KAFILA — 10 years of a common journey
'T, DEBATE, CREATE,
Mathematics, Decolonization and
Censorship: C. K. Raju
ON 25/06/201727/06/2017_ / BYADITYANIGAM / IN
DEBATES, EDUCATION, FRONTIERS, THEORY
Guest post by C.K.RAJU
Did you find math difficult in school? Does your child? If so, what is
the solution: change the teacher or change the child? Blaming the
teacher or the child for math difficulties is a common but unsound
explanation. Thus, problems with teachers or students should equally
affect all subjects, not only math.The right solution is to change math.
That seems impossible. People naively believe that math is universal.
In fact, the math taught today, from middle school onward, is called
formal math; it began only in the 20" c. with David Hilbert and
Bertrand Russell. It differs from the normal math which people
earlier did for thousands of years, across the world, and still do in
kindergarten. Formal math adds enormously to the difficulty of math
but nothing to its practical value. The practical value of math comes
from efficient techniques of calculation, used in normal math, not
prolix formal proofs. For example, the proof of 1+1=2 took Whitehead
and Russell 368 pages of dense symbolism in their Principia. That
proof is a liability in a grocer’s shop. In contrast, normal math is easy.
One apple and one apple make two apples as most people learn in
kindergarten, So should we switch back to normal math at all levels?
| have only reached as far
as p. 10 of my proof of
14+1=2. Will take a while to
calculate 74 x 12.Now our school texts justify the teaching of formal math as follows.
The class 9 math text of NCERT
(https://mail google.com/mail/u/0/#m_1073008351932617434_sdfootn
otelsym) (or of various states). tells the story of an early Greek called
Euclid who was the first to do math “systematically” using deductive
reasoning. The text further asserts that this was something that all
others in Egypt, India, Iraq, China, and South America failed to do. It
shows children an image of Euclid as a white man. On this story,
students are told, we must do math by imitating “Euclid” who is
glorified as the father of “real” math (meaning formal math).
The story condemns normal math as inferior. But no real argument is
advanced to support the purported superiority of formal math, just a
story. Do children check it? No; but the story is false. To expose its
falschood, I have offered a prize of Rs 2 lakhs for any serious
(primary) evidence about Euclid. This prize stands unclaimed for
several years. Why? Experts know
htt cogle.com/mail/u/0/#m_1073008351932617434_ sdfootn
ote2sym) there is nil evidence for “Euclid” and much counter-evidence.
Our own “experts” —the one’s who wrote the NCERT text—are
unable to produce the evidence when challenged. They should either
accept their mistakes, or defend their claims publicly, but do neither.
Since we are totally dependent on such “experts” we just carry on
with the wrong school texts! The vested interests involved are,
however, deeper than just the vanity of “experts”, or their desire to
preserve their jobs. Hence, attempts to publicly challenge the story of
“Euclid” or to challenge the related philosophy of formal math are
often censored.
As just one example of censorship, I wrote an article, “To decolonise
math, stand up to its false history and bad philosophy”. This was
published in the Conversation (global edition) in Oct 2016. The article
created a stir. It went viral and recorded some 17K hits (60% in US
and Africa) before it was abruptly removed by the South Africa
editor. If there was something wrong in the article, the Conversation
should have carried a public correction. No one was able to point to
any actual error. So, the removal was privately justified on the lame
editorjal ground that I had “sited” (sic) my own work, such as my
book
(https://mail google.com/mail/u/0/#m_1073008351932617434 sdfootn
ote3sym) Even in India, the article was first reproduced and then
taken down by both The Wire and Scroll, though to the credit of The
Wire it put the article back with an apology. Currently, that censored
article is available on my blog
(nttps://mail google.com/mail/u/0/#m_1073008351932617434 sdfootn
otedsym) on The Wire
(https://mail.google.com/majl/u/0/#m_1073008351932617434_sdfootn
ote5sym) and on Science2.0.°
i i 300835:
oteésym) It was also recently reproduced in full as part of anotherpeer-reviewed journal article,£
18: it 300835;
oteZsym) so, again, there was nothing obviously wrong with it.
So, why was it censored? Why are false myths and censorship so
essential to the teaching of math?
The answer involves three unpleasant facts. First, this way of
teaching math came to us through colonial education, which was
100% church education when it first came to India in the 19 c.: not
only mission schools, but all early Western universities such as
Oxford and Cambridge were created by the church, and remained
fully under its control till then.
Second, “Euclid’s” supposedly “superior” way of doing geometry
was taught as part of the church curriculum for centuries. Why?
That curriculum was designed to create missionaries. Future
missionaries were taught the ability to persuade others: they were
taught to use reason to persuade those who rejected the Christian
scriptures. Hence, the church used math to teach reasoning, not
practical calculation
The third and least known fact is this: the word “reason” involves a
tricky double speak. It does NOT refer to ordinary ways of reasoning,
as people are easily tricked into believing. Rather it refers to a special
way of reasoning developed by the church to support its “theology of
reason” (which it adopted during the Crusades). Briefly, the church
divorced reason from empirical facts. It had good reason to do so.
Empirical facts are contrary to church dogmas: the notions of God,
heaven, hell, resurrection, virgin birth are all contrary to the
empirical. To defend its anti-empirical dogmas, the church declared
empirical proofs to be inferior. It declared that "pure deductive
proofs” based on reason, but divorced from facts, are infallible and
“superior”. This church doctrine of reason is exactly what our school
texts promote through the story of “Euclid” and his “superior”
deductive proofs. Incidentally, that story also serves to hide the
relation to church dogma
Since the church used the book Elements as a textbook, its author had
to be theologically correct, and early Greeks were the only people
whom the church acknowledged as its “friends”. Hence, the author of
the book was declared to be an unknown early Greek. The church
never appointed a black or woman as pope, and it would have egg all
over its face if it acknowledged the true author of the Elements as a
heretical black woman who was raped and brutally killed ina
church, as I asserted in my censored article. Science 2.0 did change
the title of my article to “Was Euclid a black woman’, but did not add
the part about her being lynched for being heretical.
The church used the book Elements by grossly “reinterpreting” the
original. It was falsely asserted that the book contained pure
deductive proofs, aligned to the church theology of using reason
divorced from the empirical. This assertion, repeated by our schooltexts, is brazenly contrary to facts. The actual fact is that the book
Elements does NOT have a single such pure deductive proof from its
very first proposition to the last. Ironically, this itself shows how
terribly fallible deductive proofs are—for centuries, invalid deductive
proofs were wrongly accepted as valid by ALL Western scholars.
When this truth was inevitably acknowledged, at the beginning of the
20" c,, a quick substitute had to be invented to save Western pride
from crumbling at a time when it was at its zenith.
‘The substitute for “Euclidean” math, invented by the West at the turn
of the 20" c,, was the formal mathematics of Hilbert and Russel
Russell's proof of 1+1-2 is so complicated because one is not allowed
to point out empirically that one apple and one apple make two
apples. Formal mathematics mimics church dogma; it prohibits the
use of the empirical, on the belief that the prohibition of the empirical
leads to some “superior” form of truth
This belief is pure balderdash. In fact, reason divorced from facts can
be used to prove any nonsense whatsoever. To show this, I gave the
example of the horned rabbit in my censored article. (1) All animals
have two horns. (2) A rabbit is an animal, therefore, (3) a rabbit has
two horns. Of course the conclusion is nonsense, and so is the
premise (1). But we know that only as an empirical fact; if all
reference to empirical facts is prohibited we have no way of knowing
the truth or falsehood of premise (1). As Russell put it, in formal math
we “take any hypothesis that seems amusing, and deduce its
consequences”,
(https://mail. ls ym/mail /#m_10734 51932617434 _sdfootn
oteSsym) and I am distinctly amused by the hypothesis that all
animals have two horns, and its deduced consequences for rabbits. It
illustrates the conclusions based on pure deduction which the church
glorifies as infallible.
Others used reasoning differently together with empirical proof, For
example, in India all traditional schools of philosophy accepted the
empirical (pratyaksa) as the first means of proof. This was also true of
traditional Indian math (normal math) from the time of the sulba
sutras”
(https://mail google.com/mail/u/0/#m_1073008351932617434_sdfootn
otedsym)_
Now, indoctrinated colonised minds often conflate acceptance of
empirical with rejection of reasoning, But that is not true: like science,
most systems of Indian philosophy, and traditional Indian math,
accepted both empirical proofs and reasoning. The only exception was
the Lokayata, or people's philosophers, who warned against
inference not based on the empirical. Their example of wolf’s paws is
similar to the example of the horned rabbit above: on seeing the pug
marks of a wolf, people in a city inferred that a wolf was around.
Actually the pug marks were made by a man to demonstrate the
foolishness of inference not based on sound empirical facts.But this foolish dogma that avoiding empirical facts leads to a higher
form of truth is what we still teach today. Early in middle school,
children are introduced to formal math and avoidance of empirical as
follows: the NCERT class 6 text asserts that a geometric point is
invisible. It adds that a point determines a location. At two recent
workshops, I asked a number of school math teachers and students
how do they know what location a point determines since the point is
invisible. They had no answer. But they had the honesty to admit
their ignorance, unlike colonised intellectuals and “experts” who will
defend the doctrine of invisible points exactly like the courtiers who
defended the emperor's invisible new clothes.
Many people say that math is difficult because it is abstract. This is
wrong. The word dog is an abstraction, for dogs are of varying sizes
and shapes. But children have no difficulty in understanding the
abstraction “dog”, for one can easily point to a dog. Likewise children
have no difficulty in understanding the abstraction dot, though dots
come in various sizes and shapes and colours. But an invisible point
is NOT such an abstraction: for one cannot point to a point. Nor can
one infer the existence of invisible points from other phenomena the
way one can infer the existence of electrons from tracks in a bubble
chamber or infer fire from smoke. A geometric point, as taught in
school today, is thus pure metaphysics; it has no real existence.
People regrettably confound church metaphysics about unreal things
with abstraction.
Further, a line too is asserted to be invisible by the NCERT 6”
standard text, So I asked teachers and student how they can verify
the postulate that exactly one straight line passes through any two
points. They again had no answer. [also showed them that any two
real dots can be connected by multiple straight-looking lines, so the
postulate is not based on experience but solely on Western authority.
The church strategy of teaching about non-existent things forces
students to abandon commonsense and rely on Western authority.
Ultimately the only “reason” given by colonial education for why
1412 is that some Western authority like Peano approved it! Those
who resist this teaching, and try to understand on their own, are the
one's who find math difficult and abandon it.
But the text does not stop with one absurdity. After three years of
allowing this nonsense about invisible points to sink in to the child’s
mind, the NCERT class 9 text introduces a further piece of nonsense.
It says that a point cannot also be defined in other words. (Ditto for
line and plane.) It explains this as follows. If one says “A point is that
which has no part” then one is obliged to define “part” and so on,
leading to an infinite regress.
Such an infinite regress does NOT arise in the case of a dog or dot, for
one can simply point to several instances of dots, terminating the
regress. The cause of the infinite regress is the desire to preach thechurch dogma of avoiding the empirical. This motive is hidden, and
never made clear by the NCERT text. Even the direct connection to
church dogma is obscured by false stories of “Euclid”.
‘The matters of “Euclid” and the exclusion of the empirical are
relatively simple. But if colonised minds have not understood even
these simple tricks in two centuries, they are unlikely to ever
understand the more complex tricks involved. The church would
have permanently duped them through “education”. Thus, once
students are conditioned to regard mathematics as pure metaphysics,
a metaphysics of infinity crops up at every level: there an infinity of
points in a line, an infinity of lines in a plane and so on. I reiterate
that this metaphysics of infinity has nil practical value: a computer
cannot handle any metaphysics of infinity, but most practical
applications of math, such as sending a rocket to Mars, are
accomplished using computers.
It is a common error to believe there is a unique notion of infinity, but
I will not go into details here of how a particular metaphysics of
infinity in math (especially calculus) forces us to accept church
dogmas of eternity as part of science.12
(hi mi ls ym/mail, ‘#m_1073008351932617434_ sdf
ote10sym) Thus, the metaphysics which Europeans added to the
Indian calculus forces time in physics to be like a line, as posited by
core (post-Nicene) church dogma. This is the magic by which the
metaphysics in math determines scientific “truth”. It is hard to
explain this to people ignorant of math who are duped into thinking,
the belief in “laws of nature” is about science, though it is clearly a
church dogma advanced by Aquinas in Summa Theologica.
We should change the teaching of math, and teach normal math
solely for its practical value. Certainly we should do this at school
level, for the benefit of the millions of students who drop out. They
have no need to learn about the doctrine of invisible points and lines.
The aim of colonial education was to teach people subordination to
Western authority, but I dream of a new generation of children freed
from the shackles which tie the colonised minds of many of our
“educationists”
But the tragedy is that the system cannot be changed. The students
cannot change it. Even if the text is wrong, they are compelled to
recite it under threat of failure. The teachers cannot change it, they
must teach from the text or they risk losing their jobs. The
government—ministers and bureaucrats—won't risk changing it for
they are ignorant and fear ridicule and loss of power if something
goes wrong. The “experts” have a vested interest in it, so they will
not change it. They refuse even to discuss things publicly.
There is an additional layer of protection which preserves myths and
dogmas in math. This church method of censorship comes naturally
to the colonised minds (intellectuals, journalists and so forth) who
have been indoctrinated by the system. Unable to address an iota of
the substantive critique, they will abuse, ridicule and reject andcensor it. This censorship is done by loyal gatekeepers ignorant of
both the philosophy of math and church theology. In this country of
the blind, the two-eyed man is blinded because the colonially
educated intelligentsia has been taught numerous subtle
superstitions far more dangerous than astrology.
This is how the church controls mass behaviour—through mass
superstitions—which it has smuggled into math and science to make
those superstitions credible. Censorship defends that strategy. The
only hope is that, today, people in the slums of Soweto understand
what the colonised intellectuals elsewhere do not, that colonial
education spreads superstitions packaged as part of math and
science.
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DECOLONIZING MATHS & SCIENCE
Due to the colonial experiece, all ideas, philosophies and theories -
generally all systems of leaming and knowing in the education curriculum -
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"Western Superstition Packaged As Science:Decolonizing Maths & Science”.
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For more infarmation please contact Sista Nehanda on 078 243 8830 or via email
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ttps://mail.google.com/mail/u/0/#m_1073008351932617434_sdfootn
otelanc)Mathematics class 6, Mathematics class 7, Mathematics class8, Mathematics class 9. NCERT. No date given. Accessed Feb 2017.
bitp://epathshala.nic.in/e-pathshala-4/flipbook/
(http://epathshala.nic.in/e-pathshala-4/flipbook/).
2
(https://mail.google.com/mail/u/0/#m_1073008351932617434_sdfootn
ote2anc)C. K. Raju, Euclid and Jesus: How and why the church changed
mathematics and Christianity across two religious wars, Multiversity and
Citizens International, Penang, 2012.
3
(https://mail google.com/mail/u/0/#m_1073008351932617434_sdfootn
ote3ane)C. K. Raju, Cultural Foundations of Mathematics, Pearson
Logman, 2007.
4
(ihttps://mail.google.com/mail/u/0/#m_1073008351932617434 sdfootn
otedanght
5
to-its-false-history/).
6
(https://mail.google.com/mail/u/0/#m_1073008351932617434_sdfootn
oteéanc)http://www.science20.com/the_conversation/was_euclid_a_b
lack_woman sorting through the false history_and_bad_philosoph
y_of_mathematics-180581
(hi science20,com/the_conversation/was eucli 1
oman sorting through the false history and bad philosophy of
mathematics-180581)
Z
it 300835;
oteZane)C. K. Raju, “Black thoughts matter: decolonized math,
academic censorship, and the ‘Pythagorean’ proposition”, Journal of
Black Studies 48(3) April 2017, pp. 256-278.
http://journals.sagepub.com/doi/abs/10.1177/0021934716688311
(htt als. m/doi/abs/10.1177/002193471 3311
8
(https://mail google.com/mail/u/0/#m_1073008351932617434_sdfootn
oteSanc)Bertrand Russell, “Mathematics and the metaphysicians’, in
‘Mysticism and logic and other essay, Longmans, Green and Co,,
London, 1919, p. 75.
9
(https://mail.google.com/mail/u/0/#m_1073008351932617434_sdfootn
ote9and)C. K. Raju, “Computers, Mathematics Education, and the
Alternative Epistemology of the Calculus in the YuktiBhasa”,Philosophy East and West, 51(3), 2001, pp. 325-362.
hittp://ckraju.net/papers/Hawaii pdf
(http://ckraju.net/papers/Hawaii.pdf).
10
(https://mail. google.com/mail/u/0/#m_1073008351932617434_sdfootn
ote10anc}Those interested my check out the following, (a) “Eternity
and Infinity: the Western misunderstanding of Indian mathematics
and its consequences for science today.” American Philosophical
Association Newsletter on Asian and Asian American Philosophers and
Philosophies 14(2) (2015) pp. 27-33. Draft at
http://ckraju.net/papers/Fternity-and-infinity pdf
(http://ckraju.net/papers/Eternity-and-infinity.pdf). (b) The video of
my Berlin talk, posted at https://youtu.be/eZ3SDf6u DA
(https://youtu.be/eZ3SDf6u_DA). (c) The video of my MIT talk posted
at hitps://youtu.be/laodCGDigzs (https://youtu be/laodCGDjqzs), and
the references in the abstract at hitp://ckraju.net/papers/Calculus-
story-abstract.htm! (hitp://ckraju.net/papers/Calcu
abstract.html).
C.K. Raju has authored several books, proposing a tilt in the arrow of time,
and a new theory of gravitation in physics, and zeroism in math. He was the
first to show that calculus developed in India and was transmitted to Europe
in the 16" c. where it was misunderstood.
kRATU —_DECOLONIZING KNOWLEDGE — EUCLID — FORMAL
MATHEMATICS
7 thoughts on “Mathematics,
Decolonization and Censorship: C.
K. Raju”
1. Cyril Abraham
Great points to ponder and understand: well done, Raju!
25/06/2017 AT 6:12 PM § REPLY
2. K SHESHU BABU
‘Thought — provoking article on an interesting topic. As with
history, the colonial notions of math must change and counter
arguments to the established ones should be discussed
(25/06/2017 AT 9:41 PM ® REPLY
3, Gen Walrus’ ‘stache (@LeftyTechnocrat)
Well done Kafila, on endorsing crank science just because the
writer is one of your groupies and uses some postcolonial jargon.
Never go full Swarajya Magazine.(. 26/06/2017 AT 7:33 AM & REPLY
‘Aditya Nigam
@Lefty Technocrat, This is the best you could get, is it? Raju’s
piece may have a lot of polemical charge, but he is making an
important argument. You reply with hot air? In case you have
an argument - responding to the points raised in the piece, do
try and put it together. And yes, don’t forget to use your own
name.
|. 27/06/2017 AT 11:36 AM 6 REPLY
4. Laxmi
It’s really interesting to know more facts which are unknown and
probably we wouldn't have given a lot of importance to it
Good one!
(26/06/2017 AT 9:22 PM REPLY
. Rama
While it is an important argument and needs a lot more research
and writing, as a social scientist I am deeply uncomfortable by the
writer's inclination to collapse complicated histories spanning
several centuries and regions: Ancient Greece, Roman church,
standardisation of education in Europe, British colonisation
(which, let us not forget, does not follow the Catholic church).
Many important arguments within postcolonial studies have been
let down by the way evidence is presented. I am willing to be
convinced but this article compresses histories and homogenises
Europe in service of its argument.
27/06/2017 AT 2:20 PM ® REPLY
1.C.K. Raju
@Ramaa A lot of research has already been done, as anyone
with even a little research background would have
immediately noticed. Two books and several articles are cited
in the post itself. Rama has not gone through them, for he
raises no specific objection to even a single sentence in my 500
page tome Cultural Foundations of Mathematics or my book
Euclid and Jesus. Had he seen at least the censored article, he
would have found it cites a longer list of my books and papers
posted at http://ckraju.net/papers/Reading-list-
Bengaluru html.
Does he contest my statements about Ptolemy in my booklet Is
Science Western in Origin? Then there are my statements
about Archimedes, also found in my recent lectures at the
University of South Africa on “Not out of Greece”, posted at
hittp://ckraju.net/unisa. Or my statement about Aristotle in my
article on logic for the Springer encyclopedia? Then there are
my numerous articles on decolonising education. Or is he
challenging the physics which results from decolonized math?
Say my theory of Lorentz covariant retarded gravitation which
arises by debunking Newton's and the formalistunderstanding of calculus and correcting the consequent error
in Newtonian physics. BTW, the latest on that is at
http://ckraju.net/papers/Flyby-experiment-arti
df.
Rama passes a sweeping judgment without being able to
contest even one sentence, in the thousands of pages of
research I have published, so Rama’s opinion has no value. It
is exactly the attitude of the censors: we don’t know, we don’t
need to know, we reject because it doesn't fit our beliefs.
Basically, he seems deeply uncomfortable that the grand
myths of “Ancient Greece” with which he was indoctrinated
have collapsed like a house of cards. He imagines they have
more solidity. But, on my research, and as stated in the post,
there is less than nil evidence for these myths. Hence, after a
decade of attempts to debate my research, I offered a2 lakh
prize for serious (primary) evidence on Euclid. The prize is
standing for seven years. Since Rama says I have not done
adequate research he should quickly claim the prize. If he does
not then his actions speak louder than his words.
Think of it. Is it ethical to teach these lousy
church/racist/colonial myths to gullible school children if no
expert in the world can produce evidence for them?
Rama makes a desperate attempt to suggest that Protestants
were fundamentally different from Roman Catholics. But both
are part of the Nicene creed, and both accept Augustine and
also Aquinas’ theology of reason which came before the split.
Both used education to breed missionaries. As for math, these
myths were very much taught also in Protestant Britain; for
example in Cambridge, where the norm was blind imitation of
“Euclid” until 1887, after which some latitude was permitted,
though not in “Euclid’s” definitions or common notions or the
order of propositions. And there was no secular education in
Britain until 1871, when it came only at the primary level, but
“Euclid” continued to be taught for and in Cambridge.
‘As for convincing the indoctrinated, I have long maintained
that it is harder to convince the colonised mind of its
superstitions than astrologers. My key concern is to prevent
indoctrination of the next generation. So, debate if you can, but
ONLY on specific issues, or write a counter article and I will
respond appropriately.
(27/06/2017 AT 11:45 PM ® REPLY
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