before me

Who struggled and fought so that I would have a chance.

To listen up and be taught

I turn off the TV, I open a book

I use my imagination and try to be aware as I look

And wonder what the future will be?

With pollution destroying the land

And the seas, nuclear war, greenhouse effect

More toxic waste that ever before.

I need all of you adults to live as if you care

„Your greedy style of living is my nightmare… so

Just don‟t forget when you turn around

I‟ll be standing right behind you with a serious frown

„Cause every time I hear an older person say,

„What‟s wrong with the young folks of today?‟

I want to scream, you know what I mean?

Give us support to fulfill our dreams …

If nothing else, I must encourage myself

Find a little bit of time to enrich my mind, „cause

I am young and I am positive, I am the future…”

35

ACTIVITY #2: Understanding Your Role in the World

STEP 1 – Gandhi on Our Role in the World - Have students read the quotations on p. 36 and invite clarification questions.

- Have students answer the questions, perhaps sharing their answers in pairs, before

discussing them as a whole class. - For a visual example of Gandhi‟s position, show the segment of the GANDHI video, Part

I, 1:12:00 – 1:14:00, where Gandhi takes the servant‟s tray and serves the tea.

STEP 2 – Gandhi and King on Individualism and Materialism - Have students read the quotations on p. 37 and invite clarification questions.

- Have students answer the questions, perhaps sharing their answers in pairs, before

discussing them as a whole class.

STEP 3 – Why Care – “ What Have Others Ever Done for Me?” - Introduce this Worksheet (p. 38) and have students brainstorm aloud all the different

groups of people that might be included in each question.

- Have them complete the Worksheet at home and discuss their findings in class.

- You might have them write a “thank-you” note to all their “benefactors” in which they

make a personal commitment to live in ways that repay the debt by “paying it forward”

to others who have less than they do.

STEP 4 – OPTIONAL: More on The Common Good Recalling the importance of this in the “Rationale,” these resources are especially helpful:

- Selections from Robert Bellah‟s HABITS OF THE HEART: INDIVIDUALISM AND

COMMITMENT IN AMERICAN LIFE (Berkeley, CA; Univ. of California Press, 1988)

- Antoine de Saint-Exupery, THE LITTLE PRINCE (NY: Harcourt, Brace & World, 1943)

- Robert Heilbroner, “What Has Posterity Ever Done for Me?”, a chapter in his AN

INQUIRY INTO THE HUMAN PROSPECT

- John Donne‟s poem, “No Man Is an Island”

- A twist I sometimes use when I have more “rugged individualist” in class is to read

Jack Keruac‟s ON THE ROAD. It shows the emptiness of a life that is devoted to a

kind of narcissistic preoccupation with individualism.

STEP 5 – Write Your Own Eulogy & Other Affective Options - Have students read Dr. King‟s own eulogy (p. 39) and discuss the question before asking

students to begin work on their own eulogy. You might return to this at the end of this

study.

- Have students identify a song that they‟d like to have at their wedding or funeral

because it reflects the kind of person they want to be.

36

Gandhi on One’s Role in the World

Three components of one’s role in the world: “First, that the good of the individual is contained in the good of all (which, to him, meant

what he had long believed – a man serves his own best interests by serving the community).

Second, that a lawyer‟s work and a barber‟s work have the same worth because all useful

work has equal value…

And third, that a life of labor with one‟s hands is the life worth living…”

Arun & Sunanda Gandhi, THE FORGOTTEN WOMAN, p. 125.

1. The good of the individual is contained in the good of all:

“I must reduce myself to zero. So long as a person does not of their own free will put

themselves last among their fellow creatures, there is no salvation for them.”

AUTOBIOGRAPHY, p. 616; quoted in ALL MEN ARE BROTHERS, p. 35

“…complete self-surrender is the price for the only real freedom that is worth having.

And when persons lose themselves, they immediately finds themselves in the service of all

that lives… They are new persons, never weary of spending themselves in the service of

…creation.” Young India, December 20, 1928; quoted in ALL MEN ARE BROTHERS, p. 62.

What do you think Gandhi means by “I must reduce myself to zero”? and “put themselves

last among their fellow creatures”?

What would it mean for you to view your life in this way?

2. The dignity of all labor : “Mohandas was adamant: everyone, himself included, must

be ready to do anything that needed doing.” THE FORGOTTEN WOMAN, p. 130.

What the jobs or tasks are done at your school, in your home, or in your neighborhood that

you would consider not worth your doing or beneath you in some way and why? (e.g.,

changing diapers, picking up litter, keeping the toilets or bathrooms clean, emptying trash)

3. Working with your hands: Why do you think Gandhi included “labor with one‟s

hands” as a basic part of life? Do you agree? Why or why not?

In what ways do you already work with your hands? What are your attitudes toward this

work? What more could you do?

37

Individualism and Materialism in Our Society

Arun Gandhi: “It is difficult for me to believe that humanity is the end product and ultimate

beneficiary of all creation. All other species in nature quietly and diligently fulfill their

natural roles and enhance the world, while human beings, regarding ourselves as the most

intelligent of species, live in confusion. We continually search for the answer to the

question, „What is the meaning of life?‟ And when we fail to find an easy answer, we

proceed as though life means nothing more than amassing personal wealth. By following

this path, our world has become increasingly wedded to materialism … Materialism breeds

arrogance towards those who have less than ourselves, and exaggerates the economic

disparities between human beings…” LEGACY OF LOVE, p. 115.

Do you agree that there is much confusion about “what is the meaning of life?‟”

How would most people answer this question? How would you answer it?

Do you agree that “when we fail to find an easy answer, we proceed as though life means

nothing more than amassing personal wealth”? Why or why not?

Dr. King: “…We as a nation must undergo a radical revolution of values. We must rapidly begin the

shift from a thing-oriented society to a person-oriented society. When machines and

computers, profit motives and property rights, are considered more important than people,

the giant triplets of racism, extreme materialism, and militarism are incapable of being

conquered.”

In what ways is our society “thing-oriented”?

Do you agree with him that “machines and computers, profit motives and property rights,

are considered more important than people”? Why or why not?

How does consumerism or materialism affect how people view their role in the world? Has

it affected your own view of your role in the world? How so?

38

What Have Others Ever Done for Me?

Make a list of all your family members who have ever given their time for you – taught you,

played with you, encouraged you, watched you perform, stayed home or up late for you,

nursed you when you were ill – and what they did for you.

Make a list of family ancestors and identify at least one thing (e.g., a talent, an interest, a

possession, inheritance, etc) you have received in some way from each of them.

Make a list of all the teachers, counselors, coaches, pastors/rabbis/imams, youth leaders,

club leaders who have ever helped you and how they helped.

Make a list of all the people who have spent money on your behalf, starting with family

members, and list all the things you have because of them;

Make a list of all the things and services you have because tax-payers in your country,

state, county, and local community have financed it, starting with your education, and make

sure your list is at least 20 items long; then estimate what each of these services is worth.

39

Dr. King’s Eulogy and Yours

Dr. King’s Own Eulogy - “A Drum Major for Justice”

“…I‟d like somebody to mention that day that Martin Luther King Jr. tried to give his life

serving others.

I‟d like for somebody to say that day that Martin Luther King Jr. tried to love somebody.

I want you to say that I tried to be right on the war question.

I want you to be able to say that day that I did try in my life to clothe those who were

naked.

I want you to say on that day that I did try in my life to visit those who were in prison.

And I want you to say that I tried to love and serve humanity…

And that is all I want to say. If I can help somebody as I pass along; if I can cheer

somebody with a song; if I can show somebody he‟s traveling wrong; then my living will not

be in vain…”

From “Then My Living Will Not Be in Vain,” Ebenezer Baptist Church, February 1968;

quoted in Kathleen McGinnis, DREAMING GOD‟S DREAM, p. 39.

What does Dr. King mean by “then my living will not be in vain”?

Make a list of what you will need to do in life so that you will be able to look back and say

that “my living will not be in vain”?

Put these thoughts together and write what you definitely want the preacher or someone

else to be able to say about you at your funeral.

40

ACTIVITY #3: “Hit Me; I’m Different”

STEP 1 – Writing and Throwing Put-Downs - On individual pieces of scrap paper, ask students to write one, two, or three of the

meanest things that they have said to someone else. This could be done with one word

or phrase for each piece of paper or all together on the same piece.

- Have them scrunch up each piece of paper tightly into a separate ball.

- Depending on the size of the group, line all or some of the students up to throw their

paper balls at a silhouette of a faceless person drawn on a large piece of newsprint.

- Have them go one person at a time and throw their paper words with all the intensity

that they used when they actually "hurled" their mean word(s) at someone. Make sure

they get right up in the person‟s face and throw them as hard as they can.

STEP 2 – Responding to the Hurt: How Does This Person Feel? - Ask students how they think this person feels. Have them write words or draw body

parts on the silhouette expressing how this person might feel (one item per person).

- After everyone who wants to add something has had their turn, have one or two

students state loudly for the whole group what was written on the silhouette.

STEP 3 – Responding to the Hurt: What Can You Do About It Now?

- Ask students what they can do or say, after the fact, to support the person or make up

for what was said. Have them write the words expressing this on the silhouette.

- After everyone who wants to add something has had their turn, have one or two

students state loudly for the whole group what was written on the silhouette.

STEP 4 – OPTIONAL: Creating a Slogan - Ask students what all the paper balls on the floor remind them of (a mess, trash – in

fact, "trash talk"). Ask students where "trash talk" belongs. "In the trash can!"

- Make a sign with this slogan and have them repeat the slogan several times: "Trash talk

belongs in the trash can!"

- Decide with the students whether and where to post the sign prominently in the room

STEP 5 – Questions for Reflecting on the Experience

- What were the reasons for the "put-downs" you threw at the target?

- What are some other reasons why kids use "put-downs"?

- Use the “Thinking Through Put-Downs” Worksheet for further reflection

- For clever ways to respond to put-downs, share some of the examples in SIMON‟S

HOOK: A Story about Teases and Put-Downs, by Karen Gedig Burnett; GR Publishing,

P.O. Box 1437, Roseville, CA 95678: 916-773-0984)

- Decide with the students whether and where to keep their silhouette posted.

41

“Thinking Through Put-Downs” Worksheet

1. What are some of the ways you have been put down by others?

2. How did/does it feel to be put down? Name as many different feelings as you can.

3. What are some of the ways you have put others down (with words, looks, other bodily

gestures, omissions, etc)?

4. Why do kids/youth put others down? Why have you done it yourself?

5. What are some creative, nonviolent ways of responding to put-downs?

6. What next step(s) can you take to eliminate put-downs from your behavior?

42

ACTIVITY #4: Accepting & Appreciating Others: Escalating Kindness

STEP 1 – Gandhi on the Power of Tiny Acts of Kindness - Have students read “The Rose” (p. 43) and answer the questions.

- Perhaps have them share their answers in pairs before discussing the story as a whole

class.

STEP 2 - “In the Face of Escalating Violence, Escalate Love” - Have students read the essay (pp. 44-45) and answer the first two questions, perhaps

sharing their answers in pairs before discussing the story as a whole class. - Have students read over the 30 AKTS OF KINDNESS sheet (p. 46) and answer the

third question on p. .

- Discuss with the whole class the idea of using a pebble as a symbol of the tiny acts of

kindness that can be done every day (the last question on p. 45)

STEP 3 – OPTIONAL: Your Own “Pay It Forward” Scheme

- Have students view the popular video “Pay It Forward” or show the final ten minutes in

class, or have students read the summary on p. 47.

- Discuss the video or questions, focusing especially on the question „ “Was it worth it?”

- Brainstorm a variety of “Pay It Forward” schemes

- Invite students to try one for a week or month as a way of escalating kindness.

STEP 4 – OPTIONAL: “The Courage to Be Kind” - This voice from prison challenges students to find the courage to be kind and offers

them an example where it is very difficult to be kind.

- Have students read this essay (pp. 48-49) and answer the questions.

- Perhaps have them share their answers in pairs before discussing the story as a class.

STEP 5 – Decisions on “Your Own Experiments with Love/Kindness” Worksheet - Have students examine their “Your Experiments with Kindness” Worksheet (p. 23) and

invite any clarification they may have about how to use it.

- Invite them to record their decisions on the questions raised in the quotations and

essays in STEPS #1-#3 in the appropriate places on the Worksheet.

STEP 6 – Other Affective Options - Have students find popular songs reflecting this theme and use them in class or have

students write an additional verse to one of the songs expressing their own vision and

decisions to put this theme into practice.

- Have students write a poem or a “rap” expressing their commitment to kindness and

some of the ways they will implement this commitment.

- Have students create a TV commercial or radio spot for “random acts of kindness”

43

Gandhi on the Power of Tiny Acts of Kindness

“The Rose” “Grandfather liked to tell another story that illustrates how small gestures can

profoundly effect other people, and contribute to a better world. There was a hopelessly

disorganized young man who lived alone in a small apartment, which was so cluttered and

unclean that it resembled a pigsty. He refused to do his own household chores. Layers of

dust and dirt covered everything; unwashed clothes were strewn all over; and the kitchen

sink overflowed with dirty dishes. He was aware of his poor living conditions but, he

argued, if I don‟t invite anyone home, no one will know.

At work one day he met a lady, and soon they began to develop a relationship. He

always made sure he did not take her home. They met outside. Love blossomed, and one

day, while walking in the part, his girlfriend plucked a beautiful red rose and gave it to him.

It was a gift of love and it had to be preserved with dignity. In his home he could not find

a clean vase. He rummaged through all the dirty dishes and discovered one that was

unclean and moldy. He scrubbed the vase clean, filled it with water, and placed the rose of

love into it. Now this vase needed a place to be seen in all its beauty. He could not very

well put it amid all the mess everywhere.

He decided the dining table in the kitchen was the ideal spot for the rose, so that

he could see it all the time he was at home. This meant that he had to clean up the table.

Now the table looked so clean and beautiful that it seemed out of place in the filthy room.

So he cleaned the kitchen, washed the dishes, polished the floor, and transformed the

kitchen into a bright spot. He felt happy with the transformation, but the kitchen now

stood in stark contrast with the rest of his untidy home. So, little by little, he ended up

cleaning the whole house. It was one small act of love that transformed an otherwise

careless, untidy person.

Approaching others with care and respect makes a great difference. Had anyone

known of this man‟s unpleasant personal habits, a common reaction would have been to

criticize him and put him to shame. Sometimes people respond positively to shame, but

more often they react rebelliously and perpetuate their unpleasant ways. Compassion and

love, which are the cornerstone of Grandfather‟s theory of conflict prevention and

resolution, have the capacity to influence other people more effectively, and with lasting

results.” LEGACY OF LOVE, pp. 112-3.

How is it about this story that touches your heart? Does it raise any possibilities for you?

Do you agree with Gandhi that compassion and love influence people more than shame or

criticism? Why or why not?

44

“In the Face of Escalating Violence, Escalate Love”

by James McGinnis

Some forms of violence are hard to counteract. There are thousands of violent

situations every day that we can do nothing about. But this need not lead us to despair. I

like to view the struggle between love and violence as a matter of two scales, one loaded

with the boulders of violence (wars, rapes, murders, racism, sexism, greed) and the other

filled with millions of tiny pebbles, each an act of love.

At the outbreak of the Persian Gulf War in January 1991, a phrase came to me that

continues to orient my life: “in the face of escalating violence, escalate love.” I could not

stop that war, though I wrote many letters, gave many talks, protested publicly with

others many times. What I did feel I could do to help offset this massive violence was to

escalate the number of random acts of kindness that I would commit.

Since that moment in 1991, I have learned lots of possibilities from others for putting

this phrase into practice --

-- putting newspapers on front porches, as part of a morning neighborhood walk;

-- writing anonymous notes of appreciation;

-- greeting strangers on the street, in a store or elevator with a friendly word and smile;

-- noticing when people are being helpful and affirming them or noticing when they are

needing support and offering that support;

-- visiting people in nursing homes, shelters, and hospitals.

Each kind word and deed, each smile, each surprise gift, each sacrifice added up to many

pebbles to be placed on the scale of love.

When I saw the movie “Pay It Forward” and later learned about Active Kind Teens

Nurturing the World (AKTNOW), I was truly excited about other people catching on to

this way of thinking and acting. Yes, kindness is contagious, but it‟s not always easy. At

45

first, I felt a little strange doing some of these things, especially if someone was looking.

So I figure that if it is hard for an adult to do these things, then it must be even harder

for youth, especially when their friends or other people are around. It often takes

courage to do the right thing -- the kind thing. But I have found an unusual source of

courage to help me live this principle and I‟d like to share this source with you.

Since 1998, I have been working with a group of violent offenders in a medium-to-

maximum security prison in Missouri. Three of these men created a unique program for

helping other inmates deal with their violence, tested it on themselves for 18 months, and

then offered it to other inmates convicted of violent crimes like murder and rape. Their

principle is “do the right thing because the right thing is the right thing to do.” These

inmates have taken a lot of ridicule from other inmates for their commitment to reform

their lives. But they have persevered and in the process have created an “alternative

brotherhood” in the prison. This positive brotherhood has enabled other inmates to leave

their negative associations (gangs) and commit themselves to taking responsibility for

their criminal actions, to changing their violent ways of thinking and behaving, and

committing themselves to the “Prison Pledge of Nonviolence.”

As part of this commitment to nonviolence, to creating a positive brotherhood within

the prison walls, and to making amends to those they have hurt, some of these men have

embraced this idea of escalating love through random acts of kindness. They go out of

their way to encourage one another. They reach out to other inmates when they see them

hurting themselves or others. They send Christmas cards and get-well cards to shut-ins

and the sick. If they can do it, I figure I can too. And you can too!

Questions:

What, if anything, touched your heart in this essay?

Why is it hard sometimes to kind to others, especially in public?

Read the “Top 30 AKTS OF KINDNESS ideas (p. 46). Mark those that appeal to you. Then

make a list of other things you could do to “escalate love” this week on the back. Choose

one to start and add it to “Your Own Experiments with Love/Kindness” Worksheet (p. 23)

Consider finding a pebble that feels “right” to you and decide to carry it with you every

day. Take it out in the evening before going to bed, perhaps as you write in your journal

about the pebbles of love you did that day. Then reclaim the pebble each morning,

renewing your commitment to be a “pebble of love” that day. Try to remember to hold the

pebble occasionally during the day.

46

Top 30 AKTS of Kindness

47

“Pay It Forward”

Summary of the Story

Trevor was a small, somewhat shy 7th grade student. His history teacher gave the class

the assignment to create some kind of scheme that would make the world a better place.

Trevor came up with the idea of “pay it forward.” He would do a kind act for three other

people, an act that they couldn‟t do for themselves. Instead of paying Trevor back for his

kind deed, the recipients of his kindness would “pay it forward” by doing kind deeds for

three other people, who would in turn do the same thing until the scheme spread widely.

Trevor found the courage to do two kind deeds, one for a homeless man and another for

his own mother, but he couldn‟t find the courage to do one for one of his classmates who

was frequently teased or beaten by tougher students. The scheme begins to catch on as

the show develops. The climax comes when Trevor is faced with the opportunity to do his

third kind deed by standing up for his friend.

Questions:

Is Trevor‟s scheme just a “feel-good” video plot line or could it really work? Why or why

not?

What other kinds of random acts of kindness could become something like Trevor‟s “pay it

forward” scheme?

Which one appeals the most to you and why?

Write out a plan to put it into practice for a month:

48

“The Courage to Be Kind”

Note: This reflection was written by a man serving a long-term sentence for murder. A

former white supremacist, he became part of the “Violent Offender Program” where he

and 50 other inmates committed themselves to live the “Prison Pledge of Nonviolence.” He

wrote this reflection for other inmates as part of his struggle to put the Pledge into

practice, but I think his fears are common to all of us and his story inspiring for us too.

“Affirming and encouraging others has been difficult for me. It appears on the

surface to be a very simple process. However, I have had mixed emotions about doing it.

The fear of ridicule is very real for me. I need to feel that I am in control at all times, in

order to feel safe from failure. The dilemma in this situation is that any relationship that

will allow for affirmation could also open the door for criticism. Because of the fear that

I will have to face criticism at some point, I tend to shy away from contact on a personal

level. It is a terrible thing to live with the fear of failure at every moment; yet I‟ve lived

each day in exactly this fashion.

I have withheld praise of others to ensure that they would stay at the same, or lower,

level as myself. It was my belief that if I held them down, I would be in control of their

lives as well as my own -- ensuring that they would never be able to criticize me.

I am tired of living a life which denies me the freedom to engage other people around

me in a personal way. So I decided to experiment with giving affirmations to others in

order to see how this would actually affect my life as well as others. I wanted specifically

to see if I would feel less secure if they felt better about themselves.

In a specific incident I gave an affirmation to a member of a group I attend. My

thoughts going in were that this person is very good at what he does and doesn‟t really

need my affirmation. Instead of backing away as I would usually do, I followed through. I

told this friend that he‟d done a very good job leading the group and that I thought

everything had gone well. His response was somewhat surprising to me. He seemed to

genuinely appreciate the compliment. I was surprised that someone as competent as

himself would be affected by a simple affirmation.

Even though I saw that this affirmation made a difference in his life, I still felt

uncomfortable doing it. I was concerned with looking like a “suck-up.” He gave me no

indication that he thought this way at all, but I still worried about it. Additionally, there

seemed to be some uneasiness about the intimacy of the process.

Even though there were feelings of confusion and uncertainty, I have tried this same

process several more times. To my surprise, I have now become quite comfortable with it.

It has become apparent to me that the more I give affirmations to others, the better I

feel about the process. I haven‟t been plagued by the thoughts that by using affirmations

49

I would open myself up to negative feedback. In fact, since I began this process, others

have been very quick to give their own affirmations in my direction. There have been

instances where criticisms were made, yet I wasn‟t paralyzed by them. The relationships I

had built served to ensure me that the advice they offered was for my benefit, not to

hold me back or ridicule me.

I am still, at times, very uncomfortable when I begin the process with a „stranger.‟ The

feelings of uncertainty still exist until the relationship (on my part) grows strong enough

that trust is developed. Living my entire life thinking that any man who spoke kindly

was a sissy or weak has made it difficult to do this process without some feelings of

uncertainty. However, what I‟m finding is that my relationships with others are improving

daily and I‟m not feeling whimpy or weak. In fact, I am feeling more secure everyday in all

areas of my life. The practice of being involved with others positively has helped me

tremendously in being more secure with myself.

“My suggestion to others who have the same problems with fear of failure or of

appearing weak and being taken advantage of, is to try being more open and trusting with

the process. Yes, you may have moments when you feel awkward or unsure of this new way

of approaching life, but don‟t let it deter you. When you begin to see that others are not

out to harm you, you will experience a freedom that is miraculous. All the energy that

was once spent holding up the walls you have built can now be used to enjoy life as it was

meant to be enjoyed. Remember this, the old way has served us little, except to isolate

and encourage the habit of self-loathing and paranoia. Give this new way of living a chance

and see how life can be better without the wasted energy and effort used to hold others

at bay. For in reality, it isn‟t the others we hold at bay... it is ourselves.”

For Reflection --

At your school or in your peer groups, is being affirming and kind to others considered

wimpy or weak?

Are there times when you are afraid to say or do kind things to others? If so, what are

you afraid of?

What is the “miraculous freedom” that the author is talking about?

Make a list of ways you could be more kind and courageous in your relationships. Choose

one way and begin, perhaps writing about your actions in your journal.

50

ACTIVITY #5: Serving Others in Need

STEP 1 – Understanding Gandhi on Service of Others

- Have students read the quotations from Gandhi (pp. 51-52); invite clarification

questions before having them answer the questions, perhaps sharing their answers in

pairs before discussing them as a whole class.

- Consider showing one of these segments from the GANDHI Video

- Gandhi takes the servant‟s tray and serves tea himself to the other Indian leaders

meeting in Jinnah‟s luxurious home (Part I, 1:12 – 1:14:00)

- Gandhi responds to the pleas of exploited indigo farmers, devotes his heart and

skills to them, goes to prison for them, dresses like them, and encourages others to

do help them too. Part I, 58:00 – 1:10:00).

- Gandhi rebukes his wife Kasturba for not wanting to do the work of the

“Untouchables.” (Part I, 15:00 – 22:00).

STEP 2 – Service Projects at Your School

- Identify with your class the various service opportunities already available for

students at your school.

- Brainstorm additional possibilities.

- Invite students to check out what would be involved in working as part of any of these

possibilities (time requirements, type of service, who the groups serves, specific tasks

students can do, transportation, etc) and report back to the class.

STEP 3 – Coming to Decisions and Action

- Have students use this Worksheet (p. 53) as a way of sifting through these service

possibilities and making decisions about their participation.

- Have them transfer their decisions to their “Your Own Experiments with

Love/Kindness” Worksheet on p. 23.

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Gandhi on Service of Others, Especially the Poor

For real freedom: “Not until we have reduced ourselves to nothingness can we conquer

the evil in us… Nothing less than complete self-surrender [is] the price for the only real

freedom that is worth having. And when persons lose themselves, they immediately finds

themselves in the service of all that lives… They are new persons, never weary of spending

themselves in the service of God‟s creation.” YOUNG INDIA, 12/20/28; (quoted in ALL

MEN ARE BROTHERS, p.62)

Questions: How do you “reduce yourself to nothingness” without disrespecting yourself?

Are there times and situations when you can let others go first? Speak first?

With one’s whole self: “… While it is at my disposal, [my body] must be used not for

dissipation, not for self-indulgence, not for pleasure, but merely for service and service

the whole of your waking hours.” “Speech at the Guild Hall,” London, September 27, 1931;

quoted in ALL MEN ARE BROTHERS, pp. 40-1)

Questions: How can you make service of others your basic mentality or way of being?

Do you have opportunities to do chores at home, wait on others, do favors for others, pick

up litter, hold the door for others, assist physically challenged people, help with

schoolwork, etc?

“Trustees” of our talents: “According to Grandfather, the proactive mode of nonviolence

involves „trusteeship,‟ which means that, individually and collectively, we are trustees of

the talents and resources that we have and not the owners. Our responsibility is to use

them for the benefit of all. In our selfish mode we consider ourselves owners of these

things and, therefore, we exploit them for personal gain…” Arun Gandhi, THE LEGACY OF

LOVE, p. 125

Questions: What talents have you been given/developed that can be helpful to others?

What life experiences have given you insights that you can share with others?

With the poor: “Service of the poor has been my heart‟s desire, and it has always thrown

me among the poor and enabled me to identify myself with them.” AUTOBIOGRAPHY, p.

190; (quoted in ALL MEN ARE BROTHERS, p. 17)

52

With the sick and wounded: “My profession progressed satisfactorily, but that was far

from satisfying me… I was still ill at ease. I longed for some humanitarian work of a

permanent nature… So I found time to serve in the small hospital. This meant two hours

every morning, including the time taken in going to and from the hospital. This work

brought me some peace… It brought me in close touch with suffering Indians… The

experience stood me in good stead, when during the Boer War I offered my services for

nursing the sick and wounded soldiers.” AUTOBIOGRAPHY, pp. 249-50; quoted in ALL

MEN ARE BROTHERS, p. 20)

With the “Untouchables”– Arun Gandhi describes Gandhi‟s action when bubonic plague

broke out in India in 1896 – “[He] volunteered to work with a local sanitation committee

which toured the city, inspecting the homes (and latrines)… Other committee members

disdained to visit the dwellings of the Untouchables… Mohandas had no such qualms… In

later years, whenever he embarked on a reformist mission, the first task he assigned to

colleagues was to carry and clean buckets of nightsoil. Bapu believed this was one way to

break caste taboos – to emphasize that all honest work was worthy, no essential work was

lowly.” Arun & Sunanda Gandhi, THE FORGOTTEN WOMAN, p. 70.

Questions:

Who are the poor, the sick, the “untouchables” (outcasts) in your community with whom

you might be able to develop a relationship and serve in some way? What makes it

difficult sometimes to be with people like this? How could you serve the poor, the sick,

and the outcasts in other parts of your nation and the world?

Applies to teachers as well as students: “On Tolstoy Farm we made it a rule that the

youngsters should not be asked to do what the teachers did not do, and therefore, when

they were asked to do any work, there was always a teacher cooperating and actually

working with them. Hence whatever the youngsters learned, they learned cheerfully.”

AUTOBIOGRAPHY, p. 409; (quoted in ALL MEN ARE BROTHERS, p. 28)

Questions:

Teachers, how do you respond to the questions above? What are the most appropriate

forms of service that you can integrate into your lives at this time? What will be your

next step in doing this?

53

Coming to a Decision and Action on Service

After reading and reflecting on the quotations, video clips, and questions above,

what did you learn about yourself?

Referring back to questions #1 and #2, what would be a good practice to make more a part

of your life so that you become a more service-oriented person?

Referring back to question #3, what kind of service would make good use of the talents

and life experiences you have had?

Referring back to question #4, what person or group of people who are especially in need

might you be able to develop a longer-term, mutual relationship with where you could be

helpful and where you could learn from the people you would be serving?

What is it inside yourself or in your current situation makes you hesitate or resist taking

these steps? And how could you overcome these obstacles?

So what is your plan for putting these decisions into action? Record this decision and plan

on your “Your Own Experiments with Love/Kindness” Worksheet on p. 23.

How will you monitor your progress as you implement these decisions?

54

ACTIVITY #6: Accepting and Appreciating Diversity

STEP 1 – Gandhi on the Attitudes of Respect - Have students read the Gandhi quotations (p. 55) and invite clarification questions.

- Have students answer the questions, before discussing in pairs or as a whole class. - For a visual example of Gandhi‟s position, show the segment of the GANDHI video, Part

I, 1:12:00 – 1:14:00, where Gandhi takes the servant‟s tray and serves the tea.

STEP 2 - Gandhi on Accepting and Appreciating Diversity - Have students read the quotations (p. 56) and invite clarification questions.

- Have students answer the questions, before discussing in pairs or as a whole class.

STEP 3 – Discrimination and Hate Violence in Our Society Today - Have students read the data (p. 57) and invite clarification questions

- Have students answer the questions about their own experiences, perhaps sharing

them in pairs before a whole-class discussion.

- Consider individual research projects – “From Stats to Stories” – each student tells

the story of 1 incident of hate violence, making the statistic “9,721” more impactful.

STEP 4 – Strategies for Personal Change Have students complete the “Strategies for Personal Change” Worksheet (p. 58), perhaps

sharing some of it in pairs before discussing their answers as a whole class.

STEP 5 – A “Wall of Respect” - “Most walls are erected to keep people out. 11th graders at Monta Vista High School in

Cupertino, California, built a wall to bring people in – and to promote self-esteem and

respect for other cultures.

- The art teacher showed slides of murals from around the world and the English

teacher taught a literature unit that focused on cultural diversity.

- In response, students researched their family backgrounds, interviewed parents and

designed portraits that reflected positive aspects of their heritage.

- Using a variety of materials and mediums, the teens created some 60 self-images and

mounted them on a 6-foot-tall folding wall.

- Later, at a special celebration in the school library, proud students unveiled the “Wall

of Respect” and dedicated it to their parents and the community.”

- (As described in TEACHING TOLERANCE Magazine, #16, Fall 1999;

400 Washington, Montgomery, AL 36104; website: www.tolerance.org/teach)

STEP 6 – “Rainbow People” and Other Affective Options - “Rainbow People” is a Native American chant offering a beautiful image of embracing

diversity and the impact on our world when we do so: “We are a rainbow people. We

are beams of golden light. We are the bridge to the dawning of a new day.”

- See the popular songs on this theme on p. 297.

55

Gandhi on the Attitudes of Respect

Respect requires humility, not arrogance

“Respect and humility go together. Humility is not meekness; it is the opposite of

arrogance.” A wise old Indian man once said, „Empty drums make the loudest noise.‟

Grandfather often repeated this phrase to indicate that those with the least

understanding are the most arrogant.” LEGACY OF LOVE, p. 136.

Do you make a lot of noise about yourself? Why or why not?

What could you do to develop greater humility?

Resepct - not thinking we’re better than others, no matter what their status “To make people understand humility, and to educate them in the need to respect all

people, high and low, were important objectives of ashram living. It was a humbling

experience to carry buckets full of urine and feces [there were no toilets], to empty them

in the fields, to cover the holes, and to wash the buckets and replace them for use.”

LEGACY OF LOVE, p. 91

Is this going too far? Why or why not?

What could you do to eliminate any feelings of superiority you might have?

Respect goes far beyond “tolerance” “In recent decades we have emphasized the value of teaching people „tolerance.‟

Tolerance is not only inadequate, it is a negative concept which only alienates society

further. Learning to tolerate absolves people of the responsibility of learning to

understand different people, accept and appreciate their differences, and progress

towards respecting them for who and what they are. It is only when we build acceptance

between people that we will rid ourselves of the scourge of prejudice and liberate

ourselves from violence.” LEGACY OF LOVE, p. 127

In Gandhi‟s view, why isn‟t tolerance enough? Do you agree? Why or why not?

Respect means accepting all others and developing mutual relationships Arun Gandhi on his parents (Gandhi‟s son Manilal and his wife Sushila) living this truth:

“Because my parents, Manilal and Sushila, lived a life of nonviolence, they were able to

build constructive, caring relationships with people from every economic, racial, political

and religious group they encountered. As I was growing up, I was taught to befriend

56

everyone – from the children of farmhands and African tribes to those of distinguished

guests. Some of my African friends from very poor families were educated by my parents,

my eldest sister and myself. My parents encouraged me to teach them whatever I learned

in school, so that all our playmates eventually learned to read and write. They learned

hygiene. They learned about different people and different countries. In return, the

African children shared their skills in traditional crafts, working with wood and clay. We

were never allowed to consider ourselves superior by virtue of our formal education.”

LEGACY OF LOVE, p. 116.

What do you think Arun Gandhi means by “befriend everyone”?

What makes a relationship “mutual” rather than “superior”? How can you turn a “one-way”

helping relationship into a more mutual (or “two-way” helping) relationship?

Accepting all others involves appreciating and working with our differences “An analysis of conflicts around the world today will readily reveal that they all

have roots in the gross lack of respect people have for those with economic, religious,

educational, nationalistic or cultural differences. We are adept at finding reasons for

hating others. It is this attitude, more than anything else, which contributes to the

violence that afflicts humanity today. It was Grandfather‟s view, passed down to me

through my parents, that no one is superior or inferior. No one can assert special rights

over another, and no one is an enemy.” LEGACY OF LOVE, p. 117

How much are the conflicts in your school and community also rooted in these differences?

Make a list of people in your life that you regard as “enemies,” people you don‟t like, people

you avoid in public, people you wouldn‟t invite into your home? Do your reasons have

anything to do with “economic, religious, educational, nationalistic or cultural differences”?

If you truly believed that “no one is superior or inferior,” what specific changes would you

have to make in your thinking and in your behavior?

57

Realities of Hate Violence in the United States

Motivation: “Of the 9,721 single-bias incidents – that’s more than 26 a day!

44.9% were motivated by racial prejudice,

21.6% by a bias toward an ethnicity/national origin,

18.8% by religious intolerance,

14.3% by sexual-orientation bias,

0.4% by disability bias.”

(Hate Crime Statistics, 2001)

Location: “Of the total of 9,730 hate crime incidents in 2001,

30.9% were at residences and homes,

18.3% on highways, roads, alleys, or streets,

10.1% at schools or colleges.”

(Hate Crime Statistics, 2001)

Age of offenders: From 1997-1999, younger offenders were responsible for most hate crimes.

31% of violent offenders and 46% of property offenders were under age 18.”

(Hate Crime Reported in NIBRS, 1997-1999)

For more information, contact NCJRS, the National Criminal Justice Reference Service

(http://www.ncjrs.org/hate_crimes/facts.html).

Your Own Experience with Hate Violence

Does the data above surprise you in any way? Why or why not?

What kinds of hate violence do you know of at your school or in your community?

Have you or any of your friends been the victim of hate violence? How so? How have

dealt with the experience(s)?

What efforts are going on in your community to deal with any of the forms of hate

violence? How could you be a part of any of them?

58

Strategies for Personal Change

Your Diversity Profile – Until Now, How Diverse Has Your Life Been? For each of the 6 areas below, rank a 1 (not diverse), 2 (somewhat diverse), or 3 (very

diverse) for the following categories of diversity, when they apply:

racial/cultural, religious, economic status, gender, sexual orientation

Your schooling

Where you’ve lived

Your friendships

Your reading, viewing, music, entertainment, restaurants

Sports, clubs, organizations

Professional services (teachers, counselors, health care workers, legal, worship leaders)

Strategy Options

Reading – See the book list for this unit and your school library, find an author or title

from another racial/cultural group and begin reading; check out websites for more options.

Videos – Start with the video list for this unit and choose some that portray other

racial/cultural groups in a positive light. Consider doing this with a friend or small group.

If you go to movies, occasionally choose some that reflect these forms of diversity.

Music, entertainment – Sample music from different racial/cultural groups until you find

an artist/group that you really enjoy and then add that to your regular listening. Seek out

entertainment that makes you part of a diverse audience. Eat at ethnically diverse

restaurants. When you shop, frequent stores that are racially/culturally diverse.

Educational and worship opportunities – Start by going to talks or events sponsored by

different racial/cultural groups (pow-wows, King Day speeches & march, etc.) and by going

to a worship service representing another religious/cultural tradition.

Personal relationships – This is key! Go out of your way to make acquaintances of people

“different” than you and pursue those relationships that you find especially positive.

Clubs, organizations – Look for those that put you in touch with a diverse membership.

What else?

59

ACTIVITY #7: Appreciating Language & Religious Diversity

STEP 1 – Gandhi on Appreciation of Religious Diversity

- Have students read the Gandhi quotations (p. 61) and invite clarification questions. - For a visual experience, show the segment of the GANDHI video, Part II, 8:00 – 10:00,

on Gandhi‟s reflection on his appreciation of the world‟s religions. - For a visual example of religious intolerance, show the segments of the GANDHI video,

Part II, 42:00 – 1:06:00, on Hindu-Muslim violence and Gandhi‟s fast to stop it.

- Have students answer the questions, perhaps sharing their answers in pairs, before

discussing them as a whole class.

STEP 2 – “Peace” in Many Languages

- Page 62 with “Peace” in Many Languages” includes pronunciations of the 40 words for

“Peace.” You might assign students or seek volunteers to take each of the languages

and identify at least one peacemaker from that country or language group and do a

short research project on the person.

- Page 63 with “May Peace Prevail on Earth” in 81 languages comes from the World Peace

Prayer Society (26 Benton Rd., Wassaic, NY 12592). They also have available a “World

Peace Prayer Ceremony,” a “World Peace Festival,” and ideas on “Youth for Peace.”

- For a beautifully illustrated book of the word “Peace” in 100 languages, plus quotations

on peace and peacemaking from a variety of religious and moral traditions, see PEACE

IN 100 LANGUAGES: One Word Multilingual Dictionary, created by a group of Russian

peace activists and published by Jalmar Press (45 Hitching Post Dr., Rolling Hills, CA

90274; phone: 310-547-1240).

STEP 3 – The “Peace Pole” (p. 64)

- This project offers several options for individuals and schools. The “Peace Pole” comes

in three different sizes, an 8-inch desk-top version, a 2-foot version, and the 6-foot

version for planting outdoors. Many schools have planted a “Peace Pole” to symbolize

and declare publicly their commitment to its words: “May Peace Prevail on Earth.”

- Because the large pole comes 4-sided or 6-sided, with either 1 or 2 different languages

for each side, the school can choose up to 12 different languages and thus represent

some or all of the many different languages of its students.

STEP 4 – Prayers for World Peace from 12 Faith Traditions (pp. 65-66)

These 12 prayers were shared publicly at the historic gathering of the leaders of the

major world religions in Assisi, Italy, in 1986. These prayers have been made available

here from the Peace Abbey in Sherborn, MA, which is also the home of the “Gandhi

Memorial” noted in the Appendix D on “Gandhi and King Sites,” pp. 291-293).

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STEP 5 – OPTIONAL: “The Peace Village”

- “The Peace Village” offers a wonderful experience of the understanding of peace found

in Hinduism, Islam, Judaism, Christianity, Buddhism, and the Native American tradition.

- In addition to a large exhibit featuring these six traditions, there is a table-top

version for classrooms and homes.

- A beautiful 16-page booklet contains a short explanation of the vision of peace in each

tradition; a prayer for peace from each tradition; and each tradition‟s unique

statement of the “Golden Rule.”

- For more information, contact the Child & Family Institute, 330 Ravenswood Ave.,

Menlo Park, CA 94025; phone: 650-328-2262; email: cfinst@aol.com.

STEP 6 - Explore Peace Efforts by the Major World Religions in Your Area

- Have students connected with any of these religions bring information about the peace

efforts of their religious tradition, especially any local ones.

- Identify any interfaith gatherings in your area and ways in which your students could

be part of the gathering.

STEP 7 – Respond to Religious Intolerance in Your Area

- Have students research past incidents of religious intolerance in your community.

- Contact those groups that were the victims to see if they continue to experience any

hateful deeds. If so, have students ask them how young people could be supportive.

- Discuss these possibilities in class and make decisions about group actions and

individual actions.

- Have students contact community groups to see if there are any interfaith community-

wide gatherings to celebrate our oneness and/or challenge religious intolerance.

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Gandhi on Appreciation for Religious Diversity

All faiths, all people, are equal “A variety of incidents in my life have conspired to bring me in close contact with people of

many creeds and many communities, and my experience with all of them warrants the

statement that I have known no distinction between relatives and strangers, countrymen

and foreigners, white and coloured, Hindus and Indians of other faiths… I may say that my

heart is incapable of making any such distinctions.” AUTOBIOGRAPHY, p. 338; quoted in

ALL MEN ARE BROTHERS, p. 24.

“Like the bee gathering honey from the different flowers, the wise person accepts the

essence of the different scriptures and sees only the good in all religions.” FIND THE

SOURCE.

What experience have you had with different religious traditions?

Do you agree that we should “see only the good in all religions”? Why or why not?

What could do to expand your appreciation of different religious traditions?

Against religious intolerance “Instead of generating compassion and love, spiritual leaders speak of intolerance and

violence against nonbelievers. Consequently, we have witnessed the worst forms of abuse –

racism, oppression, war and holocausts – in the name of God… Grandfather saw these

errors at work in his own time, and shunned established religious institutions, saying that

„they have become hotbeds of intrigue, prejudice and violence…” LEGACY OF LOVE, p. 41

Where do you see religious intolerance in our world today? What are its effects?

Hate destroys those who hate British, Hindu and Muslim leaders poisoned Indian Hindus and Muslims before partition –

“It broke Grandfather‟‟s heart to see that their poison acted faster and more

comprehensively than his message of love and compassion and understanding… „Hate,‟

Grandfather said, „is as corrosive as acid, and eventually destroys the vessel in which it is

contained.‟” LEGACY OF LOVE, pp. 42-43

What does Gandhi mean by “hate is corrosive and destroys the vessel in which it is

contained”? Give some examples from your own experience to support this.

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“Peace” in Many Languages

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“May Peace Prevail on Earth”

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“The Peace Pole”

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Peace Prayers from 12 Religious Traditions

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Peace Prayers from 12 Religious Traditions