Tag Archives: decolonizing knowledge

Decolonizing Thought – Beyond Indian/ Hindu Exceptionalism

A Decolonization mural in Oakland, USA, photo HiMYSYeD, Oakland Wiki

This post is prompted by a discussion that followed some remarks I had made on social media regarding the way in which a certain common sense that we may call ‘Hindu Nationalist’, had come to dominate the sensibilities of even those intellectuals in the Hindi world who otherwise might stand opposed to the Hindu Right. ‘Decolonizing’ has lately become a banner of the Hindu Right and for many otherwise secular Hindi intellectuals too,an occasion for an often strident anti-West rhetoric. Such a common sense assumes, simply by default, that the only “authentic” position of critique of the West is one framed by Hindu/ Indian exceptionalism. Needless to say, as I have argued at length in my recent book (Decolonizing Theory), the narrative that structures the imaginative world of many such modern Hindus is already a narrative produced by colonialism.

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Mathematics, Decolonization and Censorship: C. K. Raju

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 20th 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?

Russell

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