culture at cross-roads? – the International conference held at the University of Madras on March 14th and 15th 2024 (3)

culture at cross-roads? – the International conference held at the University of Madras on March 14^th and 15^th 2024 (3)

Simultaneous session held on 15-03-2024: Simultaneously, a parallel technical session was held online at 10:30am which was chaired by Prof. Mallika Begum – assistant professor at SIET. There were four presenters in total, concentrating on the topics –

1. Healthcare among Adiyan and Mavidan Community[1],
2. Challenges faced by Tribes post covid,
3. Exploring collecting honey practices among the Alu Kurumbas[2] and
4. Cultural influences on Childhood Obesity[3].

As usual, for a regular listener, reader and researcher of these topics could easily remember, recognize and locate the sources (books, papers etc) of the last 50 or even 100 years. A simple Google search also shows many secondary sources with the same or similar titles. About the tribes, the Europeans have taken undue importance and studied with bias. Many times, they have tried to compare these Indian tribes with that of “the last tribes,” proceed and conclude accordingly. Therefore, the paper-presenters should see al tleast, they are mentioning them in their reference or acknowledging otherwise. It is impossible to mention and acknowledge all the sources and references, but, since the plagiarism check is done, such softwares always point to “copying”!    

Rangoli Competition held concurrently: Concurrent to both the sessions, the Rangoli Competition was held with the participation of seven teams from various colleges judged by Prof. Brinda – Ambedkar Law College. It was followed by Saritha Bowmick’s [4] Endowment Lectureship where Dr. B. Bindu– Former Professor and Head of the Department of Anthropology, Kannur University was invited as the speaker. She discerned her thoughts on the anthropological research post Covid-19 and on the vulnerables where the former experienced the rise of the digital era and the latter experienced the influence by the anthropologists on restudying social flexibility, intimacy and sexuality.

Valedictory function: The second day of the conference came to an end with the Valedictory session. The Welcome address was given by Dr. Prabhu Kumari Vanama – the co-convener and organizing Secretary of the Conference. It was followed by a report on the Two Day – International Conference by Aishwariya Wincy- 1st year MA Anthropology student, the University of Madras. Presidential address was given by Dr. M.P. Damodaran, Head of the Department of Anthropology and Convener of the conference.

• The session moved on to the Chief Guest Address by Prof. CMK Reddy – President of the TN Medical Practitioners Association and the Chairman of the Linguistic Minorities Forum of Tamil Nadu.
• Following which Dr. G.J. Sudhakar who is a Professor Emeritus from CPR Institute of Indological Research was awarded with the Life Time Achievement Award and later, discoursed his words of wisdom with the audience.
• Prof. Pareshwar Sahoo – Assistant Professor in the Department of History at Utkal University was called to distribute the certificates to all the presenters, winners and participants.
• The Valedictory Address was given by Prof. K.S. Sarwani – Director at IQAC, TN Ambedkar Law University.  

The Valedictory session was concluded with a Vote of Thanks by Ms. M. Rajam – Guest Lecturer, Department of Anthropology, University of Madras followed by a photo session.

How the papers were presented?: The papers delved upon the selective nature about the theme, area, survey, number of subjects etc., and thus have been with limitations. Though, the researcher acknowledges such “limitations,” they come to conclusions, making them universal, that is not accepted. Moreover, at that time, they bring many popular myths into their narratives to suit their conclusions. As every individual varies, no two individuals could be compared and equated. Though individual differences are accepted, they are identified as couple, family, group, society, nation, country and so on. Where, the coming together individuals have to bury their differences and co-operate to work for a common cause for the same entities of couple, family, group, society, nation, country and so on. That is how, they have been functioning since time immemorial or from Paleolithic to modern periods.

Research has to be updated even at crossroads: As the students, researchers and other young scholars have decided to present papers doing PhD, completing PhD and working as lecturer, Assistant Professor etc., they have to prepare papers to suit the topic and theme of the conference and they are ready or prepared to answer the questions asked. In such academic proceedings and processes, there cannot be any concession, compromise and adjustment. As in the modern times, many facilities are available at the University level, the students have to update their knowledge by reading the recent books and research papers on the subject. They have conducted field studies and get new details and they cannot rehash or manipulate the previous or already published data and information.

Topic may have to be explicit and straight: Had the topic “culture at cross-roads?” been “culture at cross-roads? In India,” specifically, then, the paper presenters and speakers would have come to their topic straight away, after all, here, Indians have to deal with their issues in the changing times. Much time need not be spent by the speakers and paper presenters to explain it again and again without reaching any consensus. As pointed out, it has been a Western concept dealing with the meeting of different people groups, in Europe where, the migration of people was taking place at different periods. As they were believing in race, racism, racialism, segregation, exclusion and other principles, they had been at crossroads to place them at a particular place. About silk-road, maritime-route, trade routes etc., the scholars are well aware of..

Scientific, unscientific, unscientific, pseudo-scientific and so on: There is a difference between scientific and humanities subjects, where research is carried on. The experiments carried on in science and technology have been universal, producing the same results and being accepted universally. The experiments conducted by the arts, humanities and other non-science and technology subjects have been selective, choosy and discriminating covering a small portion, area, issues or few issues of a community or society, at a particular place and time and so on. Though, they too nowadays, they claim that they follow “scientific methodology” etc., they cannot reproduce the same result every time. In fact, in history, history writing, and historiography, the concerned experts openly accept that they do not require any objectivity in their writings.

Note: I waited for many days, requesting the organizers to send the details, photos etc., to complete the blogging. As I have not received as on 24-03-2024, I post the concluding part with the available materials today, i.e, 24-03-2024.

I thank Dr Prabhu Kumari Vanama for sending photos today – 24-03-2-24 and they are also included.

© K. V. Ramakrishna Rao

20-03-2024

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[1] The Mavilan are a Scheduled Tribe of the Indian state Kerala. They inhabit the hill country of the Kannur and Kasaragod districts. They speak Tulu as their primary language and also have knowledge of Malayalam.

Rohisha, I. K., Tessy Treesa Jose, and Jyothi Chakrabarty. “Prevalence of anemia among tribal women.” Journal of family medicine and primary care 8.1 (2019): 145-147.

[2] Sathyanarayanan, C. R., and Nirmal Chandra. “The lost landscapes and livelihood: a case study of the Alu Kurumba of Nilgiris, Tamil Nadu.” J Anthropol Survey India 62.2 (2013): 821-50.

Jayaprakash, Prabhakar. “Uunending cultural and economic colonization: the case of Alu Kurumba Adivasi women” Perspectives in Social Work 30 (2015): 1.

[3] Kumanyika, Shiriki K. “Environmental influences on childhood obesity: ethnic and cultural influences in context.” Physiology & behavior 94.1 (2008): 61-70.

Chatham, Rebecca E., and Sandra J. Mixer. “Cultural influences on childhood obesity in ethnic minorities: a qualitative systematic review.” Journal of Transcultural Nursing 31.1 (2020): 87-99.

[4] Sharit Bhowmik 1948-2016; https://www.ces.uc.pt/emancipa/cv/gen/sharit.html

Culture at cross-roads? – the International conference held at the University of Madras on March 14th and 15th 2024 (2)

Culture at cross-roads? – the International conference held at the University of Madras on March 14^th and 15^th 2024 (2)

14-03-2024 afternoon session[1]: The afternoon’s session (3 pm to 5:30 pm) commenced with a special lecture by Dr. Ananta Kumar Giri, who talked about what lies beyond cross cultures.  It was followed by the 1^st technical session from, where Assistant Professors of Post Graduate and Research Department of Historical Studies of Government Arts College for Men, Dr. M. Palani and Dr. J. Sadayamuthu preceded as the Chair and Co-chair respectively.  There were six presentations in this session. All the presenters focused on how various ideas, disciplines, concepts and issues overlap with cultures.  

Simultaneously, competition and cultural exhibitions were held where participants took part in Poster making, Crafts and Culinary exhibitions on the theme “Cultural diversity”. The judges for the competition were Ms. Arokiya Anbazhagi, Assistant Professor, Department of History, Women’s Christian College and Dr. Sasikala, Head of the Department of Counseling Psychology, University of Madras. The first day of the International Conference concluded with a talk by the chairperson Dr. M Palani.

15-03-2024 – the second day of proceedings:  The second day was held on 15^th March 2024. It started with the 2^nd technical session from 9:15 – 10:30 am with 8 presenters who presented a large variety of disciplines that interact with culture from street art to food, from uniform civil code to globalization.  This session was chaired by Dr. M.P. Damodaran – Head of the Department of Anthropology.  

It was followed by the 3rd technical session from 10:45am – 1pm chaired by Dr. Pareshwar Sahoo – Assistant professor in the Department of History at Utkal University and co-chaired by Dr. T Kausalyakumari– Head of the department of History – Ethiraj College. There were 7 presenters who focused on the topics such as women’s participation in politics, menstrual hygiene, archaeology, culture in early Madras and cultural identity vs intellectual property rights.

The student-paper presenters, generally had dealt with the topics taken for the purpose.

The paper presenter delved upon the topic of “theatre hall” and went on to list out all such auditoriums, halls, theatres, lecture halls etc., making sweeping remarks, before the establishment of such halls by the British, there was no culture (perhaps theatre culture) in Madras!

Audience- students

The paper presented on “menstrual hygienic”: The topic dealt with “menstrual hygienic” has been limited, but, making conclusions universal. Already many has researched in this topic[2]. It has been a favourite topic for many[3]. In Tamilnadu itself, there have been many studies covering Salem[4]. She conducted a survey with an English questionnaire, where, the subjects do not know English. This type of research has to be careful, as with the few samples, it cannot decide the fate of an entire state or country. Just by surveying the conditions of 100 persons, one cannot conclude the conditions of 100 crores population. She was stressing as if such “taboo” has been peculiar in India, without mentioning such taboo prevalent in other countries, perhaps, throughout the world. The Google Scholar shows thousands of books and papers on the topic[5] and therefore, it is better the paper presenter avoid bias and interpret the data restricting to her chosen area.

oppo_0

Students audience- backside

Intellectual property rights of the indigenous people: The Indian tribes, traditional knowledge etc., have been also a favourite topic[6]. The indigenous and tribals have many skills in science and technology, but they pass on them to their progeny from generation to generation[7]. They are not registering their cultural heritage and hence, others are copying and using it. Actually, in India, the Vanavasis (forest-dwelling people) were never disturbed and they continued to live with their facilities.  Even today, few islands of Andaman & Nicobar are not disturbed, as the indigenous tribes living there for millions of years never want to mix with others. Food, medicine and other requirements are provided periodically, some persons come and take them away, but, none are allowed to enter their islands.

Dr Pareswar Sahoo heading the session

Audience…….

Culture at crossroads – how it affects the Acts and Rules applicable to Indian women in 21st century: K. V. Ramakrishna Rao  – Culture at crossroads – how it affects the Acts and Rules applicable to Indian women in the 21st century. After discussing about many case laws, he concluded as follows: As it has been mentioned as “crossroads,” what the roads crossing each other has to be mentioned specifically, as it cannot be hypothetical. When people or peoples meet at the “crossroads,” i.e, the place of intersection of two or more roads, the action, interaction and counteraction among them have to be studied.  Thus, the judiciary, judicial judgments and Acts applicable to civil society have to be secularized completely.

• Utopian concepts of egalitarianism in all spheres of Indians can be achieved only by true and complete secularization of Indian society leading to Social Justice.
• Therefore, religion should definitely be treated as personal concept instead of putting it on national agenda.
• As the ideals of Social Justice can be materialized by actual commitment, keeping reality in mind, all efforts should be taken to have uniform civil and criminal laws in the Indian context.
• If the secularization process is completed in true spirit, then there will not be any objection to such uniform civil code. For this broad-minded, educated and liberal scholars of secular but religious personalities should be consulted without any discrimination on any factor. As the UCC Bill introduced in 2019 has been still pending even in 2024, Indians may have to wait and see.
• In such process, not only the Indian Constitution, but also all Acts and rules can be secularized to the satisfaction of all sections of Indian society.
• But, unless all Indians follow them strictly, the ideals may not be implemented.
• Therefore, the people should not only be taught about their rights, but also others should sincerely help them to get their rights with responsibility.
• Thus, it is believed that Indians would achieve Social Justice through secular principles.

Archaeology, Processural archaeology and Cultural archaeology – are they at loggerheads or crossroads?: J. Soundaraajan and K. V. Ramakrishna Rao discussed about Archaeology, Processural archaeology and Cultural archaeology in the context of culture. After discussing the issues, he concluded as follows:

• As historical and archaeological chronologies have been different, they have to be correlated, corroborated and corresponded for the purpose.
• How the prehistoric (archaeological) dates and historic (written) evidences could be brought together at a meeting point has to be considered.
• Whether historical and archaeological cultures could be fit into such chronology or not- should be decided with the eras, dates and chronograms appearing in the inscriptions.
• Now archaeo-astronomical evidences and datings are not accepted by the field-archaeologists, but, they are used by others in the multi-disciplinary approach, even in the megalithic sites.
• The study of cultural change in the countries like India, is very difficult. As the vast country with the largest coastal areas had been interacting with many other cultures, the cross-cultural, cultural influence and related processes would vary during every 50-100 years, yet, the culture exhibited show some commonness.
• The 2500 years old sculptural evidences prove orderliness of the Indian art and architecture.
• The 3500-2500 years old literature and other non-material culture also show such uniqueness with less variance.
• All such consistencies are noted even in 21^st century proves that processural archaeology also works in India. 
• Thus, coming to the question – Archaeology, Processural archaeology and Cultural archaeology – are they at loggerheads or crossroads? – answer can be given – Yes.

The following papers were also presented:

Ganesan – Lambadis

Venkatesan – Tirukkural

Ramesh – Rock art of Tamilnadu

Vibin – Temples in Kanyakumari

© K. V. Ramakrishna Rao

Note: I was expecting inputs from our friends and waiting. As I could not get it, I posted this second part with the available material.

19-03-2024

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[1]  Based on the report received from the one of the convenors Dr Vamana Praphu Kumari.

[2] Sinha, Rabindra Nath, and Bobby Paul. “Menstrual hygiene management in India: The concerns.” Indian journal of public health 62.2 (2018): 71-74.

[3] Kamath, R., et al. “A study on knowledge and practices regarding menstrual hygiene among rural and urban adolescent girls in Udupi Taluk, Manipal, India.” Global journal of medicine and public health 2.4 (2013): 1-9.

[4] Balamurugan, S. Sangeetha, S. Shilpa, and Sheethal Shaji. “A community based study on menstrual hygiene among reproductive age group women in a rural area, Tamil Nadu.” Journal of Basic and Clinical Reproductive Sciences 3.2 (2014): 83-87.

[5] Van Eijk, A. M., Sivakami, M., Thakkar, M. B., Bauman, A., Laserson, K. F., Coates, S., & Phillips-Howard, P. A. (2016). Menstrual hygiene management among adolescent girls in India: a systematic review and meta-analysis. BMJ open, 6(3), e010290.

[6] Munzer, Stephen R., and Kal Raustiala. “The uneasy case for intellectual property rights in traditional knowledge.” Cardozo Arts & Ent. LJ 27 (2009): 37.

[7] Bengwayan, Michael A. Intellectual and cultural property rights of indigenous and tribal peoples in Asia. London: Minority Rights Group International, 2003.

Artificial Intelligence – can it be useful for archaeology, anthropology, history and related subjects?

Artificial Intelligence – can it be useful for archaeology, anthropology, history and related subjects?

What is artificial intelligence?: Simply, it is the “intelligence,” that is “artificial,” virtual and imaginary and thus, not real. When, “intelligence,” brainpower and acumen become artificial, man loses his mental power. Then, who is acquiring that “intelligence other than man? Machine, man-created machine only replaces. However, again, man only controls the computer giving inputs to create such AI. However, the man knows how even another man is controlled through “brain control, brainwashing” etc., either by inducement or threat. A master-slave example is applied for many exigencies with positive and negative connotations and applications. Accordingly, the application of AI is subjected to limitations.

Doing a job, again and again, mechanical and robotics: A robot is considered as human substitute that could do some specific work, as per the computer software program. In industries, wherever, repetitive processes were there, they were controlled to be carried on again and again by man-operated machine, switch, timer and later with computer. Gears and continuously rotating parts are replaced with software programs, where, many processes are repeated. Thus, profile cutting machines have already been used in electrical, electronic and mechanical industries. Slowly, more processes were brought under the computerized control. In the design and development processes of many industries, they are frequently used. In Textiles, garments and related industries, they become essential, as they do such jobs easily with software manipulation. For FMG, its role becomes far and wide. Now, the film, media and ad-companies exploit the maximum.

AI could bring more profits to Internet-dependent companies: Artificial intelligence leverages computers and machines to mimic the problem-solving and decision-making capabilities of the human mind[1]. However, it is not simply man-created robots imitating man, but, more than that in many cases.

• Artificial intelligence (AI) is the intelligence of machines or software, as opposed to the intelligence of humans or other animals. It is a field of study in computer science that develops and studies intelligent machines.
• AI technology is widely used throughout industry, government, and science. Some high-profile applications are: advanced web search engines (e.g., Google Search), recommendation systems (used by YouTube, Amazon, and Netflix), understanding human speech (such as Google Assistant, Siri, and Alexa), self-driving cars (e.g., Waymo), generative and creative tools (ChatGPT and AI art), and superhuman play and analysis in strategy games (such as chess and Go).
• The companies involved in the Internet business directly or indirectly, are very much interested in this field, as the more time man spends on it, the more usage and the more income and profits to them (manufacturers and service providers).

What will happen to the buyers, users and consumers?: With the internet, many of students (from pre-KG to PhD) stopped reading books and just “google” and get prepared for exams. For project work etc., they just copy Wiki[2]. With the rise of mobiles, they virtually become slaves and affecting the human relations. More Internet usage, more men turning to cyber, cyber crimes have also started increasing. Of course, money has been the target, for that all ethics and morals are sacrificed. Thus, unimaginable crimes are committed affecting humanity. It is not that one community, nation, country or continent, but, the whole world gets affected.

India required “demythologization” and not more mythologization through AI: What is important in Indian/Bharat history today is not further mythologization, but the retrieval or recovery of science and technology from such myths. Such a method is called demythologization. At Somnathapuram, the linga was floating, and it was a scientific technique. Here, historically, there is no myth or falsehood. Though, even historians like Romila Thapar have mentioned it, they could not explain the scientific aspect, as they do not know it. Magnetic levitation refers to the floating of an object without the aid of any other object, but only by the magnetic force of like poles repelling each other. It is noteworthy that this technology has now extended to trains as well. German trains called Maglev (derived from magnetic levitation) fly like this. A magnetic levitation or floating train is a train that can float without the help of wheels through magnetic levitation technology. When it starts crawling, not all of its parts hit the ground. The speed of these trains going on the magnetic track can exceed 580 kilometres per hour. In the same way, the science and technology behind the Indian material culture can be explained.

The demythologization of Indian history is more important than AI-sponsored pictures: In ancient India, the process of rewriting the epics was started by various vested groups, before the various impacts caused by foreign invasions in Bharat. Jains-Buddhists in particular had rewritten them with many interpolations to show off their antiquity. In other words, they added a narrative of Tirtankaras and Buddhas made available in every yuga[3]. This is why there are so many slokas in Ramayana and Mahabharata increasing from one recension to another. Again the slokas were added when those who learned and realized the legends and tried to remove them, i.e. to change the matters which had already come into prevalent, known and recorded in the manuscripts. First, they tried to give a proper explanation so that such contradictions were understood and ignored. Rewriting, expurgation and editing processes were involved in such correcting processes. Such interchanges ranged from the Jain period to the medieval Muslim and 19^th century colonial periods.

Disadvantages of Artificial Intelligence: Artificial Intelligence cannot create new myths by putting on a scientific mask and technical masquerade in methods like pseudo-science, and alchemy. Already now scientific researches like DNA and genetics have been diverted by ideological delusions[4], hybrids with their likes and dislikes. In graphics, models, pictures, films etc. have already been realistically captured and available in circulation. Although somewhat reflective of the real situation, more fictional characters were created. But artificial intelligence is turning real historical heroes into fictional characters. Gods, who are already worshipped as idols, as deities in sanctum sanctorum, are transformed by artificial intelligence into some sort of living human beings. Thus, even the remnants of reality that exist today will eventually disappear or be denied by the ignorant one day.

Commercialization of Science and Technology: Now many people are working to commercialize using the current technologies as how to make money in a short period of time by increasing internet usage. That is, especially in a country like India where there are 140 crore people, even if one crore or just one lakh people become buyers for a product, the manufacturer or seller will get considerable income and profit. So, keeping it in mind, they use their new and novel aggressive campaign tactics. For that, they need advertisement and publicity vigorously. They don’t even bother about quality, standards, efficiency, etc. in such unethical and unspiritual business. Therefore, even when education, textbooks, teachers who teach them; schools and universities come, the idea that anyone should read and study the sources becomes less important in terms of need, status and benefits. That’s why there are so many people who just study and get marks in some subject and qualified, go to work, earn and live comfortably. So in that case, no one seems to care if he says, “Go and read the sources and write with evidence.”

Caution about AI: There is concern about the increase in malpractice in the field of scientific research[5]. As shown by various institutions and studies, institutional, economic and cultural factors have encouraged an increase in cases of professional malpractice including fraud, corruption, plagiarism, conflicts of interest, financial doping, improper attribution, illicit appropriation of ideas, concepts and results, influence peddling, falsification of evidence, data manipulation, exaggeration of results, lack of protection of research subjects, misappropriation or misuse of resources, the commodification of knowledge, use of phantom sources, nepotistic or inbred citation, improper or fraudulent use of information. The researchers have also pointed out that, “Artificial Intelligence (AI) has become a double-edged sword for scientific research. While, on one hand, the incredible potential of AI and the different techniques and technologies for using it make it a product coveted by all scientific research centres and organisations and science funding agencies. On the other, the highly negative impacts that its irresponsible and self-interested use is causing, or could cause, make it a controversial tool, attracting strong criticism from those involved in the different sectors of research…”

Limitations of usage to archaeology, anthropology and related subjects: About the usage of AI for archaeology, anthropology and allied subjects has been discussed and debated, because of the advantages and disadvantages involved[6]. The easy availability of Machine Language (ML) algorithms and lack of expertise on their proper use among the anthropological research community has led to foundational misapplications that have appeared throughout the literature. The resulting unreliable results not only undermine efforts to legitimately incorporate ML into anthropological research, but produce potentially faulty understandings about our human evolutionary and behavioural past[7].

1. Why don’t the AI experts try to analyze and decipher the Indus Valley pictograms, signs or fonts with their artificial intelligence?

2. There are many chronological puzzles in Indian history, why not solve them with their machine language and artificial intelligence?

3. Those who earn money by singing Ramayana and enjoying discourses, can solve the problem of such chronological issues faithfully?

4. Those who are disputing and fighting about Advaita-Dvaitam etc., can bring them under timelines acceptable to commonman?

5. By the application of AI for religious depiction, in an attempt to humanize the gods, they turn them into dehumanized cute cartoon characters only.

6. Therefore, they have to act as a tool to break counter-ideologies and not to be in a position to feed them.

7. What is important in Indian history today is not the mythologization of the existing, but, demythologization, scientifically.

8. But the science and technology contained in the Vedangas, Itihasas, Puranas etc.,  is to be restored and given to the people in an understandable way.

9. There is no need to create new historical problems without solving existing historical and archaeological issues and contradictions.

10. Artificial Intelligence should not become some sort of pseudo-science, alchemy, etc.

© K. V. Ramakrishna Rao

17-01-2024

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[1] https://www.ibm.com/topics/artificial-intelligence

[2]  In fact, I have also referred to Wiki to understand the fundamentals, later to proceed to read other research papers in the context.

[3] Even in Ramayana period, Hains and Buddhists were found. The dates of Titankaras are traced back to Kaliyuga. In Buddhism, buddhas were there in every aeon.

[4]  In spite of “Out of Africa,” theory, Neanderthal exists and the so-called “Aryan-Dravidian” hypotheses and theories continue in India.

[5] González Esteban, Elsa, and Patrici Calvo. “Ethically governing artificial intelligence in the field of scientific research and innovation.” Heliyon 8 (2022) e08946, 2022.

[6] Tenzer, Martina, et al. “Debating AI in archaeology: applications, implications, and ethical considerations.”, 2023.

[7] Calder, Jeff, et al. “Use and misuse of machine learning in anthropology.” IEEE BITS the Information Theory Magazine 2.1 (2022): 102-115.

Why history curriculum has been losing importance, history departments closing down and history becoming useless in American and European Universities (2)

Why history curriculum has been losing importance, history departments closing down and history becoming useless in American and European Universities (2)

Opinion of the higher should change to decide: Jo Grady, its general secretary, said: “Unfortunately, it looks as though the Conservative government only values education in crude economic terms. We would expect vice-chancellors to defend courses that support students to engage in critical thought. Yet too many are happy to throw students, staff and their local community under the bus by cutting education provision.” She added that academics and parents must fight back against the idea that “only those who are privileged” can pursue non-vocational courses like history, while “everyone else must only think about employability when engaging with education”. The spokesperson for LSBU said: “Decisions around the courses we offer to prospective students are taken very carefully. We consider how they provide students with the skills they need to enter high-quality jobs or further study, previous enrolment levels and how they support social mobility and student success.”

People do not know history or historians cannot tell the truth: At one side, the American are reportedly having less history sense about even recent past, whereas, there have been reports about the cloing down of history departments at the other side[1]. Survey and other methods show that even school kids do not know about the history of the last 100-150 years[2]. This appears to be contradicting situation, but, politicization with ideology has been the main reason. Such processes carried on by vested groups work in every country with their specific agenda. In fact, now the Africans become conscious of how their history has been blackened out by continuously dubbing Africa as “dark continent”. However, floating “out of Africa” hypothesis about the “Origin of man”, experts claim that the first man appeared in Africa, developed and then men from Africa spread to all other continents and thus, all human beings of the world are Africans only. Can all the men of the world now accept such a hypothesis? Here what historians could react honestly and tell their facts? That is why history fails at many occasions, when historians cannot tell truth, but act as as agents of dominant groups, nations and others.

Europeans writing the histories of non-Europeans: Neither Africa was a “dark continent” nor Australia “new continent”, as they had been in existence with millions of people living with their culture, tradition, heritage and civilization. Only the European explorers did not know and with their ignorance, they wrote in that way. Therefore, the Europeans engaged themselves in the histories of the non-Europeans, naturally, bias, prejudice and preconceived notions always crept into. As they still want the men and materials of the non-Europeans, they continue to exploit in different ways. As long as their businesses are taken care of and the industries working with profits, they engage the non-Europeans for their work and employment. This is also applicable to Americans now writing histories of non-Americans except Europeans. In such conditions, the American and European Universities have been almost same only. It is well known that leading European Universities have branches in USA with their experts in control.

The Europeans knew that the non-Europeans were flourishing with all comforts much before them: The Europeans explored and could find many countries flourishing with wealth, goodness, tradition, heritage, culture, civilization etc., much more developed than Europeans themselves. However, they could find that those people of non-Europans had been so honest, open-minded, and innocent also. Thus, they exploited them by behaving like honest, reliable and acceptable. In fact, at many places, they were assessed by their strange practices, behavior and other activities. However, the so-called “natives” did not hate them, but took pity and allowed them. That is why certain words addressed to identify them and known even today have been of derogatory nature only[3]. Whether the European colonialists knew, understood and realized or not, they continued to record the non-Europeans as worthless creatures, barbaric and heathens. Because of their superiority complex, they suppressed their weaknesses, failures and how they learned from the facts.

Europeans learned from the natives and developed: The Europeans posed as honest men and cheated the natives thereafter and thus, they could slowly control, enslave and finally govern them. In establishing their rule, constructing factories and forts, they got help – men and materials only from the natives. However, as the Dutch, Danish, Portuguese, French and English worked together, they experimented man times, used the science and technology of the natives and developed with their skills also. Because, they had to change everything according to their climatic conditions and living surroundings. Moreover, the developed prototypes and other materials had to be exported to their countries from the countries of the natives. Thus, in their every writing, they recorded that –

• they opened schools and colleges;
• they tried to remove the social differences between them;
• they established hospitals and medical institutions;
• they started roads and railways; and so on.

Many of the natives read them and began to learn accordingly.

European Universities discuss the implications of teaching or non-teaching of history: Now, the experts analyze in the European context with many complexities, nexus and implications, as in all such conflicts, battles and wars, they only started, fought, brought a lot of misery and then slowly settled down. The two World Wars explain their victories and defeats; and all other similar conflicting and contradicting features. Therefore, to maintain peace and good relations, no European country could blame any other country.

1. How is history education approached in contexts affected by conflict?
2. Is recent and/or ongoing conflict part of the history curriculum?
3. Where recent conflict is part of the history curriculum, how is it approached?

In her work on teaching history in Israel, Yogev[4]  writes of “teaching the past in the present tense” and of the dilemmas of an “active past.” This sense of recent conflict as active comes through not just in cases of ongoing conflict but also in situations considered to be postconflict. The causes and legacies of conflict, and family and community memories, enter classrooms and shape education as an institution. Some conceptual work on educating about recent conflict takes the implications of an active past as a starting point[5].

For Europeans and Americans teaching history is not comfortable, but dangerous also: So if the recent past of 100 to 200 years are taught to the Europeans, they could easily understand their condition and position in all ways, they could find out which leder is responsible for the race conflicts, colonial battles and World Wars. They can understand better what is fascism, Nazism, communism, Marxism, Leninism, Maoism and all other “isms” floated and worked and even working with ideologists. That is why they have been worried and tried to scrap the history subject and promote the subjects of science and technology with job-market. Thus, more and more students have been opting for new subjects introduced in the curriculum of science and technology. Thus, if such a trend continues, the attraction for other abstract subjects would come down.

How the issue of teaching history affects every nation: About teaching history, a discussion was held in the British Parliament and the following points were discussed and it can be downloaded and read carefully in the context[6]:

1. History in Crisis?

2. Why Study History?

3. History in Schools: A Subject in Decline?

4. How is History Currently Taught in Schools?

4.1 History at Key Stage 1 (5–7 Year Olds)

4.2 History at Key Stage 2 (7–11 Year Olds)

4.3 History at Key Stage 3 (11–14 Year Olds)

4.4 History at GCSE

4.5 History at GCE AS and A Level

4.6 The English Baccalaureate

5. A New History Curriculum?

6. Which History to Teach and How to Teach it?

Thus, the issues have been discussed thoroughly covering all issues and implications. Therefore, there is nothing strange about discussing such issues in other western country.

© K. V. Ramakrishna Rao

17-09-2023

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[1] Washington Post, Why history is hard — and dangerous — to teach and how to get kids to stop thinking it is ‘boring and useless’, Perspective by Valerie Strauss, Staff writer, April 27, 2020 at 8:00 a.m.

[2] https://www.washingtonpost.com/education/2020/04/27/why-history-is-hard-dangerous-teach-how-get-kids-stop-thinking-it-is-boring-useless/

[3]  Vellaiyan, Vellakkaran (white man), Parangi (Frengi), dorai (coming from distance), daorasani,  diseased person, one who does not take bath daily, impure, etc. There have been hundreds of proverbs in Indian klanguages describing their behavior etc.

[4] Yogev, Esther. 2012. “The Image of the 1967 War in Israeli History Textbooks as Test Case: Studying an Active Past in a Protracted Regional Conflict.” Oxford Review of Education 3: 171–88.

[5] Paulson, Julia. “‘Whether and how?’History education about recent and ongoing conflict: A review of research.” Journal on Education in Emergencies 1.1 (2015): 115-141.

[6] Debate in the British Parliament, 14 October 2011 LLN 2011/030

Click to access LLN-2011-030-TeachingHistorySchoolsFP2.pdf

Analysis of Archaeological Material Remains through Geoarchaeology, Geo-Micro Fossils and Literary Sources of South India (2)

Analysis of Archaeological Material Remains through Geoarchaeology, Geo-Micro Fossils and Literary Sources of South India  (2)

Seminar banner kept near the University main building gate……

Closer view of the seminar banner

Archaeology students welcome with beautiful kolam (this is also a scientific pattern only, but, Indian ladies do wth dots, linea and curves…..)

Of course, you can read their message only if know the Brahmi script……..

They invite the dignitaries and delegates with flowers…..

Then, they are registered………..

The photo exhibition and artefacts displayed by the ASI….

Dignatries on the stage RHS….

17-08-2023 – the National seminar was inaugurated: As the Vice Chancellor could not take part in the inaugural function, it was decided to start the academic session and thus,  Dr Shaikh Mohammad Hussain, who was the head of the RUSA project for the particular theme, “Analysis of Archaeological Material Remains through Geoarchaeology, Geo-Micro Fossils and Literary Sources of South India,” he inaugurated the seminar. The following dignitaries participated in the function:

1. Shaikh Mohammad Hussain, Head, Department of Geography, Madras University
2. Prof. M. Suresh Gandhi, Department of Geography
3. Nandita Krishnan, Chairman, CP Ramaswamy Iyer Trust
4.  T. Sree Lakshmi, Director, Archaeological Survey of India
5. Amarnath Ramakrishnan, Supervising Inspector, Archaeological Survey of India
6. Shanti Babu, founder of the Sharma Organization for Traditional Education, Chennai.
7. Dr J. Soundararajan, ‘Head of Department-in-charge, Department of Ancient History and Archaeology, University of Chennai

They were also facilitated with shawls, mementoes and others. Then, the light was light with another light as usual and all with shoes and these things have been going on as a matter of routine.

11.27 to 11.35 – Dr. Shaikh Mohammad Hussain: On behalf of the VC, as he was busy with meeting, he formally inaugurate the seminar and gave a brief inaugural address. “If we go by the paleontological evidences, the age of the earth is found to be 3 million years…..As there have been IVC sites in Pakistan, on the western side, we have Dolavira, Lothal and other sites in India. Not only archaeologists, even paleontologists also studied these sites…dockyard ..irrigation tank and Dolavira and both are in Gujarat….. people were living in these areas. The people constructed a huge wall to protect from tsunami like disasters. …thus studying palaeontology, we can predict tsunami-like effects…..the palaeolithic tools have to be studied in all aspects, as they give different results, if they are studied chemically, physically etc……….the microfossils give details about the climate of the period in which they lived……..Dwaraka and Poompuhar are submerged towns……likewise, with the multidisciplinary studies, we study archaeology with geoarchaeology, geology, palaeontology and other fields. ”

ASI exhibition of photos and samples: In between, the photo exhibition and some excavated samples recovered at the different archaeological sites were displayed, was declared opened by Amarnath Ramakrishnan, ASI. The media covered the event and reported also. In fact, about the expo / exhibition, some photographs appeared in the English media also. The exhibition was useful to the students and visitors and there was a good response. There was also a display of books published by the department on the seminars, conferences conducted earlier and other related topics.

11.35 t0 11.44 pm – Dr Nandita Krishna[1]: The brief of what she spoke, “Unless the literary evidences are taken into account, the historical and archaeological findings cannot be understood and interpreted….. For example, S. R. Rao located and decided the site, where he wanted to conduct the underwater excavation based on the references of Mahabharat etc., and that is how he could discover Dwaraka…. Another example is Poompuhar and it is located only based on the Tamil literature. Unfortunately, in India, because of the British approach, we think that the literature is mythology and the details given are myth…B. B. Lal also could locate the sites based on the Mahabharat evidences, conducted excavations and the sites accordingly….We conducted research on the ancient plants to write a book on “Sacred plants of India,” we get many references from the Rigveda about the plants, listed them with their names and then tried to locate them… and they were found to be growing between the Indus and Ganges. Our student Amritalingam collected data for the book… Sacred Plants of India systematically lays out the sociocultural roots of the various plants found in the Indian subcontinent, while also asserting their ecological importance to our survival. Informative, thought-provoking and meticulously researched, this book draws on mythology and botany and the ancient religious traditions of India to assemble a detailed and fascinating account of India’s flora. ……While countries like Egypt get enough funds for archaeology, we are not getting. …..archaeology field is very expensive to carry on excavation activities……”  

11.45 to 12.00 Noon – Dr. Mahalakshmi: She delved upon the topic, “Symbols and Symbolism – New Evidences and Dimensions From Buddhist Establishments In South India,” and gave examples from the temples etc. Then, she went on giving archaeological evidences of IVC, Dolavira etc., and how they were trading with different ancient civilizations. She was explaining how the Buddhist symbolism and incography developed when the early Buddhists were not supposedly to make any Buddhist images. After the creation of Hinayana and Mahayana, the Buddhist statues were started to be engraved and established at different places. She gave many examples from the sculptures about the Buddhist symbolism and how they could be identified.

12.00 to 12.12 Noon: Amarnath Ramakrishnan spoke in Tamil, “Geology and archaeology cannot be separated, as they can be considered as brothers….any mound would be treated accordingly. We claim that research is done scientifically and so on. As science and technology have advanced and attained status, historians and archaeologists also try to follow the scientific methods. If we deal scientifically, then only we can get dating of the objects accurately…Dr Shanti Pappu can be cited for such scientific research. Her Athirampakkam excavation only gives the most ancient date for us…..There are evidences for prehistoric men lived some 1.5 to 2 lakh years before present here. We cannot get accurate dating based on literary or epigraphical evidences. We rely upon c-14 for dating. We take out the prehistoric stone tools and do research, but, we do not date them….she has done dating based on geomorphological evidences..archaeology has to be multidisciplinary, otherwise our subjects would be at a stagnation level and cannot grow…….thus, archaeology has to be viewed scientifically…Because we viewed our excavations scientifically, they are discussed globally….”.

12.30 to 1.00 pm – Shanti Pappu: As usual, she elaborated their palaeolithic findings with slides. She mentioned about Bokinakere Ramakrishnaiya Subba Rao (1925–2020) who is considered to be the Indian father of prehistory, was an Indian-origin entomologist who worked at the Commonwealth Institute of Entomology. He was a specialist on biological control and described many species of parasitic wasps including Neodusmetia sangwani which is considered one of the most successful examples of classical biological control. Rao also served as a linesman and umpire at Wimbledon from 1969 to 1995. Archaeological nomenclature influences the classification of cultural phases, objects and related behavioural interpretations. The term ‘Madrasien’, synonymous with the Acheulian, was a key concept in early studies of Indian prehistory, encompassing notions of geographical/administrative boundaries, tool types, cultural identities and migrations. Madrasien was coined in 1931 by the Austrian prehistorian Oswald Menghin and established in South Asian prehistory by V.D. Krishnaswami. Here, the authors trace the evolution of the term, situating it within the wider discourses in Indian prehistory and examining its role in shaping ideas on South Asian Palaeolithic nomenclatures. The Madrasien was gradually replaced by the current medley of African, European and Southeast Asian terminologies.

Attirampakkam forms one of the classic sites in the history of Indian Palaeolithic archaeology. Discovered by the British geologist Robert BruceFoote in 1863 (Foote 1866), it was sporadically investigated for over a century (Krishnaswami 1938; I.A.R 1965-67). Significant conceptual developments in Indian prehistory and Quaternary studies had their origin in research at this site, which was also characterised as a type-site of the Acheulian handaxe-based ‘Madras Industries’. Situated in the Kortallayar river basin, Tamil Nadu, Attirampakkam (13° 13′ 50″ N and 79° 53′ 20″E; 37.75 m AMSL) is one of numerous Lower and Middle Palaeolithic sites in the region (Pappu 2002). At present, gullies and rain rills erode tools over an area of around 50,000m². Excavations have revealed a multicultural site with stratified Lower, Middle and Upper Palaeolithic deposits in well-preserved primary contexts. A significant discovery was that of Acheulian artefacts in a 4 m thick deposit of laminated clays (Layer 6; 2.96-6.90 m in test trench T3), which were previously assigned to a Lower Cretaceous formation, and which our studies now show to be Pleistocene in age. The presence of Acheulian artefacts in clay beds, indicative of a palaeo flood plain situation, represents a new ecological habitat to be identified in the IndianPalaeolithic. Acheulian artefacts, mainly handaxes, are of quartzites, which are not available locally. The paucity of debitage and cores indicate that early hominids brought largely finished tools to the site, possibly to exploit water, game and plant resources.

© K. V. Ramakrishna Rao

20-08-2023

Inaugural session – full view

Inaugural audience view

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[1]  Full speech is available with the video of the Polimer Tv and one can listen there.

Students on the RHS

Students on LHS

Analysis of Archaeological Material Remains through Geoarchaeology, Geo-Micro Fossils and Literary Sources of South India (1)

Analysis of Archaeological Material Remains through Geoarchaeology, Geo-Micro Fossils and Literary Sources of South India  (1)

Research and seminar under RUSA: The Department of Ancient History and Archaeology, University of Madras conducted a two-day seminar on how geological survey, fossil and literature studies with archaeological remains could contribute to history,, archaeology and related disciplines. The topic is Analysis of Archaeological Material Remains through Geoarchaeology, Geo-Micro Fossils and Literary Sources of South India[1]. This study is being carried out under Rashtriya Uchchatar Shiksha Abhiyan (RUSA)[2], a holistic scheme of development for higher education in India programme with funds received. Departments of Ancient History and Archaeology, Geography, Tamil Literature and Mathematics participated work together in this project. Thus it is a multidisciplinary research seminar organized and held on 17th and 18th of August 2023 in the University campus.

The announcement made in June 2023 about the Seminar: About this seminar, there was a news note appeared in Dinamalar, “On behalf of the Department of Ancient History and Archeology of the University of Chennai, next month, on the 13^th and 14^th,  (now dates changed to August 17^th and 18^th) research papers are invited in the international seminar on the topic ‘Geoarchaeology, Geomicroforms’. For this, comments including ‘Geo microfossils, Geoarchaeology’ should be sent to the address ‘Head of Department, Department of Ancient History and Archaeology, University of Chennai, Chepakkam Campus, Chennai – 05’ by 30th. For more details, contact on mobile number 94456 28813 or email ‘jsrajan2013@gmail.com’.

Instructions to paper presenters: As the subject matter has been multi-disciplinary, the papers should be theme oriented by the researchers and experts.

• The papers should be specific on the theme chosen.
• Inter-disciplinary approach can be there, but, the respective experts can emphasize their field of study and research.
• The received papers would be scrutinized, processed and selected for presentation.
• The paper presenters are requested to present papers with PPT bringing out their new findings hitherto published so far.
• New, current and updated facts and figures; data and information; interpretations and results are expected.
• No generalizations may be made.
• Already known facts, details and information etc., need not be compiled and repeated.
• Papers should be based on original research of the author with primary sources.
• The final paper should not exceed 10 pages excluding foot notes and references (to be given at the end of the paper).
• 12 points can be used of any font.

The sub-themes are as follows: – considering the multidisciplinary approach and academic cooperation of different departments and experts, the following topics are also considered for the paer presentation.

• the scientific study of archaeology of the earth in all aspects
• sedimentology (study of sediments)
• stratigraphy (study of adding of rocks),
•  their part in identifying the actual qualities of the excavations,
• Comparing and differentiating geoarchaeology and archaeology in the context
• uses of geospatial technologies such as GIS
• Indian maritime contacts with ancient civilizations since c.7000 YBP.
• Palaeolithic to Neolithic cultures and their correlation with the human evolution.
• Literary evidences for the above in the Indian literature.
• Correlation, corroboration and correspondence of the above evidences.

Theme of the seminar: Though the studies on Geoarchaeology and Geo-Micro Fossil started and its mineral properties in early 19^th century, a complete and holistic understanding of Geoarchaeology and Geo-Microfossil and its formation predictions lacks till date. Most of the study on Geoarchaeology and Geo-Microfossil is centered upon dating the Geoarchaeology and Geo-Microfossil on stylistic grounds, of a particular region without taking all the available evidence. In India the Geoarchaeology and Geo-Microfossil study is usually carried on the basis of formal methods to date them.  Dating the Geoarchaeology and Geo-Micro Fossil is considered to be the most important aspect in the study of Geoarchaeology and Geo-Micro Fossil, whereas, other aspects like the meaning and message behind the Geoarchaeology and Geo-Micro Fossil along with mathematical models in predictions of its age and pigments are usually not given importance because of the lack of insight passed on directly or indirectly from those who made and used the Geoarchaeology and Geo-Micro Fossil (informed method).

Micro-fossil studies in India: Till date, all the reported Geoarchaeology and Geo-Micro Fossil from the district is dated back to the prehistoric times on stylistic grounds, other associated finds in and around the Geoarchaeology and Geo-Micro Fossil site has been overlooked. Microorganisms are known to impact aquifers by modifying their rates of dissolution. In the karstic Edwards Aquifer, microbes colonizing the aquifer surfaces enhance the dissolution rates of the host rock. In the oceanic crustal aquifer, the largest aquifer on Earth, microbial communities can impact ocean productivity, seawater chemistry as well as geochemical cycling throughout the geosphere.  The mineral make-up of the rocks affects the composition and abundance of these sub-sea-floor microbial communities present. Through bioremediation, some microbes can aid in decontaminating freshwater resources in aquifers contaminated by waste products.

Archaeological investigations and Chronology: The detailed biological and palaeontological analysis of microfossils in such contexts may be an important source of archaeological data.  By critically reviewing a range of specialized cross-disciplinary analyses, it is shown how microfossils can be used to provenance inorganic artifacts, reconstruct aspects of their manufacturing technology, and infer their function. In Tamilnadu, excavations have been carried on at different sites and our archaeologists have been getting very important evidences. The script has been dated to c.6th cent.BCE and iron usage go back to c.1200 BCE. Thus, the historical chronology changes with the findings. The Poompuhar underwater excavations might reveal new results that might change the existing position also. Here, the geoarchaeology, micro-fossils and other scientific studies could bring results correlating, corroborating and corresponding with the Sangam Tamil literature. In this way, I hope all the concerned departments come together in this seminar to proceed further.

Updating of subjects is necessary: The updating of any subject has been making it current / recent and bringing to the usage with progressed, developed and advanced information and innovation. As the “goods and services” that are used now, get updated, such old “goods and services” get “outdated” and therefore, “update or perish” would come into play. If “publish or perish” has been common among the researchers, “update or perish” has been an axiom among the science and technology users, as the gadgets, instruments, tools, and machinery get outdated day by day. The exact position and condition would come to the academician, syllabus and the subjects. If Indians continue to read old subjects, that too, without any updating, they themselves better understand what would happen. History writers have not thought about progressed, advanced and developed stages of man, society, and nation in spite of many developments have taken place. Therefore, this multidisciplinary approach would pave way for new findings and interpretations.

© K. V. Ramakrishna Rao

20-08-2023

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[1]  Seminar brochure – https://www.unom.ac.in/webportal/uploads/seminar_conference/archaeology_seminar_20230609115934_95211.pdf

[2] The Rashtriya Uchchatar Shiksha Abhiyan is the central government’s contribution to further the promise held by the rich expanse of India’s state universities. The country’s future lies in empowering these campuses with all that it takes to enhance learning, better research and promote innovation. A centrally sponsored scheme, RUSA understands that sometimes the most important lessons of life are learnt outside the classroom. So whether it is upgrading libraries or computer laboratories, promoting autonomous colleges or clubbing them to consolidate their strength and forming cluster universities, this programme realizes that every institution holds the power to enrich lives through top-class education. With universities, to prepare universe-ready scholars. http://rusa.nic.in/

The updating, revising and correcting history subject – why controversy about it?:

The updating, revising and correcting history subject – why controversy about it?:

What is updating of the subject – history?: The updating of any subject has been making it current/recent and bringing to the usage with progressed, developed and advanced information and innovation[1]. As the “goods and services” that are used now, get updated, such old “goods and services” get “outdated” and therefore, “update or perish” would come into play. The same position and conditions would come to the academician, syllabus and the subjects. If Indians continue to read old subjects, that too, without any updating, they themselves better understand what would happen. History writers have not thought about progressed, advanced and developed stages of man, society, and nation in spite of many developments have taken place.

1. A reached a place B in the first century.
2. C travelled and reached the same place B in the 10^th century.
3. D started the journey and arrived at the same place B in the 20^th century.

How can history be updated here?  A historian has to think about –

• the mode of transport used,
• the route followed,
• the nature of roads and
• other factors.

Historians have to tell explicitly as to whether the travellers used the same transport from the first century to 20th century or whether the mode of transport changed or not.

• Satavahanas produced very fine and excellent jewellery in c.3rd cent.BCE
• Rajaputs produced fabulous and fantastic jewel ornaments in 10^th century CE.
• Indians produced such fine, fabulous and fantastic jewel ornaments in 20^th century CE.

Here, how the same jewel manufacturing technique had been in existence and continuing for more than 2300 years? Therefore, historians have to update the details giving the historical development of transport and the jewellery manufacture. The outcome – reaching destination B and the jewellery reminds the same, but not the science and technology behind them.

What is revising history?: As historians cry, it is not “revisionism,” as they apprehend in the negative perspective[2].  Now revising any subject is – making revisions of the syllabus within a short span of time, so that all the portions are covered and ready for the examination. The students are also relaxed so that they could revise their subjects and portions within a short and specific period and get ready for writing exams. Therefore, it has been very common to delete or exclude certain chapters from the subject books. Or they may declare that they are not included in the “Syllabus for the examination purpose.” Thus, the students are also assured of not getting any questions from the “out of syllabus” or “out of portion.” So when this has been going on for many years in all subjects, including history, why suddenly cry foul nowadays, particularly for the last 70 years.  

Syllabus revision and propaganda: In implementing educational policy, the study of subjects and structuring syllabus, generally, the government takes control. This has been the practice of the nations following the European and then US models of curriculum. However, every nation or country has its own educational system, subjects for study and syllabus suitable to the students with changing times.

• That Indians have been living with their thousands of years of civilization, culture, tradition and heritage confirm the existence of such a well-structured, established and proven system oriented to the public.
• The material cultural evidences of the past thousands of years prove this fact. There could be interference, intervention and revision for imposition, modification and improvement in between, because of the non-Indian domination.
• Yet, most of the Indian teaching, learning and associated processes have been continuing at different levels from villages to metros.
• At the time of examination, “revision” is always talked about, as it is only Re-Visioning of the subject studied and thus getting ready for the re-reading of the subject read again.
• As there is choice system, many students skip certain portions, units and parts and concentrate on scoring more marks. In fact, the teachers themselves advise that certain portions, units and parts are not for examinations, as they are not covered or taught or not necessary for academic importance for higher studies.
• However, revision makes campaigning, agitation and propaganda running riot among the peer groups.

Why history is losing importance and job-market?: In the case of history subject, its importance has been dwindling down, as there have been no takers at the college or University level. As most of the students go for other job-oriented disciplines, these subjects like history, etc., are not felt any importance. Thus, the history subject has been scrapped and the departments closed down. In fact, the irony has been for 5 to 10 students, there have been more staff and it is questioned by the audit and other authorities, as they have to spend lakhs and crores to run the department with staff paying salaries and recurring expenditures. Even for archaeology, questions have been raised about why spend crores for digging and taking out certain objects and say that men lived and used lithic tools etc., again and again. Moreover, the dividing of people with biased ideology, influenced philosophy and predisposed thought have been hallmark of historians after independence.  The utility value is considered of for any subject or discipline.

What is correcting of history?: Many times how historians have been so vociferous, raucous and boisterous about updating, revising and correcting history. In other subjects, there is no problem, as they correct and proceed.

• The word “atom” has been a misnomer, a + tom = one that cannot be divided, but atom can be divided.
• Dalton’s atomic theory said, “Atoms cannot be subdivided, created, or destroyed,” but, it is totally wrong.
• Till Giornado Bruno and others, the Europeans believed that Earth was stationary and all planets revolve around it[3].
• “Flat Earth Theory” has been there and still there are such believers[4].  
• Origin of man (many theories[5])

There have been many examples, but, few important and well-known have been cited for illustrative purposes. These have been corrected and such subjects have been updated for the benefit of humanity. But, historians still believe in race, ethnicity, colour, creed and related issues and hypotheses and theories developed out of such ideas floated before 20^th and 21^st centuries. Therefore, history subject has to be updated with science and technology.

Examinations quell and students excel: As the examinations came near, these objections that appeared in the news and the associated politics also died down. The students started preparing and appeared for the examinations. They scored good marks and they proceeded further accordingly with their scored marks, and merit. In spite of politicization regionalization and other ideological obstructions, the students have come out with laurels proceeding to higher, professional and other studies. Now, they have been well-informed and they know what they want and how to get them. Thus, in spite of other diversions and attractions, they have been marching towards the goals. With their contribution in future, perhaps, the future of India still marches ahead economically and scientifically.

For updating, revising and correcting history: Few illustrations are given for the purpose of updating.

• The evolution of man with lithic and metal has to be periodized with the available archaeological evidences.
• The science and technology behind the metallurgy have to be arranged date-wise.
• The sculptural evidences can be taken to match with the literature and thus for history.
• Indian history has to be written with the two-sided view of the narratives and discourses.
•  History of housing, food, hygiene, medicine, education, science and technology, and all related aspects come into history with chronology.
• The chronology of science and technology has to match with the Indian historical development of man.

Indians and Indian students have been well-informed: Now out of 140 crores / 1400 million, Indian population, 120 crores / 1200 million have cellphones. Ministry of Information and Broadcasting Secretary Apurva Chandra said that India has over 1.2 billion mobile phone users and 600 million smartphone users[6]. Therefore, news, information and details reach more than 100 crores people immediately on any subject. Indians, irrespective of their status, they have been mature enough to understand the issues, problems and controversies. The youngsters and students have been more conscious about their future and thus, the majority of them have been concentrating on their studies and careers.

© K. V. Ramakrishna Rao

06-08-2023

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[1]  If “publish or perish” has been common among the researchers, “update or perish” has been axiom among the science and technology users, as the gadgets, instruments, tools, machinery get outdated day by day.

[2] In historiography, historical revisionism is the reinterpretation of a historical account. It usually involves challenging the orthodox (established, accepted or traditional) views held by professional scholars about a historical event or timespan or phenomenon, introducing contrary evidence, or reinterpreting the motivations and decisions of the people involved. The revision of the historical record can reflect new discoveries of fact, evidence, and interpretation, which then results in revised history. In dramatic cases, revisionism involves a reversal of older moral judgments.

[3] The geocentric and heliocentric theories, their propagators and prosecution of heliocentric scientists by the Church can be read in any book. In fact, we physics students used to read from D. S. Mathur’s “Properties of matter” book.

[4] Flat Earth is an archaic and scientifically disproven conception of the Earth’s shape as a plane or disk. Many ancient cultures subscribed to a flat-Earth cosmography. The idea of a spherical Earth appeared in ancient Greek philosophy with Pythagoras (6th century BCE). However, most pre-Socratics (6th–5th century BCE) retained the flat-Earth model. In the early 4th century BCE, Plato wrote about a spherical Earth. By about 330 BC, his former student Aristotle had provided strong empirical evidence for a spherical Earth. Knowledge of the Earth’s global shape gradually began to spread beyond the Hellenistic world. By the early period of the Christian Church, the spherical view was widely held, with some notable exceptions. It is a historical myth that medieval Europeans generally thought the Earth was flat. This myth was created in the 17^th century CE by Protestants to argue against Catholic teachings. Despite the scientific fact and obvious effects of Earth’s sphericity, pseudoscientific flat-Earth conspiracy theories are espoused by modern flat Earth societies and, increasingly, by unaffiliated individuals using social media

[5]  Out of Africa, Neanderthal etc..

[6] The Secretary informed the audience about the media landscape in India and said that India is a country with a tradition media comprised of 897 television channels, of which over 350 were news channels, and over 80 thousand newspapers coming out in various languages. However he added, recently there has been a shift towards new media with youngsters consuming information from this new media.

The proceedings of the National seminar Buddhism and Sectarian Religious faith in India or Buddha and Anti-caste Bhakti Saints held at Acharya Nagarjuna University on March 1st and 2nd 2023 (1)

The proceedings of the National seminar Buddhism and Sectarian Religious faith in India or Buddha and Anti-caste Bhakti Saints held at Acharya Nagarjuna University on March 1^st and 2^nd 2023 (1)

Started on February 28^th and reaching Vijayawada on March 1^st, 2023: The National seminar on “Buddhism and Sectarian Religious faith in India,” was conducted at the Acharya Nagarjuna University on March 1 and 2, 2023. Many papers were presented by the academicians delving upon the subject matter mainly interpreting that Buddha or Buddhism was responsible for the creation of anti-Bakti movement. Though, I have come to the ANU for many times to attend the seminars and conferences for presenting papers, now I am visiting here after five years, for various reasons. January 2023, I might have come, but, my paper was not accepted on last minute[1]. Anyway, now I received a mail that my paper had been accepted. So I started preparing to come. As usual my friend Dr Madhusudhana Rao also prepared to come, but, suddenly he was not feeling well because health problem and he had to stay back. With much difficulty, I started travelling towards Vijayawada on 28^th February 2023. Now, as I am a Guest Faculty, I had to apply for leave and attend the seminar. Unusually, the Pinakini Express was late and I could reach Vijayawada by 11.50 PM instead of 9.20 PM. When I reached the Guest House of the ANU, it was 12.40 PM and I had to write March 1, 2023, as the next day started. The following paragraphs contain details that are reproduced from the brochure issued for the seminar.

The Centre for Mahayana Buddhist Studies[2]: The seminar was held under the auspices of The Centre for Mahayana Buddhist Studies. It was established in 1982 under the scholarly guidance of Padma Vibhushan Prof. K. Satchidananda Murthy, the inspiration of late Prof. R. Subrahmanyam, who extensively excavated the Nagarjunakonda site in 1960 and the then External Affairs Minister Dr. P.V. Narasimha Rao. His Majesty the King of Bhutan, Jigme Singye Wangchuk inaugurated the Chair of Mahayana Buddhism and donated an endowment fund. The UGC grant had provision for constructing a Chaitya model building to house the Centre. Padma Vibhushan Prof. K. Satehidananda Murthy is the Honorary Director of the Centre. Teaching Programme: In accordance with the guidelines provided for the Centre by the National Committee of Experts, the Centre lays focus on the multidimensional study of Buddhism in general and Mahayana Buddhism in particular. In 1993, Master degree in Philosophy with emphasis on Buddhism was started. I find many Buddhist students from Myanmar and other countries are studying there.

About Acharya Nagarjuna University: The Name, Acharya Nagarjuna University, is quite significant in that the greatest Buddhist preceptor and philosopher Acharya Nagarjuna founded a University on the banks of river Krishna some centuries ago, and made it great of centre learning, attracting a large number of teachers and students from distant parts of the world[3]. The present Acharya Nagarjuna University is not very far from the hallowed spot, as it derives its moral and intellectual sustenance from Acharya Nagarjuna. In 1967, Andhra University started a Post-graduate centre in Nallapadu, Guntur District, Andhra Pradesh, as an Extension Centre to cater to the needs of higher education of the people of this region. It is in the fitness of things that a university should grow from this Centre to fulfill the desire of the people of this belt. Accordingly, Nagarjuna University came into being in August 1976. Acharya Nagarjuna University since then has grown into a large University with 37 Academic Departments. Its jurisdictions was extended to two districts now having over 400 affiliated colleges offering Under-Graduate, Post- Graduate, Engineering, Education, Law, Pharmacy and Oriental Languages courses. Now it has 55 Post-graduate teaching — cum — research courses on the campus, while around 70 affiliated colleges offer P.G. Courses. The theme of the seminar is explained as follows:

The non-Vedic Sramanic tradition[4]: The contemporary interest in Buddhism is based on its social appeal. Within India Buddhism has appeared as an alternative to the hierarchical and in egalitarian ideology and Hinduism. Buddhism is viewed as a system which was more sympathetic to oppressed groups and social solution to the problem of caste oppression. After a pioneering work of Dr. Ambedkar on the social philosophy of Buddha some scholars like Eleanor Zelliot (1992), Uma Chakravarthi (1996), Rhys Davids (1997), Gail Omvedl (2003) and others worked on the social dimensions of Buddhism. With the social revolution of Buddhism, an alternative culture to the Vedic or Brahmanical culture also evolved in all parts of India. Buddha emerged from the non-Vedic Sramanic tradition and opposed the superstitious belief system and encouraged scientific enquiry.

Medieval Virasaivam and its impact: Though Buddhism was defeated and erased physically from its birth place, it is surviving in several forms of faiths and cults. Buddhist thought has been perpetuating in the form of local religious Traditions and customs. The rise of different sectarian religious movements during the medieval and late medieval periods in India carried forwarded the anti-caste and non-Vedic philosophical notions of Buddha. Those sectarian leaders rejected Vedic Brahmanism and propagated egalitarian ideas within the framework of the religion. Siddha Tradition in South India was evolved out of Buddhist school of Vajrayana was more prevalent among the lower strata, strived to attain equality in religious sphere. Many Siddha cult centres of present Andhra and Telangana states including Siddhavatam, Siddeswaram, Siddula Guttalu etc. are the live examples for this phenomenon. The medieval text (14-15^th CE) in couplet form ‘Navanadha Charitra’ written by Gourana also mentioned about the Siddhas.

The followers of Virasaivam: Virasaivism advocated the notion of equality among all human beings irrespective of caste, creed and gender. Basaveswara, the chief profounder of Virasaiva religious movements is known for his social reforms. Palkuriki Somandha, the Saivate poet also reflected Virasaiva anti- caste philosophy through his works including ‘Panditaradhya Charitra’ and ‘Basavapuranam’. Akkamahadevi, a woman saint and radical challenged all sorts of hegemony including patriarchy has been emerged out of this sectarian movement. A peculiar community by name Jangama among different lower castes has been emerged from the followers of Virasaivism.

How Virasaivam paved way for the upliftment of lower-caste people: Similarly, Vaishnavism also propagated social equality during the medieval period. Ramanuja had admitted lower castes into his Vaishnava fold and mentored them as Maladasu and Madigadasu. Dasari community has been emerged among the lower castes as one of the influential inter sub-caste, maintained some sort of high rank as priestly class within lhe same group. Brahmanaidu, a medieval social reformer and staunch follower of Vaishnava cult has organized inter-dinning among different communities and gave priority to Mala Kannamadasu, the army commander from lower community. Evolution of Chennakesava cult among the lower castes witnesses for this phenomenon. It s interesting to note that the priests of the Chennakesava temples were appointed from the Mala community.

Non-Brahmin Bakti saints: Saint Ravidas, Kabir, Chokkameta, Bhima Boi and others form North India also framed anti caste and non-Brahmin philosophy. A woman saint Meerabai and her Bhakti also considered to be an anti-hegemonic philosophy. Similarly there are many social reformers in Telugu speaking regions. Philosophers from Sudra communities such as Pothuluri Virabrahmam, Yogi Vemana and others revolted against the hypocrisy of Brahmanism in Andhra. There are many spiritual leaders at local level including Nasarayya, Dunna Iddasu, Yadla Ramadasu and others rejected the Vedic Brahmanism and promoted spiritual democracy. There are Sufi saints emerged from Muslim background also propagated equality among all sections of the society. Dargas are the centres acted for social harmony, integrated all communities and strived for the unity among Hindu and Muslim groups.

© K. V. Ramakrishna Rao

05-03-2023

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[1]  Earlier, I used to get the circular by post and based on that paper preparation used to get started. After submitting and getting confirmed about presentation, tickets would be booked and journey planned.  Nowadays, the information about the seminar is sent only to the selected friends. It is posted in the social media one day earlier or on the same day, thereby virtually stopping others, particularly, even willing persons from other states cannot come. Actually, nowadays, I do not understand what has started taking place or going on in conducting seminars or conferences, though, I have been attending more than 650 in the last 40 years different parts of India. May be some sort of “politics,” personal likes-dislikes and such other factors may have started playing role.

[2] Based on the ANU website – https://www.nagarjunauniversity.ac.in/deptdet.php?id=1023

[3] Based on the ANU website- Acharya Ngarjuna University- A profile – https://nagarjunauniversity.ac.in/profile.php; more details – history, location, emblem etc., can be read from website.

[4] A śramaṇa (Sanskrit: श्रमण, or samaṇa (Pali: 𑀲𑀫𑀡; Chinese: 沙門 or 沙门, shāmén) means “one who labours, toils, or exerts themselves for some higher or religious purpose” or “seeker, one who performs acts of austerity, ascetic”. During its development, the term came to refer to several non-Brahmanical ascetic religions parallel to but separate from the Vedic religion. The Śramaṇa tradition includes primarily Jainism, Buddhism, and others such as the Ājīvika. The śramaṇa religions became popular in the same circles of mendicants from greater Magadha that led to the development of spiritual practices, as well as the popular concepts in all major Indian religions such as saṃsāra (the cycle of birth and death) and moksha (liberation from that cycle).The Śramaṇic traditions have a diverse range of beliefs, ranging from accepting or denying the concept of soul, fatalism to free will, idealization of extreme asceticism to that of family life, renunciation, strict ahimsa (non-violence) and vegetarianism to permissibility of violence and meat-eating.

The Conference on Culture, Heritage and Nation Building held at the University of Madras on February 1st and 2nd 2023 (1)

The Conference on Culture, Heritage and Nation Building held at the University of Madras on February 1^st and 2^nd 2023 (1)

The brochure issued by the organizers…

The Conference on Culture, Heritage and Nation Building: The Two Day International Academic (Blended Mode[1]) Summit on Culture, Heritage and Nation Building was held at the University of Madras on February 1st and 2nd 2023 at the hall of Management Studies. It was planned to be held at F-50 as usual, but, due to some reason, it was shifted to this place. Nation-building is a term used to describe the process of creating a national identity in the modern context. Nation-building usually occurs when a country is being ‘rebuilt’ after a war or some other event has broken the country down, and of course, such exigency has not been there for India. Nation-building should develop a feeling of belonging and, with it, accountability and responsible behavior. Cultural heritage is everything that people from the same family, cultural group and country have inherited from past generations. This includes things like buildings, art, books, monuments, languages, customs, traditions and knowledge.. The conference was jointly organized by the Department of Anthropology of the Madras University and Vanamaa Art Educational and Cultural Trust, T. Nagar and their details are as follows.

Registration for the conference…

ready for the registration……

Department of Anthropology: The Department of Anthropology was established in 1945.It is the second oldest academic department of anthropology in India. The department starts its function and offered Certificate and Diploma courses in anthropology. Subsequently a research degree, M.Litt. was introduced. Since 1975, the department offers the two-year M.A. Course, and M. Phil. and Ph. D. programs. One of the strengths of the Department has been the emphasis on fieldwork. The number of sponsored research projects completed in the Department is remarkable both in terms of the diversity of areas researched as well as the sheer number of projects completed with funding from both national and international agencies. The Faculty of the department is involved in teaching, research, guiding the students from different areas, extension activities, and also being consultants to various national and international bodies. The department students come from different disciplinary backgrounds and professions. The department has students from different states of India and from abroad. The students are encouraged to have an interdisciplinary approach in their research, and studies. An opportunity is given to the students to work in funded projects whereby they gain hands-on experience. The department also organizes seminars regularly.

Vanamaa Art Educational and Cultural Trust (VAECT): Vanamaa Art Educational and Cultural Trust (hereinafter mentioned as VAECT) was established in 2005 by Lionade V.J. Prasuna, Lion. V.S.D.P. Pulla Rao and Dr. Prabhu Kumari Vanama with the underlying objective of promoting, developing, creating, sustaining and improving the art and cultural heritage of India. The prime aim behind the constitution of this Trust is to promote research for the advancement of knowledge, skill-based and vocational training and education of every kind to the youth as well as to the elders. This Trust is actively indulging in encouraging the young students with awards and prizes and a befitting example of this is the instituting of rolling shields at the Loyola Institute of Vocational Education at Loyola College, Loyola College, Chennai. The primordial motto of this Trust is to promote the poor and the indigent human folk of all ages and of all communities without any distinction of caste, creed, community, religion etc., mainly through its academic activities and the outcome of this genuine effort is the publication of the International Standard Serial Numbered (ISSN) Bi-Annual Journal of Art, Culture, Heritage and Tourism free of cost to the researchers of various disciplines which is now of immense help to the researchers as well as the academicians throughout India.

The VAECT has conducted many seminars and conferences: The Trust is also organizing Conferences, International, National and State level Conferences, Seminars Summits as well as Symposiums. A befitting example for this is the National Seminar jointly organized by the Department of Anthropology, University of Madras and the Vanamaa Art, Educational and Cultural Trust on the 18^th and 19^th of August 2017 and a National Conference on the 4^th and 5^th of July 2019[2]. About the 2019 seminar, I have posted the proceedings in two parts[3]. Also, in collaboration with the Department of Anthropology, Pondicherry University, the Trust organized a 1-day Symposium on “Culture and Ethnohistory” at the Silver Jubilee Campus of Pondicherry University on 23rd August 2018. Yet another remarkable landmark in the history of this Trust is the organising of an International Multi-Disciplinary Webinar on 23 August 2020 with the National Education Society’s Kamala Nehru Memorial National College for Women, Shivamogga, Karnataka. A joint International Virtual Workshop along with the Department of Anthropology, University of Madras was grandly aired on February 2021. Besides, the Trust is also furthering the immortal art forms of Indian classical dances and music by organizing cultural programmes in India as well as abroad.

India – its culture, tradition and heritage: India is well known for her customs, and practices. They are unique, and fascinating too. Time immemorial, many people including foreigners, traders, travellers, hunters, adventurers, administrators, army personnel, academics, researchers, and even tourists got attracted by the chanting beauty of Indian culture, and practices. They are often mesmerized by India, its folks, and its inexhaustible diversity. Folklore is one such spectacle of India. Folklore is a verbal, non-verbal, and visual composition of human history, culture, and life itself. We have rich treasures of folk tradition, which manifest many volumes of glories, and agonies of our struggle, survival, and existence. These practices include numerous forms, especially performances. Some are closely associated with our sacred, and the remaining stand independently. A few need single individual effort, and the others need group effort. All are part, and parcel of our life. Folklore naturally and necessarily, expresses the pulse, of every walk of our life. It helps us to reorient, and reconstruct the bygone past. The myth, rituals, and customs allied with it exemplify our values, ethics, morals, manners, and isms. It is the ‘creative expression’ of ourselves, and anthropologically speaking ‘reflect culture’. So, the seminar is aimed to explore our folk traditions, and folk knowledge for a better understanding of us since, it mirrors.

About the International Academic (Blended Mode) Summit: It is nothing but, the presentation of papers through on-line using Zoom, Google meet etc, here, even, sectional presidents “conducted” such sessions through “on-line” mode. Definitely, it appears “monotonous, artificial,…..” as the person goes on talking or reading without interacting with the distance audience properly. Though, only a few were on-line, they also switched-off video and their it was “life-less,” though, it was “live”. The diversity of cultural expressions, be it art, traditions, religion, heritage or intellectual achievements that are the essence for nation-building and that are making humanity to upscale the nation, be it the unseen, unsung and unheard vista’s, or the new interpretation for the known, understood and the researched areas that features the primordial base of the culture, heritage and nation building of the nation forms the base of this International Summit. Nation-building is the process whereby a society of people with diverse origins, histories, languages, cultures and religions come together within the boundaries of a sovereign state. It aims at the unification of the people within the State so that it remains politically stable, viable and the growth and development of the country.

Multidisciplinary approach: India is a country of spectacular culture and heritage. The charm of Indian culture and practices stands upon her great diversity. Culture is our expression, both verbal and non-verbal as well as visual and non-visual. It is the composition of human history, and is the way of life itself. As one of the world’s oldest civilizations, our culture is a blend of exceptional traditions, customs and heritage which is immensely contributing to the building of the Nation. Therefore the proposed International Academic (Blended Mode) Summit will provide a rare platform for academic interaction between researchers, academics, scholars and students of Universities, Colleges, etc. from various disciplines. Of course, nowadays, the experts of “arts, humanities etc.,” have started talking about the “multi-disciplinary” approach, but, to what extent, they have been “multi-disciplinary” to understand and apply in their subjects. Many times, they emphasize about the “scientific methodology”, “scientific temper,” etc., to be applied in their methodology, but, how they have been following such processes, schemes and techniques scientifically, is not known. One cannot reduce “scientific” to methodological, logical and systematic and get away, as long as they are biased, prejudiced and preconceived, that too, affected and infected with ideology and other factors.

© K. V. Ramakrishna Rao

03-02-2023

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[1]  The so-called conduct of on-line and off-line is mentioned as “blended,” and it has not been so effective, as it has been monotonous, and the speaker / paper presenter does not bother about the reaction of the audience. Many times, the audience are muted and slowly, they lose interest and disconnect the line and go away also or just keep on-line and mind their routine work.

[2] K. V. Ramakrishna Rao, Formative Facades of Folklore  – The Proceedings of two day National on Conference held at Madras University on July 4th and 5th 2019 [1], July 9, 2019.

Formative Facades of Folklore  – The Proceedings of two day National on Conference held at Madras University on July 4th and 5th 2019 [1]

[3] K. V. Ramakrishna Rao, Formative Facades of Folklore  – The Proceedings of two day National on Conference held at Madras University on July 4th and 5th 2019 [2], July 9, 2019.

Formative Facades of Folklore  – The Proceedings of two day National on Conference held at Madras University on July 4th and 5th 2019 [2]

Why India was invaded many times since ancient times, but India did not invade? (2)

Why India was invaded many times since ancient times, but India did not invade? (2)

The reason, why India was invaded: If the reason is analyzed, from the Persian, Greek, Arab and European writings, it is given as follows on many grounds –

1. India was rich with wealth (this is the main reason cited by most of the writers and authors of history books),
2. Honey and milk were flowing (literary version of describing the wealth of India),
3. Pearls and valuables were found on the roads.
4. India was opulent with gold and diamonds
5. Even ants were of dog size carrying golden powder (thus, Indians paid tribute to the Persians).
6. Gorgeous clothes were grown on trees (Herodotus[1].)
7. Many interesting, strange and valuable goods were available that were not available anywhere on the globe.
8. It was paradise heaven and dreamland on the earth.
9. It was the origin of the human race and the land of gods (18^th to 20^th centuries narratives[2]).
10. If “India” was won, that was equal to conquering the world.

These are only for illustrative purposes and not exhaustive, as the Persian, Greek, Arab and European literature and writings give only one-sided narratives.

Critical analysis of the above reasons: A simple analysis of the above reasons in any context of time and place proves that such propositions have been a violation of human values, principles and code of conduct. Just because, “India was rich with health,” could anyone invade and loot? Were the Persian and Greek civilizations were with all advances science and technology, they must have been much rich than other civilizations. How then, they decided to invade “India”? They were also boasted themselves of the highest form education, how they could have been so unkind, heartless and mean to do so? This clearly points to some abnormal, aberrant and unsocial mindset, psyche and attitude of them. Like this, every point can be discussed and elaborated, but, no ethical standard, nor mal principle or code of good conduct admits, permits or accepts such violations. It is irony that when the western scholarship advocates such lofty principles, human rights, woman rights, children rights, animal rights,  and so on, they do not bother about what their forefathers committed on /Indians. Yet, such violations are not discussed, but, made Indians to accept that they were weak, divided and so on. This ideology or compromise contradicts, because, one cannot or have right to dishonour or molest a woman, just because, she is weak, alone or beautiful or physically challenged. If one dies so, his cruel mentality has to be analyzed and exposed, than the weakness of the victim. This is understood, if the psychology of “invader” and “invaded” are critically analyzed.

The psychology of “invader” and “invaded”: If the issue is analyzed, the psychology of “invader” and “invaded” can easily be understood, in any angle, perspective and purview. Perhaps, none has pointed out the morality, ethics and code of conduct in the context. That “India-1947,” still survives, proves that something make her sustain, condition and get along with the times. It has been definitely, the struggle between ahimsa (non-violence) and himsa (violence) since earlier, historical or protohistorical times. Whether 3500 BCE-India, 1500 BCE-India, 550 BCE-India or 326 BCE-India, Indians never knew that such things as “invasion of the Persians and the Greeks” ever happened. No common man knew or anywhere recorded such event, till, the British came and try to discover “Alexander” in the Greek literature comparing many similar words. Though, scholars point out the impact of them on Indians, Indians never felt or cognized such influence. When the 1947-India has still been living with 5000-years old tradition, heritage, culture and civilization, the other civilizations disappeared and the existing ones have been in the zones of  “violence”.  Expansionism, aggression, violation of treaties, no respect for human values, code of conduct, ethics, etc., the “invaders” even today have been the advocates of violence, interested in battles and war; supply of arms and ammunition to continue the war, explode bombs and kill innocent people; exporting such extreme violence now mentioned as “terrorism” in different forms to developing, under-developed and weaker nations. Bertrand Russell[3] analyzed different types of war – war of colonization, war of principle, war of self-defence, war of prestige – but, now, more can be added. And they continued even today after hundred of years.

Whiteman’s burden: The expression may have been popularized through Rudyard Kipling’s book, “The White Man’s Burden” published in 1899. It is implied as ‘the supposed responsibility of European people to govern and care for their colonial subjects’. What was that “burden,” the white man was carrying or responsible for? Who had / has loaded the burden? Ws it loaded by Whiteman himself or by non-Whiteman, black man or brown man? By colonizing, extracting taxes, looting economically, enslaving, breaking families, and all other inter-related socio-economic violations and crimes, the Whiteman devastated many societies on the globe, including India. Thus, the Whiteman became a burden for all other people on the earth and India also. That is why perhaps, the Whiteman was  / is still called mentioned and recorded as vellakkaran, mlecha, angliyan, parangi and so on[4], evidently with contempt. Unless, the Whiteman had made Indian to suffer by many methods, they would not have considered them, so, consciously. Because, these words and expressions had been that of common people of India coming from villages and rural areas. Therefore, the colonial forces, by their various methods of rule, evidently tyrant enough to register their image in the minds of the common people.

Race, racism and racialism in USA and EC: Even in 21^st century, in spite of all progressive, forward looking and scientific temper thinking, race, racism and racialism work in one way or the other. In USA and in certain places of Europe, it has been explicit, in other places, it is implicit working consciously. In hospital admission, the race is asked and it has to be mentioned in the application[5]. It s noted that a pregnant woman of USA is asked whether “she was Northern European, Southern European, Ashkenazi Jewish, Hispanic, African American.” It is also mentioned that, “Before drawing blood, a nurse asked the pregnant woman to state her race.” Race, and its by-product racism, are major factors in the U.S. health system and help define one of America’s health dilemmas[6]. Michael Byrd and Clayton Linda point out, “Racism in medicine and health care has paralleled racism in society…. From the American health system’s very beginnings, race has been, and remains, a pervasive yet enigmatic issue. …Race is important in American health and health care, whether viewed from the perspective of racism adversely affecting clinical decision-making regarding patients”. In London, such issues have gone to courts also. In Germany, Australia and other places one has to live and realize. In UAE, it works differently including religious belief-system. However, Indian sociologists, psychologists, anthropologists, historians and others rarely discuss these issues. However, the concepts of British “born to rule,” “white man’s burden” etc., are taught, questions asked in the exams and marks given in India. This is also part of invader-invaded, ruler-ruled, oppressor-oppressed, suppressor-suppressed and so on in research studies.

India never invaded, why?: There have been Itihasa and Puranic references to the effect that  the entire world was “Indian.”[7] Slowly, Indian influence of culture, tradition, heritage and other factors got reduced with changing times. Thus, the climatic, geological and other related factors, made people groups living in different areas started developing their culture with material and non-material modifications. After Mahabharat War dated to 3102 BCE[8], the participant nations spread to various places and they could not reach their destinations. Thus, they settled down wherever possible, thus, they because part and parcel of the culture of the respective places. Thus, during the last 5000 years, many changes had taken place. The geologists, archaeologists, geo-physicists and related experts talk in terms of evolution, epochs, ages, Paleolithic, Mesolithic, Neolithic, megalithic; chalcolithic, protohistoric and other concepts. In any case, India has history, studied by others.

Will Durant summarized the position of “India”:

“India was the motherland of our race, and Sanskrit the mother of Europe’s languages, she was the mother of our philosophy; mother through the Arabs, of much of our mathematics; mother, through the Buddha, of the ideals embodied in Christianity; mother, through the village community, of self-government and democracy. Mother India is in many tvays the mother of us all”

Sir Charles Elliot has commented about such “invaded” psyche imposed on India:

“Scant justice is done to India’s position in die world by those European histories which recount the exploits of her invader and leave the impression that her own people were a feeble dreamy folk, sundered from the rest of mankind by their seas and mountain frontiers. Such a picture takes no account of the intellectual conquests of the Hindus. Even their political conquests were not contemptible, and are remarkable for the distance, if not the extent, of the territories occupied …. But such military or commercial invasions are insignificant compared with the spread of Indian thought.”

Thus, India was dominating culturally, traditionally with inherited factors and it could have been possible, only when Indians were there in all places of the world. Then, as noted, the geographical area of “India” got reduced and her the Indian influence is felt again through such factors only. Now, they might be dubbed as “nationalist,” “communal” and so on. But, the opinion of others is / has been suppressed and oppressed, yet, they talk about freedom of opinion, speech, writing etc. if such values are to be applicable, they have to be applied universally to all.

© K. V. Ramakrishna Rao

10-09-2022

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[1] Herodotus, the “father of history” gives such fantastic descriptions and he even mentioned that Indians were having two heads, three eyes, eye in the stomach and so on.

[2] Leon Poliokov, Aryan Myth,

[3] Russell, Bertrand. “The ethics of war.” InThe International Journal of Ethics 25.2, 1915, pp. 127-142.

[4]  வெள்ளக்காரன், …மிலேச்சன், ஆங்கிலேயன், பரங்கி……such other expressions were used in Tamil clearly denote them describing their nature.

[5] Morning, Ann. The nature of race: How scientists think and teach about human difference. University of California Press, USA, 2011, Introduction, p.2.

[6] Byrd, W. Michael, and Linda A. Clayton. “Race, medicine, and health care in the United States: a historical survey.” Journal of the National Medical Association 93.3 Suppl (2001): pp.11S-34S

[7]  Chaman Lal, India Mother of all of us, Published by the author, New Delhi, 1968.

[8]  Historians and scholars give different dates c.2450 BCE, 1400 BCE etc, however, this date has been expected now based on astronomical and other evidences.