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The views expressed by the members  are their personal interpretation and perception inspired by Sri bhavaghni guruji's wisdom talks 

Sampradaan

02With the advent of English education in India, there have been many cultural and behavioral changes to the livelihood of Indians. English education has brought about many changes, without the English education the software revolution in India would have not been possible the strong administrative India would have not been possible, but to the down side of these advantages we have lost our cultural, ethical   and behavioral system which ancient Indians were proud of.

Most of the modern day inventions happened during the early 18th century in the European sub continent, these inventions has produced amazing achievements, but we must analyze the wider implications for such technologies and their notions of progress. These technologies often bring huge negative consequences that seem negligible in the short-term, however these technologies when compared to traditional knowledge are often treated as ‘pre-modern’ in the sense out dated.

 Traditional knowledge is the technical, social, organizational and cultural collective memory of human responses to the complexities of life, and is a part of the great human experiment of survival and development. Many of the traditional sciences and technologies were quite advanced by ‘modern’ standards as well as better adapted to unique local conditions. These traditional and elite sciences are intertwined with our distinct ancient cultural and worldviews. Unfortunately, we are rapidly losing our traditional knowledge falling to the so call modern sciences which are making man a machine and distancing ourselves from the true reality of life.

Until the 1800s, traditional knowledge generated large-scale economic productivity for Indians. It was the thriving Indian economy that attracted so many waves of invaders, culminating with the British. Traditionally, India was one of the richest regions in the world, and most Indians were neither 'backward' nor uneducated or poor. Some historians have recently begun to demonstrate that it was economic drainage, oppression, social re-engineering at the hands of colonizers that made millions of 'new poor' over the past few centuries.

Using contrived hegemonic categories such as science vs magic, technology vs superstitions, modern vs tradition, European colonizers systematically exterminated our undermined local traditional science, technology and most importantly our cultural and religious values With the entrenchment of colonialism, the contribution made by our ancient intellectuals were ignored, the British colonizers never accept that we Indians were highly civilized as far back as 3 millennium BC when the British were barbarians.

Ever since the 19th Century, there has been a huge debate about the actual history of India. When the Europeans first came to India, they noticed that the European languages were similar to Sanskrit (in word concepts), so that meant the Europeans and Indians had to be related. The 19th Century scientists also noticed that our Vedic culture appeared to be older than the European cultures. Since the European languages were related to the Indian language Sanskrit of the Vedas that could only mean that the European peoples had to have come out of India somehow and then gone to Europe with their languages that differentiated into Russian, English, Spanish, German and the rest of them. The British investigators didn't like that idea because it would have given the Vedic culture a position superior to their own. So, these early cities in the Indus Valley like Harappa and Mohenjo-Daro have been identified by archaeologists such as Richard Meadows and others as being non-Vedic. They think the Vedic culture came into India maybe 3500 years ago. Isn't this inconsistent with the concept of the Vedas where the Krishna character who comes and says the universe is teeming with life and appears to have knowledge about other habitations in the cosmos and is talking from an age that would go back at least 9,500 years. It is noted that in ancient Sanskrit writings, there is no hint at all that the culture came from anywhere else.

The Vedas are the most ancient record of human experience and knowledge, passed down orally for generations and written down about 5,000 years ago. Medicine, architecture, astronomy and many other branches of knowledge, including mathematics, are dealt with in the texts. Perhaps it is not surprising that the country credited with introducing our current number system and the invention of perhaps the most important mathematical symbol, 0, may have more to offer in the field of Mathematics.

During the British colonization a new history of India was fabricated to ensure that generations of mentally colonized people would believe in the inherent inferiority of their own traditional knowledge. This has been called Macaulayism, named after Thomas Macaulay, the civil servant who became the most prominent champion of such British cultural imperialism strategy starting in the 1830s.

The British Government of India completed a survey of the then indigenous system of education in the Presidencies of Bengal, Bombay and Madras. A debate was going on whether the indigenous system should be retained or a new system introduced. Macaulay was the chief advocate of a new system. This, he, expected, will produce a class of Indians brown of skin but English in taste and temperament famously quoted by Macaulay on 2nd February 1835 in the House of Commons on his minute on education

 

“It is impossible for us, with our limited means, to attempt to educate the body of the people. We must at present do our best to form a class who may be interpreters between us and the millions whom we govern; a class of persons, Indian in blood and colour, but English in taste, in opinions, in morals, and in intellect. To that class we may leave it to refine the vernacular dialects of the country, to enrich those dialects with terms of science borrowed from the Western nomenclature, and to render them by degrees fit vehicles for conveying knowledge to the great mass of the population”

 

The term “modern upbringing” has become more relevant today than ever before where children are proud to converse in English at home than to converse in their native language. Drain-pipes, bell-bottoms, long hair, drooping moustaches; parents being addressed as mom and pa and mummy and daddy; demand for convent schooling even though not affordable, natives speaking their mother tongues in English affected accents. These are the native families that Macaulay would have envisioned.

The Impact is so huge starting from the secular and socialist state and planned economy, travelling through a casteless society and scientific culture, and arriving at day-to-day consumption in our homes, we witness the same servile scenario unfolding itself in an endless endeavor. Our parliamentary institutions, our public and private enterprises, our infrastructure of power and transport, our medicine, public health and housing, our education and entertainment, our dress, food, furniture, crockery, table manners, even toilet manners, the way we gesticulate, grin and smile have become carbon copies of what they are currently in the West. These are perhaps small and insignificant details which would not have mattered if we had retained pride in the more substantial segments of our cultural heritage. The justification for this gross exploitation and denigration of colonial victims was known as the civilizing mission.

The system of education introduced by the British performed more or less as Macaulay had anticipated. Hindus like Bankim Chandra Chatterjee, Swami Vivekananda, Lokmanya Tilak, Mahatma Gandhi, Mahamanã Malaviya, Veer Savarkar, Sri M.S. Golwalker, to name only the most notable amongst those who escaped its magic spell and rediscovered their roots, were great souls, strong enough to survive the heavy dose of a deliberate denationalization. For the rest, it has eminently succeeded in sweeping an ancient and highly cultured people off its feet.

So how do we escape ourselves from this?

We need to de-colonize our minds and overhaul our own assessment of our religious beliefs. We need to revive our cultural roots by bestowing our cultural value system as preached in our ancient sacred texts.

Sampradan is an effort by Bhavagni School of Mysticism to revive and reinstate the cultural values as preached by our ancient scholars and to understand the true meaning of life, to make our children our future leaders as a true Indian citizen and of course a true world citizen to carry the flag of peace for the generations to come.