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European historians use a comparative notion of “balance of probabilities” when claiming knowledge transmission from Europe (Greece) to #India, but insist on the absolute notion of “beyond all reasonable doubt” for reverse transmission from India into #Europe. #decolonisation
They use this double standard to sustain a Eurocentric history writing against their dialogical competitors, even in situations where application of this principle would make a stronger case for East-to-West transmission.
This strategy has been used to perpetuate the racist notion that all knowledge flowed from ancient Europe.
For example, Neugebauer in 1962 used “priority, accessible communication routes and methodological similarities” to prove his belief that the astronomy contained
For example, Neugebauer in 1962 used “priority, accessible communication routes and methodological similarities” to prove his belief that the astronomy contained
in the Indian Siddhantas had Greek origins, with Zero direct documentary evidence.
Similarly, Van der Waerden (1976) combined this approach with his much-criticized “hypothesis of common origin,” to claim that Bhaskara II’s work on 'Diophantine equations' originate from
Similarly, Van der Waerden (1976) combined this approach with his much-criticized “hypothesis of common origin,” to claim that Bhaskara II’s work on 'Diophantine equations' originate from
an 'unknown' Greek manuscript that was available to Bhaskara and his students.
Later in 1983, he used the same approach to claim that Aryabhata’s trigonometry was borrowed from the Greeks
on the basis of a 12th CE Arabic version of Ptolemy’s astronomical text called Almagest.
Later in 1983, he used the same approach to claim that Aryabhata’s trigonometry was borrowed from the Greeks
on the basis of a 12th CE Arabic version of Ptolemy’s astronomical text called Almagest.
This late Arabic text (The original Greek text is 'not available') translated to Greek is bound to have an accretion of 12th CE knowledge especially of sections concerning star locations that were given much attention by Islamic astronomers.
Similarly in 1973, G.H.Toomer claimed that the R sine table given by #Aryabhaṭa was derived from Hipparchus's Table of Chords.
But there was no evidence for the existence of such a table. So what did Toomer do? He simply invented the table!
But there was no evidence for the existence of such a table. So what did Toomer do? He simply invented the table!
Toomer constructed a non-existent 'Table of Chords of Hipparchus' but ultimately failed as his construction did not lead to the numbers used by 'Ptolemy' (and ascribed to 'Hipparchus').
The natural conclusion should have been that no relationship exists between the numbers of Hipparchus and Aryabhaṭa.
Instead what does Toomer do? He said his numbers did not match those by Hipparchus because Hipparchus had made a mistake!
Instead what does Toomer do? He said his numbers did not match those by Hipparchus because Hipparchus had made a mistake!
This is the zeal these racist historians went to prove the non-originality and the indebtedness of Aryabhaṭa to Hipparchus.
For Toomer and the world, this academic jugglery is conclusive proof that Aryabhaṭa borrowed from Hipparchus!
For Toomer and the world, this academic jugglery is conclusive proof that Aryabhaṭa borrowed from Hipparchus!
Meanwhile, European historians continued to obfuscate and suppress non-European origins of scientific knowledge.
For example, they have now anointed #Diophantus as the founder of #Algebra. https://twitter.com/JoeAgneya/status/965641048025317376?s=20
For example, they have now anointed #Diophantus as the founder of #Algebra. https://twitter.com/JoeAgneya/status/965641048025317376?s=20
But guess what? Diophantus 'himself' had acknowledged Indians and Arabs for his knowledge of #algebra!
A first person account for this comes from Rafael Bombelli, who first translated Diophantus's Arithmetica from Greek to Latin.
A first person account for this comes from Rafael Bombelli, who first translated Diophantus's Arithmetica from Greek to Latin.
Bombelli wrote, "in this work (Arithmetica), we have found that he (Diophantus) has cited Indian authors many times, and thus I have been made aware that this discipline (Algebra) belonged to the Indians before the Arabs".
This written statement by Arithmetica's first translator was later suppressed by Europeans to perpetuate their racist notions of European and Christian supremacy. https://twitter.com/Musashi_Nair/status/1164875929555881985?s=20
It is high time a state-supported effort is undertaken to unearth the truth behind these and other European claims to knowledge.
Kindly set up a 'Commission for decolonization' to advise the govt on school curriculum. @DrRPNishank @narendramodi @vijai63
Kindly set up a 'Commission for decolonization' to advise the govt on school curriculum. @DrRPNishank @narendramodi @vijai63
I end this thread with #CKRaju's words-
"...you provide ZERO EVIDENCE. Stories without evidence are called myths, especially if they have been around for long. A web of interwoven myths is one in which one myth supports another, but the whole has no evidence."
"...you provide ZERO EVIDENCE. Stories without evidence are called myths, especially if they have been around for long. A web of interwoven myths is one in which one myth supports another, but the whole has no evidence."
C K Raju continues, "This is a common propagandist strategy to cloud the mind. ...your mind is clouded with myths. All Western history of science is in the dock. ...repeating its stories is NOT a valid defense." #decolonisation https://twitter.com/Musashi_Nair/status/1164875910304026624?s=20
The #thread is based on the writings of George G. Joseph, C K Raju, Subhash Kak and Narahari Achar.
When will India decolonize school curriculum?
A thread on the infusion of metaphysics in European math that we teach in India today ignoring indigenous Indian math. https://twitter.com/Musashi_Nair/status/1322913810743635968?s=20
A thread on the infusion of metaphysics in European math that we teach in India today ignoring indigenous Indian math. https://twitter.com/Musashi_Nair/status/1322913810743635968?s=20
Colonial education had a very specific objective- the intellectual slavery of the colonized.
Its high time we decolonize and change the overarching narratives in our textbooks. https://twitter.com/Musashi_Nair/status/787496106917629952?s=20/video/1
Its high time we decolonize and change the overarching narratives in our textbooks. https://twitter.com/Musashi_Nair/status/787496106917629952?s=20/video/1
