Concern about
Ancient Indian Knowledge
India is indeed a mine of knowledge and the only thing is to
get devoted to it. As, it is a mine to explore and excavate certain implements
like perseverance, patience, dedication, devotion and thorough convergence with
Sanskrit language are adequately required.
Basically after the foreign
rule for about 1000 years the most important things we learnt from them are
laxity and lethargy disbelief on our own self. Over confidence on westerners.
All these things put together buried our knowledge too deep into the ground.
The westerners also took adequate care of us of not thinking of our nostology.
All these things put together made our brain empty of Indian great
‘Sastrajnana’ and made us aping occidental culture. As a perusal of Maha
Bharata says that Karna was not slain only by Arjuna but Krishna, Kunthi,
Indra, Earth and Parashurama. Same thing happened to our culture also.
Ultimately we are forced into oblivion where we don’t even find any glimpse of
our traditional culture and knowledge. Thus we are rested in a paradoxical
world void of Indian culture and exponential knowledge.
No Indian university, IIT or
IIM has a regular, comprehensive course on Indian knowledge systems (IKS)
(though IIT Gandhinagar made a beginning a few years ago). There are, no doubt,
a few scattered courses on systems of ancient science (IIT Bombay and
Kharagpur), and a few universities teach courses on Indian philosophical systems
or even “Indology,” whatever that means. By and large, however, indifference,
neglect, or hostility to IKS is the rule. The misery is that no honest attempt
was undertaken to explore our ancient knowledge till date.
The reason is that ever since
Thomas Babington Macaulay, a powerful British figure of the first half of the
nineteenth century, declared that traditional Indian knowledge consists of
“false History, false Astronomy, false Medicine … in company with a false
religion”, many Indian academics and intellectuals have implicitly or
explicitly accepted that knowledge from the West is the real thing.
Macule in his
memorandum submitted to British parliament as follows:
It is, I believe, no exaggeration to say that all the
historical information which has been collected from all the books written in
the Sanskrit language is less valuable than what may be found in the paltry
abridgements used at preparatory schools in England. English Education Act of
1835.
Not understanding just memorizing is the way of education
that we are thrusted upon. We never subject ourselves for thinking. We are more
empowered by adaptability of western thought and in the processes gradually
adopting, may I say adopted, western culture shunning all the adept skills into
ocean.
Our philosophy courses cover
mostly European philosophy; the same goes with psychology (from which yogic
systems of self-knowledge are generally excluded); contemporary Indian
literature is often studied; classical texts rarely are. Students of Ayurveda are
compelled to devote much time to modern medicine, but not vice versa. Political
scientists generally know nothing of the systems of polity that prevailed in
ancient India. And so forth. In 1946, the freedom-fighter and statesman K.M.
Munshi wrote: “Modern education in India assumes that Indian culture is dead,
only requiring post-mortem dissection, and that a new culture can be developed
by imitating the West. No attention is paid to the importance of a ceaseless
reintegration.”
That accounts for the indifference
and neglect. But why hostility? I see it essentially as a survival of the
colonial-cum-missionary stereotype that Indian knowledge systems were
“elitist”, “upper caste” when not “Brahminical”, and denied to the lower castes
and “untouchables”. Such declarations are usually based on a few Dharma Shastra
texts prohibiting the teaching of the Vedas to lower castes. Granted, those
texts and a few more were Brahminical and set down a caste-based order for the
society.
However, the said society was
far from circumscribed or defined by a few orthodox texts. A careful look at
the mechanisms of transmission of knowledge gives a very different picture.
“Brahminical” texts of mathematics produced number systems and calculation
methods that were, in time, adopted by the population at large, down to the
carpenter and the farmer. Astronomy created calendars that punctuated people’s
lives and stood behind astrology and the ever-popular panchangas (almanacs).
Architecture was rooted in
Vedic principles but practiced by Vishvakarmas: technically Shudras, they often
regarded themselves as higher than the Brahmins in their application of those
concepts to temple construction and iconography (for the making of bronze or
stone images), and themselves wrote manuscripts in both Sanskrit and regional
languages. So too, texts of medicine, metallurgy, agriculture, animal and plant
treatment, water management and other civil engineering techniques, were often
written by the practitioners of those disciplines rather than by “upper caste”
theoreticians.
All this points to a
sustained, intense and complex dialogue between the Shastras (the theories or
systems) and the popular practices (loka parampara). From the Ayurvedic classic
which declares that for the knowledge of medicinal plants one should consult
the hunter or the tribal, to Kautilya’s Arthashastra which explains how the
quality of a metal ore is to be assessed through its taste and smell, this
dialogue has clearly enriched the two sides, if at all there are sides. In literature
and the arts, it is the much-discussed marga-desi interplay, or classic
(generally pan-Indian and Sanskritic) vs. popular (regional and often
non-Sanskritic) texts and art forms. Again, it is a story of mutual enrichment,
with classical forms often emerging from popular ones and eventually
influencing them back. This is perceptible in the epic genre (Mahabharata and
Ramayana), in all performing arts (drama, dance, music), and in sculpture. A
scholar friend of mine has compared this interaction to the double helix of the
DNA molecule; as the helices, though joined by numerous bridges, never meet, I
prefer the symbol of Hermes’s caduceus with its two intertwined snakes.
In 1920, Sri Aurobindo wrote
to his younger brother, “I believe that the main cause of India’s weakness is
not subjection, nor poverty, nor a lack of spirituality or Dharma, but a
diminution of thought-power, the spread of ignorance in the motherland of
Knowledge. Everywhere I see an inability or unwillingness to think—incapacity
of thought or ‘thought-phobia’.” The last term perfectly applies to our
cultural negationists of the day. Indian knowledge systems were not “elitist”
or exclusivist, even if specialized fields did exist for the various castes.
Overall, while they invoked lofty concepts, they were often remarkably
pragmatic. No, they did not tell us how to construct vimanas or nuclear
weapons; instead, they sought to equip the society with all the tools it needed
for a complete development in the material, aesthetic, intellectual, ethical
and spiritual fields. – The New Indian Express, 31 December 2018
» Prof Michel Danino is a
French-born Indian author, scholar of ancient India, and visiting professor at
IIT Gandhinagar.
Swasti.
