- Gandhis Elternhaus und Jugend - Gandhi in Südafrika - Zurück in Indien – Leitgestalt Gandhi - Tod und Vermächtnis

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An analysis of Gandhi’s ideology and educational aims and processes, emphasising the role of the mother. The central feature of education as envisaged by Gandhi is that it should be through a productive craft.

Thesis (M.A.)--Boston University This item was digitized by the Internet Archive.

Mass mobilization

Gandhi's concept

Thesis (M.A.)--Carleton University, 1986. / Also available in electronic format on the Internet.

Thesis--University of Bombay. / Bibliography: p. 273-280.

Thesis (M.A.)--Boston University

The study is of a psychobiographical nature, employing a psychological theory as a paradigm within which to uncover the narrative of an individual’s life. There are relatively few studies of this nature, particularly with a South African focus. The study applied a qualitative psychobiographical research method which aimed to describe Mahatma Gandhi's psychological development according to Erik Erikson’s (1950) Psychosocial Developmental Theory. Mohandas Karamchund Gandhi or Mahatma Gandhi as he was generally known was a major political and spiritual leader. Although much has been written on his life, a psychobiography has not yet been written. He was chosen as the research subject through purposive sampling on the basis of interest value, uniqueness and significance of his life. The data collection and analysis was conducted according to Yin’s (1994) ‘analytic generalization’ which incorporated Erikson’s theory of psychosocial stages. Alexander’s (1988) nine proposed guidelines assisted in the process of data analysis. The study concluded that Gandhi had attained the ego virtues of hope, will, purpose, competence, fidelity love, care and wisdom as proposed by Erikson’s (1950) Psychosocial Developmental Theory within the delineated age frame.