The key challenge and issues of mahatma gandhi

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The Key Challenges and Issues of Mahatma Gandhi


Gandhi faced many challenges throughout his life because he was standing for he believed as right, which directly conflicted with the government. Gandhi was able to overcome most of these challenges through the creation and championing peaceful movements. However, the source of the urge to champion the people’s rights started when he was living in South Africa and realized the way Indians working in South Africa were discriminated. He advocated for change but was harassed, humiliated and beaten. He was able to maneuver through these challenges, which contributed to India getting freedom. The movements created in India to champion freedom include Natal Indian Congress, Salt March, and Quit India.

Challenges from Local Populations

Some of the leaders and people in India were against his movements. The local population had different leaders and some of the leaders believed the violence was integral to the success of the movements. Gandhi opposed such approaches and was not supported by some of the people (Gardner, 2011). Other leaders created different parties with the support of the government and also created the parties through their selfish aims (Dalton, 2012). Even though the movements were successful, these people and parties created more challenges in bringing together people to participate in the movements (Gandhi, Kumar, and Marsh, 2000).

Religious Institutions and Leaders

The religious institutions were a major hindrance to successful movements. The Muslim religion leader opposed the views of Gandhi. Some people from Hindu population were not supportive of his views and created numerous challenges (Dalton, 2012). The aim of the movement depended on the number of people participated. The views from the Hindu and Muslim leaders influenced the locals reducing the number of people who would have participated in the demonstrations and movements (Gandhi, Kumar, and Marsh, 2000). However, Gandhi engaged the population, sold his policy and ideology, and many people followed him (Gardner, 2011). For example, the Salt Movement was started by a few people but the number of people increased meaning the first step was important, which influenced the number of people in participating in the movements.

The British Government

The British government colonized India and created numerous problems and challenges for the Indian people. The British government was oppressive because the government fought against demonstrations and movements (Khoshoo, 2002). The British government also created conditions that inhibited the success of any movements through the use of government institutions such as judiciary and police (Dalton, 2012). The British government passed legislations and directives to limit the movement of people, which directly affected Gandhi aims and expectations (Chakrabarty, 2006). It is evident that the government also supported the religious institutions and other parties to create challenges for Gandhi (Gardner, 2011). The British government had the resources and powers to determine the direction of Indian, and a single individual like Gandhi did not have a chance to succeed.

Jailing and Judiciary Processes

The government and other bodies employed different approaches to subdue Gandhi. One of the strategies was through beating and jailing Gandhi. Gandhi was jailed multiple times in which the longest was two years, and there was a time he was sensed to 6 years but was released early because of health complications (Gandhi, Kumar, and Marsh, 2000). The reasons for jailing were exaggerated, and the conditions in the jail were not conducive. The aim of these numerous approaches and strategies were to ensure the movement and engagement with the locals were not successful. During the jail terms and other instances, the hunger strike was common, and Gandhi capitalized on this requirement to change the view and objectives of the British government (Mohanty, 2002).


Assassinations were common during the period, and it is believed the government played most of the assassinations (Pinto, 1998). Gandhi escaped numerous assassinations attempt eve the bomb in the car and the bomb near the podium when he was about to deliver a speech (Gandhi, Kumar, and Marsh, 2000). The bombs were strategically located, but he escaped the earlier attempts (Gardner, 2011). The psychological impact of the assassinations changed his belief and strengthened the urge to continue championing the needs and requirements of the Indians (Bligh and Robinson, 2010). In addition, he was requested by different people to reduce the rhetoric and anti-government messages, but he refused and continued championing the requirements of the people (Räisänen, 1997). The government did not have an alternative but improved the welfare of the Indian people.

Training and Learning

In achieving the numerous accomplishments, Gandhi had to endure different problems especially in learning and receiving the appropriate training (Dalton, 2012). Gandhi faced challenges during college time and passed receiving the lawyer credentials, which he used to champion for the rights of Indians (Gandhi, Kumar, and Marsh, 2000). The entire experience of receiving the education and participation in employment opportunities cemented his ideology on the importance of free India (Allen, 2007).

Gathering the appropriate number of people was a problem because the people had different views regarding the movements and attack on the government. The Quit Indian Movement received the lowest number of people and was not seen to be successful (Gardner, 2011). It was also among the last movements during the Second World War, and the British government had started creating mechanisms of moving out of India (Gandhi, Kumar, and Marsh, 2000). The fewer people who participated in the last movements may have illustrated weakening of his support and might have affected subsequent demonstrations and movements.

Gandhi fought and created conditions to support his aim of freeing Indian and addressing discriminations and similar problems. He created a movement to address the inequalities including pursuing education. The non-violent nature of the movements did not receive enough support, but the ideology and philosophy changed the views of the people and attracted many people to the movements. Gandhi changed India through allowing the Indians to rule self and improving the conditions of the people in India.


Allen, D., 2007. Mahatma Gandhi on violence and peace education. Philosophy East and West, pp.290-310.

Bligh, M.C. and Robinson, J.L., 2010. Was Gandhi “charismatic”? Exploring the rhetorical leadership of Mahatma Gandhi. The Leadership Quarterly, 21(5), pp.844-855.

Chakrabarty, B., 2006. Social and political thought of Mahatma Gandhi. Routledge.

Dalton, D., 2012. Mahatma Gandhi: Nonviolent power in action. Columbia University Press.

Gandhi, V., Kumar, G. and Marsh, R., 2000. Agroindustry for rural and small farmer development: issues and lessons from India. The International Food and Agribusiness Management Review, 2(3), pp.331-344.

Gardner, H., 2011. Creating minds: An anatomy of creativity seen through the lives of Freud, Einstein, Picasso, Stravinsky, Eliot, Graham, and Gandhi. Basic Books

Khoshoo, T.N., 2002. Mahatma Gandhi: An apostle of applied human ecology. The Energy and Resources Institute (TERI).

Mohanty, J. ed., 2002. Primary and elementary education. Deep & Deep Publications.

Pinto, V., 1998. Gandhi’s vision and values: the moral quest for change in Indian agriculture. Sage Publications India Pvt Ltd.

Räisänen, H., 1997. Marcion, Muhammad and the Mahatma: exegetical perspectives on the encounter of cultures and faiths: the Edward Cadbury lectures at the University of Birmingham 1995/96 (Vol. 1995). Scm Pr.