Thoughts that breathe" arrive;
With broken-winded, pointless pens to strive.
The every word drops molten ore
Upon an unhealed writhing heart
Thine eyes are wet, ours are not so
Thee tongue is fluent, our is mute
Spent fountains have no streams to shew,
And silent is the broken lute.
Paint not to the arrow's power
That's buried in its bosom yet!
Need we be told how dark were those hours
When our life's sun for ever set 2
Away, away! To let others see
How thou canst make passed sorrows last,
By gushings of vain memory
From us that sorrow, never passed,
Finally a ray of hope after year of galore which pandemic or scademic creates, a self administering method to counter in intial phase, can be a ray of hope for all (including many claustrophobic in their shells like...)
UK Clinical Trial Confirms Breakthrough Treatment for COVID-19
Patients with a self-administered nasal spray application reduced SARS-CoV-2 log viral load by more than 95% in infected participants within 24 hrs of treatment, and by more than 99% in 72 hr, Read this article written by Dr Mihir Shah in Oct2020 on Nitric oxide ... https://t.co/Lk35wmCgAF
Where he mentions Vitamin D and Nitric oxide is the key🧐 though we don't have Nitric oxide spray yet available.
Slow Nasal diaphragmatic breathing is very important as well to increase
Nitrate rich foods like beets and vitamin D increases your Nitric oxide levels.
A simple exercise of Humming can increase your Nitric oxide to 300ppm Or can say in native language Bhramari Pranayam ( a humming exercise) in yog.
But will suggest do sutra (not rubber one) neti kriya before pranayam to clean nassal passage for desired result.
But a priori rejection has no scientific basis. Rather it is like the moron-avidya of the local bully, who dismisses with loud laughter rather than research. ("Ha ha, stupid people think ___ works" (substitute ___ with turmeric, or neem, or charcoal in toothpaste, or gau mutra...)
It is hard to realize how completely the continuity of the Indian life has been severed. A single generation of English education suffices to break the threads of traditions and to create a nondescript and superficial being deprived of all roots – a sort of intellectual pariah who does not belong to the East or to the West, the past or the future. The greatest danger for India is the loss of her spiritual integrity. Of all Indian problems the educational is the most difficult and most tragic.
Most people who talk of "scientific temper" in India, follow Scientism, not Science. Which is open-minded, open to investigating phenomena. Where Scientism is closed. It pre-judges on yesterday's information, is unable to learn, derides traditional knowledge.
Tired of seeing the dumb ignorance and scientism (science as a dogma) that has assorted Indian "seculars" "rationalist" and jihadis ranting against "cow urine." So here is thread.
First some background. Many modern medicines are derived from traditional remedies. Traditional remedies are those who efficacy has been tested over generations via memetic selection. But at present Allopathic treatment system is not medical science. It's Medical Commerce
Otoh, "Scientific knowledge" of today, especially in medicine, is often based on limited data-sets and time periods and is regularly overturned.
i.e :- When we were child, our family switched from Ghee to Dalda, per "Science".
Tradition may be a better guide to live.
( Hydrogenated oil or "Dalda" is largely a white poison as it is rich in "trans fat" - very detrimental to health. )
Nothing in our tradition was superstition. But since we didn’t understand it we labeled it superstition. Google “Vadakayil Gomutra” To know that even Cow Urine of the Vedic Humped Cow was medicine!
In case you missed it, dietary fat is good for you. Our grandfather said this years ago when we "moderns" laughed.
Why Science can give you no effing clue on how to live or what's good/bad for you. Tradition is a better bet.
30 mins apart
theyre at it again
Native traditions (not religions) are knowledge transmission systems, which are local, organic, and validated over time.
Modern Science is also a valid knowledge system. The problem happens when it is treated as the "exclusive" way of knowing, mirroring monotheisms.
Now, it is possible for these systems to cross-pollinate. Many "modern" medicines are compounds, extracted and isolated from plants & other substances uses in native societies. And modern science can continue to study these remedies using its methods.
The question is what kind of approach is appropriate for a real scientist when encountering claims of traditional remedies. Three stances are possible:
1. A priori rejection
2. A priori acceptance with follow-up experimentation
3. Skepticism, until "scientific" validation.
(1)A priori rejection, is the most unscientific and dogmatic approach. It substitutes enquiry with pre-determined ignorance, and is the least utility for scientific advancement. It is closed-minded dogma, akin to religion.
Traditional knowledge is often been seen to be later validated by science. Traditional Knowledge accumulates in a process akin to natural selection. Thus a priori acceptance, becomes a natural stance. A scientific mind than seeks to verify Traditional knowledge, leading to new discoveries and theories.
The choice of "moderns" for Skepticism, until "scientific" validation, *for themselves* can be understandable. A healthy open-minded curious skepticism can still contribute to scientific progress, as long as it does not a priori seek to ban those who practise the traditional knowledge.
Now, returning to gau mutra. The urine of the Indian cow Bos indicus has repeated mention as a significant remedy in both Ayurvedic texts as well as traditional practice across India. By its sheer widespread use, it would fall into the category of respect, but validate.
But even for (3)stance, there is enough literature which scientifically validates gau mutra in various anti-microbial uses "comparable with standard drugs such as ofloxacin, cefpodoxime, and gentamycin, against a vast number of pathogenic bacteria."
Of course, the assorted "seculars" and jihadis could hardly read or comprehend scientific research. Science is like a Church to which they genuflect, and black knights storm out screaming "heresy" to behead pagan knowledge.
But gau mutra is a subject of particular derision.
This derision is a result of multiple factors. Firstly, *because* Bos Indicus is revered by Hindus it is a source of Orientalist scorn as "superstition." Akin to how Pakistan jihadis slaughter a cow on an Indian flag to show supremacy over Hindus.
What does the Christian word "superstition" mean? It means "worship of false (i.e. non-Christian) god" or "improper worship (i.e. not authorized by the Church) of the true god."
So all of Hinduism is superstition. To ban this is the real aim of all anti-supersition laws. But you see plenty of BJP wallahs piling on to "stopping superstition" They even cooperated in passing the anti-superstition act in Maharashtra. Even the Sangh is keen to be "modern", ignorantly so.
The second is Indian "convent educated" shame to talk of substances like urine. It embarrasses them as a sign of "backwardness" of their culture. No scientific enquiry is possible. And any knowledge awaits digestion and validation by the West.
Traditional remedies are natural, organic and integrated with the environment Gaumutra was extensively used in farming as a pesticide and fungicide till "modern" "developed" "scientific temperament" replaced it with chemical cancer-causing pesticides.
100s of medical papers retracted from a journal published by Springer and Sage. Does the peer review process work?
Many have spoken of these problems for years.
The hegemony of one kind of scientific methodology as "the" system of knowing has multiple problems. It privileges certain institutions and journals, it is expensive (isolating a chemical and patenting it drives more profit than a natural remedy.)
All that is valuable in our culture will be sold back to us at several times the price. After original is destroyed.
After “Green Revolution” chemicals destroy agriculture, organic food is sold at a premium.
After the midwife ecosystem is destroyed, natural birth is at a premium.
Decades after the Indian State destroys Indian Langauges, re-learning these will come at a premium. After Indic traditions are attacked and destroyed they will be repackaged as “transpersonal psychology” taught at Rs. 10000 an hour.
What stops is slavery of the Indian mind. This slavery runs deep on both sides of the political spectrum. Unless something has a “phoren” stamp of authority it holds no value. China has broken free of this.
इस ग़ुलामी का आधार भाषा की ग़ुलामी है। चीन इसलिए ही जल्दी मुक्त हो पाया। अंग्रेज़ी माध्यम का भ्रमजाल हमें पीछे रखता है।
There is a web of institutions, journals and profit-driven entreprises, which is the authority on knowledge.
Traditional knowledge is local and cheap. One isolates and patents a chemical, then attacks its source as "superstition", to maximize profit.
WSJ article—cure for SARS brought new respect for Chinese Medicine.
It's main ingredient—cow urine.
But India gets mocked globally.
The difference? The Chinese are proud, project what they have. Indians are educated to hate it. So Indians mock it, rather than project globally.
In this clash of the last sabhyata (civilization) with cults– for it was undoubtedly one – the European, younger, dynamic, hungry for space and riches, appeared far better fitted than the Indian, half decrepit, half dormant after long centuries of internal strife and repeated onslaught by cults for over millenia. The contrast was so severe that no one doubted the outcome – the rapid conquest of the Indian mind and life.
That was what Macaulay, again, epitomized when he proudly wrote to his father in 1836:
“Our English schools are flourishing wonderfully… The effect of this education on the Hindoos is prodigious. No Hindoo, who has received an English education, ever remains sincerely attached to his religion… It is our firm belief that, if such goverment plans of education are followed up, there will not be a single idolater among the respectable classes in Bengal thirty years hence…. They heartily rejoice in the prospect.”
Macaulay’s projected statistics failed to materialize; he thought the roots of Hinduism to be shallow, but they quietly held fast. However, this educational strategy did succeed in creating a fairly large ‘educated’ class, anglicized and partially Christianized (often atheicized), which looked up to its European model and ideal, and formed the actual base of the Empire in India.
Came Independence. If India did achieve political independence-at the cost of amputating a few limbs of her body – she hardly achieved independence in the field of thought. Nor did she try: the country’s so called elite, whose mind had been shaped and hypnotized by the colonial masters, always assumed that in order to reach all-round fulfillment, India merely had to follow European thought, science, medicine, industry and sociopolitical institutions.
But we think the most disturbing signs of the colonization of the Indian mind are found in the field of education. Take the English nursery rhymes taught to many of our little children, as if, before knowing anything about India, they needed to know about Humpty-Dumpty or the sheep that went to London to see the Queen. More seriously, the teaching is almost entirely based on Western inputs, as though India never produced any knowledge of her own: we are not aware of a single Indian contribution to science, technology, urbanization, polity or philosophy, being taught to Indian schoolchildren. The blanking out of India’s pursuit for knowledge in every field of life is complete.
Higher education is hardly different. Students will study mathematics, physics or medicine without having the least idea of what ancient India achieved in those fields. We have never been able to understand why, for instance, they should not be made aware that the decimal place-value system of numeral notation they use daily is of Indian-origin; that the so-called Gregory series, Pell’s equation or the fundamentals of combinatorics were anticipated by several centuries by Indian mathematicians of the Siddhāntic period; or that Indian astronomers of the same era had developed powerful algorithms that enabled them to calculate planetary positions and the occurrences of eclipses with an excellent degree of precision. It is equally hard to accept that medical students should know nothing of Indian systems of medicine such as Ayurveda or Siddha, of proven efficacy for a wide range of disorders and even serious diseases. If the topic is psychology, the Western variety alone will be taken up, completely eclipsing the far deeper psychology system offered by yoga. Water harvesting is taught as if it were a new contribution from the West, and if it was widely practised from Harappan times onward. We could go on with metallurgy, chemistry, textiles, transport and a host of other technologies.
Our educational policies systematically discourage the teaching of Sanskrit, and one wonders again whether that is in deference to Macaulay, who found that great language to be ‘barren of useful knowledge’ (though he confessed he knew none of it!). It is symptomatic that in the 1980s, a controversy arose as to whether the teaching of Sanskrit was ‘secular’ or not. The Central Board of Secondary Education (CBSE) attempted to wriggle out of it arguing before the Supreme Court of India in 1994 that if Sanskrit was taught, then should not Arabic, Persian, French or German, too, be taught? The Supreme Court bench, directed by a Sikh judge, threw the argument out and reminded us of a simple truth: ‘Without the learning of Sanskrit it is not possible to decipher the Indian philosophy on which our culture and heritage are based… [The] teaching of Sanskrit alone as an elective subject can in no way be regarded as against secularism.’
In the same vein, the Upanishads or the two epics stand no chance, and students will almost never hear about them at school. Indian languages (still called “vernacular”, a word whose root meaning is “belonging to native slaves”) are plainly given a lower status than English, with the result that many profound scholars or writers who chose their mother-tongue as their medium of expression remain totally unknown beyond their state, while textbooks are crowded with second-rate thinkers who happened to write in English.
If you take a look at the teaching of history, the situation is equally troubling. Almost all Indian history taught today in our schools and universities has been written by “native historians who [have] taken over the views of the colonial master,’ as the historian of religion Klaus Klostermaier put it. India’s historical traditions are brushed aside as so many fancy to satisfy the dictum that “Indians have no sense of history.” Indian tradition never said anything about mysterious “Aryans” invading the country from the Northwest, but since nineteenth-century European scholars decided so, our children continue to learn by rote this theory now rejected by most archaeologists. South Indian literature remembered nothing about ‘Dravidians’ being driven southwards by the naughty Aryans, but this continues to be stuffed into young brains to satisfy political ideologies. Saint Thomas never came to south India, as historical sources make amply clear, but let us perpetuate the myth to create an imagined early Christian foot-holding in India. The real facts of the destruction wreaked in India by Islamic invaders and by some Christian missionaries must be kept outside school curricula, since they contradict the ‘tolerant’ and ‘liberating’ image that Islam and Christianity have been projecting for themselves. Even the freedom movement is not spared: as the distinguished R.C.Majumdar and others have shown, no objective critique of Mahatma Gandhi or the Indian National Congress is allowed, and the role of the other important leaders is belittled or erased.
Nothing illustrates the bankruptcy of our education better than the manner in which, sixteen years ago, State education ministers raised an uproar at an attempt to discuss the introduction of the merest smattering of Indian culture into the curriculum, and at the singing of the Saraswati Vandana, a customary homage to the goddess of Knowledge.
The message they actually conveyed was that no Indian element is acceptable in education, while they are satisfied with an education which, a century ago, Sri Aurobindo called ‘soulless and mercenary.’, and which has degenerated further into a stultifying, mechanical routine that kills our children’s natural intelligence. They find nothing wrong that maiming young brains and hearts, but will be up in arms if we speak of brining in a few time-tested elements of India’s heritage. They will lament at the all-round loss of values and harangue us about ‘value-based education’, while refusing to make use of what was for ages the source of the best Indian values.
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