Colonial Discourse and the Suffering of Indian American Children is now freely available.
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In this book, we analyze the psycho-social consequences faced by Indian American children after exposure to the school textbook discourse on Hinduism and ancient India. We demonstrate that there is an intimate connection—an almost exact correspondence—between James Mill’s colonial-racist discourse (Mill was the head of the British East India Company) and the current school textbook discourse. This racist discourse, camouflaged under the cover of political correctness, produces the same psychological impacts on Indian American children that racism typically causes: shame, inferiority, embarrassment, identity confusion, assimilation, and a phenomenon akin to racelessness, where children dissociate from the traditions and culture of their ancestors.


This book is the result of four years of rigorous research and academic peer-review, reflecting our ongoing commitment at Hindupedia to challenge the representation of Hindu Dharma within academia.

Talk:Medical Educational System in Ancient India

From Hindupedia, the Hindu Encyclopedia

Before we begin the survey of the medical achievements and institutions of ancient India, let's first acquaint ourselves with the standards and spread of general education among the people during this period. No country could be medically advanced which is educationally backward and unless we can assure ourselves that the general educational level of the people in ancient times was reasonably high, we cannot feel sure that their medical institutions worked adequately.

The indigenous ideal of education has always been to treat it as a sacred process. That process activated the individuals inner growth, which could only be achieved by means of constant and close contact between a pupil and a teacher where the teacher's personal touch and constant vigilance counted the most in the pupil's education. Education was taken in its literal and true sense to cultivate and develop the latent capacities, potentialities and personality of a pupil. It was therefore treated as a process of scientific development and not as a mere mechanical process operating on the basis of collective drill and training.


References[edit]

  • The Caraka Samhita published by Shree Gulabkunverba Ayurvedic Society, Jamnagar, India

 

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