BOOK REVIEW ARTICLE: CONSTRUCTIVE PROGRAMME

(ITS MEANING AND PLACE)

2ND INTERNAL ASSIGNMENT: FOUNDATION OF ETHICS

NAME: Aadi Jain

DIVISION: B

PRN: 21010126148

COURSE: B.B.A. L.L.B. (H)

BATCH: 2022-2027
CONSTRUCTIVE PROGRAMME (ITS MEANING AND PLACE)

Word Count:1920

INTRODUCTION
During India’s quest for Poorna Swaraj, Gandhi devised two interconnected strategies to
achieve this ideal through non-violent means, namely Civil Disobedience and Constructive
Programme. While the purpose of Civil Disobedience was to destabilize foreign industries
and power structures through non-cooperation, Constructive Programme focused on building
the nation up from its roots by developing local industries and power structures, thereby
decreasing dependence on the British. The Constructive Programme emphasised the strength
that ordinary people possessed, both individually and as a collective. Additionally, it
supported the creation of a real community built on interdependence and friendship.

In Constructive Programme (Its Meaning and Place), Gandhi elaborates on the central tenets
of the Programme. He outlines the major causes for concern, such as the lack of cleanliness
and education, as well as the sectors that have a great deal of room for growth, including the
hand-spinning of khadi. As per Gandhi, this book aims to provide an illustrative insight into
the Constructive Programme.

CRITICAL ANALYSIS

COMMUNAL UNITY
Mahatma Gandhi made a noble step in calling out all the congressmen to feel their identity in
coherence with the identities of millions of other Hindustanis, to cultivate friendship with
persons who represent faith other than his own. People of various religions gained a sense of
assurance from the initiative that their rights and religion are no longer obstacles. Which in
turn fostered religious diversity among people, which was then necessary for the
circumstance. He provided examples of specific public behaviours that needed to stop in
order to eradicate religious barriers between individuals of different faiths. Moreover, the
idea of communal unity was backed by methods to establish the same, leaving no loophole.

REMOVAL OF UNTOUCHABILITY

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Untouchability is seen by him as a "curse against Hinduism." Mahatma Gandhi urges the
congressman to avoid taking advantage of people's needs and desires in his book. He urges
Hindustanis to befriend Harijans. He calls the isolation Harijans and Sanatanis the monster of
all the evils. He communicated that their work is the hardest of all, be it terms of labour or
societal rejection that they have to face because of their professional occupation. This section,
though, sensitizes people for the 'untouchables.' However, no effective specific mode has
been mentioned that can be undertaken to eradicate the evil.

PROHIBITION
Mahatma Gandhi urged the people to combat the evils of drug use and intoxication on their
own and not rely on the coming administration to save them. He mentions that medical
professionals will be crucial in eliminating such evil.
Specific doable actions that may be taken to end prohibition have been mentioned, along with
raising public knowledge of it.

KHADI
Khadi is referred to by Mahatma Gandhi as a "symbol of unification of Indian mankind." He
shows his dislike for British established industries that grow on the rubble of rural
communities. The villagers' source of income—producing cotton products made by hand in
the traditional manner—is disappearing as a result of the company's production of cheap and
affordable cotton goods. He refers to Khadi as the 'beginning of economic freedom and
equality of all in the country.'

OTHER VILLAGE INDUSTRIES

In this passage, Gandhi urged the Indian populace to support small-town businesses that
produce goods using traditional methods, such as hand-grinding, as this will help the local
economy. He says that India shouldn't turn to Western industries. . However, in this section
again, he fails to settle the two problems.
1. How to make the village products cheaper than the industrial products to attract the
poor population?
2. How can the population of India, majority of which are struggling with poverty, be
enabled to buy costlier village products?

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VILLAGE SANITATION
Gandhi is urging more rural congresspeople to run because they will be better equipped to
pinpoint the big sanitation problems that exist in their communities. He exhorts legislators to
identify with the villagers in order to be able to speak for their issues and complaints.
However, not much importance has been given to this section regarding measures that could
be undertaken to tackle this problem.

NEW OR BASIC EDUCATION

Mahatma Gandhi believed primary education as the foundation of Swaraj. Education given to
children will bind them together. Education would keep them all rooted to their soil. For
Gandhi, education meant transforming village education to model education. A person has
been appointed – Secretary of Sevagram- who would listen to children's grievances.
However, no effective model has been implemented to make education available to village
children

ADULT EDUCATION
Gandhi marks this as a critical constructive program. According to him, adult education
would open the mind and vision of the adults to the greatness and vastness of Hindustan.
Gandhi set up a clear, established strategy to encourage education among them.
First, and this is a brilliant proposal, the Congress would begin by providing adult citizens
with political education through oral means at night and away from British eyesight.
The mass would also be taught by teachers appointed by the Congress.
In contrast to the amount of teachers available, the percentage of the population without a
high school diploma is substantially higher. As a result, it seems like a too-impossible vision.

WOMEN
Gandhi claims that a woman has just as much of a right as a man to determine the course of
her life and that as a result, she must be encouraged to take an active part in achieving Poorna
Swaraj. In order to inculcate in them a sense of inclusion, which is a crucial component
determining the success of civil disobedience, they must be treated with respect and dignity
rather than as subjects to men. The congressmen must grant them access to elementary
education in their homes in order to put this into effect. The initiative taken is admirable and
well valued because the same outcomes were extremely high.

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EDUCATION IN HEALTH AND HYGIENE

Gandhi made a connection between the high mortality rate in India in the 1940s and the
general lack of sanitary education, which was crucial in highlighting the significance of
sanitation. He mentions that a healthy mind would shed all Violence. Additionally, specific
actions to maintain a healthy lifestyle have been given. Women's sanitation, however,
received either very little or no attention.

ECONOMIC EQUALITY
Mahatma Gandhi related economic equality to abolishing the eternal conflict between capital
and labour. According to Gandhi, a non-violent system is impossible until economic
inequality exists in the system.
Though the cause brought forward is very noble. However, no non-violent method of
implementing the same had not been discussed in the Book.

KISAN
In this passage, Mahatma Gandhi makes a much-needed subliminal jab at the congressmen
who take advantage of farmers' complaints for their own political ends. He used the
Champaran Movement and other instances to illustrate how politicians must use the
nonviolent power that the Kisans hold in order to address their complaints.

LABOUR
Gandhi wanted a labour union to strengthen its power without making a scene. He wants
labour unions to work in a non-violent, straightforward, and simple manner, similar to the
Ahmedabad Labor/Union. Such trade unions have consistently been successful at advocating
for their members. Consequently, it is a wise strategy.

ADIVASI
Considering that there were two crores of Adivasis in India in the 1940s. The lack of
attention on constructive programmes in this section is not very pleasant to witness.

LEAPERS

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Gandhi made a unique philosophical approach, i.e., If India attains freedom employing non-
violence, there would be no leaper in India. However, it has been not mentioned how the
condition of this vulnerable community can be improved.

STUDENTS
Beginning this section, Mahatma Gandhi criticises the education system that was in place at
the time, which used English as the primary language of instruction because people
mistakenly believed that it was superior to their native speech. Gandhi did a great job
pointing out this sad but true reality in his book. He laments the lack of belief in nonviolence
and fascination with its opponent, violence, among the young minds and women who will
shape the future of an independent Hindustan. In a highly elaborative manner, He further
presents various means via which these young minds, as well as adults, can join him in his
noble cause of attaining Poorna Swaraj. The initiative taken by Gandhi is applaudable.

RELEVANCE OF THE IDEOLOGIES

 The essence of the Constructive Programme, ‘Village Sanitation’ brought forward by

Gandhi back in the early 90’s was the very basis of Modern Revolutionary ‘Swatch
Bharat’ Abhiyaan.
 The idea of Khadi Movement brought back then, still is being used by the present
Government in the promoting ‘Make in India’ movement which has helped India is
reaching sky-high milestones.
 Even in the present, there remains a strong focus on village and adult education. India
is now the nation with the largest youth population in the world. To fully use the
potential of these young brains, it is crucial to put into practise the several effective
and efficient implementation methods provided out by Mahatma. Gandhi's varied and
admirable foresight is demonstrated by the fact that the many techniques he set forth
in the 1990s are still in use today. He developed several policies while also
considering the future in addition to the current challenges
 In the present, where a person's ability to speak English fluently earns respect rather
than their deeds. As Gandhi said on numerous occasions, it is past time for people to

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take pride in their temporary languages. Gandhi emphasised the need for educational
institutions to give Hindi the same weight as other subjects.
 Several efforts have been undertaken by the government to develop "Special
Economic Zones" in the most remote villages in an effort to improve their
deteriorating financial situation, keeping in mind the notion of the village economy
advanced by Gandhi.
 The initiative of Prohibition put forth by Gandhi has been taken quite seriously in the
present times. As the tax rates on the same have been soaring to demotivating the
people from consuming it.
 Gandhi always placed a high priority on eliminating untouchability, and the Indian
Constitution has various provisions and articles (14) to address the issue.
 India has always dealt with the issue of Economic Disparity. Be it in the early 90’s or
in the present times. Though a lot of importance has been given to this section
however, not much has been done in the present time to work on the same issue. It has
become a necessity of the time to work on the issue by implementing Gandhian
ideology

CONCLUSION

Constructive Programme is a book similar to its contemporaries written by Gandhi. It mainly

focuses on nationalism and lays down a pathway to complete independence. The book
suggests significant changes that could be followed for the betterment of the Indian society of
the 1940s. Constructive programmes are a powerful tool that clearly shows Gandhi's interest
in the complete independence of India and his efforts to drive out the foreign rule that had
plagued the country for centuries and had destroyed India’s longstanding glory. His
guidelines in the book provide some great advice on how politicians and those in power can
make the country a better place for all its residents.

To conclude, Gandhi's best ideologies must be considered even today; but it goes without
saying that they must be altered to fit today's society. A model society with easily dismissible

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conflicts can only be created when everyone is happy with their standing in society. An
equitable society can be developed with newly revised and altered constructive programmes.

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