Comparative Political Leadership: Gandhi vs. Contemporary Leaders

By Robert J. Burrowes

On 2 October 2019, it will be the 150th anniversary of the birth of Mohandas K. Gandhi in Gujarat, India. I would like to reflect on the visionary leadership that Gandhi offered the world, briefly comparing it with some national leaders of today, and to invite you to emulate Gandhi’s leadership.

While Gandhi is best remembered for being the mastermind and leader of the decades-long nonviolent struggle to liberate colonial India from British occupation, his extraordinary political, economic, social, ecological, religious and moral leadership are virtually unknown, despite the enormous legacy he left subsequent generations who choose to learn from what he taught. This legacy is available online in the 98-volume Collected Works of Mahatma Gandhi.

While touching on Gandhi’s legacy in each of these regards, I would particularly like to highlight Gandhi’s staggering legacy in four of these fields by briefly comparing his approach to politics, economics, society and the environment with the approach of contemporary political leaders such as Jair Bolsonaro (Brazil), Xi Jinping (China), Emmanuel Macron (France), Viktor Orbán (Hungary), Narendra Modi (India), Binjamin Netanyahu (Israel), Shinzo Abe (Japan), Vladimir Putin (Russia), Mohammad bin Salman (Saudi Arabia), Boris Johnson (UK) and Donald Trump (USA).

Before doing so, let me offer a little basic background on Gandhi so that the foundational framework he was using to guide his thinking and behaviour is clear.

Gandhi in Brief

In order to develop his understanding of the human individual and human society, as well as his approach to conflict, Gandhi engaged in ongoing research throughout his life. He read avidly and widely, as well as keenly observing the behaviour of those around him in many social contexts in three different countries (India, England and South Africa). Shaped also by the influence of his mother and his Hindu religion, this led to Gandhi’s unique understanding of the human individual and his approach to the world at large.

For a fuller elaboration of the points about Gandhi discussed below and the precise references, see relevant chapters and sections on Gandhi in The Strategy of Nonviolent Defense: A Gandhian Approach.

Gandhi’s conception of the human individual and human nature

In order to understand Gandhi generally, it is imperative to comprehend his conceptions of the human individual and human nature simply because these are the foundation of his entire philosophy.

Gandhi attached enormous importance to individual responsibility. He also had a very positive view of human nature. Gandhi believed that humans could respond to ‘the call of the spirit’ and rise above selfishness and violence. Moreover, this was necessary in their quest for self-realization. Self-realization, as the Gandhian scholar Professor Arne Naess explains it, ‘involves realizing oneself as an autonomous, fully responsible person’.

In Gandhi’s view, this quest is an individual one that relies on nonviolence, self-reliance, and the search for truth. ‘To find Truth completely is to realize oneself and one’s destiny.’ But what should guide this search? According to Gandhi, it can only be the individual conscience: The ‘inner voice’ must always be ‘the final arbiter when there is a conflict of duty’. And in his view, ‘the voice of God, of Conscience, of Truth or the Inner Voice or “the still small Voice” mean one and the same thing.’

This point is centrally important, because the usual descriptions of Gandhian nonviolence stress its morality, humility and sacrifice while neglecting the fundamental norm ‘that you should follow your inner voice whatever the consequences’ and ‘even at the risk of being misunderstood’.

The point, of course, is that creation of the nonviolent society which Gandhi envisioned required the reconstruction of the personal, social, economic and political life of each individual. ‘We shall get nothing by asking; we shall have to take what we want, and we need the requisite strength for the effort.’ Consequently, the individual required increased power-from-within through the development of personal identity, self-reliance and fearlessness.

So what is fearlessness? For Gandhi, it means freedom from all external fear, including the fear of dispossession, ridicule, disease, bodily injury and death. In his view, progress toward the goal of fearlessness requires ‘determined and constant endeavour’. But why is fearlessness so important? Because a person who is fearless is unbowed by the punitive power of others and that makes them powerful agents of change.

Gandhi’s approach to society and political economy

Gandhi’s conception of society is based on a rejection of both capitalism and socialism.

In relation to capitalism, he rejected the competitive market and private property, with their emphasis on individual competitiveness and material progress and their consequent greed and exploitation of the weak. He also rejected the major institutions of capitalism, including its parliamentary system of democracy (which denied sovereignty to the people), its judicial system (which exacerbated conflict and perpetuated elite power), and its educational system (which divorced education from life and work).

In relation to socialism, he rejected its conception of conflict in terms of class war, its claim that state ownership and centralization are conducive to the common welfare, its emphasis on material progress, and its reliance on violent means.

The Gandhian vision of future society is based on a decentralized network of self-reliant and self-governing communities using property held in trust, with a weak central apparatus to perform residual functions. His vision stresses the importance of individuals being able to satisfy their personal needs through their own efforts – including ‘bread labor’ – in cooperation with others and in harmony with nature.

For Gandhi, this horizontal framework is necessary in order to liberate the exploiter and exploited alike from the shackles of exploitative structures. This is vitally important because, in his view, ‘exploitation is the essence of violence.’ Self-reliance and interdependence must be built into the structure in order to enhance the capacity for self-regeneration and self defense and to eliminate the potential for structural violence inherent in any dependency relationship.

This social vision was clearly evident in Gandhi’s ‘constructive program’, which was intended to restructure the moral, political, social and economic life of those participating in it. The constructive program was designed to satisfy the needs of each individual member of society and was centrally concerned with the needs for self-esteem, security, and justice. The program entailed many elements, some of which are outlined below in order to illustrate this point.

A crucial feature of the constructive program was the campaign for communal unity. This was intended to encourage reciprocal recognition of the identity of Hindus, Muslims, Christians, Jews and those of other religions. According to Gandhi, all people should have the same regard for other faiths as they have for their own.

The campaign to liberate women was intended to secure self esteem, security, and justice for those most systematically oppressed by India’s patriarchal society. ‘Woman has been suppressed under custom and law for which man was responsible… In a plan of life based on nonviolence, woman has as much right to shape her own destiny as man.’

The campaign for the removal of untouchability was meant to restore self-esteem, dignity, and justice to the Harijans (Gandhi’s term for those without caste) in Hindu society. Similarly, the constructive program was concerned with recognizing the needs of indigenous peoples and lepers throughout India. ‘Our country is so vast… one realizes how difficult it is to make good our claim to be one nation, unless every unit has a living consciousness of being one with every other.’

The khadi (handspun/handwoven cloth) and village industries programs were intended to make the villages largely self-reliant and Indians proud of their identity after centuries of oppression and exploitation under British imperial rule. Khadi, Gandhi argued, ‘is the symbol of unity of Indian humanity, of its economic freedom and equality.’ The struggle for economic equality was aimed at securing distributive justice for all. It meant ‘leveling down’ the rich, who owned the bulk of the nation’s wealth, while raising the living standards of ‘the semi-starved’ peasant millions.

Thus, Gandhi stressed the centrality of the individual and the importance of creating a society that satisfied individual human needs. ‘The individual is the one supreme consideration’; individuals are superior to the system they propound. In fact: ‘If the individual ceases to count, what is left of society?… No society can possibly be built on a denial of individual freedom.’

According to Gandhi then, the foundation of this nonviolent society can only be the nonviolent individual: No one need wait for anyone else before adopting the nonviolent way of life. Hesitating to act because the whole vision might not be achieved, or because others do not yet share it, is an attitude that only hinders progress.

So how is this nonviolent society to come into being? For Gandhi, the aim is not to destroy the old society now with the hope of building the new one later. In his view, it requires a complete and ongoing restructuring of the existing social order using nonviolent means. And while it might not be possible to achieve it, ‘we must bear it in mind and work unceasingly to near it’.

The political means for achieving this societal outcome entailed three essential elements: personal nonviolence as a way of life, constructive work to create new sets of political, social, economic and ecological relationships, and nonviolent resistance to direct and structural violence.

Gandhi the nonviolent conflict strategist

So what did nonviolence mean to Gandhi?

According to Gandhi: ‘Ahimsa [nonviolence] means not to hurt any living creature by thought, word or deed.’ The individual, humanity, and other life forms are one: ‘I believe in the essential unity of [humanity] and for that matter of all that lives.’

Given Gandhi’s understanding that conflict is built into structures and not into people, and that violence could not resolve conflict (although it could destroy the people in conflict and/or the issues at stake) his religious/moral belief in the sanctity of all life compelled him to seek a way to address conflict without the use of violence. Moreover, despite his original training as a lawyer in England and his subsequent practice as a lawyer in South Africa, Gandhi soon rejected the law as a means of dealing with conflict too, preferring to mediate between conflicting parties in search of a mutually acceptable outcome.

According to Gandhi, British imperialism and the Indian caste system were both examples of structures that were perpetuated, in large part, as a result of people performing particular roles within them. The essence of Gandhi’s approach was to identify approaches to conflict that preserved the people while systematically demolishing the evil structure. Moreover, because he saw conflict as a perennial condition, his discussions about future society are particularly concerned with how to manage conflict and how to create new social arrangements free of structural violence.

More importantly, according to Gandhi conflict is both positive and desirable. It is an important means to greater human unity. Professor Johan Galtung explains this point: ‘far from separating two parties, a conflict should unite them, precisely because they have their incompatibility in common.’ More fundamentally, Gandhi believed that conflict should remind antagonists of the deeper, perhaps transcendental, unity of life, because in his view humans are related by a bond that is deeper and more profound than the bonds of social relationship.

So how is conflict to be resolved? In essence, the Gandhian approach to conflict recognizes the importance of resolving all three corners of what Galtung calls the ‘conflict triangle’: the attitude, the behavior, and the goal incompatibility itself. The Gandhian method of conflict resolution is called ‘satyagraha’, which means ‘a relentless search for truth and a determination to reach truth’, it is somewhat simplistically but more widely known (and practiced) in English as ‘nonviolent action’ (or equivalent names). While the perpetrator of violence assumes knowledge of the truth and makes a life-or-death judgment on that basis, satyagraha, according to Gandhi, excludes the use of violence precisely because no one is capable of knowing the absolute truth. Satyagraha, then, was Gandhi’s attempt to evolve a theory of politics and conflict resolution that could accommodate his moral system.

It is for this reason then that ‘Satyagraha is not a set of techniques’. This is because the actions cannot be detached from the norms of nonviolence that govern attitudes and behavior. Therefore, an action or campaign that avoids the use of physical violence but that ignores the attitudinal and behavioral norms characteristic of satyagraha cannot be classified as Gandhian nonviolence. Moreover, the lack of success of many actions and campaigns is often directly attributable to a failure to apply these fundamental norms to their practice of ‘nonviolent action’ (by whatever name it is given locally). To reiterate: ‘Satyagraha is not a set of techniques’.

But Gandhi was not just committed to nonviolence; he was committed to strategy as well. Because he was a shrewd political analyst and not naive enough to believe that such qualities as truth, conviction and courage, nor factors such as numbers mobilized, would yield the necessary outcomes in conflict, he knew that strategy, too, was imperative.

Consequently, for example, he set out to develop a framework for applying nonviolence in such a way that desirable outcomes were built into the means of struggle. ‘They say “Means are after all means”. I would say “means are after all everything”. As the means so the end.’

Gandhi the ecologist

According to Karl Marx, the crisis of civilization was created by the production relations of capitalism; for Gandhi, it was created by the process of industrialization itself. This process both stimulated and was fueled by the unrestrained growth of individual wants. The remedy, according to Gandhi, lay in individuals transforming themselves and, through this transformation, founding a just social order.

He argued that social transformation, no matter how profound, would be neither adequate nor lasting if individuals themselves were not transformed. A part of this strategy was ‘the deliberate and voluntary reduction of wants’. Gandhi did not begrudge people a reasonable degree of physical well-being, but he made a clear distinction between needs and wants. ‘Earth provides enough to satisfy every [person’s] need but not for every [person’s] greed.’

But, as with everything else in Gandhi’s worldview, he did not just advocate this simple material lifestyle; he lived it, making and wearing his own khadi, and progressively reducing his personal possessions.

Contemporary Political Leaders

While contemporary national leaders obviously display a wide variety of styles, it is immediately evident that individuals such as Jair Bolsonaro (Brazil), Xi Jinping (China), Emmanuel Macron (France), Viktor Orbán (Hungary), Narendra Modi (India), Binjamin Netanyahu (Israel), Shinzo Abe (Japan), Vladimir Putin (Russia), Mohammad bin Salman (Saudi Arabia), Boris Johnson (UK) and Donald Trump (USA) might be readily identified as representative of virtually all of them.

And whatever one might say about each of these leaders, it is clear from both their words and behaviour that none of them regards the human individual and their conscience as the foundation on which their national societies or even global society should be built. On the contrary, individuals are destroyed, one way or another, so that society is not inconvenienced more than minimally by any semblance of ‘individuality’ or individual conscience.

Moreover, while in some countries there are clearly articulated doctrines about reducing inequality and, in a few cases, some effort to achieve this, there is little or no concerted effort to restructure their national societies and economies so that inequality is eliminated; on the contrary, the wealth of the few is celebrated and defended by law. None of these leaders wears a local equivalent of khadi to express their solidarity with those less privileged and model a lifestyle that all can (sustainably) share.

The oppression of certain social groups, such as women, indigenous peoples, racial and religious minorities, particular castes or classes, those of particular sexual and identity orientations or with disabilities, remains widespread, if not endemic, in each of these societies with considerably less than full effort put into redressing these forms of discrimination.

Not one of these leaders could profess an ecological worldview (and national policies that reflected a deep commitment to environmental sustainability) or the simplicity of material lifestyle that Gandhi lived (and invited others to emulate).

And not one of them could pretend that killing fellow human beings was abhorrent to them with each of these countries and their leaders content to spend vast national resources on military violence rather than even explore the possibility of adopting the strategically superior (when properly understood and implemented) strategy of nonviolent defense that Gandhi advocated. ‘I have always advised and insisted on nonviolent defence. But I recognize that it has to be learnt like violent defence. It requires a different training.’ See The Strategy of Nonviolent Defense: A Gandhian Approach or, more simply, Nonviolent Defense/Liberation Strategy.

For just a taste of the discriminatory, destructive and violent policies of contemporary political leaders, see ‘Equality Reserved: Saudi Arabia and the Convention to End All Discrimination against Women’, ‘156 Fourth World Nations suffered Genocide since 1945: The Indigenous Uyghurs Case’, ‘Weaponizing Space Is the New Bad Idea Coming From Washington D.C.’ and ‘Report Shows Corporations and Bolsonaro Teaming Up to Destroy the Amazon’. But for further evidence of the support of contemporary political leaders for violence and exploitation in all of their forms, just consult any progressive news outlet.

As an aside, it is important to acknowledge that the world has had or still does have some national leaders with at least some of Gandhi’s credentials. It also has many community leaders who display at least some of these credentials too, which is why there are so many social movements working to end violence, inequality, exploitation and ecological destruction in their many forms.

Was Gandhi realistic? Was he right?

But even if you concede that Gandhi was a visionary, you might still ask ‘Was Gandhi realistic?’ Surely it is asking too much for modern political leaders to live simply and nurture ecological sustainability, to work energetically against all forms of inequality and discrimination, and to deal with conflicts without violence, for example. Especially in a world where corporations are so powerful and drive so much of the inequality, violence and ecological destruction that takes place.

Of course, ‘Was Gandhi realistic?’ is the wrong question. With human beings now on the brink of precipitating our own extinction – see ‘Human Extinction by 2026? A Last Ditch Strategy to Fight for Human Survival’ – the more appropriate question is ‘Was Gandhi right?’

And if he was, then we should be attempting to emulate him, however imperfect our attempts may be. Moreover, we should be endeavouring to improve on his efforts because no-one could credibly suggest that Gandhi’s legacy has had the impact that India, or the world, needs.

Can we improve on Gandhi?

Of course we can. As Gandhi himself would want us to do: ‘If we are to make progress, we must not repeat history but make new history. We must add to the inheritance left by our ancestors.’

One key area in which I would improve on Gandhi is an outcome of doing decades of research to understand the fundamental cause of violence in human society: the dysfunctional parenting and teaching models we are using which inflict virtually endless ‘visible’, ‘invisible’ and ‘utterly invisible’ violence on children and adolescents. See Why Violence?’, Fearless Psychology and Fearful Psychology: Principles and Practice and ‘Do We Want School or Education?’

This cause must be addressed if we are to have any chance of eliminating the staggering and unending violence, in all of its forms, from our families, communities and societies while empowering all individuals to deal fearlessly and nonviolently with conflict.

Hence, I would encourage people to consider making ‘My Promise to Children’ which will require them to learn the art of nisteling. See ‘Nisteling: The Art of Deep Listening’.

For those who need to heal emotionally themselves in order to be able to engage with children in this way, see ‘Putting Feelings First’.

There are several vitally important reasons why a radical reorientation of our parenting and teaching models is necessary as part of any strategy to end human violence. One reason is that the emotional damage inflicted on children leaves them unconsciously terrified and virtually powerless to deal with reality; that is, to respond powerfully to (rather than retreat into delusion about) political, military, economic, social and ecological circumstances. As casual observation confirms, most individuals in industrialized societies become little more than mindlessly obedient consumers under the existing parenting and teaching models. See ‘Love Denied: The Psychology of Materialism, Violence and War’. This is as far as it can get from Gandhi’s aspiration to generate individuals who are fearless.

Moreover, at their worst, these parenting and teaching models generate vast numbers of people who are literally insane: an accurate description of most of the political leaders mentioned earlier but particularly those who pull the strings of these leaders. See ‘The Global Elite is Insane Revisited’.

Another reason that a radical reorientation of our parenting and teaching models is necessary is so that we produce a far greater number of people of conscience who can think, plan and act strategically in response to our interrelated existential crises. Too few people have these capacities. See, for example, ‘Why Activists Fail’ and ‘Nonviolent Action: Why and How it Works’. Consequently, most activism, and certainly that activism on issues vital to human survival, lacks the necessary strategic orientation, which is explained in Nonviolent Campaign Strategy.

A fourth reason that transformed parenting and teaching approaches are necessary is that it will open up a corner of the ‘conflict square’ that Gandhi (and Galtung) do not discuss: the feelings, particularly fear, that shape all conflicts (that is, the other three corners of the ‘conflict square’: attitude, behaviour and goal incompatibility) and then hold them in place. Fear and other suppressed feelings are central to any conflict and these must be heard if conflict is to be resolved completely. But, more fundamentally, conflict is much less likely to emerge (and then become ‘frozen’) if fear and other feelings are not present at the beginning. Imagine how much easier it would be to deal with any situation or conflict if the various parties involved just weren’t scared (whether of the process and/or certain possible outcomes). See ‘Challenges for Resolving Complex Conflicts’.

Anyway, separately from the above, if you share Gandhi’s understanding that the Earth cannot sustain the massive overconsumption that is now destroying our biosphere, consider participating in a project that he inspired: The Flame Tree Project to Save Life on Earth.

And consider signing the online pledge of The Peoples Charter to Create a Nonviolent World.

Or, if none of the above options appeal or they seem too complicated, consider committing to:

The Earth Pledge

Out of love for the Earth and all of its creatures, and my respect for their needs, from this day onwards I pledge that:

  1. I will listen deeply to children (see explanation above)
  2. I will not travel by plane
  3. I will not travel by car
  4. I will not eat meat and fish
  5. I will only eat organically/biodynamically grown food
  6. I will minimize the amount of fresh water I use, including by minimizing my ownership and use of electronic devices
  7. I will not buy rainforest timber
  8. I will not buy or use single-use plastic, such as bags, bottles, containers, cups and straws
  9. I will not use banks, superannuation (pension) funds or insurance companies that provide any service to corporations involved in fossil fuels, nuclear power and/or weapons
  10. I will not accept employment from, or invest in, any organization that supports or participates in the exploitation of fellow human beings or profits from killing and/or destruction of the biosphere
  11. I will not get news from the corporate media (mainstream newspapers, television, radio, Google, Facebook, Twitter…)
  12. I will make the effort to learn a skill, such as food gardening or sewing, that makes me more self-reliant
  13. I will gently encourage my family and friends to consider signing this pledge.

Despite the now overwhelming odds against human survival, can we get humanity back on track? Gandhi would still be optimistic: ‘A small body of determined spirits fired by an unquenchable faith in their mission can alter the course of history.’

Are you one of those ‘determined spirits’?

 

Biodata: Robert J. Burrowes has a lifetime commitment to understanding and ending human violence. He has done extensive research since 1966 in an effort to understand why human beings are violent and has been a nonviolent activist since 1981. He is the author of Why Violence? His email address is flametree@riseup.net and his website is here.

In Defense of the Human Individual

By Robert J. Burrowes

While it is now very late in the life cycle of homo sapiens, with extinction now due to consign us to Earth’s fossil record – see ‘Will humans be extinct by 2026?’ – I would like to make a belated pitch for the importance of the human individual and why nurturing each individual’s uniqueness is so important even if it is now probably too late.

‘Why are you writing about this?’ you might ask, adding that many people accept that each one of us is unique, important and deserves the opportunities and support necessary to live a fulfilling life according to our own culture and choices. It is just the sexists, racists, bigots (religious and otherwise), upper class, governments, corporations, members of the global elite, and some other categories of people, as well as many organizations, particularly those that are violent, that do not.

Well, I wish that this was true. But I am troubled by the overwhelming evidence that suggests it is not. In fact, from my own observations and investigations, I see virtually no evidence that anyone really works to actively nurture the uniqueness of individual human beings. The whole purpose of socialization is to terrorize the child into surrendering their unique individuality so that they become like everyone else.

Of course, you might counter my claim by noting that socialization is necessary to make the child fit into their society but once they have done so, they can make certain choices of their own. This particularly applies once the individual is an adolescent or an adult when, for example, they can choose their own school subjects (from the range offered), their work (from the employment options available), decide for whom they will vote to govern them (from a narrow selection of individuals and political parties) if they live in a ‘democracy’ and, if they work hard enough at socially-approved employment and thereby accumulate enough wealth while living in a relatively wealthy industrial society, they can also choose the foods, clothing, housing, entertainment and travel options they will consume.

Needless to say, to children we do not even offer this parody of ‘freedom’ whether they live in an impoverished country where many of these opportunities are not available or even if they live in a wealthy industrialized one. Under the unending threat of violence (usually labeled ‘punishment’ to obscure from ourselves that we are using violence) by parents, teachers, religious figures and adults generally, children are coerced into doing what we believe is in their ‘best interests’ as we define them. We do not listen to children so that they can tell us what they need in order to travel their own unique life journey.

You might argue that children do not have this capacity to tell us what they need. But this is not my experience and I wonder if it is really yours. Most parents are ready to complain about the enormous effort (that is, violence) it takes ‘to train a child to do as they are told’; that is, to obey the orders of all adults in all contexts.

But because each adult, when they were a child, was terrorized into unconsciously accepting the importance of obedience, only the rarest individual ever reaches a point in life where they are able to consciously reflect on their own childhood and ask fundamental questions about it. Questions such as these: ‘Why do I believe that obedience is so important? And is it?’, ‘Is terrorizing a child into obedience really the best way to raise a child?’ and ‘What would happen if I listened to a child and let them guide me on the support they need to become their own unique Self?’

Tragically, it is that most hallowed of institutions – school – which I call ‘prison for children’ where much of the damage is done. Designed to terrorize children into obedience and conformity on the basis that ‘one size fits all’, school destroys the physical, sensory, intellectual and emotional capacities of children churning out individuals with near-zero capacity to feel anything profound, think creatively and behave powerfully with integrity.

That is, we take the uniquely gifted baby at the moment of birth and turn them into an individual who has multiple lifetime disabilities, physically, sensorily, intellectually and emotionally. For further information and a fuller explanation with links to background documentation, see ‘Do We Want School or Education?’

Of course, this suits governments and those corporations who want vast quantities of cheap labor to work as soldiers, in a factory or at one of the other dangerous and/or meaningless jobs that qualify as ‘employment’ in the modern economy. But before you conclude that it is only working class employment that is in this category, only the rarest of professionals, in any industry, has the capacity to feel deeply, think genuinely creatively (as distinct from within the narrow parameters of their profession) and to act powerfully with integrity. In short, those who work 8-5, five days (or more) a week, doing what others trained them to do at University or elsewhere, are simply being better rewarded for surrendering their soul as a child.

But, unfortunately, it is not school that does the most damage. All children within the childhood home experience extensive ‘invisible’ and ‘utterly invisible’ violence, and many experience ‘visible’ violence as well. These are comprehensively explained in Why Violence? and Fearless Psychology and Fearful Psychology: Principles and Practice.

The inevitable outcome of this violence is that the child suppresses their awareness of the feelings that would have guided them to behave most functionally in each and every circumstance of their life (including about whether or not to attend school). Moreover, a consequence of suppressing their awareness of these feelings is that the child is left with an (unconscious) legacy of fear, self hatred and powerlessness, precisely because they have been terrorized into suppressing their own Self-will and obeying the will of another.

But because these feelings of fear, self hatred and powerlessness are very unpleasant to feel, and the child has never been given the opportunity and support to focus on feeling them, the child will unconsciously learn to project their fear, self hatred and powerlessness as fear of, hatred for and a desire to exercise control over individuals within ‘legitimized victim groups’. For brief explanations of these phenomena in particular contexts see, for example, ‘Islamophobia: Why are So Many People So Frightened?’, ‘Why are all those Racists so Terrified?’, ‘Understanding Self-Hatred in World Affairs’ and ‘Why Are Most Human Beings So Powerless?’

So by the time the child is forced to attend school – no free choices about this, you may have noted, with homeschooling (to an externally-imposed syllabus) only marginally less violent – they have already been terrorized into submission, doing what they have learned is least terrifying and, hopefully, also gains them approval by adults.

Thus, virtually all children are utterly powerless to perceive the world clearly, analyze it, make intelligent and moral choices about how to respond, and to then behave powerfully in doing so. And a decade, more or less, of school makes sure that only the rarest of individuals survives to achieve some version of their evolutionary potential, which required a nurturing, not terrifying, social environment.

In short, this person is not an individual with an unshakable sense of their own self-worth who, as a result, inherently values the worth of all others. They are simply a person who has been terrorized into conformity with a set of localized norms by the significant adults in their life.

At its worst, the outcome is an adult who is so devoid of a Self that they identify with other similarly and equally damaged individuals and then violently attack people in ‘legitimized victim groups’. See, for example, ‘What is Generation Identity?’ This individual might be a prominent political leader who wages war against other national groups that are ‘different’, it might be a corporate executive who exploits people in other parts of the world who are ‘different’ or it might be an ‘ordinary’ person who hurls abuse at someone in their neighborhood who is ‘different’.

But the most common outcome is those who are simply too scared and powerless to respond meaningfully to the violence in our world and particularly the extinction-threatening assault on Earth’s biosphere.

And so, at this point in human history, it is extraordinarily difficult to get the typical human being to focus their attention on reality (including military, economic and ecological reality), astutely observe the phenomena presented, analyze the evidence in relation to it, devise (or seek out) a thoughtful strategy to resolve any problem or conflict that has arisen without resorting to violence, and to then behave appropriately, powerfully and with integrity in response.

Hence, instead of nurturing emotionally and intellectually resourceful and resilient individuals who are engaged with the world and capable of identifying and grappling powerfully with problems and conflicts early so that they do not spiral out of control, we are now faced with a last-ditch fight to avert our own extinction with most people still living in the delusion that we have an ‘end of century’ timeframe. See ‘Human Extinction by 2026? A Last Ditch Strategy to Fight for Human Survival’. How intelligent is that?

 

So can we get out of this mess?

I don’t know and, frankly, I doubt it. But if you want to be part of the effort to try, consider making ‘My Promise to Children’, which particularly requires the capacity to listen deeply to children – see ‘Nisteling: The Art of Deep Listening’ – so that we start to nurture each child to become the extraordinarily powerful individual that is built into their genetic potential.

And we don’t have to settle for just improving how we relate to children. We can improve our own functionality and access our conscience and courage too. How? See ‘Putting Feelings First’.

If you are following the evidence in relation to the imminent extinction of human beings – see articles above – rather than the garbage published in the corporate media, and want to respond powerfully, consider joining those participating in The Flame Tree Project to Save Life on Earth.

You might also like to sign the online pledge of The Peoples Charter to Create a Nonviolent World and/or participate in a strategically-focused nonviolent campaign on a crucial issue related to conserving the biosphere. See Nonviolent Campaign Strategy.

So how important is the human individual? In the context of life on Earth at the current time, I simply respond with ‘What is more important?’

We can do nothing about our fate if we do not value, above all else, the human individual and their potential. Including our own. This potential is difficult to nurture; it is easily destroyed.

But, as Mohandas K. Gandhi once observed in one of his many memorable lines: ‘The individual is the one supreme consideration.’

And remember, if the challenge to honour the human individual and to act powerfully yourself (as vital parts of our strategy to avert human extinction) sounds daunting, Gandhi also noted that ‘Whatever you do may seem insignificant to you, but it is most important that you do it.’

In essence, the foundation of any strategy for human survival must be the powerful individual. It is this individual who will mobilize some of those around them simply by making their own life-enhancing behavioural choices consciously and courageously.

 

Biodata: Robert J. Burrowes has a lifetime commitment to understanding and ending human violence. He has done extensive research since 1966 in an effort to understand why human beings are violent and has been a nonviolent activist since 1981. He is the author of ‘Why Violence?’ http://tinyurl.com/whyviolence His email address is flametree@riseup.net and his website is here. http://robertjburrowes.wordpress.com

Robert J. Burrowes
P.O. Box 68
Daylesford, Victoria 3460
Australia

Email: flametree@riseup.net

Websites:
Nonviolence Charter
Flame Tree Project to Save Life on Earth
‘Why Violence?’
Feelings First
Nonviolent Campaign Strategy
Nonviolent Defense/Liberation Strategy
Anita: Songs of Nonviolence
Robert Burrowes
Global Nonviolence Network

Why War? Building on the legacy of Einstein, Freud and Gandhi

By Robert J. Burrowes

In 1932, Sigmund Freud and Albert Einstein conducted a correspondence subsequently published under the title ‘Why War?’ See ‘Why War: Einstein and Freud’s Little-Known Correspondence on Violence, Peace, and Human Nature’. In many ways, this dialogue between two giants of the 20th century is symbolic of the effort made by many humans to understand that perplexing and incredibly damaging feature of human experience: the institution of war.

In a recent article, the founder of peace research, Professor Johan Galtung, reminded us of the legacy of Freud and Einstein in this regard and reflected on their dialogue, noting some shortcomings including their failure to ‘unpack conflict’. See ‘Freud-Einstein on Peace’.

Of course, Freud and Einstein weren’t the first to consider the question ‘Why War?’ and their dialogue was preceded by a long sequence of individuals and even some organizations, such as the Women’s International League for Peace and Freedom and War Resisters’ International, who sought to understand, prevent and/or halt particular wars, or even to understand and end the institution itself, as exemplified by the Kellogg-Briand Pact in 1928 outlawing war. Moreover, given the failure of earlier initiatives, many individuals and organizations since Freud and Einstein have set out to understand, prevent and/or halt wars and these efforts have taken divergent forms.

Notable among these, Mohandas K. Gandhi was concerned to develop a mode of action to deal with many manifestations of violence and he dramatically developed, and shared, an understanding of how to apply nonviolence, which he labeled satyagraha (holding firmly to the truth), in overcoming large-scale violence and exploitation. He successfully applied his strategic understanding of nonviolence to the Indian independence struggle against British colonial rule. But while Gandhi was happy to acknowledge his debt to those who had gone before, he was not shy in proclaiming the importance of finding new ways forward: ‘If we are to make progress, we must not repeat history but make new history. We must add to the inheritance left by our ancestors.’

My own journey to understand human violence was caused by the death of my two uncles, Bob and Tom, in World War II, ten years before I was born. My childhood in the 1950s and 1960s is dotted with memories of my uncles, stimulated through such events as attending memorial services at the Shrine of Remembrance where their war service was outlined. See ‘My Brothers’ on my father’s website.

But by the early 1960s, courtesy of newspaper articles and photos, I had become aware of exploitation and starvation in Africa and elsewhere, and as a young university student in the early 1970s I was reading literature about environmental destruction. It wasn’t just war that was problematic; violence took many other forms too.

‘Why are human beings violent?’ I kept asking. Because I thought that this question must have been answered somewhere, I kept reading, including the work of Freud and Karl Marx as an undergraduate, but also the thoughts of many other scholars, such as Frantz Fanon, as well as anarchists, feminists and those writing from other perspectives which offered explanations of violence, whether direct, structural or otherwise.

By the early 1980s I had started to read Gandhi and I had begun to understand nonviolence, as Gandhi practised and explained it, with a depth that seemed to elude the activists I knew and even the scholars in the field that I read.

Separately from this, I was starting to gain a sense that the human mind was not something that could be understood well by viewing it primarily as an organ of thinking and that much of the literature and certainly most of the practitioners in the field of psychology and related fields, especially psychiatry, had failed to understand the emotional depth and complexity of the human mind and the implications of this for dealing with conflict and violence. In this sense, it was clear to me, few had understood, let alone been able to develop, Freud’s legacy. This is because the fundamental problem is about feeling (and, in relation to violence, particularly suppressed fear and anger). Let me explain why.

Violence is something that is usually identified as physical: it involves actions like hitting, punching and using weapons such as a gun. This is one of the types of violence, and probably the one now most often lamented, that is inflicted on indigenous peoples, women and people of colour, among others.

Separately from this, Gandhi also identified exploitation as violence and Galtung elaborated this concept with his notion of ‘structural violence’. Other forms of violence have been identified and they take many forms such as financial violence, cultural violence and ecological violence. But violence can be more subtle than any of these and, hence, much less visible. I have given two of these forms of violence the labels ‘invisible violence’ and ‘utterly invisible violence’. Tragically, ‘invisible violence’ and ‘utterly invisible violence’ are inflicted on us mercilessly from the day we are born. And, as a result, we are all terrorized.

So what are ‘invisible’ and ‘utterly invisible’ violence?

In essence, ‘invisible’ violence is the ‘little things’ we do every day, partly because we are just ‘too busy’. For example, when we do not allow time to listen to, and value, a child’s thoughts and feelings, the child learns to not listen to themSelf thus destroying their internal communication system.

When we do not let a child say what they want (or ignore them when they do), the child develops communication and behavioural dysfunctionalities as they keep trying to meet their own needs (which, as a basic survival strategy, they are genetically programmed to do). When we blame, condemn, insult, mock, embarrass, shame, humiliate, taunt, goad, guilt-trip, deceive, lie to, bribe, blackmail, moralize with and/or judge a child, we both undermine their sense of Self-worth and teach them to blame, condemn, insult, mock, embarrass, shame, humiliate, taunt, goad, guilt-trip, deceive, lie, bribe, blackmail, moralize and/or judge.

The fundamental outcome of being bombarded throughout their childhood by this ‘invisible’ violence is that the child is utterly overwhelmed by feelings of fear, pain, anger and sadness (among many others). However, parents, teachers and other adults also actively interfere with the expression of these feelings and the behavioural responses that are naturally generated by them and it is this ‘utterly invisible’ violence that explains why the dysfunctional behavioural outcomes actually occur.

For example, by ignoring a child when they express their feelings, by comforting, reassuring or distracting a child when they express their feelings, by laughing at or ridiculing their feelings, by terrorizing a child into not expressing their feelings (e.g. by screaming at them when they cry or get angry), and/or by violently controlling a behaviour that is generated by their feelings (e.g. by hitting them, restraining them or locking them into a room), the child has no choice but to unconsciously suppress their awareness of these feelings.

However, once a child has been terrorized into suppressing their awareness of their feelings (rather than being allowed to have their feelings and to act on them) the child has also unconsciously suppressed their awareness of the reality that caused these feelings. This has many outcomes that are disastrous for the individual, for society and for nature because the individual will now easily suppress their awareness of the feelings that would tell them how to act most functionally in any given circumstance and they will progressively acquire a phenomenal variety of dysfunctional behaviours, including many that are violent towards themselves, others and/or the Earth.

Moreover, this emotional (or psychological) damage will lead to a unique combination of violent behaviours in each case. And some of these individuals will gravitate to working in one of the social roles that specifically requires, or justifies, the use of ‘legitimized violence’, such as the violence carried out by police, prosecuting lawyers, magistrates and judges, as well as that inflicted by the military. Others, of course, will operate outside the realm of legitimized violence and be labelled as ‘criminals’.

But, you might be wondering, what is the link between what happens in childhood and war?

The answer is simply that perpetrators of violence, and those who collaborate with them, are created during childhood. And these perpetrators and collaborators are all terrified, self-hating and powerless – for much greater detail of the precise psychological characteristics of perpetrators of violence and their collaborators, see ‘Why Violence?’  and ‘Fearless Psychology and Fearful Psychology: Principles and Practice’ – and they go on to perform all of the key roles in creating, maintaining, equipping, staffing and legitimizing the institutions of war and in conducting it.

If it weren’t for the violence to which we are all mercilessly subjected throughout childhood, there would be no interest in violence or war of any kind. If we were raised without violence, we would be naturally peaceful and cooperative, content to spend our time seeking to achieve our own unique evolutionary potential and to nurture the journey of others as well as life itself, rather than just become another cog in someone else’s military (or other bureaucratic or corporate) machine.

If any of the above resonates with you, then I invite you to make ‘My Promise to Children’.

In addition, if further reducing the violence in our world appeals to you, then you are also welcome to consider participating in ‘The Flame Tree Project to Save Life on Earth’,  signing the online pledge of ‘The People’s Charter to Create a Nonviolent World’ and/or considering using the strategic framework on one or the other of these two websites for your campaign to end violence or war in one context or another: Nonviolent Campaign Strategy and Nonviolent Defense/Liberation Strategy.

A child is not born to make war. But if you inflict enough violence on a child, and destroy their capacity to become their own unique and powerful self, they will be terrorised into perceiving violence and war as their society wants them to be perceived. And violence and war, and the institutions that maintain them, will flourish.

If we want to end war, we must halt the adult war against children as a priority.

 

Biodata: Robert J. Burrowes has a lifetime commitment to understanding
and ending human violence. He has done extensive research since 1966 in
an effort to understand why human beings are violent and has been a
nonviolent activist since 1981. He is the author of ‘Why Violence?
His email address is flametree@riseup.net
and his website is at http://robertjburrowes.wordpress.com


Robert J. Burrowes
P.O. Box 68
Daylesford
Victoria 3460
Australia
Email: flametree@riseup.net

Websites:
Nonviolence Charter
Flame Tree Project to Save Life on Earth
‘Why Violence?’
Nonviolent Campaign Strategy
Nonviolent Defense/Liberation Strategy
Anita: Songs of Nonviolence
Robert Burrowes
Global Nonviolence Network