History, Science and Technology of South Asian Ceramics – The Proceedings of the Third International Conference in Commemoration of Iravatham Mahadevan 2024 (3)

History, Science and Technology of South Asian Ceramics – The Proceedings of the Third International Conference in Commemoration of Iravatham Mahadevan 2024 (3)

07.01.2024, Sunday

Museum (DakshinaChitra Heritage) and Field (Mamallapuram [Mahabalipuram]) Visits

08.30 AM Tour starts from IIT Madras

10.00 AM Arrival at Dakshina Chitra  – Traditional welcome and briefing

10.30-12.30 Noon Museum tour

12.30-1.00 PM Heritage Museum Bazaar

1.00-1.30 PM Lunch in Kanali Hall

1.30 PM Departure from Dakshina Chitra

2.30 PM Arrival at Mamallapuram

2.30-3.00 PM Welcome Refreshment

3.00-6.00 PM Guided Tour of Mamallapuram – Dr. Dayalan Duraiswamy

6.00-7.00 PM Sunset at the beach

7.00-8.00 PM Dinner at Tamil Nadu State Tourism Hotel

8.00 PM Depart from Mamallapuram

9.30 PM Arrival at IIT Madras

© K. V. Ramakrishna Rao

07-01-2024

The Proceedings of the 82nd session of Indian History Congress held at the Kakatiya University (3)

The Proceedings of the 82^nd session of Indian History Congress held at the Kakatiya University (3)

Mridula Mukherjee who inaugurated the session: Mridula Mukherjee is the daughter of V.D. Mahajan. Vidya Dhar Mahajan (1913-1990) was a historian, political scientist, and advocate. He married to Savitri Shori Mahajan who was a historian. They had two daughters and one son. Their son Ajay Mahajan and daughters Sucheta Mahajan and Mridula Mukherjee are also historians. Sucheta and Mridula have been professors of history at the Jawaharlal Nehru University’s Centre for Historical Studies. Sucheta had been a visiting scholar at the College of Wooster in Ohio and Fondation Maison des Sciences de l’Homme (Foundation House of Human Sciences) in Paris. Mahajan died on 10 July 1990 at the age of around 77 years. Ironically, he studied at the Sanatan Dharma College, Lahore which was closed after 1947 and started in 1948 in India. Perhaps, the IHC might dub him as “nationalist” historian placing him along with Jadunath Sircar, KAN Sastri, Ajay Mitra Sastri and others[1]. However, Mridula Mukherjee has been that of “IHC category.” She has been rebellious and litigant also, as she fought legally against her brother and also with the government, when she was not given an extension for his post.

Ancient India

Hindu identity and Indian nationalism

Parallel sessions on different topics, symposiums etc: The Aligarh Historians Society started holding special sessions with invited historians on some selected themes and topics. Most of the lectures would be monotonous, as the speaker or the paper reader would go on to speak or read and most of the audience would be in the relaxing mode. Rarely, there would be interaction or questions allowed. College delegates might feel that it would be esteemed to be there and listen to them. This year, they announced that K.L. Tuteja delivered ‘Professor S C Misra Memorial Lecture’ and K.M. Shrimali a special lecture on ‘Sanatan Humanism’ at the university auditorium from 5.30 p.m. at the university auditorium on Thursday.

The three-day event also featured a symposium on –

1. ‘Reason and Ideology in Indian History’ and parallel sessions –
2. Aligarh Historians Society Panel on ‘Reconstructing Indian Economic History’ and
3. IHC panel on ‘Deccan: Past and Present’ and ‘Dalit History Panel’.

About, “dalit,” very often, they used to make hue and cry, but, none bothered about the constitutional validity and legality. Just like some vested media and the Christian groups, interestingly, these historians also engage themselves and rehash what they have already recorded in their writings and speeches. They would be verbose with narratives and discourses based on micro and macro studies with a lot of usage of statistics also[2]. In fact, to prove their points, they use statistics and such data manipulation can be easily found by the mathematicians and statistics experts. This also, I have been pointing out many times. 

Symposium on dalit..

What you should do, if your paper is not listed: These  details are included in the “List of papers” booklet issued by the IHC:

• If a paper is not listed here or in the Supplementary List, because a member’s paper was not received in time or for some other and the member wishes to present it at this session, he/she may please hand over two copies of the paper at the Secretary’s Office immediately.
• If a member had sent his/her paper in time, and it is not listed in the Section for which he had sent it, he may please check it in the Section to which by its theme it may have been assigned. For example, if a paper is sent to Section I or II, but deals with archaeological matters, it may be found in Section V (Archaeology). If it is still not found there, the member concerned may please immediately inform the IHC office at the venue of the session.
• Some members while sending their papers omitted to give their Membership Nos. They would need to let us have their Membership Nos. before presenting their papers, in the Assigned Sections.
• It will not be possible to include any paper that has not been received latest by 4 pm., on the first day of the session

So just to get into the “List of papers,” one has to pass through such ordeal, but, what they say about the publication of the paper presented. Read the following carefully.

Ancient India

Health and medicine

Health and medicine session.

IHC standards coming down or it wants to go the easy way: The IHC claimed[3], “Due to constraints of space, summaries have not been published over the past several years. Since 2016, the list of papers presented has also been omitted, as all papers presenters are awarded certificates at the session itself.”

• 2016 to 2022, “the following papers were also presented” – list was not printed, in other words, those papers are rejected, they have to be happy with the certificates given!
• The editorial policy as had been recorded above shows their way of functioning, selecting and accommodating in the bulky volume. Therefore, “Due to constraints of space,” excuse becomes redundant.  
• That “all papers presenters are awarded certificates,” is quite amusing, as they have not come here to get such “awards,” that too, “at the session itself”!
• Because, they would not be given at any other place, as IHC would not conduct any ritual to do so.
• In fact, it is not any ISI or ISO 90021, such standard certification to be displayed.
• When the papers of Sectional presidents are already printed and distributed during the session, there is no necessity to print their papers again in the volume to waste paper. They are “awarded” for heading the session suitably.
• Yet, these rituals are conducted and going on.

The scientific approach to study history is also and always emphasised for the last 40 years.

How delegates react to the local media?: Some local media persons tried to get feedback from the delegates and the delegates mostly praised the IHC, organizers and the arrangements made, in a stereotype mode that appears artificial. There were cultural and entertainment programs arranged in the evening. The videos uploaded and available had been only of this nature and the critical discussion about the proceedings, particularly, about the academics, paper reading, questions asked, how the paper presenter and audience reacted and such other details were not forthcoming. Whether the same pattern of presenting papers, getting certificates and going away would serve the purpose or it should be changed and such other serious issues are not dealt with or discussed. In the social media, of course, there have been some photos, but, they have been that of individual nature. They appear to feel great to present paper at the IHC and get a certificate.  So this is a really unfortunate attitude and such mind-set would not be helpful to serious researchers. Moreover, the IHC has become very indifferent in the aspect, s year by year, they were making the paper presenting as a mere ritual.

Food and accommodation: From the feedback received from the delegates, food and accommodation had been satisfactory. Only about the Rs. 5,000/- delegate fees, many expressed that it was high. As for as the accommodation is concerned, at some places, the delegates were asked to vacate on 30th evening / night itself. Because of the chill and foggy climate, the trains were running late. Therefore, some were to be accommodated at the University guest house and they had to go to station to catch their trains. As has been dealt with this issue in earlier conferences, many times, it is better that the organizers have limited crown with complete academic-oriented proceedings, so that such crown can be accommodated satisfactorily. As hundreds of delegates come for sightseeing or as tourists, the increasing delegate fees only affect the genuine researchers, students and lower-middle class / poor categories.

Interested are going through the books…..

Book stalls etc: Book stalls and related items were also accommodated, where different publishers displayed their books. Definitely, interested delegates had visited the stalls, gone through some of books, but only few buyers. Obviously, the prices of books have been going on increase to Rs 1000/- and so, and ordinary readers, students and others cannot afford to buy such books. Therefore, they just do “window shopping.” They might ask about the price, giving discount and then, silently move away. As usual, the “Puducherry World History Congress” stall was there, but, none was there when, our representative had gone there. Definitely, the coterie of IHC might not like such an organization coming up. Anyway time would tell during the course of time, when people come and go. 

© K. V. Ramakrishna Rao

31-12-2023

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[1] During the BM-RJB issue, the historians got themselves divided into several categories – Masjid historians-Mandir historians; Babri historians – Bajrang historians; sacred historians – communal historians and so on; even archaeologists were divided accordingly.

[2]  Now, anyone carefully reads the articles in “Economic and political weekly, ” such trend can be noted. For social processes, none could fix the parameters  and decide the social behavior, conflicts and related processes. Perhaps, to prove their “scientific nature” of studies, they have been prone to use such methods.

[3] IHC proceedings, 80^th session, Kannur,2019, Preface,  p.ix

Why history curriculum has been losing importance, history departments closing down and history becoming useless in American and European Universities (1)

Why history curriculum has been losing importance, history departments closing down and history becoming useless in American and European Universities (1)

What to be taught and what not to be taught – how and why such a situation arises?: History, that too, recent history or the just 100 to 200 years past has becoming a conflicting issue among many world democracies in recent times. As the living persons of 70-80-90 and more years old know the recent past, the present generation of any category cannot suppress the facts of the recent past. Moreover, such happenings, incidents and occurrences have also been well recorded in the daily newspapers, papers and official records. Therefore, the history of just past cannot be changed, erased or brought under negationism on any account. As political parties align, realign and change alliances during the 50-100-150 years, their origins, original sins and after-sins cannot be forgotten. However, the moment one political party or leader comes to power, the party or he tries to change history and thus, the educational curriculum and syllabus are tampered. Of course, as the American and European countries continue to dominate global affairs, they too are interested in the subject of history. What to be taught and what not to be taught – are decided by the dominant global groups and they give pressure directly or indirectly. As the ideologies control historians, history teachersand history writers, they faithfully work, as per the directors and instructors of their masters.

2019 – How US started dealing with the history subject in the Universities: The closing down of the history department in the Europe and USA coutries has become a noticeable feature. The US media reported in 2019 itself that the U.S. colleges and universities were abandoning the study of American history and, at some institutions, the study of history altogether[1]. The American Council of Trustees and Alumni evaluates the general education programs of more than 1,100 colleges and universities every year[2]. The 2018–19 report found that only 17 percent of them required any kind of foundational course in American history or government. In other words, 83% of them did not require history. As of 2016, only four out of the top 25 national universities (as ranked by U.S. News and World Report) required a course in U.S. history in their history majors. Thus, it could be understood that how USA assess about the importance of history, its continuance in the academics and unility value in daily affairs.

2020 – The British Universities started closing down the departments of history, languages etc: The University of Sunderland has closed its history faculty after just 14 students wanted to study the subject this year 2020[3]. The same condition was found in the politics, languages and other departments[4]. In short, as the subjects of science and technology are attracted more in many aspects, these abstract subjects are losing their importance[5]. Moeover, as the strength of students joining these departments dwindling down and reaching less than 10, the authorities note that they had to spend more to keep the departments live[6]. As for as the university’s accounts department is concerned these departments are not profit making centres[7]. Many times, the authorities advised these departments to maintain austere methods in controlling the expenses incurred on any account[8].

Is history learned only by the elite?: Some of Britain’s biggest names in the education field of history are warning that the subject could be at risk of becoming a degree for the elite, after two modern universities announced plans to close down their history courses. Aston University in Birmingham and London South Bank University informed staff that they would be cutting history degrees. Aston is consulting on plans to close its entire department of history, languages and translation, and London South Bank has said its degree courses in history and human geography will not recruit from this autumn. Experts warn that with the government pushing universities to focus on perceived “high value” Stem and vocational courses leading to higher salaries, more history and other humanities courses could face closure. And with universities able to expand their numbers unrestricted, Russell Group institutions at the elite end of the sector are taking more students, while some modern universities are struggling to recruit.

The utility value of history is analyzed: The Guardian discussed this issue with verbose getting opinion from many[9]. A spokesperson for LSBU said that out of its 7,000 new students for the current academic year “fewer than 40 enrolled in the courses that are closing”. At Aston, the university is involved in a consultation with affected staff and the University and College Union[10]. Prof Kate Williams, a popular historical author and presenter on TV history programmes including the BBC’s Restoration Home and Time Watch: Young Victoria, said: “I’ve heard people say, ‘Well, history is protected at the top Russell Group universities’. But that is a really dangerous route to go down. Are we saying that if people don’t get 3As, they don’t deserve to do history?”

History in the job-market: Williams, who is a professor of public engagement with history at the University of Reading, fears that working-class students who don’t want to leave home to go to university, or can’t afford to, may find themselves unable to study the subject. “It should be a degree that is open to all, and that means it must be available to those who want to study locally. Otherwise we might as well be going back to the Victorian period when this sort of university education was only for elite men.” Williams said she was angry that the government is “pushing a vision that only Stem subjects [science, technology, engineering and mathematics] matter and degrees are only worthwhile if you immediately move to a job paying a very high salary”. “History is so important,” she said. “It explores and tells us who we are. We should be doing more of it as a country, not less.”

History is required to understand World History: Michael Wood, a professor of public history at the University of Manchester, who has been presenting popular history TV programmes since the 1970s, agreed: “You can’t understand the world without history. For universities not to offer that possibility to people, and not to offer it to ordinary folks, the sort of general audience I have been in contact with, is terrible.” Richard J Evans, a former regius professor of history at the University of Cambridge and the author of bestselling books on the Hitler era, said: “History is an absolutely core subject, along with English and modern languages, which are also under threat in some of the modern universities.” Evans argued that Conservative MPs have attempted to portray history as just “a collection of facts about the British past which you instil into young people to make them patriotic”. He said a history degree should be about equipping students from all backgrounds with the critical skills needed to navigate modern life. “In the present day, where we are overwhelmed by floods of misinformation and conspiracy theories, it is more important than ever to have the skills to look critically at the evidence and to distinguish fact from fiction,” he said.

If history degree does not get a job, it worries the history students and degree-holders: Amal Al-Azzani, a third-year history student at Aston University, who grew up in a single-parent family in Birmingham and was the first generation to go to university, said: “We are all so confused and shocked. I feel like the skills I am learning in this degree, I could take anywhere. It’s about putting together information and backing up an argument with evidence. The idea that history isn’t an employable degree is just bizarre.” Historians want the education secretary, Gavin Williamson, to end his frequent threats about pushing out so-called “low value” courses, and to publicly back humanities subjects. Research by the British Academy has shown that of the 10 fastest-growing sectors in the UK economy, eight employ more graduates from the arts, humanities and social sciences than other disciplines, with these graduates working in areas including financial services, education, social work, the media and creative industries.

History subject is required: Emma Griffin, the president of the Royal Historical Society and professor of modern British history at the University of East Anglia, was anxious that her degree, which she said was very accessible and produced “rounded” graduates, must not become the preserve of the middle classes. “For reasons of cost, many students need to study at their local university. Understanding our own past shouldn’t be a luxury pursuit for the privileged few, and we think that everyone should have a history option.” Griffin warned that more history closures are already on the horizon. “There are more in discussion, and there are academics at other universities who feel their positions are threatened.” She said the removal of the cap on student numbers, allowing elite universities to expand, made the demise of smaller history departments in less prominent universities “inevitable”. “These aren’t blips or unfortunate mishaps, it is the government’s policy working as it was designed to,” she said.

History degree is cheap to get: Unlike subjects with expensive kit or laboratories, expanding a subject like history is a relatively cheap way for a successful university to increase its income from £9,250 a year fees. But Griffin said that cramming more students in has negative effects on the degree. “A history department cannot suddenly absorb lots more students without an impact on quality. Universities won’t employ new permanent teaching staff for a trend that might prove temporary, so inevitably you just get a casualised workforce managing the extra teaching workload, as well as a lot of stress and overwork amongst the existing staff.” Prof Catherine Fletcher, an expert on Renaissance and early modern European history at Manchester Metropolitan University, said: “History colleagues at more than one Russell Group university have told me of the stress they are under with soaring numbers of personal tutees and lecture theatres packed to the rafters.” She added: “This gives more choice to some students, but leaves others from less privileged backgrounds with no options at all.” The University and College Union is fighting the closures at Aston and LSBU, as well as other proposed humanities job cuts at universities including Chester, Leicester and Hull.

© K. V. Ramakrishna Rao

17-09-2023

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[1] The Federalist, While Americans Gobble Up History Books, Colleges Shut Down History Departments, BY: Jonathan Pidlunzy, JUNE 19, 2019

[2] https://thefederalist.com/2019/06/19/americans-gobble-history-books-colleges-shut-history-departments/

[3] Chronicle.Live, University of Sunderland closes history, politics and language departments, ByWill Metcalfe, 07:37, 23 JAN 2020UPDATED08:07, 24 JAN 2020.

[4] https://www.chroniclelive.co.uk/news/university-sunderland-closes-history-department-17616249

[5]  Times.higher.education, History departments face ‘unprecedented turbulence’ in UK sector, Patrick Jack, June 13, 2023

[6] https://www.timeshighereducation.com/news/history-departments-face-unprecedented-turbulence-uk-sector

[7] UCU, UCU to fight closure of history & language courses at Aston University, 16 April 2021

[8] https://www.ucu.org.uk/article/11509/UCU-to-fight-closure-of-history–language-courses-at-Aston-University

[9]  The Guardian, Studying history should not be only for the elite, say academics, Anna Fazackerley,,Sat 1 May 2021 08.30 BST.

[10] https://www.theguardian.com/education/2021/may/01/studying-history-should-not-be-only-for-the-elite-say-academics

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 (3)

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 (3)

01-03-2023 (Wednesday) – afternoon session: Afternoon, the second session, the following papers were presented:

Speaker / paper presenter	Title of the paper	Page no.
P. D. Satya Paul[1]	Title – not known, not listed / included in the “Abstracts” He spoke twice for nearly two hours….	?
K. V. Ramakrishna Rao[2]	The Sectarian encounters between the Buddhist and Jain faiths during the Medieval period for commercialization and communalization	34-35

P. D. Satya Paul delved upon the communal Hinduism criticizing P.V. Kane who carried on the Maxmueller’s project, Dr S. Radhakrishan for his opinion about Buddha (Buddha’s movement was a protestant type of reformative Hinduism) and Swami Vivekananda for perpetuating caste. He was suggesting about a “proto-sramanic” tradition before IVC, based on which, the Buddhism could have been evolved.

Getting ready for power-point…..

K. V. Ramakrishna Rao presented his paper, “The Sectarian encounters between the Buddhist and Jain faiths during the Medieval period for commercialization and communalization,” based on the medieval inscriptions, sculptures, paintings and literature. The question of “Himsa and Ahimsa” (violence and non-violence), karma, atma, rebirth etc., the following issues were discussed:

• Why Jainism and Buddhism flourished before and after the “golden period” of the Guptas?:
• What happened between the Arab / Mohammedan invasion and European intrusion during the 12^th to 16^th centuries?:
• The impact of the Europeans on the Jains and Buddhists during the medieval period
• The psychology of Non-violence and violence
• A Dispute between the Mahayana Buddhists and Digambar Jains over Mt Girnar (Gujarat), where all sectarian groups had encounters
• Internal and inherent factors are also responsible for the decline of Jainism and Buddhism
• Transition of faiths in Andhradesa and clash of faiths
• The Jaina-Buddhist conflicts in Karnataka and Tamilagam
• Ahimsavadis – Jains and Buddhists eating flesh
• Vegetarianism, non-vegetarianism and Jaina-Buddha dynasties
• Rivalry among the Business men and Priests
• Dynasties following sectarian faiths and their transition
• Sectarian faiths made talented workers to loose their identity
• Rivalry Among the Jains and Saivites or Sculptors and Agriculturalists?:
• Brahmins versus non-Brahmins
• Sectarian conflicts recorded in the inscriptions
• Oil, oil-mill and their euphemism in Jainism
• Was there any nexus between Jains and extremist groups like Kapalika, Kalamuka etc?:
• Syncretism, eclectism and inculturation
• In-lieu of conclusion – Commercialization and communalization of sectarianism

The Jaina monks that were defeated in the debates were punished based on their agreed condition……

This type of sculptures are found in many temples…….

Then, the following conclusions were drawn:

It could be noted in the most of the sectarian encounters of whatever nature, whether it was philosophical debate, theological polemics, right over property, manufacture and production of goods and services, imports and exports, monopoly of trade route and related issues. Thus, the following features could easily be noted working:

• Commercialization and communalization of sectarianism had been the hallmark of medieval inland and oversea trade and commerce.
• As more and more goods and services had to be manufactured and produced, more labourers, workers and technicians were required for carrying out various assembly, fabrication and construction activities.
• Such experts had to be trained, organized and made to work according the exigencies, emergencies and requirements at national and international obligations.
• Thus, such experts had to be faithful, loyal and obedient to the authority, rulers and government.
• Here, the merchant guilds, trade groups and commercialized communal organizations worked effectively aiding and abetting the rulers.
• Accordingly, most of them had to be polyglots, dubashis, sailors, warriors, pirates and profiteers also.
• Under such compulsions, complexities and commitments, social, political, commercial and maritime set-up, the moral, ethic and code of conduct were relegated to background, operated selectively and sectarianism ruled roost.
• The violators of their own imposed acts and rules were punished, prosecuted and even killed without any mercy, but, all carried on in the name of faith and religion only.
• Finally, syncretism had taken place to accommodate all deities, idols or the defied symbols in the places of worship.

Such depiction is found in the Buddhist paintings also…..

There was a discussion and questions by the Chair and Satya Paul and the paper presenter clarified. They questioned about the mentioning of Chandragupta Maurya, Bindusara and Asoka as grandfather, father and son, but, I do not find any chronological or historical issue in the lineage.

Then, the former HOD of the department, who presided over the session, was facilitated.

Former HOD of the Mahayana Buddhism centre was facilitated.

02-03-2023 (Thursday) – second day proceedings:

Speaker / paper presenter	Title of the paper	Page no.
Yadhava Raghu[3]	Dasa movement and its impact on Telugu villages bordering Karnataka: a case of Pyalakurthy village, Kurnool district[4].	37-38 46
John Weasley[5]	Siddha cults in South India.	57
Sugandha[6]	The Buddhist perspective of social sratification	5 8
N. Kanakaratnam[7]	Caste revenge on adigas and Malas.	60
Eluri Harshavardhan[8]	Egalitarian ideals of Buddhism: A repository of counter discourse in Andhradesa	49

About dasa, dasari, dasari caste etc: Dasari is a Vaishnava mendicant caste in Telangana region and Andhra Pradesh, India. They are involved in various business, trades, poojas, marriage rituals, plays and agriculture. Their traditional work is in temple service. They perform death rites in burial grounds as their main occupation. Some of them work as day laborers. They are landless. Some of the Dasari Mala work in business and agriculture. They use both modern and traditional medicines. They are not vegetarians and eat rice as a staple food. The Dasari Mala prefer marriage between cousins. The bereaved and divorced can marry again. The dead are buried rather than cremated like most Hindus. On the death of the father, sons inherit the property with the oldest son taking charge of the family estate. They observe birth and marriage rituals. They are also known as Poosala Balija, Bukka Dasari, and Krishna Balija in different areas of their habitation. However, in Karnataka, how castes with similar sounding names can be mistaken can be noted. In Karnataka, the Dasari caste comes under Category-1 whereas Channa Dasar is SC. Similarly, Bhoyi is Category-1, but Bhovi is SC. Jangama comes under the general category, but Beda Jangama is SC. Therefore, just with the word, “Dasari,” one cannot come to any conclusion. Moreover, the paper readers started with Kanakadasa story and then switched over to the Pyalakurthy village, Kurnool Dist., to claim that the “Dasari caste” people there could be connected with the “dasaris” of Karnataka. Obviously, he is confused with “dasa” of Madhwa tradition, “Dasari” caste and other “Dasari” tradition (being obedient servant / slave.)

These are some of the Tamil Siddhar as found on the temple pillars etc., dated to later medieval and modern periods….

About Siddha, Siddhi, Cittam etc: The seminar brochure claims, “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.” It is not known what is the proof to claim that “Siddha Tradition in South India was evolved out of Buddhist school of Vajrayana..,” as the Tamil Siddha tradition has nothing to do with any Buddhism.  Taking the word “Siddha”( సిద్ధ), the Telugu scholars, researchers and even historians try to link them with “Siddhar, Siddha medicine” and so on, whereas, the Tamil Siddha (சித்த, சித்தர்) nothing to do with. In the process it attempts to narrate the relationship of places like Mahendragiri (of Srikakulam district, Andhra Pradesh) with sage Agastya (one of the very important Siddhars of Siddha medicine) and possible origins of very old common religion (Siva Siddhanla) propagated by Dakshinamurti, through his four disciples from this place. names like Siddha, Sangam, Nandi which are still used in the same sense as they were used from time immemorial. Without knowing the fundamentals, Tamil language and reading the texts of Tamil Siddhas, they misinterpret taking the words. Many list of the places, cities etc., with “సిద్ధ” in Telugu, go on interpret that all such places are connected with Siddhas since immemorial. Of course, they take the Agastya myth also for strengthening their argument.

© K. V. Ramakrishna Rao

05-03-2023

These are imaginary pictures of 18- Tamil Siddhars…

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[1] Department of Anthropology, Andhra University – Visakhapatnam – appears to be involved in Dalit, Christian and related studies.

[2] Guest faculty, University of Madras and Visiting faculty for Annamalai University, Research Scholar, Department of Ancient History and Archaeology, University of Madras, Chennai.

[3] Asst.Prof, History Dept, Sathya SaiUniversity for Human Excellence, Kalaburagi, Karnataka.

[4] His paper has been printed twice as shown – this shows the mechanical way of preparation of “Abstracts” without going into the details.

[5] Research scholar, Centre for Mahayana Buddhist Studies, ANU, AP.

[6] Research scholar, Centre for Mahayana Buddhist Studies, ANU, AP.

[7]  Professor, History, Kakatiya University, Warangal, Telangana.

[8] Dept. of History and Archaeology, Dravidian University, Kuppam, AP.

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

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

01-02-2023 inauguration: Inaugurating the seminar, the registrar of the university S. Elummalai said[1]: “Our country has a long tradition and great culture in the world. Ancestors did not capture any country by war. They fought and protected our country against those who came to capture it. It is not our tradition to quarrel with anyone. Tamils mostly used variety of grains other than rice in their diet. This year has been declared as the Year of Small Grains, a tribute to our heritage. Youngsters should know the pros and cons of processed food before consuming it. Traditional food, dress and culture are what give us pride and security”.  M.P. Damodaran, Head of Department of Anthropology, Chennai University, talked about Indian culture, how culture helped to get freedom and its importance in nation-building process.

India got freedom because of its inherent culture and heritage: Popular Carnatic singer Sirkazhi Sivachidambaram said: “During the Corona period, the entire world has been made aware of cleanliness of hands, feet and clothes. But it is already there in our tradition. In our country, music and folk songs spread health-related ideas. There are many similarities among culture, heritage and nation-building….they are interlinked and enhancing each other. We in India should be proud of our Motherland. Culture –fighting without war, the battle of freedom was fought without sword and blood, as Namakkal Kavinjar pointed out. Satyagraha, alone brought freedom. We know only kings and others, but, we do not read about the masses in history who contributed music. India is the only country that has rich culture, cultural heritage…..what we are today is the what we inherited from our forefathers. History of the patient gives the diagnosis of the patient. Publication is importance for recording history. There is difference between wrought and right information. A nation without culture is considered as a nation with importance.” Then, he sang a song of Bharathidasan about the importance of education. As per the request, he song another song “Temmangu,” a folk-song from a Malayalam film.

01-02-2023 – morning session: After honouring the guests, the special lecture was given by Dr Shaji Baby and he delved upon many issues of climate change, global response etc. With the vote of thanks, the morning session was would up. M. P. Damodaran,  Head of Department of Anthropology, Chennai University, K. Parimurugan, Vanamma Gnanprasuna, Bullaran, Founder of Vanamma Art, Culture and Education Foundation and Prabhukumari Vanamma, Head of Department of History, Bharathi Women’s University participated in the event. Thereafter, the paper presentation started. The afternoon session was held after lunch from 2 to 5 pm with the paper presentation by the participants on various topics. Some were reading their papers for more than half-an-hour.

Nation-building traditional and modern approach: Nation-building is constructing or structuring a national identity using the power of the state in modern context, but for countries with rich tradition, such condition is not required. Then, it is emphasized that nation-building aims at the unification of the people within the state so that it remains politically stable and viable in the long run. For people living together in a geographical boundary for thousands of years, again such exigency does not arise. The rule of and by majority and such other theories are also not applicable, where, people groups have been getting along with some form of democratic society. The importance given to “power” leads to military, arms and such type of martial setups and they are also not required for the traditional democratic societies. Yet, military is continued to be stressed. Nation builders are those members of a state who take the initiative to develop the national community through government programs, including military conscription and national content mass schooling. Nation-building can involve the use of propaganda or major infrastructure development to foster social harmony and economic growth. When the economy is managed by the people without depending upon the government, such society continues to live and “nation-building” principles become redundant.

Afternoon 2.00 to 5.00 pm – academic session: Starting with matriarchy, one paper presenter ended up with Khasi tribes. A paper presented on “Yazh” (stringed instrument, like harp) contains no new information, as all details are available in many books. She started examples of different periods. The Karanthai Tamil Sangam has already brought out one book, “Yazh Nul” (a book on Yazh, the stringed instrument) written by Swami Vibulantha Swamigal. She even did not whisper his name during her presentation. A generalized extempore speech was made by one lady and she covered the position of women from ancient times to modern times without any specifics or data[2]. The person[3] who delved upon Vatican Council and inculturation was talking in general without pointing out the controversies involved in it, particularly in Chennai and Mylapore context. He pointed out how the “Mylapore diocese” evolved and divided into two in 2022 and so on. When questioned by the audience, she could not respond. This type of totally “generalized” extempore speeches can be avoided. Without preparation of paper, simply coming and trying to speak what one knows is not paper presentation at all.

02-02-2023- the second-day session: The second-day session started with academic proceedings of paper presentation by 10.30 am, though they planned to start by 10 am. In fact, the sectional presidents did not come. There were only six persons to listen to the paper. I presented my paper, “Ancient Indian coins of tribes, tribals and Folks –  A critical analysis in the context of diversity and nation-building,” with PPT. As only seven minutes were given, I had to cut short my paper. The current ideologized students have been moulded with certain predetermined ideas settled in their minds. In spite of being the students of anthropology, it is intriguing that they believe in race, racism and racialism operating consciously in their minds. They also confuse race, caste, class, social group, varna, ethnicity, tribe, people group and such other concepts theoretically and in practice. Opposing and supporting caste has always been noted in many narratives, discourses and theorization.

Utopian, egalitarian and excessive equality status and reality: Most of the paper presenters in their enthusiastic approach to many factors dealing with race, ethnicity, ethnos, language, matriarchy, patriarchy, female, male, right, privilege, duty, responsibility, accountability, liability, faith, religion, inculturation, out-culturation and host of related and other issues have drifted away from the “Nation building.”

• In fact, the extremities of such tendencies have now engaged in “nation-breaking” processes.
• Of course, India is not a nation to be manufactured, produced, fabricated, need to be put together or assembled. Yet, the concept “nation in making” has been haunting and daunting Indian minds, irrespective the Indian role in the global scenario.
• Myth, legend, fable, fiction, narrative, story, parable, allegory and such other concepts are not understood properly. Application of them to only a particular religion is noted and such narratives continued with verbose and verbatim.
• Dealing with utopian, egalitarian and excessive equality status, they have gone to the extremities forgetting the social reality, political actuality and democratic realism.
• Realism and idealism are opposite concepts and not equating precepts interpreting imaginary democratic authenticities that are not realizable. Drinking and teetotalism, debauchery and virtuosity, poverty and richness may continue in any society and where no stereotypes, typecasts, photocopies, or Xerox copies can be avoided, removed and eliminated permanently.
• The papers that delved upon the “Dravidian movement” and related topics repeated the well-known narratives and discourses made very often and they had been of more political overtones than academic nature.
• When questions were asked, the paper presenters confessed that they relied upon only secondary sources and personally, they did not know about the issues, implications and reality.

© K. V. Ramakrishna Rao

03-02-2023

valedictory……

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[1]First day inaugural session speeches – YouTube·spotlight MDU ·01-Feb-2023, https://www.google.com/search?q=Vanamaa+Art+Educational+and+Cultural+Trust&source=lnms&tbm=vid&sa=X&ved=2ahUKEwjXgI-ZlPj8AhVG5HMBHXS7BZEQ_AUoAHoECAEQCg&biw=1366&bih=657&dpr=1 – fpstate=ive&vld=cid:4b0c8da6,vid:0-Hz-OtYHxw

[2]  In fact, thousands of books and papers are available on  “The Position of Women in India” published during the last 200 years starting with the colonial discourses.

[3] she was doing this second time doing that – i.e, presenting second paper, extempore, that too, when serious issues of  “inculturation” were talked about in the context of “nation building”.

Is history subject losing its importance? (1)

Is history subject losing its importance? (1)

Economic conditions and loss of interest in History subject: As the global economic conditions becoming weaker, skilled employment decreases, unemployment increases, cost of living increases etc., the takers of arts subjects, particularly, history has been coming down[1]. The USA gives facts and figures to show that the subject history is losing place in the job-market[2] in their country. In India, it is not known whether such figures are available, but, when the History departments of Tamilnadu are visited, at many places, the total number of faculty and staff has been much more that the number of students. Ironically, in some universities, less than 10 students are there. However, whoever joins history BA or MA wants employment and thus appears for qualifying examinations (NET, SET etc). When the conditions of American students have been shifting in this way in conjunction with economic factors, naturally, Indians have to be careful in choosing their subjects at graduation and post graduation levels carefully considering the prevailing Indian conditions.

The condition of history in USA: According to Benjamin Schmidt of Northeastern University, the number of bachelor’s degrees granted in history declined from 34,642 in 2008 to 24,266 in 2017 even as other majors, such as computer science and engineering, have seen rising enrollments[3]. Today, fewer than 2 per cent of male undergraduates and fewer / less than 1 per cent of females major in history, compared with more than 6 per cent and nearly 5 per cent, respectively, in the late 1960s[4]. Interestingly, this data and details have been picked up by others and emphasized the issues. History departments are cutting courses and curtailing hires because of falling enrollments[5]. The University of Wisconsin at Stevens Point may even abolish its entire history department[6]. History education in schools is so poor that students often enter college ignorant of the past — and leave just as unenlightened. It is evident that the American statistics for Arts versus science or professional subjects versus humanities etc., clearly point to the trend of humanities, arts or particularly history losing its ground. The same issue has been analyzed by several others and recorded their anxious opinion[7].  It is clear that even American students opt for courses that give job assurance[8].

History of humanity lives with man forever[9]: In the western context, analyzing the problems of history, several reasons are identified – generalization, conspiracy theories, myths and mythology, nationalism, nostalgia, the noble savage, euro-centrism, top-down/bottom-top, the militarization of history etc. more factors can also be added, as long as bias, prejudice and concoction work in the minds of authorities, rulers, dominating powers at different capacities. In fact, such autocratic powers might have destroyed many civilizations, archaeological evidences, and historical documents, … Yet, new evidences, proof, data, and information would come up and slowly unravel and expose the facts. The human history recorded in the historical consciousness cannot be erased. As long as man continues to be born again and again, such consciousness recorded in the sound, waves and cosmos vibrates, reverberates and reaches every other human being, one day or the other. The song coming through the air, the vibrations coming through waves and the signals emanating from the cosmos live forever. Such history, historiography, historiosophy, historio-psychology, psychic-history……may not be understood by all.

In India, history versus engineering: Incidentally, I find this observation made by John Mathew, “History is of course among them, with an equal emphasis on both global and local (as in subcontinental) angles. The history of science gets some airtime because of a persuasive case made by the Divisional Chair of the Humanities and Social Sciences (himself a historian) for the inclusion of climate change as a key and necessary component of the larger curriculum for history, and likewise the related if contested provisional geological epoch, the Anthropocene. However, for a major in which there are six associated instructors, the number of students opting to read history as a degree has proven to be zero, with four students considering it for a minor. History has now been linked with politics (another subject with relatively few takers) to form a joint major, so that with the benefit of combined numbers, both subjects might, so to speak, make, if with some level of compromise,” in which the Indian condition is also brought out in the context[10]. The figures given for “history” is alarming, in the context of Krea University [11]. Of course, counter-argument is also put forward that many engineering graduates are not getting jobs or they are working for Rs 8,000/- or so or even doing menial work like working in hotels and restaurants and so on. Recently, Y. Subbarayalu made such a statement in the South Indian History Congress.

India has to deal with people more than 100, 12, 130 crores people in all aspects: Many people – of various disciplines make comments or write stories that Singapore could achieve, but Indian cannot achieve and so on, without understanding and analyzing all other factors. Singapore has just 60 lakhs population and it cannot be compared even with any village of India. So also Hong Kong has 70 lakhs population.  With some statistical figures, India is blamed for all evils, corruption, crimes and all other negative factors, but, such negative-propagandists do not understand as to how India continues to withstand, live and proceed in the annals of history even today. In other words, the random statistics cannot reflect the 100 to 130 crores people. Indian conditions have been different, as many chasing for few, whether job, ration, train, bus or anything and even reservation / quota.  The condition of 130 crores, where all groups have also been in crores and thus, the demand is unimaginable. Thus, in historical studies, illogical comparisons cannot be made. Even for the jobs of blind / visually impaired, physically challenged and so on, for one post, 50 to 100 are applying, implying that 49 to 99 would not get the job. The same trend continues for others. Therefore, history versus other subjects would be a tough competition in the job-market.

History professors and teachers work for the unity and integrity of the nation: Any subject in the educational and academic curriculum should not only be useful the individual who studies, but also for the study. By studying, mastering or getting expertise in one subject, one cannot misuse or exploit it for profit making violating the acts and rules of the land or indulging in anti-social activities. By studying history, politics or sociology; anthropology, archaeology or numismatics, one should work for the unity and integrity of the nation and not for dividing them based on propagandist methods. Even after becoming a history professor, emeritus professor or any status, one cannot support or oppose one particular ideology, philosophy, party, group etc., as it would lead to separatism only. When the employment is the criterion, they should work in that angle, instead of creating unrest, agitation, unrest, riot and other such activities instigating students, students union and groups. They can visualize and plan for job opportunities for the final year students either for going to higher studies or taking a job immediately. Civil Services, Combined Graduation, Bank and other exams give good opportunities for humanities and arts subjects. They should refer to “Employment News,” UPSC, SSC websites regularly and prepare for them.

© K. V. Ramakrishna Rao

03-09-2022

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[1] Since the economic crisis of 2008, the pattern of undergraduate majors has been shifting across American higher education. Of all the major disciplines, history has seen the steepest declines in the number of bachelor’s degrees awarded. 

Benjamin M. Schmidt, The History BA since the great recession, The 2018 AHA Majors Report, Nov 26, 2018.

[2] In 2008, the National Center for Education Statistics reported 34,642 majors in history; in 2017, the most recent year for which data are available, the number was 24,266. Between 2016 and 2017, the number of history majors fell by over 1,500. Even as university enrollments have grown, history has seen its raw numbers erode heavily. The drops have been especially heavy since 2011–12, the first years for which students who saw the financial crisis in action could easily change their majors.

https://www.historians.org/publications-and-directories/perspectives-on-history/december-2018/the-history-ba-since-the-great-recession-the-2018-aha-majors-report

[3] Colleen Flaherty,  The Vanishing History Major- New analysis of history-major data says the field has fallen to “new low.” Can it be saved?, November 27, 2018.

[4] https://www.insidehighered.com/news/2018/11/27/new-analysis-history-major-data-says-field-new-low-can-it-be-saved

[5] Benjamin M. Schmidt The Death of the History Major, American Historical Association November 30, 2018.

[6]https://www.realcleareducation.com/2018/11/30/the_death_of_the_history_major_46527.html

[7] Parker Schorr, Crumbling foundations: Declining enrollment numbers loom over under-funded humanities departments, Apr 2, 2019.

[8] https://badgerherald.com/features/2019/04/02/crumbling-foundations-declining-enrollment-numbers-loom-over-under-funded-humanities-departments-causing-concern-of-yet-another-crisis/

[9] These are my own views understood with experience during the course of more than 50 years meeting many personalities and discussing with them. And sucg dialogue continues even today.

[10] John Mathew, Krea University, Its Interwoven Model and the Implications for the Study of History, February 15, 2021 | Reflections

[11] https://www.4sonline.org/krea-university-india/

A National Seminar held on “Understanding the Cultural Focus on Thiruvarur Region Heritage of Tamil Nadu – Focus on Thiruvarur region” on March 17th and 18th 2022 at the Central University of Tamil Nadu – CUTN, Thiruvarur (2)

A National Seminar held on “Understanding the Cultural Focus on Thiruvarur Region Heritage of Tamil Nadu – Focus on Thiruvarur region” on March 17^th and 18^th 2022 at the Central University of Tamil Nadu – CUTN, Thiruvarur (2)

The seminar hall

17-03-2022 (Thursday): As usual I got up by 3.45 am, but, I could not do anything here. I could listen to peacocks screaming, as they have been plenty here in and around. Mayiladurai – the place where peacocks dance is also nearby[1]. There was no internet connection also, though it was a Central University. Of course, nowadays all have a wireless internet connection that has become the order of the day. Thus, I was going through the papers and materials that are there in my laptop. Till 8.00 am nobody was there to tell anything about the seminar, inaugural function etc. No arrangement was made for coffee. We came down to the ground floor and saw people going here and there. One person was carrying a steel-flask with tumblers going to VIPs rooms, evidently serving them at their rooms. I saw Dr Rajendran coming after walking. We were talking for some time. I learned that has father Sri M. K. Narayanan aged 91 enjoying life with grandchildren and great-grandchildren also. I am happy to know about him, as he was the principal of our Pachaiyappas’ College.

The banner and backdrop

2020 circular/ brochure

The seminar is held after two years: It was to be held in March 2020 and then perhaps getting on postponed due to pandemic reasons[2].  Thus, as pointed out from January 2022, it was postponed to March 2022. Meanwhile, the faculty, persons involved with the seminar and others were also changed. Thus, with God’s grace, now the delegates have gathered here and the seminar is conducted. I am also happy to see, meet and talk with many old friends and others after two or three years.

Registration of delegates………………….A paper presenter from Tirupati, AP

Lighting the lamp

10.30 am – Seminar hall: All were sitting, perhaps expecting the arrival of the VC of the CUTN, Prof. M. Krishnan. As usual, the lighting of the lamp also started with the VIPs sharing each wick and with shoes and without shoes. The Tamil-Mother praising song was sung with the clear instruction that all should stand. During the facilitation of the VIPs, I could notice that the VC had been generous enough to offer his shawl to a student! And of course, he did it last also, i.e, first the guests, a good gesture noticed.

Tamil Mother Hail song sung…….

Tamil Mother Hail song sung…….all stood up

10.43  to 10.7 am: Then, the VC started describing the importance of Thiruvarur and pointed out that had the delegates come a day before i.e, on 15-03-2022, they could have witnessed the “Great Chariot Festival”. Tiruvarur Chariot festival, known in Tamil as Tiruvarur Therottam, is a historical event that still follows the same rituals and traditions associated with the Thyagaraja Swamy temple, Tiruvarur, in Tamil Nadu. The Lord Veethividangar (வீதிவிடங்கர்) now called as Thiyagarajaswami (Shiva) comes out of the massive ancient temple, with his consort Kondi (கொண்டி) (Parvathi) to bless the devotees who always comes to visit him in his abode, one of the world’s biggest chariots. And this chariot was constructed by Kothanars and it is Asia’s biggest chariot of 95” high,  weighing about 350 MT. After mentioning many temples, he pointed out that Kodikkarai is very near to Sri Lanka.

Importance of Vedaranyam, Kodokkarai etc: Kodiakkarai, also called Point Calimere or Cape Calimere, is a low headland of the Coromandel Coast, in the Nagapattinam district of the Indian state of Tamil Nadu. The Cape is located about 9 kilometres (5.6 mi) south of Vedaranyam in the delta region of the Cauvery River, and marks a nearly right-angle turn in the coastline. Vearanyam is also associated with the Salt Satyagraha conducted by Rajaji. The antiquity of the area is evidenced by the Kodi Kuzhagar temple built during the Chola period, and a Chola lighthouse, which was destroyed in the 2004 Indian Ocean tsunami. Kodiakkarai has been designated as a Ramsar site since August 2002. Point Calimere is also associated with the mythological Hindu epic, the Ramayana. The highest point of the cape, at an elevation of 4 metres (13 ft), is Ramarpatham, meaning “Rama’s feet” in Tamil. A stone slab on the Cape bears the impressions of two feet and is said to be the place where Rama stood and reconnoitred / watched over Ravana’s kingdom in Sri Lanka, which is 48 kilometres (30 miles) to the south of the Point. It is also mentioned by Kalki in his historical novel Ponniyin Selvan.

10.58 to 11.11 am  Prof Bhagabana Sahu[3], HOD History Department, CUTN:  he pointed out that Tamil Nadu has retained her distinctive cultural heritage from the rest of India and Tamil is the oldest classical language. It had an impact on the South East Asian region through maritime activities. R. Balakrishnan in his book, “Journey of a Civilization from Indus to Vaigai” stated the continuity of the culture and it can be traced back to c.500 BCE, Sangam Age.

11.12 to 11.17 am Louis Mushary: He introduced the dignitaries mentioning their qualifications, papers and books published, positions occupied, their management skills etc. The VC of CUTN left, as he was having the UGC meeting.

11.18 to 11.44 am Prof N. Rajendran, Former VC, Alagappa University: He distinguished the IVC, Mauryan and Asokan script, stone at etc with that of the Sangam literature and period. Tamilagam was not secluded from India and the Sangam literature has a pan-Indian identity. P. T. Srinivasa Iyengar points out in one chapter in his book giving many examples from the Sangam literature (the gold of Nandas hidden under the Ganges)  and also from Ramayana and Mahabharata….The inscriptions of Asoka and Kharavela mention about the Tamil kings. In fact, the Kharavela Hatigumpa inscription gives the date of the Tamil kings matching with the Sangam Literature. While the Asokan Brahmi had been already a well-developed script, the Keeladi script had been in the developing stage.

11.44 to 11.8 am Prof Byomakesh Tripathy, VC, Utkal University[4]: he emphasized about the importance of the transfer of archaeological findings to the textbooks, so that it could spread to the academician. Writing history sitting at the tables without visiting the sites cannot bring out the full details and the facts. The intangible culture and cultural heritage have been very important and they should be recorded, as otherwise, many of such evidences may disappear. The elements of change and continuity have also should be noted, taken into account and writing history and historiography.  

11.58 to 12.02 Prof Sulochana Sekhar, Registrar In-charge: Taking a clue from the Tamil words and expressions (திருவாரூரில் பிறந்தாலும், திருவாரூர் என்ற பெயரை சொன்னாலும் முக்தி கிடைக்கும், Jallikkattu, kal thondri man thondra kalattu ‘கல் தோன்றி மண் தோன்றாக் காலத்தே வாளொடு முன்தோன்றி மூத்தகுடி’ என்று புறப்பொருள் வெண்பா … etc..), she explained the cultural heritage of the Tamils.

12.03 to 12.2 pm Dr Dayalan, ex-Director, ASI: He read his paper with the PPT showing the Paleolithic, Mesolithic, microlithic, Neolithic, megalithic evidences and conjectural dwelling of the ancient people. All were expecting his findings of Keeladi, as other dignitaries were referring to him, but he told that he would be restricted to the earlier findings. He also asked the organizers to take copies of his paper and circulated them among the delegates, as he had given his full paper.

After a vote of thanks, the delegates disbursed for a lunch. By 2.30 pm, all assembled for the technical session to begin.

© K. V. Ramakrishna Rao

19-03-2022

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[1] The famous Mayuranatha Svami (Siva) temple in Mayiladuthurai is one among the 275 Padal Petra Sthalams or temples which have been praised in the Tamil verses of the Nayanmars (important devotees of Siva).  It is the thirty-ninth temple on the south bank of River Kaveri to be extolled in the hymns of the Nayanmars. Thirunavukkarasar (Appar) and Thirugnanasambandar of the 7th century C.E. have sung in praise of the main deity here. Mayuranatha Svami is believed to have stopped the floods of River Kaveri to make way for Thirugnanasambandar to visit this temple. The Siva Linga worshipped as Mayuranatha Svami is said to be Swayambhu (self-manifested).

[2] https://cutn.ac.in/events/understanding-the-cultural-heritage-of-tamilnadu-focus-on-thiruvarur-region/

[3] Former President ,Odisha History Congress, Former Professor & Head, Department of History Berhampur University, Professor & Head , Department of History , Central University of Tamil Nadu.

[4] Prof. Byomakesh Tripathy, the professor of the Department of History in Indira Gandhi National Tribal University, Amarkantak in Madhya Pradesh has been appointed as the Vice Chancellor of the Utkal University of Culture in Bhubaneswar, Odisha. Governor and Chancellor Prof Ganeshi Lal issued a notification in this regard. Prof Tripathy, a Ph.D. from Sambalpur University in 1994 has 27 years of teaching experience and out of that he has worked as Professor for 17 years. He is a resource person in ‘Formulation of Courses of Studies in History and Archaeology’.  Prof Tripathy has authored at least five books and edited 13 books. He has attended 24 national conferences and nine International Conferences. He was the topper in History Honours of Sambalpur University in 1984. Besides, he has guided eleven research scholars for Ph. D. Earlier Prof. Tripathy has worked as the HOD of Dept of History, Rajiv Gandhi University, Itanagar, Chairman, Board of Studies, Director (Academics), Indira Gandhi National Tribal University.

Social Reform Movement In India and Women Education from 19th Century – UGC seminar held at the Ongole campus of the Sri Acharya Nagarjuna University [2]

Social Reform Movement In India and Women Education from 19^th Century – UGC seminar held at the Ongole campus of the Sri Acharya Nagarjuna University [2]

Mahima Dharma / movement and its misinterpretation suppressing other facts: In the second session headed by Prof Naidu, three papers were presented – Anjaiah, Pareswar Sahu and …..Anjaiah talked about the women education of the local AP areas. Pareswar Sahu dwelt upon the Mahima Dharma that teaches belief in a single God (parambrahma or the supreme-soul who is formless and omnipresent) named Alekha. Mahima Dharma became a powerful force for liberation in India because, as a traditional Indian religion, it stood uncompromising in its rejection of the caste system. Sri Bhima Bhoi, an initiate and ardent disciple of Mahima Swami who collected, disseminated and created bhajans from the teachings of Mahima Swamy, was a Khond from Odisha. The distinct and original teachings of Mahima Dharma are often conveyed using terms that may have an unrelated meaning in other Indian religious traditions. This has led scholars to see similarities between Mahima Dharma and, variously, the traditions of “crypto-Buddhism”, Panchashakas, Jainism and Tantra . Adherents reject idol worship as well as the Advaita tradition of Vaishnavism. Charity through the provision of food for those in need is an essential part of Mahima Dharma.

Why Mahima cult should oppose Idol-worship?: However, when I asked how “Idol worship” could solve the problem or opposed for the purpose, he could not explain, but was repeating general points of the Mahima Dharma. I pointed out that had the idil-worship been so bad or sinned, more and more idols and temples would not have come up in India and as well as in other countries. He was arguing that the Orissa tribals were not idol-worshippers. When I started giving examples, he kept quiet. I do not know why he was presenting details partially, suppressing some and pointing out others. There should be consistency in arguing through the facts presented. One cannot take two or different stands at different occasions, just for argument. In fact, there have been many papers and books published on the subject[1]. Incidentally, he avoided many important points about the movement that worked against the Puri Jagannath temple aiding and abetting the colonial forces and also turning against them, at another stage. Researchers have pointed out that many counter traditions and critiques like the Mahima Dharma did emerge, but ultimately these were absorbed into the broad fold of the Jagannath cult[2].

Pandita Ramabai and the Christian Missionaries: The third session was chaired by Dr Gangaiah and Prof Naidu and Reddy presented their papers. Of course, Gangaiah also presented his paper briefly. He wondered for Europe the modern period starts from 1483, whereas, for India, It starts from 1857. As he is going to attend one international conference at Eluru, he wanted to share some of the points here. In 1852, the Hunter Commission opened education to women. Zenana Missionary played a key role in educating Indian women. Though T. B. Macaulay was blamed for his attempt to create slaves in the form oof clerks by giving English education, he is responsible for opening up an avenue for education in India in 1835.

Prof Naidu presented a paper on “Pandita Ramabai,” claiming based on the rare documents that he found at the United Theological College, Bangalore, but most of the details have already been available in the public domain.  In fact, many research papers are available in the internet sites as could be noted from “Google scholar.” About “why she was not excommunicated while Rajaram Mohan Roy was” and “Inculturation,” he responded with the single word answer “no”. Gangaiah also raised the issue that the Christian missionaries did not do much for education. But, Naidu was differentiating the different denominations. I wanted to talk with Dr Gangaiah, but, he had gone already. The morning I saw him at a house when the car went there to pick up, but, he was not ready. The Orissa researcher had also already left, with whom also, I wanted to discuss about the “Mahima dharma”. I wondered though only 40 registered and there were 14 paper presenters, most of them had been in a hurry in presenting a paper, getting a certificate and leaving immediately. I do not want as to why they could not listen to others, but, expect others to listen to their papers!

The second-day proceedings – 20-02-2020: On 20^th second day, in the first session, headed by Dr B. Ramachandra Reddy, K. V. Ramakrishna Rao, Dr Samba Siva Reddy and Alladi Mahalakshmi, presented their papers. I presented my paper, “The Myth and Reality of Social Reform Movement in India and Women Education from the 19^th Century,” wit PPT. Generally, about the social reformation of colonial India, historians and researchers have been repeating the points that the British banned Sati, child-marriage, etc., introduced the Widow Remarriage Act etc., and so on, without going to the details of the other side.

I concluded with the following points:

• The subject matter has been subjective, though aimed at an objective, however, objectivity also affects historians.
• The “Social Reform Movement in India and Women Education from 19^th Century” cannot be analyzed exclusively based on the colonial documents, as they have been one-sided, biased and prejudiced, and therefore, the other evidences of Indians have to be taken into account to get a balanced, realistic and objective view.
• With the cause and effect and other logical processes, from the results, the facts could be assessed, determined and judged.
• The East India Company and the British Indian rulers, administrators and the British Government may or may not open up with all their documents, so that Indian researchers could come out with 100% perfect factual report about the issue.
• Indian intellectuals had responded to social reform by all means, by changing their pattern. Associations, conferences and meeting were conducted to create awareness among the Indian women[3]. Their immediate response through such activities prove the awareness among them.
• Annie Besant[4] urged Indians should compete with westerners in the aspects of education to women, going to other countries and so on.
• However, in spite of all efforts and modernization, even today, the highly scientific and technical atmosphere, the exploitation of women has reached, different arena.
• As pointed out about the contradictions of worshipping and exploiting womanhood in India[5], the modernism, snobbery, gadgets, IT jobs, luxury life etc., has led to the lopsided social reform leading to new types of exploitations and crimes meted against girl-children and women.
• Among the modernized women themselves, to what extent the “modernism” could be applied when they walk on the roads, mingling with the opposite sex and interact with many exigencies.[6] Therefore, the “Social reform movement,” has to be re-oriented, revamped and recondition to suit the changed conditions.

 

The next session was chaired by Dr Sudharshan with the three paper presenters – Prof Venkateswarara Rao presented a paper on Social movements of Nellore Districts, ….. and a lady on Durgabhai Deshmukh.

Old Guru was honoured: The valedictory function was also carried on as a formality as only 10 delegates were there. As already mentioned, dozen paper presenters had already left. After that, the valedictory function was held. Prof A. R. Rammachandra Reddy gave an emotional talk about his association with many scholars, colleagues and students who became professors and HOD now. Prof A. R. Ramachandra Reddy was honoured by their collogues and students.  Thus, the seminar was over. As my train was at 6.00 pm, I returned to the room, packed up and checked out. Sri Madhusudhana Rao was also there, we caught an auto and went to the railway station, he proceeded to the bus-stand. I went to the platform no.3 and waited for the “Jansathabthi.” Here, for the convenience of the passengers, an elevator and a lift have been provided so that the elders and others who have leg/knee problem can conveniently use them, without climbing steps. This has been an important development by the railways to bring facility to the public. Thus, my visit to Ongole was over and expecting another to come again and meet all the friends!

© K. V. Ramakrishna Rao

23-02-2020

[1] Beltz, Johannes. Contested Authorities, Disputed Centres and Rejected Norms: Situating Mahima Dharma in its Regional Diversity, in Periphery and centre: studies in Orissan history, religion and anthropology, 2002.

[2] A Eschmann, Mahima Dharma: An Autochthonous Hindu Reform Movement’ in A Eschmann et al (eds), The Cult of Jagannath, op cit. Also see Subhakanta Behera (1997): ‘Jagannath and Alekh: A Study in Juxtaposition’, Economic and Political Weekly, Vol XXXII, Nos 33 and 34, August 16-23, pp 2096-97.

[3] Chintamani, Chirravoori Yajneswara, ed. Indian Social Reform: Being a Collection of Essays, Addresses, Speeches, &c., with an Appendix. Minerva Press, 1901

[4] Annie Besant, Wake up India – A Plea for Social Reform, TheosophicalPublishing House, Madras, 1913.

[5] Mazumdar, Vina. Social Reform Movement in India from Ranade to Nehru. Indian Women: From Purdah to Modernity, Vikas, Delhi, t976, pp. 41-66.

[6] What to dress or not to dress, how much they expose or not, the difference between the nudity of the poor and filthy rich and such other issues cannot be discussed or debated in terms rights, freedom of thought, expression and so on.

 

Social Reform Movement In India and Women Education from 19th Century – UGC seminar held at the Ongole campus of the Sri Acharya Nagarjuna University [1]

Social Reform Movement In India and Women Education from 19^th Century – UGC seminar held at the Ongole campus of the Sri Acharya Nagarjuna University [1]

PG Campus of Acharya Nagarjuna University (ANU) has become the Andhra Kesari Tanguturi Prakasam University: The U.G.C. sponsored National Seminar on Social Reform Movement In India and Women Education from 19^th Century was held at the Ongole campus of the Sri Acharya Nagarjuna University from 19^th and 20^th February 2020. The government has upgraded the erstwhile PG Campus of Acharya Nagarjuna University (ANU) into a new university named as the Andhra Kesari Tanguturi Prakasam University [AKTP University]. The Ongole-AKTP University is fortunate in this regard, as it had an advantage of owning 100 acres of land at Pernamitta village within the Ongole city limits. The university is set up over 114 acres of land allotted for the Ongole PG Centre. It is currently running with 10 postgraduate courses and has 137 private un-aided colleges affiliated to it. Around 48 staff are working in the PG Centre and withe the upgradation, the number is likely to increase. As for as  Ongole is concerned, I have come here several times to attend seminars in 2013[1], 2014[2], 2016[3], 2018[4] etc., and it is not a new place and I have covered and posted in my blogs also [the links are given below]. Thus, I used to meet our friends again and again. It would be very nice to meet elders and get blessings, meet colleagues to share ideas and youngsters to understand the present times, as we have still been in learning processes from others. From 2013 to 2020, I have to note the changes taking place there.

The Theme of the Seminar[5]: Nineteenth-Century of British India is a milestone for the social reform movement in India. In the course of century, the social reformers of Indian and Christian Missionaries adapted several initiations for the uplift of women as well as depressed classes. The reformers, as well as Missionaries in India, have studied the caste system of India. They observed the role of women down through the ages. For instance, in the Vedic period, women were in high esteem. Women shared education along with men. Since the 8^th Century, gradually women life became very seclude in Sub-continent. No refreshing streams flowed back, into the life of women in their homes and as centuries passed, the Brahmanical code. The decline of women education was so marked and rapid by the beginning of 19^th Century, hardly one woman in a hundred could read in Madras Presidency and Malwa. It may, therefore, be stated that at the advent of British rule, female education had practically disappeared from Hindu Community, nay, it was regarded as a source of moral danger, if not as an actual vice, since only dancing girls could normally read and write. In their families, the old tradition to teach reading & writing to the new generations was continued. However, from the second decade of the 19^th century with the initiation of East India Company, Missionaries and social reformers the importance of education of women and upliftment and elevation of depressed classes were started. In this way, the Indian renaissance started in nineteenth-century and several reforms transformed the Indian society in addition to the upliftment of woman status. Further, it also elevated the status of depressed classes.

The Sub-themes of the seminar: The following these were also identified as sub-themes for the seminar and paper presentation:

1. Role of Reformers
2. Upliftment of Dalits
3. Indian Renaissance in the 19th Century
4. Uplift of women
5. Role of Press in the Social Reform Movement
6. Role of Christian Missionaries
7. Status of women Education
8. Any other issue related to the Seminar theme

The seminar hall at the second floor had a facelift, but without lift and wash-room: About the seminar hall, I have already recorded in my earlier blog as, “The seminar was held at the auditorium situated at the second floor of the building. Here, there is no lift, in other words, the building has not changed like Ongole. Nowadays, lifts can be provided with 4 to 8 lakh budget and it is not at all a big amount for Universities, as they get funds. ” And still, no provision has been made for urinal/toilet/restroom facility, though, the seminar has been modernized with chairs, stage and AC facilities. The difference can be noted from the photos of mine included in my blogs covering the earlier seminars attended. Nowadays, people give facelift only forgetting the other parts and it happens everywhere. Many times, we talk about principles, lecture about code of conduct and advocate all sorts of moral values and all, but, when anything comes to practice, most of us want to avoid, evader even started arguing against apologetically.

Ongole, where I get varieties of pickles: Earlier, daily, I used to go for walking up to the junction where there is a church and statues for the former CM and the bodyguard that got killed in the air accidence. But, this year, because of my health condition, I could not go. In fact, here in the Hotel Abhilash, I was accommodated in the first floor Room no.215 along with Prof Madhusudhana Rao, Tirupati, where there is no lift. Thus, from 2013, except the hall, nothing has changed as for as the lift and urinal. Definitely, it has been difficult and inconvenience for the aged and as well as sugar patents, they might relax once in three hours or so. Incidentally, Ongole has been famous for food in the sense that they sell side-dishes separately in packets. When I had meals first time in 2013, I was about to complete the taking meal and get up, but, suddenly, the server came and pointed out that I did not taste the other side-dishes showing kept on the other side of the table. In fact, there were nearly 35 items, but, I could not taste all. They sell different varieties of pickles also. Last time, I purchased seven varieties of pickles that we cannot get in Chennai. This time, I could get only five varieties. Thanks to Prof Madhusudhana Rao, who only informed about this and got also!

The inauguration of the National seminar 19-02-2020: The moment, we reached the Campus, there was registration. Only 40 registered and 14 with papers. After registration, we went to the seminar hall on the second floor. I had great difficulty to reach the second floor, as I was not feeling well with the raising BP coupled with a breathing problem. The seminar appeared with a new look modified with new chairs and airconditioned. From my postings, you can note the difference between the old hall and the present one. The seminar was inaugurated on 19^th morning 11.00 hours by their officials and it was some sort of family affair with the routines of lamp lighting etc.. The chief guest was Sri V. Rangaraju, Director, AP State Archives. The theme of the seminar was explained by the convener, Dr G. Rajmohan Rao. The inaugural address was by Dr I. Thirumali and the key-note address by Prof Adapa Satyanarayana. The guests, invitees were honoured and they talked about the subject matter and issues of the seminar.

The paper presentation sessions: After the inaugural, there was lunch and after lunch, the paper reading session started.  Sudarshan, Madhusudhana Rao,…. and a lady presented papers. Dr Anjaiah presided over and presented his paper also. There was an audience of 20 only.  Madhusudhana Rao presented the paper, “Colonial Prostitution of Whites and Blacks: How White and Black prostitutions were considered, treated and controlled,” was a joint paper co-authored by K. V. Ramakrishna Rao. Perhaps, for the first time, this aspect has been raked up fr research and facts brought out about the British exploitation of Indian women during the colonial period, when much raise was heaped upon them for their great role involved in the upliftment of Indian women. V. Sudarshan read a paper on Durgabai Deshmukh, and such details are already available[6]. In fact, in Chennai, the hospital started by her working under the banner of  “Andhra Mahila Sabha” has been well known to serve the poor and the middle-class people of Chennai. The lady-paper presenter was blaming Brahmins for their exclusion, treating menstrual women kept in rooms, “too much untouchability” followed among themselves etc, but, in between, she was reading about other issues that are not connected with what he was trying to point out. Though Anjaiah and others discussed about Andhra women who worked for the upliftment of women, they never mentioned that those women were Brahmins. Thus, her bias in the paper presentation was revealed and it was questioned by Anjaiah, Sudarshan and others. The sectional president also advised her to take the points and change the paper suitably.

© K. V. Ramakrishna Rao

23-02-2020

[1] National Seminar on Migration Movements and Indian Diaspora in Modern Period was held on April 3^rd and 4^th 2013 at the ANU Ongole campus. My coverage of the proceedings can be read here:

https://kvramakrishnarao.wordpress.com/2013/04/05/national-seminar-on-migration-movements-and-indian-diaspora-in-modern-period/

[2]  National Seminar on “Historicity of Ramayana” held at Ongole, Andhrapradesh on November 8^th and 9^th 2014. My coverage of the proceedings can be read here:

https://kvramakrishnarao.wordpress.com/2014/11/11/national-seminar-on-historicity-of-ramayana-held-at-ongole-andhrapradesh-on-november-8th-and-9th-2014/

[3]  Social Justice and the Marginalized in South India: Experiences and Challenges” – National seminar held at C. S. R. Sarma College, Ongole on July 30^th and 31^st, 2016. My coverage of the proceedings can be read here:

https://kvramakrishnarao.wordpress.com/2016/08/15/social-justice-and-the-marginalized-in-south-india-experiences-and-challenges-national-seminar-held-at-c-s-r-sarma-college-ongole-on-july-30th-and-31st-2016/

[4] Indian press and Socio-cultural and Religious Transformation in Colonial Rule of 19^th and 20^th Centuries: A New Perspective – National Seminar held at Nsgarjuna University, Ongole Campus. My coverage of the proceedings can be read here in three parts:

Part-I – https://kvramakrishnarao.wordpress.com/2018/09/24/indian-press-and-socio-cultural-and-religious-transformation-in-colonial-rule-of-19th-and-20th-centuries-a-1/

Part-II – https://kvramakrishnarao.wordpress.com/2018/09/28/indian-press-and-socio-cultural-and-religious-transformation-in-colonial-rule-of-19th-and-20th-centuries-a-new-perspective-national-seminar/

Part-II – https://kvramakrishnarao.wordpress.com/2018/09/29/indian-press-and-socio-cultural-and-religious-transformation-in-colonial-rule-of-19th-and-20th-centuries-a-new-perspective-national-seminar-held-at-nagarjuna-university-ongole-campus-3/

[5] Based on the circular of the seminar of the orgainizers issued this year 2020. However, I have a feeling that these sentences, I could remember of heard or read somewhere in some conference. I am not able to recollect immediately now.

[6] https://ddms.co.in/ – and https://ddms.co.in/founder/here about the institutional details can be found; https://ddms.co.in/milestones/ – here, the achievements of Durgabhai Deshmukh with details and photos can be seen.

National Seminar on Migration Movements and Indian Diaspora in Modern Period

National Seminar on Migration Movements and Indian Diaspora in Modern Period 

The seminar, theme and brief of the organizers: The following brief is based on the brochure issued by the seminar organizers and also available in the internet[1].

Acharya Nagarjuna University Ongole Campus (PG Centre) was established in the year 1993 as one of two Post Graduate Centres of Acharya Nagarjuna University, which was named after the famous Buddhist Philosopher and exponent of Madyamika Philosophy, to cater the needs of higher learning in Prakasam District. Initially the campus has been started with five Post Graduate Departments and the Department of History is one of them. Three more Departments were added later. The department of History is presently offering MA., M.Phil., and Ph.D. Courses.In recent times Diasporic history secured a unique place in Indian history. And largely it is uninterested history and forgotten, which encompasses narratives of displacement, migration, the cross fertilization of ideas, and the emergency of new cultural trends and practices, is increasingly being viewed as an important and intrinsic part of the story of late modernity and humanity’s drift towards globalization, transnational economic and cultural exchanges, and hybrid forms of political, cultural, and social identity. Migration and Diaspora raises question of structural and historical distinction between the socio-cultural pluralism of societies like India and the ones overseas where Indian populations migrated and settled, and answers in it terms of dialectically related civilizations and settlements societies. Three major issues affecting the overseas Indian communities are explored, viz., difference and transformation, hybridity and creolisation, and policies of multiculturalism. The conclusion underlines factors such as locationality of the analyst, the general pacifist orientation of Diaspora communities, and slippage between the imaginary and imagined in relation to India that characterize Indian Diaspora and its influence on historical study. Sub Themes: Historical background of Indian Migrations. Labour Diaspora Under Colonialism. Regional Dimentions of Indian Diospora-SouthIndia-UP, Bihar, Bengal, Punjab, Kerala etc., Telugu Diaspora in historical Perspective. Indian Diaspora in the South and South East Asia, Gulf and Western countries Globalisation, Diaspora Identity and multiculturalism Socio-Economic and cultural effects of Migration Diaspora Impact on Indian Economy Any other Theme Related to Main Topic. Out comes of the Seminar Increased understanding of participants on the impact of contemporary concerns on people. Increased knowledge on possible interventions. Publication of the seminar papers that are accepted for presentation. The above are only some of the sub-themes which are only suggestive but not exhaustive. Call for papers: We expect wide spread participation in our National Seminar from learned scholars all over the country. We are sure, the theme of the seminar has good scope for participation of scholars from various disciplines like History, Social Work, Sociology, Anthropology, Psychology, Economics, Politics etc., and we hope that it delivers the desired results. The paper writers can also submit papers on any other sub-themes of their choice related to the main theme of the seminar. Abstracts may be sent by E-mail to rajmohangutti@yahoo.co.in or by post to the Co-Ordinator before schedule by soft copy (MS Word). Dates to be noted: Last date for Abstract : 01st March 2013 Notification of acceptance:05th March 2013 Last date for full paper :20th March 2013 The organizers of the seminar would like to bring out the proceedings in the form of a book at a later stage. The papers should reach the Seminar Coordinator on or before 20th  March, 2013. Travel and Accommodation: III AC train fare as per the rule of University will be given to participants whose paper is accepted for presentation. Moderate accommodation will be provided after receiving conformation. Looking forward to meet you at Ongole.

The P. G. Centre is situated on the Eluru By-pass Road, backside of Rajivgandhi Institute of Medical Sciences and Hospital (RIMS), next to Jawahar Navodhya School and 3 kms from the Ongole railway station.

The Google-aerial photos show the position. Though, now the backside of the new building has been near to the By-pass Road, the entrance is on the other side.

The position of Ongole railway station and the P. G. College Centre are shown.

Migration, immigration and emigration: The delegates from different states had come to attend and present papers. The proceedings of the seminar had been lively, interactive and exchange of ideas. In general, most of the paper presenters have not been very clear about the crucial words – migrate, immigrate and emigrate as verbs and their noun and adjective forms migration, immigration and emigration and migrant, immigrant and emigrant.

• Migrate – move from one place to another, this has been voluntary on the part of person, who wants to migrate from one place to another and he may or may not settle at new place permanently.
• Immigrate – people coming or bringing people into a country as settler, usually such forceful migration was effected during the Mohammedan / Mughal and colonial periods, where Indians were carried away by different means.
• Emigration – a person goes from one country to another, mainly, as political exile, to escape from punishment and other reasons.

And legal context, it has specific definitions with penal provisions for violating such  acts of immigration and emigration.

Main theme and sub-themes: The main theme of the seminar had been “Migration Movements and Indian Diaspora in Modern Period” and the sub-themes were given only to embrace, encompass and elaborate the main theme. However, the papers on “migration” went on dealing with the movement of people within India during the ancient and medieval periods. The emphasis on “Andhras” had still confused them to differentiate “Andhras” from other people of “tamizhagam”, “South India”, Southern peninsula, “Coromandel”, “Deccan” and so on. The uncomfortable confusion and mix-up had been so evident when they tried to distinguish and separate “Andhras” from others, particularly from “Tamils”, as such dichotomy could hardly be found earlier. Ironically, as historians and other experts still believe and uphold the “Aryan-Dravidian” hypotheses and theories it is intriguing to single out Andhras out of “Dravidians” and attribute the diasporic ventures and adventures of them exclusively in the ancient and medieval periods.

Diaspora – meaning and definition: Based on different dictionary meanings, the dispora is defined as follows:

1. The dispersion of Jews outside of Israel from the sixth century b.c.E, when they were exiled to Babylonia, until the present time.
2. often diaspora The body of Jews or Jewish communities outside Palestine or modern Israel.
3. diaspora

a. A dispersion of a people from their original homeland.

b. The community formed by such a people: “the glutinous dish known throughout the [West African] diaspora as … fufu” (Jonell Nash).

4. diaspora A dispersion of an originally homogeneous entity, such as a language or culture: “the diaspora of English into several mutually incomprehensible languages” (Randolph Quirk).

Thus, some paper-presenters had been so attracted towards the “Jewish” connotation and started expounding how they achieved the statehood of “Isreal”. However, Steven Vertovec[2] has dealt with it in South Asian religious context and pointed out that it could be understood as –

1. Social form,
2. Type of consciousness and
3. Mode of Cultural process.

Hindu, Jaina and Buddhist confusion, mix-up and consequent interpretations: As “Greater India” and “Contribution of Indians” to SEA and such other subject-matters have been branded as “nationalistic”, the paper-presenters had been uncomfortable in calling “a spade a spade” or overenthusiastic to discover “migration” of Jains and Buddhists in ancient and medieval periods, that too, within “India” and even “Bharat or Hindustan”. When the ancient Tamil literature or popularly known as “Sangam literature”[3] and as well as the post-Sangam literature[4] has already vouchsafed the presence of Jains of different categories and Buddhists, the forced discovery of “migration” at later periods appeared to be excessive and irrelevant in the disporic context. In fact, the presence of Jains could be researched in the north-west and even beyond in the Indian disporic context, as Alexander had kidnapped gymnophists[5], of course, killing few, as they opposed and one even reportedly cursed him. The Gnostics[6], the Essences[7], the nudity of the Greeks[8] etc., could have been interesting topics. Edward Pockoke[9], Col.Tod[10], Waddel and others have dealt with the issues in detail. The Digambara and Swetembara nature of these groups has been so striking along with the strict discipline practiced.

Theoretical and hypothetical frame-work: Delving upon the theories and cases of Stuart Hall[11] (cultural theorist), Edward Said, Amretya sen, Charles Taylor, Sulmam Rushdie and others, diaspora and identity and related topics were dealt with, however, missing the Indian context. As the medieval colonial forces including the aiding and abetting Arabs, moors, Mohammedans or recorded with any other name, uprooted the social, cultural and economic roots of the Indian people, the discussion of “multi-culturalism” appears to be conflicting with their social, societal, communal, economic, spiritual and other common factors. The “many-ness” exhibited among the migrated, immigrated, displaced, expatriated, deported, exiled, excommunicated categories could not be a discerning distinguishable identity.

Literature, literary criticism and Indian disporic study: Historical studies of Indian diaspora could not reconcile with the literary diasporic studies including criticisms and reviews of novels and poetry. Ironically, none of them pointed out the recordings of Subramanya Bharati who pasteurised about the conditions of the Indian women working in the sugarcane fields of Mauritius. Here, the point is the writers or poets writing and composing about “Indian diaspora” from outside and inside India. As historians, import the literary criticism terminology in historiography and interpret, here also such attempts are noted. But when the question of approaching facts comes, historians openly assert that they need not be objective. So when “non-Indians /NRIs” and other migrated, immigrated, displaced, expatriated, deported, exiled, excommunicated categories look at Indians, it could be “romantic” for others with the “imaginary” heroines / heroes moving in “imaginary spaces”, but within the “historical times”. Though attractive titles were chosen, the reflections had been selective. V. S. Naipaul’s works ignored; Amitav Ghosh’s “Sea of Poppies”, The Calcutta Chromosome, The circle of reason, In an antique land etc., are not even whispered.

The Jewish case / model is irrelevant to Indian diaspora: Some paper-presenters had imitated the “Jewish model”[12] without analysing the facts of Indians forced to send out of India and also freely deriving meaning[13]. They had been enamoured about the Jewish case / model and tried to compare with the Indian diaspora as if the Jewish “promised land” was “India that was Hindustan”, but ending with “imaginary land”. The problems perceived such as external pressures for assimilation and internal tensions cannot work with the people of traditional societies, who were migrated, emigrated or emigrated in the recent past. The diasporic imaginary as expounded in such postcolonial reconfigurations in the context of multiculturalism is redundant in such futile comparison as “Jews” were always considered as “monolithic” just like “monolithic white”, whereas, the Indian black could be somewhere between black and brown.

03-04-2013 (Wednesday) – First day of the seminar: Inauguration, introducing the theme, key-note address, vote of thanks, facilitation etc., went on till afternoon. After lumch, the technical session started  with the chairing of Dr Krishna Ranga Rao and the following papers were presented:

Prof Krishna Ranga Rao, Chairperson and Dr V. Sudarson, rapporteur.

Sl No	Name of the paper presenter	Title of the paper
1	Neetu Devi	Twice-displaced identity and cultural hybridity in twice displaced Indian diaspora: Reflections
2	Pareswar Sahoo	India’s diaspora and the Kalinga identity: A study on Socio economic development
3	B. Narasingaraja Naidu	Contribution of Telugu to Madras
4	K. V. Ramakrishna Rao	The British treatment of women-slaves of Indian and non-India origins during the colonial and disporic periods.

After lunch, the session started with G. Jawaharlal, s Chairman and P. C. Venkata Subbaish, as rapporteur and the following papers were presented:

Sl No	Name of the paper presenter	Title of the paper
1
2	Aravinda Kumar	Migration of Andhras to Tamilnadu
3	C. B. Kamati	Globalisation, diaspora identity and multi-culturalism
4	A. Kishore Kumar	Indian immigrant’smodern slavery: A study of Indian emigration to the gulf countries
5	Kate Dandesh Kumar	Migration movements and Indian diaspora in modern period: Socio-economic and cultural effects of migration

04-04-2013 (thursday) – second day of the seminar: The seconday proceedings started with Dr B. N. Naidu, as Chairperson and Dr N. Nirmala Mani, asrapporteur.

Sl No	Name of the paper presenter	Title of the paper
1	Harshavardhana	Globalization and diaspora identity: An Indian perspective.
2	V. Ranga Raj	The Telugu diaspora and its socio, economic and cultural impact in SEA, Burma, Mauritius, Fiji, and South Africa.
3	Hariprasad	The Role of Indian diaspora in the globalization
4	Sumabala	Migrations and their cultural contribution
5	G. Venkateswara Rao	Migration of Puduru Dravidar to Nellore district

During this session, Sri. Christu dass, hailing from Ongole, now, a NRI from Indianopolis, USA, spoke about his experience.

After lunch, the session again started with Dr K. Gangaiah, as chairperson and Dr B. Bharathi Devi, as rapporteur

Sl No	Name of the paper presenter	Title of the paper
1	Neelima	The new movement in Indian diasporic English fiction – An evaluation of Bharati Mukhejee;s Jasmine.
2	G. Jawaharlal	Migrations occurred in ancient and medieval periods
3	Nettikallappa	Historical background of the Sugali tribe
4	V Sudarson	Socio-cultural contributons of India dispora to South Africa
5	Bharathi Devi

Afternoon second and final session was started with Prof David Raju chairperson and B. Padmaja, rapporteur.

Sl No	Name of the paper presenter	Title of the paper
1	Prabhukumari	Contribution of Indian migrants in Kula Lampur
2	Nageswara Rao	Conditions of Indian migrants in USA before 1945
3	Pravaga	Contribution of Indian migrants in SEA.

Entrance of the venue of the ICHR National Seminar, Acharya Nagarjuna University Campus, Department of History,  P.G. Centre, Ongole.

Second floor corner – where the seminar was held. Side view of the building is shown above.

Migration movements and Indian dispora in modern period 3^rd and 4^th april 2013

Seminar inauguration – S / Sri Narasimha Rao, Prof Ratan Lal Hangaloo, Department of history, University of Hyderabad; Adapa Sathyanarayana, Department of history, Goa University; G. V. Ramakrishna RaoDirector I/c, Department of Museum and Archaeology, Hyderabad; Prof Y. P. Rama Subbaiah, Rector, Acharya Nagarjuna University; Dr G. Raja Mohan Rao, Speciall Officer, ANU Ongole Campus and Seminar Co-ordinator can be seen sitting in order.

lighting lamp to inaugurate the seminar

 

The above photo – courtesy – The Hindu

A view of the audience

another view of the audience

yet another view of the audience

A view of the audience

First session chaired by Prof Krishna Ranga Rao and Dr V. Sudarson as rappoteur; the paper presenters – Dr B. Narasingaraja Naidu; Dr Pareswar Sahoo, Bhubaneswar; K. V. Ramakrishna rao, Chennai.

After lunch, 2^nd session chaired by Dr Jawaharlal holding mike – the paper presenters – Dr Aravinda Kumar;  C. B. Kamati, Nipani, Belgaum, Karnataka; Dr K. Nettikallappa (sitting backside)

same as above – another view

A View of the audience during the 2^nd session – Dr Gangaiah, G. Krishna Ranga Rao

-do- Gangaiah, Krishna Ranga Rao, Neetu Devi, Pareswar Sahoo (first row)

04-04-2013 – second day session; Dr P. Sumabala, Prof Harshavardhana, (front); Prof G. Venkateswara Rao,  (back)

Dr B. N. Naidu charing the session – Harshavardhan, G. Venkateswara Rao, (order as in the photo)

Sri Christu Das, NRI from Indianapolis, USA explaining his experience

same as above

After lunch, the session started with Dr Gangaiah charing afternoon session; Smt C . Neelima presenting paper (partially hidden), Gangaiah, Dr B. Bharathi Devi, Dr Sudharson,

A view during the session; Christiudass, Aravinda Kumar, Naidu and others can be seen

Concluding session chaied by David Raju; Prabhu Kumari, David Raju, Nageswara Rao, B. Padmaja, Dr Prayaga

same as above

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[1] http://www.nagarjunauniversity.ac.in/seminars/ongoletwodayseminar2013.pdf

[2] Steven vertovec, Three meanings of ‘diaspora’, exemplified among South Asian religions, Diaspora, Vol.7, No.2, 1999. http://www.transcomm.ox.ac.uk/working%20papers/diaspora.pdf

[3] The period of Sangam c.500-300 BCE to 100-300CE has been accepted by the world historians and experts.

[4] The Jains had been dominant during the period starting from first century to 9^th-10^th centuries. Of course, the Kalabhras, the despotic Jains rulers of Karnataka have been accused of destroying Tamil culture. Some overenthusiastic Jaina protagonists even claim that Tiruvalluvar was a student of Kunda-Kundacharya and he stole the work of the master and circulated it as his work!

[5] The Greek and Persian accounts give these details ad of curse recorded by the reputed and elite historians also.

[6] The Gnostics had been a white rob worn group living separately with virtues. The Christologists claim that Jesus Christ could be from that group.

[7] The Christologists also claim that Jesus Christ could be from that group, as they were following strict discipline of renunciation, virtues etc.

[8] The Greeks, particularly, the elite and philosophers categories were in nude only. The symposium and other expressions convey the facts, of course, vouchsafed with their sculptures.

Kathryn Topper, The Imagery of the Athenian Symposium, Cambridge University Press, 2012, USA.

www.aafla.org/SportsLibrary/JSH/JSH1985/JSH1203/jsh1203b.pdf; http://www.naturistplace.com/nudity6.htm

[9] Edward Pocokoke, India in Greece, Swati Punlications, New Delhi, 1975.

[10] Col. Tod, Annals and Aniquities of Rajasthan, Motilal Banarasidas, New Delhi, 2000.

[11] http://www.unipa.it/~michele.cometa/hall_cultural_identity.pdf

[12] Monika Fludernik (Ed.), Diaspora and Multiculturalism: Common Traditions and New Developments, Cross / cultures 66, Rodopi B.V, Amsterdam, Netherlands, 2003.

[13] The Jewish diaspora (or simply the Diaspora; Hebrew Galut גלות; Yiddish Golus) was the historical exile and dispersion of Jews from the region of the Kingdom of Judah and Roman Judaea, as well as the later emigration from wider Eretz Israel.