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PDF Download Gandhi & Churchill: The Epic Rivalry that Destroyed an Empire and Forged Our Age, by Arthur Herman

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Review

“Gandhi & Churchill is a powerful tale of the monumental clash between two of the giants of the twentieth century. Set against the backdrop of war and conflict, this brilliant dual biography of strong-willed visionaries locked in a struggle each believed in makes for compelling reading. Arthur Herman has written a masterful and superbly well researched account of the lives of two men who have had a profound influence on the world in which we live in today that will long stand as a testament to their legacy.”—Carlo D'Este, author of Patton: A Genius For War and Eisenhower: A Soldier's Life “A fast-paced narrative history…Herman brings to life the twilight of the British Empire and reminds us how the twists and turns of fate helped propel these two men to their places in history. He shows us that there was more common ground between the two than most realize and that the seemingly simple tale of the imperialist and the nationalist is far more nuanced than it seems.” — Pramit Pal Chaudhuri, The Hindustan Times, Bernard Schwartz Fellow, Asia Society "Cutting through decades of narrow or shallow reporting, Arthur Herman offers a balanced and elegant account which captures both Churchill's generosity of spirit and Gandhi's greatness of soul. While recognizing their faults, he shows what motivated them and made them great—with impressive research that in Churchill's words leaves "no stone unturned, no cutlet uncooked." The last two chapters, and the author's Conclusion, are alone worth the price of what must become the standard work on the subject."—Richard M. Langworth, Editor, Finest Hour“The rivalry between Winston Churchill and Mohandas Gandhi could hardly have been played for higher stakes. The future of British India hung upon the outcome of their 20-year struggle…. As one might expect from the author of To Rule the Waves, a fine history … Mr. Herman has researched Gandhi & Churchill meticulously and written it fluently.”—Wall Street Journal“An amazingly interesting and perceptive presentation of these two titans of the 20th century…. I learned so much.”—Deirdre Donahue, USA Today’s book reviewer, on the NPR program “On Point”"A forceful portrait of the emergence of the postcolonial era in the fateful contrast—and surprising affinities—between two historic figures.... Fascinating."—Publishers Weekly“Herman's book focuses on two imposing figures who epitomized the clash …. he has probed beneath the stereotypes… [and] tells their stories stylishly and eloquently.”—Washington Post Book World"The perfect summer book...You finish Gandhi & Churchill knowing that you can evaluate the world today, particularly modern India, with more knowledge and insight—USA Today“Herman's storytelling style is engaging, giving new life to stories we have already heard and even forgotten…. Then there are the surprises…. Provocative, intriguing, even controversial.”—India Today“Scruplous, compelling, and unfailingly instructive…. A detailed and richly filigreed account that introduces the Anglo-American reader to many facts and vivid if little-known personalities, both English and Indian.” –Commentary " Brisk narrative flow.... Showing history eluding Gandhi and Churchill, Herman provocatively presents their efforts to shape it."—Booklist“Exhaustively detailed.”—St. Louis Post-DispatchFrom the Hardcover edition.

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About the Author

Arthur Herman is the bestselling author of How the Scots Invented the Modern World, which has sold over 350,000 copies worldwide, and To Rule the Waves: How the British Navy Shaped the Modern World, which was nominated for the prestigious Mountbatten Prize in 2005. He is a former professor of history at Georgetown University, Catholic University, and the Smithsonian’s Campus on the Mall. He and his wife live in central Virginia.

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Product details

Paperback: 760 pages

Publisher: Bantam (April 28, 2009)

Language: English

ISBN-10: 0553383760

ISBN-13: 978-0553383768

Product Dimensions:

5.2 x 1.5 x 8.2 inches

Shipping Weight: 1.2 pounds (View shipping rates and policies)

Average Customer Review:

4.3 out of 5 stars

103 customer reviews

Amazon Best Sellers Rank:

#129,436 in Books (See Top 100 in Books)

This updated and exciting account of these two men traces them from their births (humble and aristocratic) to their deaths, explained in 31 chapters of a chronology of successive years, going back and forth between each specific time period and each man’s activities and statements during those time periods. More importantly, the author meticulously ties in the wider historical events that confronted the actors during each time period. The story covers Gandhi & Churchill’s early years in India (after Gandhi was born in Gujarat, Churchill had spent about three years in his early twenties with the British Army in Poona, Bangalore and Afghanistan), in England (Gandhi’s studies and New Age friends compared with Churchill’s up and down career), in South Africa (their simultaneous participation in the Boer War) and in India (with the non-violence - and violence that led to Freedom at Midnight). The book is especially significant in describing in footnoted detail the politics within their respective countries through the turbulence of two world wars affecting all of Europe, the Middle East and Asia. This history contains fascinating details, with so many facts I did not know about either man, or how the wider history of various events were tied together during that period.Although this book does not explicitly state Churchill’s hidden “Great Game” strategy for Partition that was revealed in the recent film Viceroy House (to deny the Soviet Union a path to the sea), Arthur Herman does say that Churchill at least in 1946 had established a secret communication channel with Jinnah encouraging a separate Pakistan.The book leaves it to the reader to evaluate the long-term significance of results of Gandhi and Churchill’s actions. Herman concludes with, “Taken together their story is an inspiring tribute to the power of human beings to shape their own destiny, and a warning of the dangers of self-delusion and pride. Their story is the great untold parable of the twentieth century.”I recommend this book, especially as an historical update to what we knew earlier, and to what we still don’t know or accept about human nature.July 2018, henryinflorida@gmail.com

Most of my history knowledge pertains to European and US history. By interweaving the "modern" history of India with the history of the British Empire, the author gave me familiar information to provide a foothold as I wandered into Indian history. It's a well-written story and accessible.

A very fine dual biography. Those wishing to learn more about the founding of modern India and Pakistan and the withering away of the British Raj are encouraged to buy and read this book.Churchill and Gandhi are giant personalities of the first half of the last century, with their political and moral acts still echoing in today's world. Dr. Herman writes with authority, balance and insight while explaining the motivations of these two inspirational leaders--both having serious flaws and blind spots--who were so at odds for several decades over the future of the British Empire and, more specifically, the fate of its subjects on the subcontinent.

This book reveals the history of Gandhi and Churchill and their unique historical roles without 'taking sides.' There were many competing cultural and political dimensions to these unique men who were at the center of the ferment in their very different planets.

Herman offers impressive but not dry scholarship about these two world figures. He really goes into the historical background and shows how the different early experiences of India (and other areas of the world, like South Africa) shaped the worldviews of both Churchill and Gandhi, and how they would later clash.

A good book about two famous people who lives crossed similar paths and both interesting in their own right.

I never felt I got to know either man personally, just a n historical summation of them . I wanted to know what made them tick...why they made the decisions they did. This was more of a list of what they did

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Free PDF Robot-Proof: Higher Education in the Age of Artificial Intelligence (The MIT Press)

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Robot-Proof: Higher Education in the Age of Artificial Intelligence (The MIT Press)

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Review

This book is an authoritative call for action and a compelling model for the next step in the evolution of higher education. Aoun offers an optimistic―and more important, realistic―vision of how we can educate ourselves for an AI economy.―Jeffrey S. Bornstein, Vice Chairman & Chief Financial Officer, GEDr. Aoun is a leader in framing new educational models to enable student readiness for careers in our evolving economy. Our future as a nation depends on getting this right.―Wes Bush, Chairman, Chief Executive Officer, and President of Northrop Grumman CorporationIn this original, timely, and provocative study, President Aoun challenges higher education to think differently about and prepare for the age of artificial intelligence. He appeals to universities to foster a generation of lifelong learners who can master robotics, not be mastered by it―a generation that will be prepared to meet the demands of a new economy and the revolutionized nature of the workplace.―Vartan Gregorian, President, Carnegie Corporation of New YorkJoseph Aoun's book is a thought-provoking analysis of our technology-infused world and higher education's place in it. Far from fearing the dislocation caused by the increased use of robots and the development of AI, Aoun offers an optimistic, practical view of what higher education can do to prepare the next generation. Anyone interested in higher-education policy will greatly benefit from this cogent, persuasively written work.―Janet Napolitano, President, University of California, and former Secretary, U.S. Department of Homeland Security

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About the Author

Joseph Aoun is President of Northeastern University.

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Product details

Series: The MIT Press

Paperback: 210 pages

Publisher: MIT Press; Reprint edition (August 14, 2018)

Language: English

ISBN-10: 9780262535977

ISBN-13: 978-0262535977

ASIN: 0262535971

Product Dimensions:

5.4 x 0.5 x 8 inches

Shipping Weight: 8.5 ounces (View shipping rates and policies)

Average Customer Review:

4.4 out of 5 stars

26 customer reviews

Amazon Best Sellers Rank:

#37,309 in Books (See Top 100 in Books)

This book is excellent marketing material for Northeastern University, a Boston-area university of which the author (JA) is currently president. The idea of protecting graduates from obsolescence at the hands (effectors?) of robots and AI will be appealing to many students and their parents. The school’s “co-op” program, which features something like internships integrated more directly than usual into the university’s curriculum, sounds very exciting; I wondered how a program like that might have shaped my career had it been available to me when I was in college (assuming I’d been wise enough at that age to take advantage of it).But the book’s grander vision of what a university should be — a launching pad for inserting students into economic life, and a maintenance garage for keeping them competitive throughout their careers — is narrow and inadequate. While JA’s pleading in defense of humanities and liberal arts is an important and welcome theme in the book, he grounds his argument on those subjects’ instrumental value in teaching economically useful skills that AI can’t (as yet) replicate. More generally, his view of the skills that should be imparted to college students is in some ways naive, some important aspects of implementation aren’t thought through, and his hype reaches occasionally absurd heights.JA proposes to counterbalance the rise of robotics with “humanics.” One aspect of this field is reflected in three “new literacies”:a) “Technological Literacy,” knowledge of mathematics, coding and basic engineering principles;b) “Data Literacy,” meaning the ability to use data, and also to understand its limitations; andc) “Human Literacy,” which “equips us for the social milieu, giving us the power to communicate, engage with others, and tap into out human capacity for grace and beauty” (@59).Of these, “data literacy” might be the newest type — if one overlooks its roots in classical rhetoric and the analysis of arguments. (Unfortunately, the exposition of this literacy seems a little illiterate, as when it this overestimates the power of correlations: “Based on the correlations we discover, we are able to understand the real meaning of the information and then extrapolate accurate predictions from it,”@57.) On the other hand, the clumsily-named “human literacy” seems like something universities have been interested in for decades, if not centuries. “Technological literacy” too is hardly new: at least regarding coding, it’s something many universities have latched on to in recent years. It’s puzzling, though, why engineering should be emphasized to the exclusion of natural science. Nor is JA’s rationale entirely persuasive when it comes to why coding should be a required piece of the curriculum: “Because coding is the lingua franca of the digital world, everyone should be conversant in it” (55). Was everyone “conversant” in mechanics when machines were the dominant technology globally? Alternatively, since technologies like CRISPR will no doubt lead to a rise in “bathtub biotech,” why shouldn’t everyone be conversant in genetic manipulation? (Maybe the way to beat down the threat of AI is to create some new *real* I.) This isn’t to say it would necessarily be a bad idea for more people to learn coding — but JA’s argument is very superficial. It’s not the only place in the book where important issues are glossed over.Complementing these in the “humanics” toolbox are the four “cognitive capacities”:i) Critical Thinking, “which is about analyzing ideas skillfully and then applying them fruitfully” (@62);ii) Systems Thinking, which “sees the details and the entire tableau, exercising our mental strength to weigh complexity while also testing our grasp on multiple strands of thought” (@66);iii) Entrepreneurship, which JA does not define, but which “should be a baseline capacity for all college learners,” and which “functions in two dimensions,” including “the traditional start-up model,” and “the context of established institutions and businesses” (@67); andiv) “Cultural Agility,” “the mega-competency that enables professionals to perform successfully in cross-cultural situations” (quoting Paula Caligiuri), which “requires a deep enough immersion in a culture [sic] so that we can fit seamlessly into multicultural teams or get results from people who have dramatically different lives from our own” (@71).Each of these definitions seems to me problematic. Aside from the question of what “fruitful” application means, surely critical thinking includes analyzing ideas and *rejecting* some of them. It also includes a wide range of activities that overlaps with “data literacy,” such as evaluating both the premises and conclusions of arguments, as well as whether the latter are well-based on the former. In any case, this is one of the most traditional functions of a university, going back to the University of Bologna, founded over 900 years ago as a school of law. “Systems thinking” is an ambiguous term: one of the characteristics of a “system” is that it has a boundary, yet JA seems to think of it as a kind of holism. Often a good use of critical thinking is to question whether system boundaries are appropriate, but JA doesn’t connect these two faculties. The definition of “cultural agility” is by turns unclear and troubling. How can “immersion in a culture” enable us to fit seamlessly into multicultural teams? E.g., I was immersed in American culture growing up, and am now immersed in Japanese culture - would these immersions enable me to fit into a team of Iraqis, Russians and Nigerians? Or was it the alienation of my immersion in the WASP culture of my Ivy League college in the 1970s that made me “agile”? Perhaps it’s immersion in a *multicultural* environment that enables students to become more multicultural? Clearly, this concept needs to be thought through some more. The troubling bit is the reference to “get[ting] results from people who have dramatically different lives from our own” — as with much else in the book, this introduces an instrumental, even exploitative element that we probably do NOT want universities to be teaching.But it’s JA’s emphasis on entrepreneurship that I felt most missed the mark. (Is this a cognitive capacity, BTW, or is it instead a *behavior*?) First, it’s naïve for JA to believe that universities are terrific repositories of entrepreneurial experience, who can incubate and advise people in the business world (“Universities, with their critical masses of active minds, are ideal entrepreneurial ecosystems,” @69). In my previous experience as a Silicon Valley lawyer and as a corporate VC, university personnel are generally among the most arrogant and least realistic people to deal with. They have very little comprehension of the difficulties of manufacturing at scale, of retaining technical staff, and of selling. Significantly, they also tend to have very little experience at failure, which is why they were able to get hired by and advance in their university positions. At least 9 out of 10 entrepreneurial ventures fail. What does the typical tenured professor, or university president, know about being out of a job and perhaps losing their home?It’s also naïve to believe that anyone can be, or would enjoy being, an entrepreneur, just as not everyone is cut out to be a salesperson. To make this be a “baseline capacity” for all who attend college would terribly restrict the number of people admitted to university. Perhaps some would offer the counterargument that entrepreneurism is a “capacity” that can be taught, like coding. So let me ask: how many university graduates had to learn calculus? In US 4-year universities, almost everyone. And yet how many people remember it? How many use it in their daily lives? (This same argument applies to coding, BTW.) The fact that a subject is taught as a required subject isn’t sufficient to turn it into a “baseline capacity” that people will use in their lives. Anyway, do we really *want* a society full of hustling entrepreneurs, like the Ferengi in the Star Trek mythoverse? And why would a society full of selfish optimizers be particularly robot-proof? Wouldn’t humanity’s best resistance to robots be a society that *departed* from the Homo economicus sort of “rationality,” instead of predictably embodying it?This last question opens out on several other aspects of the book that troubled me. JA puts great store by the views of “the C-suite,” i.e., the topmost levels of corporate management. Why are they particularly endowed with vision about what the job market will be in the future, rather than in the next few years only? Capitalism has created many of the problems we now face — rising inequality, environmental degradation, new technological forms of invasion of privacy and government repression; why should we look to its captains for a vision of what universities should be? Shouldn’t universities also be able to contemplate alternatives to capitalism? What about other functions of a university — to allow students to deepen their understanding of political participation and citizenship, and to research, preserve and transmit culture and humanistic values not related to earning a living? And what about the role of a university in developing and encouraging students’ *curiosity*? Like politics and inequality, which are mentioned only in passing, this isn’t a topic that receives any attention in this book.At times JA’s pitch goes to absurd lengths. Take his exhortation that every course syllabus “ought to describe the four cognitive capacities developed through each step of study and discussion” (@74). This made me wonder how entrepreneurship should have been stressed in one of my favorite college courses, where we read most of James Joyce’s works. Should we have spent less time discussing Joyce’s style, humor and philosophical erudition, and concentrated more on the career of Leopold Bloom, the main character of “Ulysses,” who spent the daytime hours of the novel roaming Dublin trying to sell ads in the newspaper that employed him? Should the prof in the Italian Renaissance paintings course I audited have spent less time showing us old paintings, and more on talking about how he got a gig advising the Italian government on restoring paintings after a flood in Florence? Should my undergrad seminar in astrophysics have been cancelled because, as my mother used to tease me with a smile, “You’re studying astronomy? Very nice. So, what kind of money can you make as an astronomer”?My credulity was stretched beyond breaking point near the end of the book, in a passage outlining the lifetime experience of a “young learner” with a “multi-university network” in Boston, Charlotte, Seattle and Silicon Valley. She starts by taking computer science and business in Boston, then gets “co-ops” at Amazon and a top Seattle law firm, launches a social media venture, later takes some modules (along with members of her team) at a Silicon Valley-based institution to learn about VR, then goes to Charlotte a few years later to brush up on M&A before selling her company (@136-137). Come on, what percentage of the college-going population is going to have such an experience? Even at an Ivy League school only a small fraction of graduates will follow such a path.One might attribute this absurd exaltation of entrepreneurship to a failure of critical thinking, but I think something else is at work. This vision that turns every student into a Zuckerberg — who BTW attended a college no more expensive than Northeastern, and without a “humanics” curriculum — illustrates the divergence between the marketing document that the book is meant to be, and the serious consideration of future education that the unsuspecting reader might be expecting. Every parent wants to believe their son or daughter will turn into a star. And every university wants those parents to believe that their institution is the key to that dream.JA deserves a lot of credit for raising the national ranking of Northeastern from below #100 to around #40 in the years he has been in charge. And I can’t grudge him publishing a book like this to try to do the best for his school — it’s very well done. But if you’re looking for a more realistic appraisal of the future of education — and especially one that resists drinking the Silicon Valley Kool-Aid — you won’t find it here.

This was a very disappointing book. It is basically an advertisement for the author's university. He asserts effectiveness of his favorite approaches but provides essentially no evidence for his claims. Though the whole theme is the ability of future students to deal with AI, there is no evidence that he has examined what AI can and can not do, and which deficiencies are likely to go away in the future. While "experiential" learning (a fancy name for learning by doing) is a great idea, this book provides little data showing when it helps and when it doesn't -- in fact, this book doesn't provide much data on anything. Even the review of the history of the US university system is rather superficial. Read Derek Bok's "The Struggle to Reform Our Colleges" or Cathy Davidson's "The New Education" if you actually want to learn something about higher education in the 21s century.

Aoun gives a clear prediction of the future, and the only thing certain is change. The job market will most likely change drastically with the rapid onset of mechanization, smarter software, and AI and not even currently high-paying jobs like doctors, lawyers, or financiers are safe. The key for educating the student of the future lies in what he calls cognitive capacities that only humans posses (for now). Great read for anyone employed in higher education.

An intuitive and smartly informed view of the future educational needs of our nation. Every one invested in higher education should read and use to inform curricular innovations.

Education is not only the means but the solution as well. Indeed, automation, AI and ML will make very, if not extremely, difficult to have jobs, work or office hours as we currently have in the near future. The first thing that are going to be automated will be activities, not carreers. But if carreers do not reinvent themselves, they will soon be replaced by machines. Author Joseph E. Aoun offers a personal insight into what universities need to be looking at in order to renew the current curricula. A must read for anyone with curiosity who wants to know how academia should respond to nowadays and current technology trends.

Excellent outline of what today's society needs the university to be. Perhaps Dr. Aoun will write a second book about the extraordinary leadership that can move a university from the entrenched 16h century model to an institution that is relevant to 21st century learning.

Timely piece that recasts the university as the place whose mission is to provide future skilled workers with training at higher and more sophisticated levels. In the end it is about securing and sustaining jobs. There is no serious consideration given to ethical practices and citizenship. What is presented as "humanics." This is presented as the practical response to the contributions of the social sciences and the humanities. The tragedy is that Joseph Aoun my be on track in terms of the creation of a higher level vocational school that produces workers disguised as a university.

A must read for higher education to transform content and pedagogy. Lecture is dead — just get over it and start engaging students with real world projects.

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