Swaraj in Thought

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Draft 2

Swaraj in thought:Decolonising our universities for a just world order

C. K. Raju

School of Mathematical Sciences

Universiti Sains Malaysia11800 Penang 1

Introduction

olitical independence did not mark the end of colonisation, for colonial power had two facets.Physical occupation was one, while capture of the mind was another.2 Capture of the mind was

more important, for it enabled physical occupation by creating the domestic support for British

rule. Without that domestic support, a handful of Britishers could hardly have ruled a vast country likendia, lacking, as they then did, advanced technology of any sort. Political independence ended

physical occupation, and diminished direct colonial control, but the mind control, like the evil spell cast

by a sorcerer, continues to this day. Conse!uently, the former colonies have uncritically retained most

foreign institutions including a constitution based on Platonic ideas of the "epublic, a legal system and #udiciary based on British aristocratic practices $%milord&, wigs, etc.' and common law( market

%democracy&, and, most importantly, education based on the Western university model.

P

)his uncritical acceptance of all things Western is certainly not the same as assimilation* in its more

farcical aspects it e+tends to blind imitation of Western clothessuch as wearing a suit and tie in the

Delhi summeror of Western accents, as in air hostesses who think it the acme of fashion to speak-indi with a British accent. ote that the same people would practically die of shame if caught

speaking /nglish with a desi accent. )he matter is not restricted to flighty airhostesses( one of our great

intellectuals preferred to be known not as )hakur but as its British mispronunciation* )agore. )here isno assimilation here, but only a marked feeling of inferiority. Because this feeling of inferiority is so

widespread, it must have a systematic cause, which we need to ascertain. 0n the British side, this belief

about their own superiority was reflected in the signs %ndians and dogs& not allowed, which signs we

must not forget.1 )his was the common practice in many colonised countries, for the colonisers thoughtthey had trained the colonised in the manner of dogs. t wont do #ust to condemn this as racism, for we

need to understand the root cause of that racism. -ow could someone, with the intelligence of even a

monkey, subscribe to that belief that the color of the skin was a mark of superiority or inferiority3

)his paper argues that it is Western education that instills that feeling of inferiority on one side and

racist superiority on the other. )hough 4acaulay didnt e+plicitly say so, his aim obviously was totrain some ndians as dogs who would be loyal to their masters, wag their tails and beg for crumbs, but

who would bark at and even bite other %dogs&, especially those untamed and hostile to their masters.

)he paper goes on to describe some attempts to undo the ill effects of Western education, especially in

the light of the recent ran conference on %5cademic mperialism&, and the Penang conferences on%-egemony& and on %Decolonising our 6niversities&, and the resistance to these attempts.



The causes of colonialism

)o successfully decolonise, one needs to understand the real causes of colonialism. We have already

seen that colonialism was not a simple physical occupation, but involved a capture of the mind.

7

)hiswas brought about by Western education, but it is inappropriate to solely blame one individual,4acaulay, for having introduced it. 8or, as have repeatedly stressed, 4acaulay could not have

succeeded without the support of the local elite. 9ong before 4acaulay, "ammohun "oy himself

pleaded: with the British ;overnment to put money not into <anskrit $and 5rabic' schools, which then prevailed, but into institutions which would impart Western education. 4acaulay too, in his infamous

minute,= stressed that half the people were already with him. We cannot undo what 4acaulay did,

without understanding and undoing the basis of that support for colonisation from the colonised elite.

0n the other hand, it would be a mistake to imagine that those reasons are static in time. Certainly,Western education, since 4acaulay, has consolidated that support for colonisation from the colonised,

so that it not only persists to this day, but has been greatly amplified. 9et us, however, first understand

the reasons for that initial support.

False history and the colonised elite

)he original reasons were simple. "ammohun "oy was taken in by false Western history which

glorified the West and belittled everyone else. $ have elsewhere> carefully defined the term %West& inthe conte+t of )oynbees theory of history as the same old 0rosian story of the triumph of Western

Christianity, and the use of this history to formulate military strategy by post?Cold?War military

strategists like -untington.' Being e+cessively gullible, it did not strike "ammohun $or any ndianhistorian since' to cross check this history. )his man who roared like the church against -indu idols,

which tell symbolic stories, became himself a meek idolist taken in by the church idols of @esus $esu', plagiarised, like the story, from the ;reek god Bacchus, a representation of the /gyptian sis.

"ammohun was gullible enough to believe that @esus was a real historical person like ndian academicstoday who give dates in 5D and BC and ob#ect only to the historicity of "ama but never of @esus.

"ammohun wrote a book and several pamphlets, addressed to Christians, A to advertise what he thought

were the admirable moral precepts of @esus. oticeably, he became a %-indoo convert to Christianity&,as he is described in the preface to that book, and as is clear from his strong ob#ection to being

described as a %heathen& and not a %Christian&, in the resulting criti!ue by missionaries.

"ammohun did not study history sufficiently to ask why /uropeans, if they were intrinsically superior,

were compelled to sit by impotently and impatiently for the 2: years between the arrival of asco da

;ama $with the help of 4almi anha' and the battle of Plassey $won by bribery'. )hat /uropeans hadlong nurtured dreams of con!uering ndia is clear from the failed E:AF attempt by @esuits to do so bytrying to convert the 4oghul emperor 5kbarthat attempt was tom?tommed in "ome as the classic

church strategy of con!uest through conversion by which the "oman empire itself was taken over,

since Constantius , son of Constantine.

"ammohun "oy $and ndian historians since then' lacked the scholarship to investigate and find out

how the church had blessed and encouraged that distorted history since the :th c. 0rosius %-istory5gainst the Pagans&, which glorified Christians and relentlessly belittled all othersand twisted facts



to match. "ammohun $and ndian historians since then' failed to notice that in this 0rosian tradition,

down the centuries to )oynbee, Christian historians never ever had anything good to say about any non?

Christians. "ammohun $and other ndian historians and scientists since then' did not suspect that the

Western history of science might have been similarly concocted during the centuries of religious war$Crusades' and religious cleansing $n!uisition', with precisely the same idea of glorifying Christians

and belittling everyone else.EF )herefore, like any ignorant and gullible neo?convert or semi?convert,

"ammohun $and most other ndian academics, since then' fell a prey to that missionary propaganda,thinly disguised as secular history. aturally, Westerners praised him for this, for he brought so many

with him.

$-owever, it is worth noticing that, unlike present?day academics educated in the Western tradition,

who never dare !uestion anything Western, "amamohun did so only to discover to his chagrin that

while criticising -indusim made him a reformer and a hero of modernity in the eyes of the West, eventhe mildest criticism of Christian superstitions like trinitarianism, or the belief in the triple godhead

the 8ather, the <on, and the -oly ;hostled to his being described as an anti?Christian

%controversialist& and denounced as a %heathen& on the grounds that superstitious belief in the -oly

;host was essential to being called a ChristianG' )o reiterate, "ammohun was a man of strongconvictions, right or wrong. <o, even though he served the /ast ndia Company, he cannot be said to

have had an eye on personal pecuniary advantages from British rule, the way the ndian civil servants

of the "a# commonly did, or the way ndian academics today commonly write papers with an eye on potential foreign assignments, or the way managerial aspirants train for multinational #obs today. n

any case, without denying the e+istence of those bribes, my submission is that all the bribes put

together do not e+plain the hegemony that colonialism established, by sleight of hand. )hat Westernsleight of hand has never ever been discussed by ndian academia( it is clearly a taboo. We need to

break this taboo to understand that false Western history was essential to colonial hegemony.

False history and Western philosophers

)his false history also relates to racism. )he false history was e+actly what was used by Christians likeantEE and -umeE2 to #ustify the racist belief in the superiority of white?skinned people. )hey

%philosophiHed& that black and browns were inferior since history showed that they were incapable of

any creative effortG ant propounded the ethical precept that blacks must be %kept apart by thrashings&.Clearly, these so?called philosophers lacked both ethical sense and commonsense.

The origins of false Western history of science

)he origin of this false Western history is not hard to understand* it arose directly due to church

attempts to establish hegemony. 5s have argued elsewhere, the false history of science was concoctedin two key steps. During the Crusades, all /gyptian knowledge was appropriated to ;reeks, together

with all later?day world knowledge in the 5rabic library at )oledo. Due to fears of the n!uisition, allforeign knowledge subse!uently imported into /urope was claimed by /uropeans as their own

invention without acknowledging the foreign sources from which they stole. 9ater?day racist historians

completed the task as has been so well pointed out by ;eorge @ames and 4artin Bernal. Whatever was

left to be done was finished off by colonial historians, and the ndian historians they so assiduouslytrained in their institutions like Cambridge, and counterparts in ndia.



Example: “Claudius tolemy! and the Almagest

5n e+ample might make matters clearer. )hus, the stock history of astronomy today mentions

%Claudius Ptolemy&, and then moves on to Copernicus and his glorious heliocentric revolution. )hishistory began during the Crusades, when the church wanted the knowledge in 5rabic libraries, and did

not know how to #ustify translations from the %heathen& with whom it was engaged in a religious war,

and whose books it had hitherto burnt. )he simple way out was a bald lie* all that knowledge wasattributed to the ;reeks.

n fact, the ;reeks did not know elementary arithmetic, their numerical notation did not permitalgorithms to multiply and divide, so they could hardly have done mathematical astronomy. )ill the

time of Plato the ;reeks were such a terribly superstitious lot that they regarded astronomy as a crime

to be punished with death. $5s Platos Apology points out, this was the crime on grounds of which adeath penalty was demanded of both 5na+agoras and <ocrates.' evertheless, we are e+pected to

believe that Claudius Ptolemy suddenly appeared with E1 decimal?place $>th se+agesimal?place' precision, acknowledging no predecessor e+cept -ipparchus. )he ;reek astronomical tradition then

disappeared with e!ual suddenness without a trace in the ;reek and "oman calendars, which remainedworthless as ever. )hat ;reeks could never manage even the easier aspects of astronomy, like the

length of the year, is clear from the non?te+tual evidence of their shabby calendars. While the "omans

laughed at that calendar, and reformed it, the $%corrected&' "oman calendar was almost as awful, andthe length of the year in it did not agree even with the Almagest length of the year $itself far inferior to

the contemporary figure in ndia', despite repeated attempts at calendar reform. )hese reforms were

necessitated, since the Council of icea, by the church attempts to fi+ the date of /aster correctly.)hus, the Almagest was obviously absent, at the supposed time of Claudius Ptolemy, and could not be

located in the "oman empire for centuries, despite the entire might of the state. -ence the Almagest

obviously comes from a later time.

n fact, the Almagest is clearly an accretive te+t $e.g. the current pole star heads its star list, so it is later

than the th c. which is the earliest date the current pole star was the star closest to north'. <uch

accretion is natural for any scientific te+t in practical use. )he te+t started in /gyptian times $hence%Ptolemy&'. t incorporated knowledge of ndian astronomy and arithmetic algorithms from both

@undishapur and Baghdad, followed by Persian and 5rabic contributions to astronomy. 5ll of this is

attributed today to one fictitious superman Claudius Ptolemy for whose e+istence there is no evidence,who, as in a fairy tale, had no predecessors on whose work he built, and no practical reason for doing

that sort of precise astronomy. )he date of this fictitious Ptolemy is fi+ed by reference to four so?called

observations. t is bad practice to use isolated passages from an accretive te+t to date it, but those

passages are especially useless for the Almagest , for the so?called observations in it have clearly been back?calculated.E1 5s pointed out in my response to WitHel,E7 -arvard historians $and their ndian allies'

point out these bad practices only in the case of ndian history, never in the case of ;reek history. <uch

double standards are the hallmark of racism, and they are needed to support the false history whichcomes to us from the church.



Example: Copernicus

<imilarly, it has now been known for over half a centuryE: that Copernicus was a mere priest who

transliterated $not merely translated, from ;reek to 9atin' the work of bn <hatir, a ;reek translation ofwhich was available in the atican libraryE= which Copernicus visited. evertheless, in support of the

uhnian image of Copernicus as a revolutionary, who brought about a paradigm shift, -arvard

historians still maintain that Copernicus could have made an %independent rediscovery&,E> like so manystudents addicted to copy?paste technology do today, or like ewtons %independent rediscovery& of the

calculus imported from ndiaEA before he was born. n fact, there are so many other notorious

%independent rediscoveries& by prominent Westerners down to the present?day.E <o, on the antian

ethical precepts, it is the white?skinned /uropeans who %must be kept apart by thrashings& for if theyhad any creative abilities in science, they would not have needed to lie so profusely about its history.

False history and Western education

evertheless, it was this sort of false history $%science is the work of ;reeks followed by /uropeans inthe renaissance&' which led to the belief that science is all the work of the West. -ence, the demand for

Western education, which is, at bottom, a demand for science and technology $and, of course, for good

#obs'. 5s have argued in detail elsewhere,2F the policy of Western education is still promoted with thesame carrot of %catching up with the West&, in science and technology, despite the manifest long?term

failure of this policy, and the empirical evidence that it leads only to permanent dog?like status.

5t the time of "ammohunIs initial intervention in EA21 it was false history alone, particularly the falsehistory of science, which led to the belief in Western superiority, and the desire for Western education.

)he situation has naturally changed after nearly two centuries of Western education. )he nature of this

change was brought out forcefully in the reactions to the recent conference2E on decolonising ouruniversities in Penang. )he conference sought to critically re?e+amine Western education and e+plore

alternatives.

"ow Western education limits thought

-owever, indoctrination through Western education so limits the imagination,22 that it blocks the search

for alternatives, and regards the very thought as something sacrilegious. )his captured imagination of

the Western?educated mind instantly re#ects all criti!ues of Western institutions, from non?Westernsources, liberally using ad#ectives such as %illiberal&, %chauvinistic&, %nationalistic&, and %unreliable&.

)his effectively blocks out any thought or argument seriously critical of the West $unless mediated by

Westerners themselves, who will naturally point in the wrong direction'.

)hat this pre#udice is indeed widespread was amply demonstrated by the public reactions 21 to the

conference, which assumed a dichotomy* either one blindly accepts the West or one blindly re#ects it.

)herefore, this $or any other' criti!ue of the West was repeatedly e!uated with blind re#ection of theWest, without ever once entering into details of the criti!ue. ote that, unlike the ndian press which

has largely ignored this issue of decolonising math, for the last four years,27 a section of the 4alaysian

press and intelligentsia was very supportive of this issue of decolonisation.2: evertheless, the publicreactions show that a criti!ue of the West, especially as regards science and maths,2= is almost



completely beyond the imagination of the Western educated, who are taught that it is universal. )his

pre#udiced re#ection was not limited to the lay public and repeatedly2> found its way even into editorial

reports in the /PW.2A )hus, the empirical fact is that the Western educated are so deeply pre#udiced

about the Western role in science and technology, that they are unwilling even to countenance adiscussion of the evidence for it.

)his is an added dimension that "ammohun "oy did not have to face. )he false history by which hewas taken in is today reinforced by Western education, which insulates it from any criti!ue by the non?

West, by means of a thick coating of pre#udice. 9ike the missionary position, Western education teaches

people not to pay heed to the evidence, but to go by the stories which have been authoritativelyapproved, like those of the immaculate conception of calculus or relativity. )he Western educated are

either unwilling or unable to consider any criti!ue of the West or the evidence for it. )heir first and

second and third reaction is #ust to dismiss any and every criti!ue from the non?West, withoute+amining it, as arising from some bad motives. )heir fourth, fifth, and si+th reaction is to ignore it and

do nothing, along the lines of the church strategy of erasure of all critics. $We have seen e+amples of

this for the last four years in ndia, and will see further e+amples of that a little later on.'

)his is e+actly as in matters of religion. People, once they form an opinion, pay little heed to any

opposing sentiments or criticism, howsoever well founded. )hat is how the pre#udices implanted in the

Western educated are used to defend the West against any and all criticism.

Why Western education limits thoughts

Why does Western education make people so insular and parochial3 )he post?conference discussions2

brought out some facts which e+plain this, but have never before been pointed out. )he first is that theWestern university began $in Bologna' during the Crusades as a handmaiden of the church. t remained

that for many long centuries. 8or e+ample, in the E>th c. saac Barrow, ewtonIs mentor and master of

)rinity College, Cambridge, stated that the role of the college was %the breeding of clerics&, therefore,special dispensations to those graduates who sought to avoid being clerics ought to be avoided.1F -eclearly thought of Cambridge as a Christian madarsa, intended to produce priests who would go out in

the world and do propaganda for the church.1E )his certainly continued until the Eth century, and the

umbilical connection has persisted until the 2Est c, in many devious ways, as is clear from thedocumented e+periences mentioned in my response.12 )he Western university has traditionally played,

and continues to play, a key role in church propaganda, and in producing propagandists. 0ne must

clearly understand here that the church domination of /urope was based primarily on %soft power&, sothe practical value of this propaganda in producing power $and conse!uently wealth' for church priests

should not be underestimated.

)o be sure, the church no longer has the totally dominant status it had from the beginning of the Dark5ges and through the long centuries of the Crusades and the n!uisition. t has today agreed to share

power with the state and capital.11 )herefore, while the church implemented the Western education

system that 4acaulay planned, they produced clerks for the British "a# rather than clerics. $ote that"oman Catholic @esuits, nominally opposed to the church of /ngland, were e!ually prominent in this

process, as in the Javier colleges in olkata and 4umbai or the 9oyola college in Chennai, which last

was instrumental in ruining math education in ndia, through a secondary hegemony.17'



9ikewise, today, Western education aims to produce %business managers& also known as %engineers&,

both of whom supply the industrial needs of cheap labour $rather than the state needs of cheap labour

which the British empire had'. -owever, the substance of the indoctrination remains much the same* to

produce voluntary slaves by chaining minds. Western education still instills a deep seated belief in thesuperiority of the West and inferiority of the non?West, which make the Western?educated deeply

reverential towards the West. What the business manager mostly learns is to dress like a Westerner

$especially the tie', and to speak like a Westerner $especially /nglish'. )he key value he learns is aweof the West and complete, slavish subordination to it, and his biggest dream is to get the #ob of a well?

paid slave in a Western $%multinational&' company. aturally, a person %educated& in this way cannot

ever be critical of the West, for he regards it as his foremost duty to demonstrate his loyalty to the West by attacking the critics, without regard to the substance of the criticism, in the manner of loyal dogs.

ote that despite these changes at the level of higher education, the false church history of courseremains part of the indoctrination of every ndian school child today. 8or e+ample, as have been

pointing out since 2FF>, the class J school te+t in math shows numerous racist pictures of ;reeks, like

%/uclid&, as white skinned. When asked for evidence, the authors of those te+t were unable to supply

$primary' evidence that those figures who supposedly lived in 5le+andria, in 5frica, were white?skinned. )hey could not even supply evidence for the primary manuscripts on which those claims of

%;reek& achievement were based. 8or e+ample, what is the evidence that %/uclid& wrote the Elements3

0r that %/uclid& even e+isted3 )he authors of the te+t could produce no hard evidence and #ust kepttelling more stories or piling on hypotheses, e+actly as arlikar has done in his %scientific& work.1: But

C/") supports them by asking why primary evidence is needed for history, and why secondary

sources cannot be used, so long as they are WesternG1= )o break this superstition, have offered a priHeof "s E.: lakhs for serious evidence about /uclid. eedless to say, this priHe, like ovoors priHe is

going abegging, but our school te+ts stay unchanged. Clearly, these Christian superstitions are far more

terrible than superstitious belief in astrology $like epler had', since the latter superstitions do not find

their way into school te+ts.1>

What Western education teaches: reliance on Western authority

)his, indeed, is the other key value implanted by Western education* the belief that $only' Western

sources are reliable. )hat is the belief that Western authority is the ey means of validating nowledge.)his belief pertains not only to history, but also to science. )hat is, ndian academics and scientists

think that Western approval is the key test of valid knowledge. 9ike the clerks blind trust in his bosses,

this blind trust in Western social approval as the ultimate test of truth is a source of many maladies inthe current educational system.

Because Western universities were, for centuries, oriented towards propaganda, Western education

relentlessly drills home this one point* that only Western sources are reliable. )his notion of %reliablesource&, as tied to Western authority, is very actively used by Wikipedia, for this blind faith in the West

is the key to the credibility of all other Western propaganda. <cience too has been reduced to this

superstitious blind faith in the West. )ell a scientist about a new theory and he will ask where it was published. )ell him it was published in !ature or that it originated in -arvard or Cambridge, and he

will believe it. n other words, the validity of science is to be decided by authoritative social approval

of Westerners, and not by applying ones own mind. ote clearly that the issue is about trust, not peerreview, for there are numerous other peer reviewed #ournals. @ournals are considered %really reliable&

only when the %peers& are authoritative Westerners. )his is the what the much vaunted scientific



method has been reduced to, in practice. 5s have described elsewhere,1A what is at work here is the

criterion of reputa"ility, !uite distinct from Poppers criterion of refutability.

ote that many ndian scientists will revel in e+posing ndian superstitions and the like. )hey will also boldly take up any matter already discussed in the West, like the church vs ;alileo, or the cases

described by 5ndrew White. But, in the last E:F years, show me an ndian scientist who has genuinely

challenged Western scientific authority, without Western backing, and will show you a revolution.

)ake, for e+ample, the blind superstitious faith in figures like 5lbert /instein and <tephen -awking.

)he Western educated are taught to believe that while belief in <ai Baba is blind faith, belief in /insteinor -awking is enlightened. -owever, blind faith is not about what one believes but why.1 )he vast

ma#ority of of those who believe in /instein do not even know any relativity theory, their belief is

based, like that of the followers of <ai Baba, merely on the basis of widespread stories and myth. t istrue that the <ai BabaIs miracles were e+posed by rationalists, but so was /insteinIs annus mirabilis

e+posed by me. obody could answer my criti!ue in the last 2F years( on the contrary, the best?rated

mathematical mind in the West sought to grab credit for it,7F on the very centenary of /insteins

%miracle year&. <till people go on worshipping both <ai Baba and /instein, although ndian academics,especially left?liberal, are convinced that the one is dead wrong, but the other is rightG

0f course, /instein is not a matter of one individual. t is a reflection on all of Western society that it isso tied to authority that failure of authority at the top can never be challenged. 8or nearly a century, a

fraud and petty con?trickster like /instein, who learnt some legal tricks as a patent clerk, could be

worshipped as the very topmost scientist, and hundreds of thousands of scientists were never once ableto challenge his authority, though they would all claim that science is able to challenge authority. $)rue,

Whittaker, in his biography of /instein for the "oyal <ociety, did point out Poincares priority, but he

too did not notice /insteins mistake.'

ote how science itself suffers in the process of this blind belief in Western authority. )he theory of

relativity was based on a re?e+amination of the notion of time in ewtonian physics, and not on the

4ichelson?4orley e+periment.7E )he latter e+periment could not have measured the speed of light, forthe reason that ewtonian physics does not define a proper clock, and speed cannot be measured

without that. $)hat happened because ewton, in his overwhelming desire to make the infinite series of

the imported ndian calculus72 %rigorous&,71 and in accord with his religious beliefs about eternity,77 ended up making time metaphysical.7:' )his sub#ect of special relativity is taught at the first year level

in the university, and have personally and repeatedly brought this argument about time to the notice of

the faculty in the two largest physics departments in the country in Pune and Delhi. t is also $partly'available in some of the more thoughtful te+ts on relativity, like that of <ynge.7= evertheless, in the

last twenty years, the faculty in these departments is neither able to contest my point publicly, nor

willing to change the syllabus. Clearly, they see science not as truth, but as as a means to impose

Western authority. )he scientific method is to blindly follow Western scientific authority and regard allchallengers as mistaken, hence not worthy of discussion. 0ur thousands of %bright& students of ) all

study this, each year, and swallow it all without !uestion. )hey are all hoping to make good in the

West, and acceptance of Western authority is a pre?re!uisite for that. aturally, the West praises these%role models&.

t is this convictionthat reduces even the scientific method to blind reliance on Western authority which allows even science to be used for church propaganda,7> as in the work of <tephen -awking.

)he situation here is, of course, a bit different, for -awkings work is at another level of technicality

not familiar to most physicists, who are under?educated $or overspecialised', by design of Western



education. )his last point was very clear in a debate that this author had with "oger Penrose.7A n the

course of the debate it became amply clear that the professors from Delhi 6niversity and @6 present

there were unable to follow the argument. 5ccordingly, Penrose began to bluff, and this author was the

only one to catch on.

)his belief that the validity of science can only be checked by relying on Western authority is leading

slamic countries to ruin as in the < norm of publications imposed by the 0C technical committee,which runs opposite to the agenda of science and technology for economic development agreed by the

0C political leadership. n ndia, of course, it is the political leadership itself which is trying to impose

this agenda of making ndia subordinate to the West. )his belief about the superiority of phorenacademics, and reliance on it, is even being incorporated into the latest ndian laws which want to make

%international recognition& the dominant aspect of ndian science and technology policy. $0f course,

%international recognition&, meaning phoren, does not mean ranian or 4alaysian.' t seems fairly clearthat China is also falling into the same trap.

#ummary: how Western education captures the mind

)o summarise, apart from $E' false history, Western education has $2' inculcated strong pre#udices so

that a criti!ue of the West is not permitted, or is ignored. 8inally, $1' the ultimate test of validknowledge, even in science, is Western approval, so criticism of the West first re!uires Western

approvalG

Decolonisation: Towards freedom and autonomy in thought

-ow to break this impasse3 With the above understanding of the causes of hegemony, the steps to be

taken to undo it are clear. 8irst, one must undo the false history of science. <econdly, one needs to have

forums for articulating systematic criticism of the West, and this systematic criticism needs to find itsway into school and college te+ts. )hird, we need to disassociate valid knowledge from Western social

approval, and use more scientific means to decide validity.

<ome steps have already been taken. )he Western history of science has been shown to be a large?scalefraud, and that includes the cases of %/uclid&, %Claudius Ptolemy&, Copernicus, and ewton. t is only

a matter of time before the whole house of cards collapses. )he thing that remains to do is to challenge

the unethical authors of school te+ts which still perpetuate that church history without evidence. )his isa political matter, and, strangely, in ndia, academics and parents dont seem to be much bothered about

superstitions being implanted in school children, so long as those superstitions are of Western origin.

)he conferences on 5cademic mperialism, -egemony and Decolonising our 6niversities represent aclear forum where a criti!ue of the West could be articulated. )he important step forward is that

alternative curricula have been prepared. )his is true also for math, science,7 and the philosophy ofscience.:F 5 similar effort is on for the social sciences, as in the 4ultiversity syllabus for Philosophy.

Will these changed curricula be adopted in our universities and colleges3 )hat remains to be seen. But

the academic and political pitch in their favour is very strong.



$athematics education

Consider the case of mathematics. 4athematics has been touted as universal. -owever, present?day

formal math is not:E the way mathematics was done in ndia. "acists historians of science like "ouseBall have taken this to mean that what was done by %primitive races& in ndia was not mathematics at

all* %land surveying&, not geometry.

)he truth is rather more complicated. 8irst, the word mathematics derives from mathesis which was

linked by Plato to recollection by the soul of knowledge of its past lives. <econd, this notion of soul

was agreeable to the early Christian church but was cursed by the post?icene church, together with the

belief in past lives, in the anathemas against %pre?e+istence&.:2 )he changed notion of the soul was, infact, at the dead centre of the religious war that Christians waged against %pagans& resulting in the total

destruction of all temples in the "oman empire, the burning of all books, including the ;reat 9ibrary of

5le+andria. )he historical evidence suggests that it was at this time that the Elements, a tract on/gyptian sacred geometry, was completed by -ypatia, daughter of )heon, the last librarian of the ;reat

9ibrary, as a defence of the %pagan& $%eoplatonic&' notion of soul. -ypatia was raped in a church

and killed most brutally. /ventually, as is well known, ca. :1F C/ @ustinian, the "oman ruler imposed

a blanket ban on all philosophy $of which mathematics was then a key part' in the "oman empire.

4athematics returned to /urope during the Crusades, as 9atin translation of 5rabic te+ts. But church

priests committed to boasting that they had reached the acme of knowledge, and committed forcenturies to the burning of books, could not eat humble pie by admitting that they were learning

learning from those they had declared as their hated religious enemy. ndeed, admitting this would run

contrary to the very reasons for which the Crusades were wagedto grab 4uslim wealth. -owever,the church needed that knowledge, for all Crusades $after the first' were military failures, so 4uslims

could not be converted by force the way all /urope was converted by the armies of Charlemagne. )hey

also could not be converted by means of the scriptures, for they did not accept the Christian scriptures.nowledge was needed. )herefore, 5!uinas recommended that 4uslims should be converted by

appealing to reason which they accepted. But first reason had to be made into a church weapon. Churchdoctrine was revised accordingly, to generate the schoolmens Christian rational theology, modified:1 from slamic rational theology $a#l$i$alam'.

<econdly, it was to claim this knowledge in the 5rabic libraries at )oledo etc., that the fantastic

hypotheses were advanced that $a' all that knowledge had a ;reek origin, and $b' even the 5rabs addednothing new to it, but only blindly copied what they had received from the ;reeks. 5part from

commonsense, the merest inspection shows that these hypotheses are absurd. )he scholars in the

Baghdad Bayt al -ikma clearly received knowledge of mathematics, astronomy, and medicine fromndia both directly and indirectly via @undishapur, where it had clearly travelled since the time of

husrow oshirvan, as recorded, for e+ample, in 8irdausis Shahnama, which confirms the historical

tra#ectory of the Pancatantra% 5 similar conclusion follows from al hwariHmis &isa" al &ind from9atin translations of which /urope first learnt arithmetic beyond the kindergarten "oman abacus. <o,

from a late $post?Crusade' and accretive manuscript how can one tell where the knowledge in it came

from3 8or e+ample, many manuscripts of the Almagest begin with a paraphrase of the controversies in

ndian astronomy. $0ne can, of course, always pile on the hypotheses, and support the concocted%Ptolemy& by concocting further shadowy ;reek figures. But this method of piling on hypotheses or

telling a thousand lies to defend one lie is something that can be used to support any ridiculous belief.'

)he hypotheses $b' is e!ually nonsensical, for the scholars of the Bayt al -ikma, who believed in a#l$i$alam were clearly opposed to blind copying which they derided as na#l or na#li, as e+emplified by al



hwariHmis &isa" al &ind which is not a literal translation of any known ndian source.

t was in this tradition of concocting ;reeks as the source of the knowledge in 5rabic books that

%/uclid& was invented in the Crusades and passed off as the author of the Elements, even though ;reekte+ts of it never mention %/uclid&, but mention )heon or the lectures of )heon as the source for that

book.:7 4ore than that, through a forged passage inserted into Proclus 'ommentary on the Elements,

the entire philosophy of the /lements was changed from eoplatonism, opposed to church doctrine, tothe suit the new found church doctrine of reason. t is remarkable how ndian historians never remarked

at the strangeness of a te+t written in the ?1 rd c. C/ blending so completely with post?Crusade Christian

doctrine. 8or the philosophy that mathematics is compelling proof was then a need of the church, butnever was it a social necessity in ;reek history.

The religious %ias in present&day formal mathematics

t is this idea of mathematics as proof that has developed into present?day formal mathematics. ow itis always a good thing to have a proof of things, but Western formal math has a peculiar notion of

proof. 8or e+ample, all ndian systems of philosophy accept the pratyasa, or the empirically manifest,as the first means of proof. -owever, Western philosophy believes that the empirical is not reliable, but

that metaphysics is more reliable. )his is incorporated in the belief drilled through Western educationthat induction is fallible, but deduction is certain. ote how this belief, at one stroke, eliminates all

systems of ndian philosophy as unreliable.

t is naturally dangerous to declare the empirical as untrustworthy, for how can there be agreement on

metaphysics3 n the tradition of myth?building for power, the church has simply declared its

metaphysics as universal. )hat is obviously false, as has been pointed out by this author. )hus,deduction $and deductive mathematical proofs' are based on logic, and logic is not universal. 8or

e+ample the Buddhist logic of catusoti, the @ain logic of syadavada, the logic of natural language and

!uantum logic are all different from the two?valued and truth?functional logic assumed in present?dayformal mathematical proof. )hus, the a+ioms being arbitrary, and the choice of logic being arbitrary,the theorems of mathematics do not incorporate any sort of universal truth. 0n the contrary, their role is

to instill a religious bias in the thinking of the Western educated.:: ote that the bias e+ists even though

one of the founders of formalism, "ussell, was a declared atheists and non?Christian. )here is nothing peculiar in this, for culture influences even those opposed to it, such as ietHsche, who, despite his

pronounced anti?Christian views, was fundamentally a victim of 5ugustines dichotomy between

%linear& and %cyclic& time.

)o be sure, arithmetic, calculation, and mathematical models of natural phenomena all preceded

Christianity by thousands of years, and there is nothing at all wrong with them. 0ne should continue to

use mathematics for calculation, and for all possible practical applications. )he point is only toeliminate the Christian twist in mathematics as metaphysical $and later formal' proof, which proof has

nil practical value.

hysics' calculus and (ewton

)o move on to physics, the reinterpretation of the Elements as a doctrine of reason, to suit church

purposes, did not completely eliminate the earlier eoplatonic understanding of mathematics as eternal



truths $which arouse the eternal soul, through sympathetic magic'( that earlier understanding of

mathematics persisted alongside. )he combination resulted in a bastardised understanding of

mathematics as a doctrine of reason which incorporates eternal truths. Because of the 5ugustinian

legacy of post?icene tinkering with beliefs about the soul, the post?Crusade Christian doctrine ofreason was compelled to believe that ;od ruled the world with eternal laws, and did not make direct

providential interventions. 8rom this it was a small step to believe that the laws of nature were written

in the language of mathematics, for mathematics was $still' believed to incorporate eternal truths. $)henotion of %eternal& was different from the eoplatonic notion, for already the :th c. had seen a

controversy between Proclus, a commentator on the /lements, who maintained that the eternal truths of

mathematics showed that the cosmos itself was eternal, hence uncreated. @ohn Philoponus, in his Apology Against Proclus, controverted Proclus arguments by using specifically Christian notions of

eternity, compatible with 5ugustines apocalyptic time.

t was this religious belief in mathematics as eternal truth $with eternity understood in a specifically

Christian theological sense' which was at the base of the /uropean misunderstanding of the calculus,

when the ndian infinite series first arrived in /urope. )hus, Descartes and ;alieleo both thought it

would take an eternity of time to sum an infinite series, so that such sums $like the number pi' were%beyond the human mind&, as Descartes asserted. ewton, whose Principia mimics the style of

Elements, was particular about rigor. n his attempts to make calculus rigorous, ewton made time

metaphysical.:= )his is e+actly what led to the failure of his physics. t needs to be replaced asdescribed.:> n particular, this means that the physics curriculum should teach functional differential

e!uations.

(atural laws and )slam

5nother key aspect of the penetration of theology into science is the belief in %natural laws&. )his is a

specifically Christian belief, not found in slam. )his belief is commonly treated as part of science, and

is used as such in current propaganda against slam, in the ;uardian, 9ondon, for e+ample.:A

5t theacademic level, this wrong belief is taught in courses on philosophy of science. Current physics and philosophy of science courses need to emphasiHe: that this is not a scientific belief $since not refutable'

but a religious one $since found in Christian theology'.

The *)C and the )#) norm

8inally, there is the !uestion of why we do science3 5s the 0C political leadership correctly resolved,

science is to be done for socio?economic advancement of the society. -owever, in a shocking

development, the 0C technical committee reinterpreted socio?economic advancement to mean

%Western social approval&. What is followed in 0C countries today is the norm set by the technicalcommittee, and not the target of socio?economic benefit set by the political leadership. )his has

disastrous and suicidal conse!uences, for it makes the scientists in these countries totally dependent onthe goodwill of Western editors, for everything from appointments, to promotions, to research grants.

)his blanket trust in Western editors is, of course, misplaced, given the blatant dishonesty that some of

them have publicly demonstrated.=F )he right way to measure scientific output is through concrete

benefits to society, and not through Western?pats?on?the?back, which can be as misplaced as the obel priHes for peace and literature.



Summary and Conclusions

)he key measures that are being proposed to decolonise and achieve freedom and autonomy in thought

are all rather simple.

)he key point is of course to break the %trust the West& formula that is instilled into the Western

educated.

<tudents need to be taught that belief in /instein or <tephen -awking is not less superstitious than the

belief in <ai Baba, #ust because those figures are endowed with high scientific authority in the West.

)hey should be taught to use right means of validating knowledge, without relying on authority. $)his

applies also to decision makers who should not rely on the privately e+pressed opinions of %e+perts&,since this may involve a conflict of interests,=E but should use public discussions.'

)he disastrous conse!uences of relying on Western authority need to be e+posed starting by e+posingthe false Western history of science, and its role in establishing colonial hegemony, since 4acaulay and

"ammohun "oy.

)he disastrous conse!uences of Western education need to be e+posed in the way it encourages blindreliance on figures of Western authority like /instein or -awking. People should be encouraged to

learn to be self?reliant in these decisions.

The unconstitutionality of present&day math

)he syllabus for mathematics needs to be changed to avoid the religious bias in present?day formalmathematics, and to make it practically oriented. <pecifically, the teaching of limits, formal real

numbers, and set theory ought to be dropped as worthless, and replaced by the teaching of calculus

without limits.=2 5s stated at the conclusion of that paper, this involves a conflict of interests.

arious stakeholders $such as students afraid of math, or their parents' are never consulted to decide what sort

of math to teach. /ven scientists and engineers are rarely consulted regarding what sort of math ought to be

taught to them. -owever, if all decisions regarding the math curriculum are left solely to math %e+perts&, there

is an obvious conflict of interests* for these e+perts were brought up on the older tradition of formal

mathematics, and re#ecting formal mathematics may well make their past work valueless.

ormally, it would be a difficult matter to break the stranglehold of these e+perts, as the e+perience of

the last four years in ndia has demonstrated. Clearly %Westernism& is a much stronger force thanBrahmanism, and something e!ually strong is needed to break it. -owever, as that paper concluded, the

key point to notice is that hanging on to their personal interests is not only unethical, it is illegal .

Public discussion is one way to ensure that the interests of millions of students are not disadvantaged, and that

scientific and educational activities relate to public interest...<uch discussions would be particularly welcome

given the other sensitive issue in the present case* namely that imposing a religiously biased metaphysics onmillions of students is not only unethical, it is unconstitutional under the ndian constitution which guarantees

secularism, or under any other constitution which does not permit a Western religious bias.

/+perts who continue with present?day formal mathematics, and ignore the above criticism, are clearly

laying themselves open to the charge that they refuse to engage in public discussion since they are

doing what they know to be wrong and indefensible. )his lays them open to the risk of being hauled upfor doing religious propaganda in the name of teaching a notionally secular mathematics.



#cience and the philosophy of science

<ince science is based on math, such fundamental changes in math, at the level of the understanding of

the calculus and numbers, are bound to be reflected in corresponding changes in science. <pecifically,the teaching of relativity and its conse!uences needs to be changed. 4ore generally, the teaching and

practice of science needs to be changed to orient it towards socio?economic benefit and not towards

ac!uiring %prestige& from Western social recognition. <pecifically, the < norm adopted by 0Ccountries needs to be revoked.

)he teaching of philosophy of science needs to be changed along the lines of the syllabus outlined.

De?Westernised education should further enable autonomous thought by breaking out of the mould of

present?day specialised education, geared to the purpose of industrial capitalism. /ducation should not

solely build industrial workers, it should produce good human beings with enough knowledge to #udgethings for themselves. )hat would be true swara( in thought.



E 0ther affiliations include nmantec, Delhi C", and Centre for <tudies in Civilisations, ew Delhi. )he title of the

paper aims to make a minor distinction from 4ahatma ;andhis &ind Swara(, and from . C. Bhattacharyas %<vara# in

deas&, $reprinted, )ndian Philosophical *uarterly, 11$7' $EA7' pp. 1A1?11' since both the notion of %-ind& and%deas& are foreign to ndia, and the Platonic notion of %ideas& cannot be readily translated into -indi, say, e+cept as

%thought&. )he paper clearly intends to reinforce that line of thinking especially in the neglected areas of hard sciences.

2 <yed -usain 5latas, %)he Captive 4ind and Creative Development&, and in %ndegeneity and universality in social

sciences* a <outh 5sian response&, ed. Chandan <engupta, <age, 2FF7, pp. A1?A. $/arlier version published in

)nternational Social Science +ournal 2=$7' $E>7''

1 ot out of a sense of vindictiveness, but because similarly e+clusive academic clubs flourish to this day, though they notlonger hang the signs outside.

7 People still confound colonialism with mere physical occupation, for an e+ample see my response %-istory must be based on evidence& in Sun, 4alaysia, E2 5ug 2FEE, clipping archived at http*KKckra#u.netKpressK2FEEKthe?<un?E2?5ug?

2FEE?clipping?ckr?response.gif . )he full set of clippings is at %Conversations in the <un&, http*KKckra#u.netK3pL=E.

: "ammohun "oy, letter to Bentinck, EE Dec EA21. )his may be found online on many sites, such as

http*KKwww.languageinindia.comKapril2FF1Kmacaulay.html .

= ). B. 4acaulay, 4inute on /ducation, EA1:. 8or an online version, see above.

> C. . "a#u, ,he Eleven Pictures of ,ime, <age, 2FF1. mention this because many response in the decolonisation debate

suggested that even seasoned academics were confused about this notion, and naively thought of the West as west or #ust

a direction in space.

A "ammohun "oy, ,he Precepts of +esus- ,he .uide to Peace and &appiness%%%, Calcutta, printed 9ondon, EA21 by the

6nitarian <ociety. .

5nd, when they did praise some things, they always picked the e+amples favorable to them* ;andhi never got the obel priHe, which )agore did, for he managed to remain remarkably little involved in politics at a time when the whole

country was in revolt, and he never opposed the British like ;andhi.

EF C. . "a#u, )s Science Western in /rigin 4ultiversity, Penang, 2FF. 5nd C. . "a#u, 'ultural oundations of

Mathematics, Pearson 9ongman, 2FF>.

EE mmanuel ant, /"servations on the eeling of the 2eautiful and the Su"lime, trans. @ohn ). ;oldthwait, 6niversity of

California Press, Berkeley, EE, pp. EEFME.

E2 David -ume, %0f ational Character& $E>7A', in ,he Philosophical Wors of 3avid &ume, olume , Bristol*)hoemmes Press, E=, p. 22A.

E1 ". ". ewton, ,he 'rime of 'laudius Ptolemy, @ohns -opkins 6niversity Press, Baltimore, E>>.

E7 )he debate was in -?5sia, and is archived on my blog, http*KKckra#u.netKblogK3pL:= and previous entries. 5lso archived

elsewhere on the nternet. ncidentally, WitHel grandly announced that my mistake was to suppose that early ndian dice

were cubic, and e+plained that this mistake arose due to bad translation. n fact, my paper never mentioned the word

%cube& $ spoke of dice with five faces', and did my own translations, and so on. n the absence of a public re#oinder,WitHels absurd opinions would have stood on the reputation of -arvard.

E: . 4. <werdlow and 0. eugebauer, Mathematical Astronomy in 'opernicus4s 3e 5evolutioni"us, <pringer?erlag, ew Nork, EA7, part E, p. 7>. ;eorge <aliba, %5rabic 5stronomy and Copernicus&, 5 -istory of 5rabic 5stronomy,

ew Nork, E7, chp. E:. 8or a more recent update, see http*KKwww.columbia.eduKOgasEKpro#ectKvisionsKcaseEKsciE.html.

E= 0wen ;ingerich, %slamic astronomy&, http*KKfaculty.kfupm.edu.saKphysKalshukriKP-N<2E:Kslamicastronomy.htm .

E> Cited above

EA C. . "a#u, 'ultural oundations of Mathematics6 the !ature of Mathematical Proof and the ,ransmission of the

'alculus from )ndia to Europe in the 17 th c% 'E , Pearson 9ongman, 2FF>.

E C. . "a#u, )s Science Western in /rigin 4ultiversity, 2FF.

2F C. . "a#u, Ending Academic )mperialism6 a 2eginning , CitiHens nternational, 2FEE. 5lso, %/nding 5cademic

mperialism in -ard <ciences* a Beginning,& in 'onfronting Academic nowledge, ed. <ue?<an ;ahremani ;ha#ar and

<eyyed?5bdolhamid 4irhosseini, ran 6niversities Press, )ehran, 2FEE, chp. >.2E Claude 5lvares and <had <aleem 8aru!i $ed', 3ecolonising our Universities, CitiHens nternational and 6<4, 2FEE.

22 C. . "a#u, Ending Academic )mperialism6 a 2eginning , cited above.

21 )hese public reactions are documented at http*KKckra#u.netK3pL=E.

27 )he issue was raised in my plenary talk at the ndian <ocial <cience Congress in Dec 2FF> in 4umbai in the form of

%Buddhist mathematics&. 8or more details, see %Buddhist mathematics on 5mbedkar @ayanti&, http*KKckra#u.netKblogK3

pLEE. )hey were subse!uently raised with the ational nowledge Commission, and with its members individually.

<ee, e.g., %ational nowledge Commission and 4ath /ducation* an 0pen 9etter to <am Pitroda&,

http*KKckra#u.netKblogK3pL21.2: /.g. http*KKckra#u.netK3pL=2. <ee also the columns of Qainon 5hmad in the Sun, 4alaysia, archived at the link above*

%Decolonisation begins with us&, and %5n in!uiring mind will set you free&.

2= %Decolonising math and science&, paper presented at the conference on %Decolonising our universities&, Penang, 2FEE.

http://ckraju.net/press/2011/the-Sun-12-Aug-2011-clipping-ckr-response.gif




http://ckraju.net/?p=61


http://www.languageinindia.com/april2003/macaulay.html


http://ckraju.net/blog/?p=56



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http://faculty.kfupm.edu.sa/phys/alshukri/PHYS215/Islamic_astronomy.htm
























n* Claude 5lvares and <had 8aru!ui ed., cited above. Draft at http*KKckra#u.netKpapersKdecolonisation?paper.pdf . ideo

$first half?hour' at http*KKvimeo.comK2=:F==E.

2> C. . "a#u, Economic and Political Weely 46$17' 2F 5ug 2FEE, corrected the error once. 8or more details on how thiserror persisted, see http*KKckra#u.netKblogK3p?=:.

2A <. "amani, Economic and Political Weely, 21 @uly, 2FEE. "eport on %Decolonising our 6niversities& conference.

2 C. . "a#u, %Decolonisation* )ime for Change&,.http*KKglobalhighered.wordpress.comK2FEEKFKEEKdecolonising?our?

universities?time?for?changeK,

1F Barrow made this point in response to one 8rancis 5stons attempts to obtain such a royal dispensation. 8or references to

the original letter, see the revised biography of ewton by ". <. Westfall, !ever at 5est , Cambridge 6niversity Press, paperback edition, EA1, p. 112.

1E %5 society of would?be clerics intent on preferment and constrained by the principle of seniority did not allow the ladderall must climb to be clogged with non?clerics who could hold their fellowships forever.& Westfall, !ever at 5est , cited

above, p. 11F.

12 <ee especially the case of the false biography of ewton knowingly penned by Western historians for centuries, and the

attempts by the Cambridge authority on ewton, the late Whiteside, to defend those lies by further lies and by abusing

me for challenging them. 8or an account of the falsehoods, see C. . "a#u, %ewtons <ecret&, chp. 7 in ,he Eleven

Pictures of ,ime, <age, 2FF1. 8or references to the e+change with Whiteside, see C. . "a#u, %Decolonisation* )ime for

Change&,.http*KKglobalhighered.wordpress.comK2FEEKFKEEKdecolonising?our?universities?time?for?changeK, citations on

Whiteside.

11 8or more details, see ,he Eleven Pictures of ,ime- cited above )his process had already begun from the time of 4althus.

t is interesting to note how this put 4ar+ into a difficult position* he criticised 4althus but appreciated Darwin whose

theories drew upon the mathematical nonsense that 4althus wrote.17 8or more details, see C. . "a#u, %osambi the mathematician& Economic and Political Weely 44$2F' 4ay E=M22

$2FF' pp. 11M7:.

1: 8or an e+ample, see C. . "a#u, %Classical )ime?<ymmetric /lectrodynamics&, +% Phys% A6 Math% .en. 13 $EAF' pp.

11F1ME>. 5lso, C. . "a#u, $5d#udicators report' %0n @. . arlikars R8our Suestions )hat -istory 4ight 5nswer &

Sandh9n 1 $E' 2FFE, pp. E=7ME=>.

1= )his happened during the Symposium on Mathematics in 5elation to &istory- 'ulture and ,echnology- )ndia

)nternational 'entre- ew Delhi, ov 2FF>.1> am, of course, well aware of the controversy over the introduction of edic 5strology in the university syllabus, and

was one of the tree participants, and the only one from the ndian university system, in the debate on %edic 5strology in

6niversity /ducation* a <ound Decision3&, organiHed by the ndia nternational Centre, E Dec 2FFE. $)he other two

were "a#a "amanna and Pushpa Bhargava, who fought and lost the case in the <upreme Court in that matter.' C. .

"a#u, %)he /mperors ew Course&, unpublished, but ms available on re!uest.

1A C. . "a#u, %Benchmarking <cience* a Criti!ue of the )homson?"euter $<' nde+. Paper presented at the P<6?6<4nternational Conference on -umanities and <ocial <cience, 0ctober, 2FEE, -at Nai, )hailand. n Proc., and at

http*KKckra#u.netKpapersKBenchmarking?sci1ence?paper.pdf . lso address to conference of Deputies $ice Chancellors etc'in hurramshahr, ran, 4arch, 2FEE.

1 C. . "a#u, %<cience is about why not what&, Sun, 4alaysia, = @uly 2FEE, p. . http*KKckra#u.netKpressK2FEEKthe?<un?=?

@uly?pF?clipping?ckr?response.gif .

7F <ee the belated acknowledgment of my work* 4. Walker, %"etarded Differential /!uations and Suantum 4echanics&.

!otices of the American Mathematical Society 54$7', 2FF>, p. 7>2. 5vailable at

http*KKwww.ams.orgKnoticesK2FF>F7Kcommentary?web.pdf $scroll to the 2nd page'. )he <ociety for <cientific alues later

found a prima facie case against 5tiyah, see http*KKwww.scientificvalues.orgKcases.html , case no. 2 of 2FF>, 5tiyah?"a#ucase. )his belated acknowledgment to my work still suppressed the fact that 5tiyah was already informed of my work

$http*KKckra#u.netKatiyahK<uvratemail.pdf ', long before the publication of the article which again sought to appropriate

credit to 5tiyah. $;. W. @ohnson and 4. /. Walker , %<ir 4ichael 5tiyah on the ature of <pace&, !otices of the

American Mathematical Society, 53$=', 2FF=, pp. =>7?=>A' 5nnotated e+cerpts at*http*KKckra#u.netKatiyahK@ohnsonWalkere+cerpt.pdf . aturally, 5tiyah was consulted by the authors of the article, prior

to publication $http*KKckra#u.netKatiyahKWalkeremail.pdf '. 0f course, even before he was directly informed by me, and

acknowledge it in 2FF:, 5tiyah should already have known about my books and papers and stand on /instein which was

widely publicised, well before his 2FF: /instein centenary lecture in which he first claimed credit.7E C. . "a#u, %0n )ime. 15* 4ichelson 4orley /+periment&, Physics Education, 8 $EE' pp. E1M2FF. 5lso chp. 1a in

C. . "a#u, ,ime6 ,owards a 'onsistent ,heory, luwer 5cademic, Dordrecht, E7.

72 C. . "a#u, 'ultural oundations of Mathematics, cited above, chp. 1* %nfinite series and pi&

71 8or the debate with Berkeley, see 'ultural oundations of Mathematics, chp. A, %umbers in Calculus, 5lgorismus, and

Computers&. 5nd chp. . %4ath Wars and the /pistemic Divide in 4athematics&.

77 %Decolonisating math and science& cited above, http*KKckra#u.netKpapersKdecolonisation?paper.pdf .

http://ckraju.net/papers/decolonisation-paper.pdf


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http://ckraju.net/papers/Benchmarking-sci3ence-paper.pdf


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http://www.scientificvalues.org/cases.html

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http://ckraju.net/atiyah/Johnson_Walker_excerpt.pdf

http://ckraju.net/atiyah/Walker_email.pdf













http://www.scientificvalues.org/cases.html

http://ckraju.net/atiyah/Suvrat_email.pdf

http://ckraju.net/atiyah/Johnson_Walker_excerpt.pdf





7: C. . "a#u, %0n )ime. 2* ewtons )ime&, Physics Education. 8 $EE' pp. E:M2:..5lso, in ,ime6 ,owards a 'onsistent

,heory- luwer, E7. 5lso,

7= @. 9. <ynge, 5elativity6 the Special ,heory, orth -olland, 5msterdam, E:=, pp. E=E?2. .7> C. . "a#u, %)he Christian Propaganda in -awkingIs Work&, D5, E= @an 2FEE, p. .

http*KKwww.dnaindia.comKlifestyleKreviewthe?christian?propaganda?in?stephen?hawkings?workE7:F7>. 8or a cutting,

see http*KKckra#u.netKblog3KpL:F. .

7A debate with "oger Penrose. C. . "a#u, %Penroses )heory of the 4ind* a "ebuttal&, ,he Matter of the Mind ,, ndia

nternational Centre, ew Delhi, 22M21 December E>. 8or further details of the content, see C. . "a#u, )he /leven

Pictures of )ime, <age, 2FF1, chp. :7 %Decolonising math and science&, paper presented

:F 8or a draft syllabus for the philosophy of science see http*KKckra#u.netKpapersKP<c?draft?syllabus.html.:E %Computers, 4athematics /ducation, and the 5lternative /pistemology of the Calculus in the NuktiBhTsT&, Philosophy

East and West , 51$1' $2FFE' pp. 12:M1=2. 5vailable from http*KKckra#u.netKpapersK-awaii.pdf . 5lso, %4athematics and

Culture&, in &istory- 'ulture and ,ruth6 Essays Presented to 3% P% 'hattopadhyaya, Daya rishna and . <atchidananda

4urthy $eds', alki Prakash, ew Delhi, E, pp. E>ME1.

:2 C. . "a#u, %Curse on IcyclicI time&, ,he Eleven Pictures of ,ime, cited above, chp. 2.

:1 8or details of the modification, and the reasons for it, see C. . "a#u, %Benedicts maledicts&, Qmag,

http*KKHcommunications.orgKbenedicts?maledicts?by?c?k?ra#u. "eprinted in )ndian +ournal of Secularism, 10$1' $2FF='

pp. >?F.

:7 C. . "a#u, %;ood?Bye /uclidG&, 2haratiya Sama(i 'hintan 7 (7' $ew <eries' $2FF' pp. 2::M2=7.

:: %)eaching math with a different philosophy E. 8ormal mathematics as biased metaphysics&, Science and 'ulture 77$>?

A', 2FEE, pp. 2>:?AF. http*KKwww.scienceandculture?isna.orgK@uly?aug?2FEEKF1U2FCU2FU2F"a#u.pdf . )his bias has been pointed out for over a decade, since my articles on mathematics and culture and alternative epistemology, cited

above $ref. :E'. t was also pointed out in %)he "eligious "oots of 4athematics&, ,heory- 'ulture : Society 23$EM2'

@an?4arch 2FF=, <pl. ssue ed. 4ike 8eatherstone, CouHe enn, "yan Bishop, and @ohn Phillips, pp. :M>, and, of

course, in 'ultural oundations of Mathematics, cited above.

:= "ef. to %ewtonIs time& above, and %)ime* What is it )hat it can be 4easured& Science:Education, $luwerK<pringer'15$=' $2FF=' pp. :1>M::E.

:> <ee, ,ime6 ,owards a 'onsistent ,heory- cited above, and %Decolonising math and science& cited above.:A C. . "a#u, %slam and science?E&, )ndian +ournal of Secularism, 15$2', 2FEE, pp. E7?2.

: 5s in the revised syllabus suggested at http*KKckra#u.netKpapersKP<c?draft?syllabus.html.

=F C. . "a#u, %Decolonisation* )ime for Change&,.http*KKglobalhighered.wordpress.comK2FEEKFKEEKdecolonising?our?

universities?time?for?changeK, especially the case of the role played by the editor of the !otices of the American

Mathematical Society- in the 5tiyah case. Briefly, he refused to divulge the full facts that this was the second time that

5tiyah had tried to grab credit. -e refused to allow the resulting mistake to be pointed out in his #ournal, preferringinstead to preserve it. -e refused even to divulge the date of submission of the @ohnson?Walker article, cited above,

since that would have provided ob#ective evidence that 5tiyah gave his consent to the article well after he was informedof my work.

=E %Decolonising math and science&, paper presented at the conference on %Decolonising our universities&, Penang, 2FEE.

n* Claude 5lvares and <had 8aru!ui ed., cited above. Draft at http*KKckra#u.netKpapersKdecolonisation?paper.pdf .

=2 %)eaching 4athematics with a Different Philosophy. 2* Calculus without limits&. Science and 'ulture- 77 $>?A', 2FEE,

pp.2AE?A=. http*KKwww.scienceandculture?isna.orgK@uly?aug?2FEEKF7U2FCU2FU2F"a#u2.pdf .

http://www.dnaindia.com/lifestyle/review_the-christian-propaganda-in-stephen-hawkings-work_1495047

http://ckraju.net/blog?/p=50



http://ckraju.net/papers/Psc.html

http://ckraju.net/papers/Hawaii.pdf



http://www.scienceandculture-isna.org/July-aug-2011/03%20C%20K%20Raju.pdf








http://www.scienceandculture-isna.org/July-aug-2011/04%20C%20K%20Raju2.pdf


http://www.dnaindia.com/lifestyle/review_the-christian-propaganda-in-stephen-hawkings-work_1495047










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