TheIndianTheoryofEvolution(Whenwestmetthe East)

DrSuvarnaNalapatMBBS;MDPathology;BScZoology,Botany FounderPresidentandManagingTrusteeofDrSuvarnaNalapatTrustforEducationandResearch

Contents:
1.SecretofPranavaToday,Yesterdayandforeverpages:118 2ThefirstIdea1935 3.Language3644 1

4Custodiansofculture4549 5.WorshippingWisdom(Vidya)4954 6.TheoryofEvolution5462 7IndianTheoryofEvolution6269 References6971

Chapter1. SecretofPranavaToday,Yesterdayandforever
AgnirvaiVaak WordisFire.Itshines,andrevealsitself.SaysVeda.Theoriginofword,itsVarna,Dwani,orderandits usewasstudiedinIndiarightfromVedictimes.Therewasnootherancientcivilizationwhichhadgiven somuchofliteraryevidenceabouttheconsciousnessofhumanbeingswhospoke,wroteandsharedthe word.ThisstudyisencodedintheSabdasasthra,Vyakarana,Siksha,Chandas,Niruktha,Kalpa,music, Jyothisha,manthrasasthra,yogaandVedantha.StudyofSabdasasthraandNadabrahmanispureand simplescienceofwordandlanguage,andnotamythologicalconcept.Itisnotafantacyeither.Human beingsareabletostorenumerouswordsintheirintellectandtomakeuseofthemwhenneeded.Thatis ,humanbeingisawalkingAmarakosa(lexicon).Amaraisendless,eternal.Kosaisatreasury.Atreasury eternalofwords!!Aboutthismentallexiconofhumanbeings,researchisprogressingrecentlyonly .Threeeditionsofabookonthissubjectcameoutin1987,1994and2003.(Wordsinthemind:Jean Aitchison).Accordingtothisbookaneducatedadultcanknowminimumof50000150000words.A personwhoknows60000wordsofalanguage,ifhe/shehappenstohearanotherpersonspeakinginthe samelanguage,discoversaforeignwordinitwithin10minutes,ifthespeedofcheckingis120 words/sec.But,inreality,apersondiscoversit,themomentitisuttered.Thespeedisthen1/100ofa second.Thismentalprocessofspokenlanguageandthatofwrittenlanguage(usingaDictionery)are different.Mindcanprocesswordsfasterthanabook(dictionary).Thedifferencesinpronounciationis feltinspokenlanguageonly,andnotinthewrittenscript. 1wordsareendless. 2

2.Weprocessitwithinasecond Therefore,wordsmustbearrangedorderlyandstoredinorderlyfashioninourmemory.Memoryisnota wastepaperbasketbutawellorganisedneatlyarranged,orderlytreasure.Thepeoplewhostudyhuman mindscollectionofwordsarecalledpsycholinguists.Thetoolstheyuseforthisare: 1Intellect 2.Themethodsofstudyusingintellect ThemethodsofstudywithwhichtheylearnmindsAmarakosa(Lexicon)are: 1.Searchforanddiscoverallwords,includingthewordscreatedbyafaultinthepronounciation (Apabhramsa).Thewordsearchesandslipsoftoungeareallrecorded. 2.LinguisticsandLinguisticcorpora 3.Psycholinguisticexperiments Thustheplanesoflanguage,sound,biology,medicine,psychologybecomemergedinasinglewhole.This AdvaithaofIndianSabdasasthra,Sahitya,Sangeetha,Ayurveda,Yoga,andJyothishahadhappened millenniabefore. Whenanobjectislostwesearchforitinourhome,surroundings.Butwealsosearchinourmemory, whenwelastsawthatobjectandwhere.Itisthoseplaceswesearchmost.Butifaword,alanguageora cultureislostwhereshouldwesearchforit?Howweshouldsearchforit?Sabdasasthradoeshissearch throughSruthi,andsmrithi.Knowingthissecret,wecansearchforourlostsmrithiandthroughitthe lostlanguage,word,culture.Ifwesearchinthelastcentury,orintheprevious500or2000yearsalone, wemaynotbeabletodiscovertheentireSamskaarasmrithi(culturalmemory)ofIndia.BecauseIndian culturewaspresentatleastfromthelastIceage(10000BC)andcametoaslowdeclineafterBC3100, whichisthedeclineoftheSaraswathiSindhuHarappanculture,followingMahabharathawar. Supposeweseeadescriptionofaninstrumentinabook.But,itisnotdiscovered.Thenhowcanyou studyit?Makeamodelofitfollowingthetextbookdescription.Thebestwayoffindingabout somethingistotrytomakeitoneself.(pp29ModellingtheMindLexicon).WhetheritistheUniverse,or themindslexicon,cultureorcomputerthiscreationofModelisessentialforitsunderstanding. InMiltonsParadiseLostRapheltellsAdamthatGodmadetheargumentbetweenmenaboutthe modelsofUniverse. HehisfabricoftheHeavens Hathlefttotheirdisputes,perhapstomove, Hislaughterattheirquaintopinionswide Hereafter,whentheycometomodelheaven 3

Andcalculatethestars. WewillnotseethisdualityconceptinAdvaithaosvisualizingAstrophysics,Amarakosa,subtleaspectsof cultureandtheYogadrishtiofacalmbrain(Neuronalnetwork/bioenergyfields)asasinglewholeandnot asdifferententities.Thedarsana(view)ofeachindividualmayvarydependinguponaratioofquality. GolakayanthraofancientIndians(ModernClock)wasamodeloftheUniverseinIndia.Thesupposition ofageocenterinaGolakayanthra,istounderstandthepositionofobserveronearth,andtherelative changeinpositionofobserversonearth.24HoursorHoras(Ahorathra)isdepictedonthisGolaka.Some childrengraspthelessonslate.Othersveryearly.Goddoesnotdiscriminatethechildwholearntitfirst andtheonewholearneditlast.IfIndianlearneditfirst,thewestlearneditlast.Therefore,theprinciple ofteachingfromageocentricposition,byanIndianGurutoawesternpupil,wasmisunderstoodfora longtimeasignoranceoftheGuru.Argumentsoneartharisewhentheunderstandingofaparticular ideadiffersduetodifferenceinqualityandgraspingpowerofindividuals. SocratescomparedMindwhichcollectsmemoriestoanestwithdifferentvarietiesofbirdscaged.Cicero calleditthetreasurehousewhichcollectseverything.SherlockeHolmesofArthurConanDoylesaid:A mansbrainisoriginallylikealittleemptyattic,andyouhavetostockitwithsuchfurnitureasyou choose..Noneofthesearejustifiablemetaphorsformemory.Because,noneofthesearearrangedin orderlysystematicway.Therefore,Kantusedmetaphorofalibrary,whereeachisgivenanumberand labelsothateachcanbetakenoutatwillinasystematicorderlyway.Thislibrarymetaphorisusedin differentcontext,indifferentwaybyadoctor.Whenaclientloosesmemoryafteracoma,andregainsit slowly,he/sheutterswordswhicharenottheoneshe/shewantstoutter.(Thatisbrainremembersthe exactword,bututtersthewrongword).Doctorsthensay:Theshelveshavebecomebadly jumbledThereisacentralcatalogueinhumanmemory,justasinalibrary.Thepopularwordsin languagefordaytodayusearekeptataplacewhereonecantakeitouteasily. Toorganizewords,andtograspthem,onehastoknowthemeaningsofwords.Wordanditsmeaning areinseparablelikeSiva,andSakthiinIndianphilosophy.AccordingtoNovelistEvelynWaugh,words havebasicinalienablemeanings,andawordwhichseemstobeseparatedfromitsmeaningiseithera metaphororaninexcusablevulgarity.Thatmeanswordsareprecisionequipmentstobeusedvery carefully.Theyaretheequipmentsofourthoughts.Theboundariesinnaturallanguagesareveryslim andlight.EspeciallyinIndiawithnumerouslocallanguages,eachwordfromonelanguage,likealive butterfly,flytoanothercreatingathousandmeaningsandmetaphors.Thelifeofthesewordsgive beautyandvividvarietiestoourexpressions.Thebeautyofthisisinaccessibletomanylinguistswho concentrateonlyontheouterstructureofwordsandforgettheinnermeanings/beauty.Languageisnot adeadanimaltodissectout.ItisBEAUTIFULLIVINGCULTURE.SomepeoplethinkthatSanskritisadead language,sincenoonenowusesitasalanguagefordaytodayconversation.But,Sanskritwasalways theeliteeducationallanguageofIndianswhoconversedintheirownlocaldialectsfordaytoday communication.(untilitwasreplacedbyEnglish).IneverylocallanguageofIndiawecanseetheliving wingsofSanskritaswordsandusages.Aslongassuchlocallanguagesexist,andpeopleusethem Sanskritlanguagealsowilllive.MyownlanguageMalayalamhasmajorityofwordsfromSanskritand Sanskritgrammer.Therefore,aslongasMalayalamlanguageexistsSanskritwillnotbeadead language.ThiscanbesaidofmanyotherIndianlanguagestoo. 4

Weseeanexternalobject.(flower,sun,moon,cowetc).Mindcreatesanidea,ameaningforthatobject. Wegiveanametotheobject.Thusanobjectgetsaname,aword/namegetsoneormorethanone meanings.ThiswascalledNaamaroopaathmakamJagath(Worldiswithaformandaname).The powersofOptics(thatwhichisseen),heard(Acoustics),felt(experienced)andgivenaname/idea (language)andthegraspingconsciousnesswithintogetherformaNaamaroopaaathmakamJagath.If thereisonlyasinglefixedmeaningforaobjectanditsname,itiscalledasnapshotmemoryinmodern terms.Episodicmemoryisdifferentfromthis.Herewerememberaneventinwhole.Wegiveaname /labeltothat.WhenwesayawordCat,ifacatisremembereditissnapshotmemory.But,whetherit wasawalkingorsleepingcat?Whetehritwasdrinkingmilk?whenandwheredidyouseeit?Wasit yourownpetdomesticcat?Ifsothevariouseventsconnectedtothatcatandyourlifeduringthat period.Thenitbecomesanepisodicmemory.Thecatnessofcat,sunnessofsun,squarenessofasquare ifalltheseareknown,aphilosopherunderstandstheSindhuthwaofSaindhavascriptsandlanguage .Thus,onecreatestheawarenessofonesownculturewithin,andnotwithout. Whatisasquare? 1Aclosedfigurewithaplane? 2Afigurewith4sides? 3.Thegeometricalfigurewith4equalsides? 4.Thefigureinwhichallinneranglesareequal? 5.Aunitoftimespacecontinuumofthisuniverse,whereKarnna(Diagonal)=side+1?(sidesbeing18 anddiagonalbeing19) ThefifthisnotapplicabletoaordinarysquaredrawnonapieceofpaperortoaVaasthucreationthatis manmade.ButisapplicabletoageocentricGolakayanthra,withtimeandspace,sincediagonal19X19 =361nearesttoa360degreecircle.Byusingsuchchecklists,onecanactuallyexaminethedefinition. Thusasquareisaformwhichcanbeexperimentedwith,andexamined,tounderstandit.Allformsare likethat.Ahumanbeingcognizesaform,withitsname,awordorsoundfordefiningit,thevisualized imagecreatedbysuchnamesinmind,theSruthiandAnumana.Therefore,knowledgeofthisuniverseis basedonthesameprinciples.Theknowledgeshowsthegraspingpowerofthebrainoftheonewho graspedit.Wecancollectandsaveeverybeingofthisbiodiverseuniverse,everyculture, medicines,games,names,languages,andeverythingdependinguponthesimilarities,differences,family resemblancesandsoonandgivinganameanddifferentmeaningstoit.Thisstoragecanbedoneboth inourmemories,(smrithi),books(Kosa,Lexicon)andoncomputers.Thus,IndianGurukulawere meticulouslycollectingeveryscienceandart,everybiodiversityofuniverseintheirfieldsofresearchand sharingtheknowledgeevery12years,atthecenteroftheircitiesforcommonbenefitofall.Theseopen universitiesfunctionedfromtimeimmemorial.Thespecializedbranchesofknowledgewereintegrated andsavedinthemindsandGranthaofGurukula.Whenapeopledothisclassificationandstorageof knowledgeinorderlyfashion,amodelorprototypeandslightvariationsfromitareborngradually.The newonesareclassifiedaccordingtoitssimilarityordifferencewiththeprototypeunit.Thisisnow 5

endorsedbytheCaliforniaUniversity(Berkeley)PsychologistEleanorRosch.Indianprototypewas SathwikaQuality.Theothers(Rajasa,Thamasa)andobjectswereclassifiedbycomparisontothe prototypeSathwika.TheuseofPrototypetheoryistoidentifyalldifferentvarieties(fromprototype)and classifyingandprotectingthebiodiversity.HumanbeingscomebetweenthepolesofDevaandRakshasa inquality. Sathwika Rajasa thamasa Rathra(Raa) Kshathriya,vaisya Soodra, Brahmana Night(Chandra) (Aadisoodra) (Majorityof Humansareofthis IncludesYaksha, 1Vaanava(Deva) Rakshasa (Vaanara/Kaapeya) quality) Amixedclassby Kuberanaaga Whichincludes crossfertilization FromhimAgni A.Pakshi(Bird) (panchama) wasborn B.Apsara C.Gandharvaalso 2.naagamuni 3krodhavasa naaga Accordingtothis,the4sandhya(Agni.)werebornthesolarandlunarracesofdayand night(Ahorathra).Everylivingbeing,oushadivanaspathiareincludedinthisclassification.Nagatribes havebothBrahmin,kshathriyaandvaisyaqualities.Theirbehaviordependsonratioofthrigunain them.NagamuniareAnantha,Vasuki,AasthikaandPathanjali.Theyhavesathikyogasidhi.Thakshaka, ontheotherhand,thoughanagamuni,showsyaksha,rakshasa,aadisoodraqualities. Whythisprototypicalclassification? 1Becausehumanbeingslovetoorderlyandsystematicallyarrangehis/herthoughtsandknowledge systems.Ifnotarrangedsystematically,intellectualdisordersandargumentsissuefromthem.Andthis createscognitivedissonance(Vivaadha/Vivaadhi).Thedissonancecreateswarsinhumanminds.Internal strugglescreatessorrowandleadstoexternalwars. 2.Thesystematicallyorderlyarrangedwisdomofthousandsofyearshavemademanwiseand peaceloving.Ifonetakesthatwisdomasprototype,andthinkofsimilaritiesanddifferences,onecan identifyonesweaknessesandstrengthsandthusknowoneselfandgetoutofstressfulthoughts.Thus problemsolvinghappensnaturally 3.Prototypesareinternaltheories.Toprotectlifeanddharma,tododutiesperfectlyhumanracehave createdsuchmodels.Theseweretheresultsofmillionsofyearsofthoughtful,careful observation,culturaleducationalmethods,memoriesofseveralgenerationsofteachers,andtheirgenius .Thusitintegratesapeoplesgeographical,culturalwisdom.Theircognizanceoftheworld/universe aroundthemisseeninthat.(Theconsciousnessofacollectivewisdommaybelessormoreinan individual,dependinguponhis/herpersonalqualities,notonthedifferenceinculture). Aho(HO) Day/Surya

InancientIncancalendarIncasusedtoworkbasedona9day(Navagraha)schedule.Theyworkfor8 dayscontinuously.Pthdayismarketday.Theearthhas8directions.Similarly.aking,ifhehas8 wives,(KingiscomparedtoSun)eachdayrepresentsaqueensmansion.Kinglivesinthemansionof Queen1=first8days; Queen2=next8days Likethiswith8queens8X8=64. The9thcycleof8daysmakesup72days.(Ameetingofallthe8directions/wives)By72daysonecircleis completed.When5suchcycleshappenitisoneyear.ThusIncashadapracticalmethodofincorporating oneslifewithdirectionsandamarketeconomyoftheirknowngeographicaluniverse,andcosmic universe.ThisImentionheretoshowcomparisonbetweenIndiansandtheir Sapthaswara,sapthamthruka,72Melakarthasystem,7dayweekandmandalawayofcyclicaluniversal patternwhichIhadexplainedinmanyofmypreviousworks.The8LakshmiofVishnu,asthebasic Raagini(Queens)of72MelakarthaisthesameasthatofIncas7queens. Whatistheroleofawordinthisprototypesystem?Aretheyatomsoracobweb? 1SemanticPrimitives:Ineverylanguage,thesemanticprimitivesareOne.Itisabasicabilityofhuman raceforlanguage.AsLeibnizsaid,whenmanisborn,hebringswithhimtheLetters(Akshara)whichis thebasisforhumanthought.This17thcenturytheory,imitatingtheAtomicTheoryofRomanpoet Lucretiusapprovesafixeduniversalvocabulary(Chomsky).SinceIhavediscussedtheIndiantheoryof Nadabrahman,andthedwani,varnatheoryinit,Paramanu,andwavetheoriesofsoundearlier (Sudhasindhu,Brahmasindhu,Nadalayasindhu,Ragachikitsaetc)Iamotrepeatingthemhere.Indian musicwith7swara,andpermutationcombinationofits22positionscreates72basicragaandfrom themanantham(endless)varietiesofRaga.With51letters(akshara)endlessGana,jada,karma paatabhedaarecreated.Theseendlesspossibilitiesoflanguageandmusicarethencomparedwiththe naadeepravaaha(neuronalchannels/bioenrgy)andMandalaofcosmicenergy.Awordwhenitislinked toameaning,givesnumerousnewcreationsassaidinPathanjalayogasuthra. InEnglishlanguage,thisatomictheoryhastwoproblems. 1InEnglishlanguage,whattheseatomsarenotyetdiscovered. 2.Theyhavenotshownanysignincombiningofwords (ItisnoteworthythatinParamanusidhanthaaccordingtoKanadasuchproblemsdoesnotexistin Sanskritlanguage)

 2.SemanticNetwork

 Therearenoboundariesforexperiences,Butthereisnoperfectioneitherforthem.Experienceislikea greatcobwebwhichisofverysubtlesmooththreadsoftimespaceofconsciousness,absorbingevery atoms/dropletsinairintoitsinternalspacetime.AsHenryJamessaidinpartialportraits.Inthisgreat cobwebeverythingisconnectedwitheveryotherthing.Likepathsfromonetoanother,likeanetwork, eachwordisinterconnectedinthementallexiconofourbeing.Definitionofanetworkaccordingto SamuelJohnsonissomethingwithajunctionwhere4pathsmeet,andtheseareatequaldistances.This 18thcenturydescriptionofajunction(TheBrahmiscriptKAdepictsthis;AlsotheChithrakootastone,in snakeshrinesofKerala,andnameofabodeofBharadwajas).Chithrakoota,swasthika,Mandala,Srichakra weresuchintertwinedinterconnectedcomplexsymbolsusedbyIndiansevenbeforeharappantimes. ThiswehaddiscussedinmybookSapthasaindhava,earlier.Theinterconnectednessofwordshappen duetolinguistichabitsofapeople.VarnaisawordintimatelylinkedtowordDwani;Soistheword VasishtatowordArundhathi;MeshaislinkedtowordVishuvath,Thula,Lanka,Aswain,Sun.These meaningsdevelopedduetocontinuousobservationofancientpeople,theirexperiencesofclimatic changes,seatravels,astronomy,music,mathematics,biodiversityandwinds,andAyurveda(medicinal plantgrowth).The6darsana,astronomy,etcwerethusobserved,experienced,codified,studiedby subsequentgenerationsofVedicguruparamparaforseveralmillionsofyears.Iwassearchingforthis losttreasureofourcultureandusedSanskrit,MalayalamandTamillanguagesforthissearchand comparedthefindingswithmoderneducationallanguage,English. 9

TodiscovernetworksEnglishlanguageuses4mainwords. 1coordination&coordinates Examplessalt&pepper,left&right,hot&cold,red&whiteetc 2collocation.ExamplesSaltwater,brightred(Twowordsfoundtogether) 3.superordinationExample.Butterfly(astimulusword)andInsect(aResponseword) 4.SynonymyExampleStarve&Hungry(meaningssame) Allcolours,allsuperordinatesareknownashyponyms.Blue,red,greenarehyponymsofsuperordinatesor hyponymofthewordColour(Varna).CoordinatesarecalledcohyponymsinEnglish. Inoneseasonalcycle,12months,themainfestivalsandritesinthem,fullmoondays,newmoondays, thithiandweeks,rainyseason,sowingseason,windyseason,theritesobservedineachseasonandday,the foodobtainedineachseasonandineachlocality,theirfoodvalue,songstobesungineachseason,time ofday,ExpressionorBhaavaaabhinayaofthem,thephysical,mental,intellectualndspiritualhealthdue tosuchphenomenaineachseason,morphologicalandfunctionalclassificationofeverythingthus makingagreatchain(Srumghal/Sreni/Changattham/Changhala/Sanghaatham/sangham)oraguildin eachGraama/villageandtheKanasidhantha(Vaiseshika)formulatedoutofindepthstudyofeachof thesecharacterizeIndianthought.Allpartsofitarederivedfromexperience,logicalanalysis,withthe helpofawellorganisededucationallanguagebythecooperativeactivityofthebestbrainsoftheland. Knowingthislegacyofourancestorsandtheirhumble,simplestyleoflife,Ihadsearchedthroughthe maceoftheirneuronalnetworkofsemantics,througheachofthepathstheyexplored,andmymental lexiconwasformulatedinthisway.ThusmymentallexiconwasslowlybecomingtheLexiconofIndian Cultureinmylifessojourn. Logicalrelations:

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 Heremindisalivinganimal,thedonkey.Notaelephant,notdead.Thusthe4logicalrelationsguessthe animaltobeadonkey,evenwithoutseeingit.Anypersonspeakinganylanguageshouldknowtheparts ofthewhole.Wordanditsmeaningarepartsofasentence.TheLetters(Varnakshara)anditsorderare partsofaword.Atreehasroots,stem,leaves,flowers,fruitsandseeds.Onehastoknoweachofthese. Onlythenoneknowtreeinentirety.Butseeingjustonepart,oneshouldnotguess,asablindman describesanelephant.Thislawisapplicabletolanguageandculture.TomeasureIndianculture,purana storiesalonewillnotbeenough.Itcannotbemeasuredwiththeincidentsseenaroundinthepresent periodalone.TheworstscenariowillbemeasuringIndianculturewithMarxisttheoryalone.Studyof philosophy,artsandsciencesofIndia,logicallivelyculturebeingrecreatedwithinonesownmindand intellect,onemaybeabletoprotectthecultureforposterity,atthesametimerecreatingthisancient cultureinthemodernage.ThesearelessonsIlearntfrommyexperience. Humanbodyasawholeisstudiednowasspecialitiesseparatinganddissectingouteachorgan specialityfromthewholehumanbeingandhis/herproblems.Partsarenotthesameasthewhole. Adjectivesinlanguagearenotfreeasnames,either.Anadjectivecanbeascriptive(heavy,light,short, long,cold,hot)orpetainyms(mathematicalgenius,musicalgenius,scientificgenius).Averbcanbe walking,eatingorspeaking.Buttherearedifferentvariantsforeachofthese.

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Walkingcanbethatofalameone,orajumpingoneorbeautifulasthatofaswan.Etingiswithor withoutchewing,swallowing,lickingetc.Speakingcanbealecture.publicspeech,softspeechbetween twolovers,disruptedspeechofpeoplewithspeechdisorders. Doinganactinonespecialstyleistroponymy.SimilarlyforthefunctionofKnowingthereisastyleof knowinganobjectcompletely,inaperfectstyle.Allpartialmethodsofknowinganobjecthastobe integratedforthis.SuchanIntegratedSidhabhaashaistheIndianculture.ThisSidharoopadarsanais showntousbytheworldGurusofancientIndia.Travellingthroughthispathourjourneybecomesfruitful andeasierforattainingthegoal. Soundpatterns: Whenwestartthinkingaboutthemeaningofaword,soundsnaturallyfollow.Inagrantha,the alphabeticorderofwordsasindexisanexample.Butinourmind,itisnotinthatorder,theword meaningsappear.Init,pronounciationofwords/dwaniisimportantthanthealphabeticorder.InEnglish languagepronounciationofLaandRaaredifferentasinRid/Lid;Rook,Look.ButinMalayalamitisnotso. Ralayoabhedadoexist.Whenwewritethesearedifferentletters,butwhenwepronouncetheycanbe same.ForVyanjana(Phonemes)acertainorderispresentinlanguages.InEnglishthelettersPtwillnot comeinthebeginningofaword.ButitcomesinGreeklanguage(Pterodactyle).Ifapersonknowsall phonemesofhislanguageandtheirorder,itdoesntmeanthathe/sheknowsallwordsinthatlanguage, andallpronounciationspossibleforit,orthatwhenhe/shethinksofitsmeaningsmeaningsflowtobrain quicklyandeasily.Insomeofourbrains,somewordsarecollectedinexcessandmorepowerfullthana writtenlexicon. JeanAitchisoncallsaspecialqualityofhumanmemoryasbathtubeffect.Whenoneisinbathtub,the headandlegsareseenout,butnotthemiddleparts.Likethat,humanbeingshaveatendencyto rememberthefirstandlastpartsofwordsandforgetthemiddleparts.InanexperimentofHarward psychologistsintheirstudentsthiseffectwasdemonstrated.WhatshouldaGurudoformakingdisciple rememberthismiddlepart?Usingawordinwhichthemiddleletterisalwaysremembered,an anticlockwiseandclockwisescienceistaught.Bythatword,thatscienceisremembered.Thefirstletter ofthewordAHORATHRAandthelastletterarethusavoided,andthemiddlelettersmadethenameofa sciene(HoraasasthtrawhichisthescienceofTime).ThusHORAorhourasisknowninthewest(from Greekword.)isaderivativeofanIndianword,borrowedfromIndiabyGreek,withoutknowingits origin.SoisHarijam(ThatwhichisbornfromHariastheChakravaala/Chakravalanaisdeflectionof wheel)asHorizonusedatpresent. Ifwordisabody,soundisitsfleshandletterisitsbone.Weareabletomeasurethelengthofa word,numberofaletter,orderlywavelikepatternoflettersinawordetcandtorememberthem withouteffortindaytodayuseoflanguage.InamodernEnglishtext,whenweseetheheaddown arrangementofametricaltree(ChandovrikshainIndia),itisveryeasyforcomparingancientIndiaand ModernEurope.ThisisanewdiscoveryforEnglishlanguage.BecauseEnglishisacomparativelynew language.Therefore,thebranchesofitsknowledgearestillyoungandgrowing.ButinSanskrit(An ancientIndianlanguage)thechandovrikshawithGuru,Laghy,therhymes(praasa)theymakeand 12

kavya,gaanastyles,sidhabhasha,anditsPrathyabhijna(rememberingagain),theSphotaof consciousnessareveryveryold.Therefore,Aitchisonsviewthatwordsunlikenumbersdonothavean absolutevalueisastillgrowingbranch.Foruseachletterhasanumbervalue,afixedunitfor pronounciation,andpoetandsingercreateschandasandragawithinthatMaathra/units.Scientistsuse wordknowingthenumericalvalueofwordhe/sheuses.Tokeepthiswithoutchange,andtoprotect languageVedaintroducedKrama,pada,paathaetc.Sikshaisforpreservationoflanguageandits word,pronounciationandmeaning.IntheuseofBrahmiandKharoshti(toandfrouse)alsothisRaksha (Protection)schemeisemployed.GurukulaswerethusthelivingexamplesofHistoricalLinguistics.The oneswhoprotectedthehistoryofhumanconsciousnesswithoutbeinglostorpolluted.Whileothers werecorruptinglanguagewithmixedandborrowedwords,theykeptthetraditionwithazealhitherto unsurpassedbyanyotherUniversitysystem. Itislikeamagnetcollectingironneedles,childrenpickupwordsandcollectinmemory.Daily,a minimumof10wordsarethuscollected.Foratwoyearoldchild500wordswillbeknown.A3yearold knows1000words,5yearoldknows3000words.By6thyearvocabularyhas14000words.Bythattime humanchildhaslearnedtograspmeaning,classify,label,andcollectinbrainaspackagesandtouse whenneeded.Thereforeparentsandprimaryschoolteachersarehavingveryimportantpartinteaching languagetoachild.ChildfirstlearnsNaasikaswara(m)WHICHISMadhyama.(Amma,Mammaetc).Then learnsnonnasalstopPa(papa,Appaetc)PaisOshtyasince,airinnoseiscontrolledandsoundis producedthroughlips.ThedifferenceofitfromTHa(tounguetouchingteethandmakingasound)or DHaisthenknown.PaandDhaarefrontstops.Oncethesearelearnedbackstops(Ka/orGa)islearned. ThusMa,pa,Dha,Ga(ma,pa,tha,kainTamil)thefirstfourmusicalswaraarespokenbychild.Thisisthe sameasthePreordainedPathTheoryofRomanJacobson.

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 Jacobsonmadethistheorybetween19561968.ThousandsofyearsbeforethatIndianMusicologists andlinguistshaddonethis.Apersonwhosearchforandtrytodiscoverwords,integratesthreetypesof knowledgesimultaneouslySemantic,SyntacticandPhilological. IfproseiswordsintheirbestorderasColeridgesaid,poetryisbestwordsinbestorder.Thestyleofmind isof3models

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1Sopaana/ladderof2types,verticalandhorizontal

inthismodel,one hastotakefirststep,thenthenextinorder.Inlanguagecontextfirstmeaning,thenthesabdaorsound. UsingMUDRAORSIGNPOST,THEORDEROFPROGRESSCANBESHOWNHERE.Whenpossibilityof mistakingwordswithsimilarmeaningandsound,onecanusemaathraanddhwanialsoinidentification .Thenbothverticalandhorizontaldirections,parallelwavemotionarohanaandavarohanabecome

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possible.ThisisChithrakootaorKAmodel.

2WaterfallModel Inawaterfallmodelascendisnotpossible,onlydescendispossible(Avarohana).Itisacascademodelof waterfallorasuddenwaterfall.Butneveranupwardmovement(Aarohana).Withonesound,all meaningshithertocommunicatedareobtainedtothemindinthismodel.Everystageistouchingeach other,overlapping,incontinuity. 3.Electrifyingmodel Usingboththese(Sopanastyleandthecascadingwaves)makesMusic.Inmusic,thereisnorestriction asinawaterfall,sincebotharohanaandavarohanaareallowedasinSopana.Itisacontinuous,ever repeatingflow.Becauseofthis,ithastheelectromagneticfieldofacurrent.Thuspoetryandmusic makesanelectrifyingmodel,thebest,inthebestorder.Itisamandala.Notalineoraplane.Itsarousal

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andcommunicationfieldsarethenadimandala,fieldsofnervoussystem.

Whentwopeoplecommunicate,praanaenergyisinterchanged.Thisinteractiveactivationmodelisseen intherelationogguruanddisciple.BythisprocessVidyaistransferredtogenerations.Theprecisereason ofavoidingnonsensewordsandfusionwordsincommunicationisthecarefulwayofkeepinglanguage andculturepureforever.Thiscaremusthavebeenthereasonforthegurusanddisciplestoleada solitarylife,keepingthemselvesawayfrompeoplewhocarelesslyuselanguage(words)andcorruptit. TheInteractiveInteractionmodelsofGurukulaiscomplementarytoallourknowledgeaboutourbrain. Inamandalawithnumerousnervecellsandsynapses,evenaslightestfusionword/impurepracticeof soundcanproduceacommunicationpatternwhichoverthrowthesystematicordersostrenuouslykept forgenerations.Theaccuracymaybelost.Pronounciation,wordmeaningwillbecorrupted.Allthe restrictionsingurukulauniversitieshadbeentopreventsuchmixingandpollutionoflanguage.Fora personwithsoulpower,intellectualandemotionalpowersareobtainednaturally.Butforonewithout spiritualpower,itisdifficulttoacquirethem.Revelationofwisdomissathik.Itsoppositepoleis thaamasa.Twopolescannotmeet,ortouch.Thisisthemeaningofasparsayoga.Itisbasedonquality, professionandnotoncaste/creed.Unlesswerecognizethetruemeaningofwordslikethis,wearelikely tocontinuethemistakennotionthatancientIndianswereapackoffoolsfollowingprimitivecustomsof segregation,aswearetoday.Ifwewantstocorrectthefaultsinourhistoryandinourpersonallives, understandingofthistruthisessential. 17

Atfirstglancewemayfeelthatidentifyingwordsareeasy. 1.Thelistenerrecordsinmindwhatisheard. 2.Lookingatthecollectioninmind,selectsthewordneededasiffromaDictionary. Butthatisnotasimpletaskasitseemstobe.Why?Theconversationaldialectisspeedyandonecannot pickupeachwordleisurelyandstoreit.Forthis,Ididanexperimentfro7580(5years).Whenwetravel alongaroad,trytocollecteachnumber(registration)ofthepassingbyvehicles,addthemanddecide whetheritisevenorsigle.Almostasimilarprocedureisdoneduringaconversation,bythemindto collecteachwordandfindmeaningandcollect.Andthisisnotaconsciousprocedureeither.Sothatitis allthemoredifficult.Inonesecondbraincandifferentiateonly10soundsatatime(Leiberman.AH, HarrisKS,HoffmanHSGriffithBC1957.Thediscriminationofspeechwordsandacrossphoneme boundaries.JofExperimentalPsychology54:35868.Q.Ch19;pp227JAitchisen) 2Thechangesinsounds.Thesamesoundartificiallychanged,wererecognizedasdifferentbythe listeners.Pa,Ga,andDha(thesoundsbasedonthefollowingone)werethusrecognizeddifferently.Part ofasound(soundsegment)cannotbeseparatedcompletelyeveninalaboratory.Asoundismergedwith thesoundsoneithersideofit.(Leenastate).Europeanscompareittoaicecreamkeptinhotoven.Indian sagesthoughtitasthedwaniandprathidwani(echo)mergedinsilenceoftheicyheightsofHimalaya.Ice isinbothsimilies.But,itisnotsweetnessofthetoungue,butthesweetnessexperiencedbytheears, whichisbeingcompared.Sothesageshaveabettersimilie.When7swarasin22placesareheard,in betweenarenumeroussoundsmergedwithin,andagoodsingerandlistenerexperiencethesweetness ofthatsilentmerging.Butanordinarypersondoesnotexperiencethis.Thisistrueofevenina conversation/speech.Itisthecreativelisteningpowerofthelistenerthatmakesadifferencein experience. WecanseparateswarabutnottheVyanjanas.RecordonlyPa(Panchamam)onatape.Pa..pa..pa..pa IfwecuttapefromthesideofVyanjanaweultimatelygetpa,aa,pa,,aaaa,aa,likethat.Butifthisis donefromswrasidewewillnotgetthis.wegetonlypppppp.SwaraisthereforeUyir(Jeeva/life)and vyanjanaismey(body).Theydidntuseatapebutdemonstratedthiswithownsoundexperiments.The accentsofmenareverydifferent.Theexperiencedworldisfullofsounds.Inthissoundenvironment, manywordsarenotheardbyourears.Allthesearereasonsforsayingthatitisnotveryeasytocollect andunderstandallwordsinaconversation.Torecordawholecommunicationwithinalistenersmind, fromitselectneededwordswhenevernecessaryatshortnotice,(eachword,eachsong,eachraga) cognizeandenjoyit,respondtoitisthereforeacomplexproceduredonebyhumanmind.Usually peopleunderstandanotherswordsbymereguessworkaccordingtoAitchison.Agoodwilluse Manodharmaandpronouncesameworddifferentlytomakedifferentbhaava.rasa,oruseadifferent sangathitomaketheragamorebeautifulandmakesourbrainstimulatedbysuchmanodharmatoenjoy themusicmore. Thelisteneranalysesthesoundwavesreachinghisbrain,butheredissectionofeachsoundand matchingwithalexiconisnothappeningasthescholarsofwesternworldthink,andthereisan 18

intermediatestagewhereswara,meaningsandsoundwavesmergeandthatmergedsoundis translatedintoourbrainforenjoyment.Inthe1980sEuropeanscholarsfoundoutthissecret.Itisfor this,swaraandvyanjanaandtheirkramapaatapadapaataandjadaapaataareintroduced.Tolearn languageandthelearningoflanguage,modernlinguistshavestartedlearningforthelast100years. ThenewlydiscoveredlawsofthesescholarsarealreadypresentinChandas,kalpam,vyakaranam,siksha ,nirukthamoflanguagestudiesofIndia.Whenatruthsekerusesthetoolsofbothwesternandeastern sciences,findinganalogiesandcomparingthemisanaturalphenomenon. Nowweunderstandthatthetwoopinionsaboutcognizanceofsoundwavesisduetodifferentabilities ofindividuals.Andthisdifferenceisduetothefrequencydifferencebetweensathwikandthamasic qualitypeopleandthepeopleinbetween.Thereareseveralreasonslikethelanguageitself,itsuse, circumstancesused,accentsandstyles,mixedandfusionlanguagesetcalso.Withallthesedifferences, therhymeofalllanguagesseemstobeuniversalstartingpoint.Eveninanadvertisement,weusethese rhymestoattractaudience/customers.Poetryandmusicuserhymesmorethanprose.InIndiaeven sciences(Jyothisha,Ayurveda)werewritteninbeautifulpoeticalmetricalversessothatpeoplewere attractedtothesesciences.Theboundariesofnotonlywords,butalsoofsciencesandartsmergeand integratedinsuchapproaches.Listenerexpectsthecontinuityofwordsandletterswhicharesoft,sweet andsimplemakingarhyme,musicalqualitytopleasehis/herears.Sanskritpoetrygivesthattothe scientifictexts.Byastressedsyllable,alistenerneverloosesitsimportance.Bystressingasyllableitis heardproperlyandcorrectly.Theconcentrationoflistenerflowsintothatimmeadiately.Agood teacher,oratorandmusicianusethistechniquewhilerenderinghis/herprofessionalexpertise.Rhythm andphoneticsarethuscorollariestoeachother.

Chapter2ThefirstIdea
Whenandwhereandinwhomwasthefirstideaoriginated?Howdidhumanracegetabilitytothink andusesymbolsforcommunication?Howisitmaintained?Evenanewbornbabyhasexpressedsuch abilitiesandthereforescientistslikeSusruthasaidthathumanbeingshaveacarryoverofmemoryfrom previouslivesandpreviousincarnations.HecalleditPrathibhaasaprathyabhijna(Remembrance again).Forthistogrowandexpressinfullscale,environment/soilshouldbefertileandagoodlearning atmospherehastobeprovided.Iftheseareprovided,anyhumanbeingcangrowandevolveintoa genius. Geneticmutationsaremerechancesandenvironmentisunpredictableandhencemodernscientistsof TheoryofEvolutionthinktheselectionofbestgeneswhichhavegreatadaptationpotentialwasdone consciously.ThisselectionofgenesandenvironmentcharacterizetheAdivasifolkofIndia.Thisshows theAdivasiofIndiawasawareofageneticchangeanditsroleinevolutionandtheideaofevolution originatedintheirpractices(henceintheirthought)millenniaback.ThispracticeofIndianancestors showthatideasofeducation,evolutionetcstartedinIndiansubcontinent,beforethatoccurredIn Africa,whichremainedadarkcontinenttillrecently.Itisthelearningexperiencewhichstimulatesour genes.Theystimulateourbiologicalneuronalpathwaysandcreateabilityforlongtermmemories.(Eric Candall1989Genes,Nervecellsandtheremembranceofthingspast.JofNeuropsychiatry&clinical neuroscience1:103125).Thisprocesshappeninginanindividual,happensinhumanraceaswell.That 19

ishowGurukulacreatedtraditionalknowledgesystemsandtaughtthemandprotectedthemfor generations.Suchalongtermmemoryofideas,philosophies,sciences,artsispresentonlyinIndian History.ThelongtermmemoryofIndianpeopleextendsmillenniaback,andthegenealogiesofsages, kingsandroyaltyshowthis. Thebioenergyingenesisessentialforlearningandcognition.Theinseminationoflearnedpeople throughmarriagesstartedinIndiaonthisprinciple.AsagelikeVyasa,Deerghathamas,Parasaraand Vasishtawerechosenforcreatingprogeny.TheselectionofvirileRishyasringaforprincessofVaisalialso isonsameprinciple.InaGurukula,anenthusiasmtolearn,intellectualabilitytocognize,humbleand simplewayoflifeandvalueswereimportantthaneconomicoradministrativepowerandstatus. 1Highanalyticalthinkingandstrictscheduleswhicharefollowedmeticulouslyarebasicunitsfor Reflectivethought. 2.TheseculturalpracticeswerepresenteveninpreHomosapiencestage,inIndiansubcontinent. 3.Thebasisritesarepresentinmonkeys.Butwelldevelopedritesareseenonlyinhumans 4.Whenculturalabilitiesbecomehabits,ritesandtransferredthroughseveralgenerationsinmillionsof years,emotionalandintellectualdevelopmenthappenedinhumans. 5Suchtransfersdependuponintellectualtransfer,notmeregenetransferfromindividualtoindividual. 6.Thefossilrecords,habitsofprehumanandnonhumanprimatesandtheircharacterprovethistheory( Family,race,nationarebiggerandbiggergroupsinorder.Severalnationsmakeaworldorder.India couldseethisandproclaimthatentireearthisourfamily(Vasudhaikakudumbakam).Onlywhena peoplestartfeelingthatentireworldisonefamily,surviavalofthefittestbecomeperfect.Noone destroytheweakersectionsthen.Mutualempathyandtrust,cooperationofall,makenation prosperousandhealthy.Aculturalsymbol,likelanguage,isatoolforachievingthis.Throughthattool Gurukulastransferredculturetogenerations.Individual,society,nationandworldarelivinginpeaceand bliss,inperfectharmonyinsuchastateandperfectsurvivalandevolutionhappensforhumanminds.By intellectualandemotionalcommunication,throughsymbolsofscience,philosophyandmusic,Indiawas tryingtounifyentirehumanraceinitsfoldofLoveandAdvaitha.ThatisthesecretofsurvivalofIndian culture.Whenotherculturesoftheworld,whichbelievedindestroyingnationsotherthanitself,didnot surviveIndiasurvivetothisdate.Thisistherealsurvivalofthefittest. Originofsymbol: ThewordMaanava(Manushya)isderivedfromManuandManana,thefirstevermanwhocoulddo MananaorReflectiveThinking.Throughsymbols,reflectivethinkingandcommunicationofthoughts happened.BymakingsymbolsforreflectivethoughtandcommunicationManevolvedonestepupfrom otheranimals.ThoughtandSruthiaresymbolicrepresentationofaDarsana,andunitingthatverbal 20

visualimagewithothersofitskind,systematicallyorganizingthemandcognizing.Thusanidolora symbolissomethingwhichgiveshelpforcognition(Grahana)inaspecialway(Viseshena)Therefore calledaVigraha(VithefirstletterofVisheshenaandgrahamthefirstpartofgrahanaorcognition).tisa specialmethodofcommunicationofanidea.Anidolhasmorethanathousandnames(Synonyms)and understandingthemeaningofeach,onegraspstheentiremeaningofcosmos,existenceandoneself. Thusthecosmosisrecreatedwithinmind. Attheplaneofreflectivethinking,WhydoIthink?WhydoIthinkinthisspecialway?arequestions askedbyoneselfaboutonesownthoughts.Thusownthoughts,mind,intellect,actionsandthedharma ofworldaroundareanalysed.Thisanalyticprocessiscreatedassymbolsofvarioustypesand transferredtosuccessorsbyGurus.Eachchildpassthroughsuchstagesinlife.Whentheyfalterintheir firststeps,assupporttothem,symbolsoftheancestorsculturehelpthem.Theseeducationalmethods ofancientsofIndiaarethustobestudiednotasmythsbutassymbolsforevolutionofhumanmindand thought.Thesewerecreatedwhilehumanracewasstillinitsinfancyinothercontinentsmakeitallthe moreimportantinstudyofevolutionofhumanconsciousness.Considerthesymbolsashistorical documentsofemotionalandintellectualgrowthofapeople.Thevariousartsandsciences,literature sourcesofIndianculturearetobeviewedinthislight.Insteadofthatpeoplebehavingasiftheyare supreecourtjudgespassingonaverdictofrightorwrongonSriRamasactionsorSriKrishnasactions lookschildishintheirbehavior.About10000yearsagowhatwasrightandwhatwaswrong?Canwe judgeRamaforhisactions10000yearsafterhedidthem,withoutknowinghisenvironmentandhis timesideologieswhichdifferfromours?Moreover,peoplewhojudgehimfora1%wrong,aredoing 99%wrongandhowdotheygettherighttocriticizeotherswithoutcorrectingthemselves? Theabilitytopreservesymbolsishardwiredinourbrains.Aninfantisbornwithablueprintofit.Human sound,songs,languagesareneededfordevelopmentofthatblueprint.Therearetwoquestionsanyone wouldliketoask. 1. Whydoesthetwochildrenbornofsamegenes,grownupinsamehomeandschool environmentdifferinbehavior,character,abilitieswhentheygrowupintoadults.Onechildof thesameparentbecomepoet,musician,quietandreflectiveandanotherbecomeleast botheredofsuchqualities.Why? 2. Evenifwegiveallcareandnutritiousfood,whydoeschildrengrowingupwithoutprotectionof alovingmotherbecomelesscommunicativeinlanguages?Whydotheyfeeldifficultyin communicatingwithsociety? Answertothefirstquestionleadsustoasocialenvironmentbeyondtheprimarygroupand geneticenvironment;acosmicenvironmentwhichisbeyondthesocietyenvironmentandwhich bringsustothefieldofAstronomyanditseffectsonbiologicalfields;andtotheTheoryof PrathyabhijnaofPrathibhawhichconcernswiththecarryoveroftendenciesandtheir memoriesbeyondthislife.ThisistheTheoryofPunarjanmaorIncarnationsinIndianthought. AnswertothesecondquestionleadsustotheMotherandMothertoungue,itsloveand concernindevelopmentofachildsmindandintellect.

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Thesearethecauseswhichallowsmantomakesymbols,communicatewithothers,andhave differentratiosofreflectivethinkingabilities.ThusspokethefirsteverarchitectsofIndian culture.IfthecreationofsymbolisprewiredinChomskyssystemitisfromexperienceforJean Piaget.Indianwayofscientificpracticalmethodcombinesboth,andisyetbeyondboththese concepts. Howdidthecavepicturesandtoolssuddenlyappearincavesbyabout3000050000yearsBCor beforethat?Thepeoplewhomadethosesymbolsmighthavehadthethought/ideathatthey shouldengravethemonasurfacewhichiseternalforthesymbolstobeconveyedforever.That means,theideaandthesymbolhaveoriginatedseveralthousandyearsbeforetheyfirst appearedincavewalls.Evenwithoutcomputers,booksorascriptpeoplewerecommunicating throughsymbolsofvarioustypesandthroughspokenlanguages.Whenwasthetimespanof Sakunthalawhomadeafirstloveletteronlotusleafwithhernails?Itmusthavecomebefore alltheHarappan,SaraswathiSindhu,andBhimBhekthasymbolsandcultures.Thefirst symbolmakerswerenaked,andchildlikeKumaraswhoroamedinforestsasAranyakas/Rishis saysIndianscriptures.Thismustbetrueandhastobebelievedfromwhatevidencewegetof theprepaleolithichumanhabitats. Thecoregulatedreciprocalinteractionbetweenmotherandchildover,thechildcomesto Gurukulaat5yearsandtheKumaraasGuruis5yearsold.Thefirstforester/wanderer/hilltribes aschild/sagewerethefirstpeoplewhomadesymbols.Lateron,traditionalGuruparampara protectedandrecreatedthemseveraltimes.Ifweignorethislegacyasmyth,orreligious fanatismorBrahmanism,wewillbenegatingourownself,ourownculturalgeneticintellect .Leftofthatlegacy,whatarewe,exceptapackofanimalswithnoculture? EarlyhumanbeingsdidnotsegregateKarmafromimage.Whenitwassegregated,theimagewas usedforthoughtanalysisandforproblemsolving.Woman,manandchildarethetrinitysymbols whichmakeupasinglesymbolFamily/Homewhetheritbeacaveoramodernflat. Kumara/childisthusacontinuationofaMotherGoddessandherconsort.Severalfamiliesmake uparace,akulasangha(guild),avillage,city,nationandworldoftheearlyancestors.These relationships,theemotionalattachmentofeachtoitsroots,theideaofaworldNationmade cultsandmotherandchildbecameprominentsymbolsintheperpetuationofhumanrace. Brahmanisbothmaleandfemalesimultaneously.ThereforeaKumara,sonofBrahmanis equivalenttobothmale/femaleaspects. Whatisthefirstideaofachild?Isitwaterorfood,oracombinedwaterandfoodwhichis representedbybreastmilkofmother?Throughthathe/sherecognizemother,her love,touch,form,voiceprintetc.Beforebirthitselfthesoundofmotherreacheschildthroughthe amnioticfluidmedia.ThesoundandbreastmilkofmotherwasthusidentifiedandSaraswathy,a symbolwithliteratureandmusicasherbreastmilkwastheideaoftheMotherGoddessof SaraswathicivilizationofIndia.SinceSapthamathrukaseal,Pasupathisealinyogicpostureare presentinHarappantimes,anddancinggirlidolisseen,evenbeforeHarappantimesthe communicationthroughsymbolshadstartedinIndia.Thearticlesandobjectsobtained archeologicallyaresignsofthesocialcoregulatedemotionalinteractionofourancestorsusing music,arts,architecture,sciences,philosophyofYogaandseveralotherbranchesofwisdom.If thesearticlesweremadeinBC3500,thegenesofthepeoplemighthavebeenmoreancient 22

andtheymighthaveusedthesamesymbolsthousandsofyearsbackandsuchfiguresare beingfoundincavepaintings.ThosewhosaythatIndiahadnohistorybeforeshecamein contactwithEuropehavelostthesynapsesforthislongtermmemory.Eventheshortterm memorysynapsesarebeingslowlydegeneratedinsuchpeople.Lossofmemoryislossof culture.SincePaleolithicandprepaleolithicIndiahadsymbols,andsymbolsevolvedinto languages(GreenspanandShanker),wehadaspokenandwrittenlanguagerightfrom Paleolithicage.Learningisalifelongmeditation,aThapasya..Apeoplewhodidsuchthapasya forgenerationsinGurukulasforseveralmillenniafromprepalleolithicerahaveleftforustheir footprintsonrocksurfaces,caves,ancienttemples,literaryworks.Withoutknowingthemwe cannotknowourownculture.Bynegatingthemasmeremyths,wearenegatingourown geneticabilityforlogicalthinkingandanalyticscience.Ifourancestorshadnogeneticpowerfor logicalanalysis,wetooareunlikelytohavethem.Theveryfactthatwehaveanalyticalpowers, isproofforourancestorsgeneticabilities.Archaicmodernmanandearlymodernman(6lakhs yearsBP60000yearsBP)hadallthetalentsofamodernmaninhis/herneuronalnetworkfor usingsymbols,languageandtools.Drawingparallelsigns,oneoftheearlysymbols,isseen from1.4to1.2millionyearsago.Cupolas,Ihadalreadydiscussedearlier.Colourpigmentswere usedbycavemenofZambia3500004000000yearsago.ThatmeansHomoeructusmanhad learnedsymbols,drawings,paintings,abstractthoughts,communicatingemotionsetc.In individualhumanhistory,achildof18monthsto2.5yearscandraw,paintandcommunicate throughsymbolsinthesameway. Homosapiens(130000years)appearedafterHomoeructusorsimultaneouslywith Homoeructusandpossiblytheyhadgenetransfers.Itispostulatedthatanancestorfromthe subcontinentusingaboat/shipreachedAustralianmainland60000yearsago.Tomakea ship/boatwhichcancrossthesea,theprocessofcrossingtheseaitself,controlofwinds, knowingdirectionusingastarwatchatnightandcompassatdaytime,andembarkingand establishingatanewsurroundingneedsmanytypesofpreviousexposuretosciencesand knowledgesystems.Andthisindividualhadthatevenbefore60000years.Thatmeanshe belongstoapeople/nationfamiliarwithsuchknowledgesystemsevenbeforehisvoyagetime. Ahumanracewhichoriginated1,30000yearsago,crossingseaandreachinganewcontinentin 60000yearsBP,musthaveobservedmonsoonwinds,currentsofsea,buildingmaterialsfora strongboat/ship,andthestellarmapswithaccesstoacompasswhichshowdirections.Thisis thelegacyoftheSouthAsianSouthIndianseafarers,whichIhadexplainedinCorridorsof Time.Connectingideastogetherandlogicalthinking(The6thstageinhumanevolutionand developmentofconsciousness)thusoriginatedinIndia.The78thstagecalledMagdelenian period(120008000BC)bywesternthinkersisthestageofstruggleswithhard surroundings,makinghouses,dress,differenttypesofVaasthu/villageconstructions,makingof kitchenutensils,makinganimalhideclothesetc.Itisduringthistimehumanhabitatsappeared onearthandscientiststhinkthishappenedin8000BC.Weknow,inIndiaMehrgarhperiodis atthistimeanditisacity/urbanphaseafterthevillagephasedescribedintheclassical Magdaeneperiod.Stage910calledoldcultureperiod(350072000BC)wascharacterizedby civilianduties,rightsoffamilies,waranditsstrategiesinSumeria.InIndia,thesestages precededthatofSumeriaandBabylon,becauseeveninBC8000,Mehrgarhperiodsuchlaws 23

wereexistentandkingwasexpectedtodoDharmaandaorganizedGovernmentmachineryand sabha,samithietcassistedhiminsuchduties.InIndia: 1.BC58000+70000(128000)yearsagoahumanracestartedobservationofnatureand climate,biodiversityandslowlyutilizesforestandagriculturalgoodsforaselfsufficienteconomy, tradeandcommerce.ThisisalmostthesameperiodoforiginofHomosapiens(130000years) .ThatmeansIndianhistoryisasoldasthehistoryoforiginofhumanspecies. 2.BC5800060000AnancestorcrossesseaandreachAustralianmainland(Mentionedin MooshakavansaKavyaofAthula,a10thcenturyHistoricaltextinSanskrit,fromKerala) 3.BC80007000Mehrgarhperiodofurbancitydwellers 4.BC3500istheearlyHarappantimeandPostSaraswathicultureperiod. 5.BC3104ThewellestablishedportcityofDwaraka,controlledbyKrishnaislostinadeluge. WhenwecomparethetimelinewiththatofGreece,whichisabout500300BC,Greeceisthe infantandIndiaisitsgreatgrandmother.Thecitystate(Polis)wasformedonlyveryverylatein GreececomparedtotheurbancentersinIndia.Andthiscorrespondedtotheperiodof Sathakarni,ofGouthamaBuddhaandlatertoAristotle,Alexander(whovisitedIndia).Even duringAlexandersperiodNeitherGreecenoranyotherEuropeanpeoplehadtheabilityto crossoceanswithhelpofAstronomicalobservations.Forthat,theyhadtowaittillVasCoDa Gama,anotherwaveofEuropeantraderswhichhappened1800yearsafterthefirstGreekVisit toIndiansoil.ThetransferofideologyandthoughtofIndia,theheresayofitswealth, selfsufficiencymadethewestsearchforIndia,bothduringAristotlesperiodandduring14th century.IfthesehistoricalevidencesarenotenoughproofforIndiasantiquitywhatelseis? Primateshaveinfancyandchildhoodtill6.5years.(ReferBHSmith1991).InSmithsearly essays,childhoodisfrombirthtotheeruptionoffirstMolartooth(InYears). Molar2 Molar3 Species Molar1 1Maquake 1.4 3.2 5.5 2.Baboon 1.7 4.0 7.0 3.OrangUtan 3.5 5.0 10.00 4.Guerilla 3.5 6.6 10.4 5.Chimpanzee 3.2 6.5 10.7 6.Homoeructus 4.5 9.5 14.5 RelationshipbetweeneruptionofteethandpowerofCognition(Ref:Parker&McKinney.Origin ofIntelligence1999.Page227) Highestlevel Highestsensorymotor Highest Achievement Achievement preoperational Achievement Monkey Sensorimotor Afterlastdeciduous BeforefirstMolar th Upto45 stage tooth Greatapes Preoperationalupto Longafterlast Coincidentwith3rd Symbolicstage deciduoustooth Molar Humanspecies Formaloperational Coincidentwithlast Coincidentwith deciduoustooth secondMolar 24

OntogenyofCognitiveDevelopment: Man ESM LSM EPO LPO ECO LCO FO Homoeructus ESM LSM EPO LPO ECO GreatApes ESM LSM EPO Maquaquae ESM LSM ESM:Earlysensorimotor LSM:Latesensorimotor EPO:Earlypreoperational LPO:Latepreoperational ECO:Earlyconcreteoperation LCO:Lateconcreteoperation FO:Formaloperation PaleoanthropologistsdiscusstheracialcontinuityofhumanstoevenSahelenthropustchadensis (7.6Millionyrsago)andOriorintrigenensis(6millionyearsago).O.trigensiswasaforestdweller whichwalkedontwolegsandthereforethetheoryofHominidsacquiringtwolegsforwalkingin theplainsisbeingquestioned.SinceAustralopithecusknewuseofstoneimplements,itis assumedthattheywouldhaveknownalsotheuseoftoolswithleavesandbark,treesetc.Using branchoftreeasweapon,evenachimptakesouttermitesfromitshidingplace.Itbreaksfruit andseedwithstoneandtreetrunk,collectswaterinleaves,keepstoolsinaseparateplace(as storehouse)andallthesearepresentinAustralopithecastoo. PrimatologistRichardWranghuamthinksinsocietieswhichgiveimportancetoprotectionof womenandthinkwomenareveryimportantinsocietyharmonyprevailsandsuchsocieties survivethanmaledominatedsocieties.ThematrilinearsystemofSouthIndiawasdevisedfor survivalofracesandinthiswomenandchildrenandlearnedscholarsweregivenimportance andprotected.Bonobosecommunitiesshowthisfemaledominatedharmonioussocietyandthis isthebasicoftheirsurvivalofthefittest.AcomparativestudyofIndiansituationistherefore warranted. BonoboseandAustralopithecansliveinsmallgroupsof6070.Thisisasignofadvanced social,cognitive,communicativeabilities.Whenmorepeopleliveinasamelocalityinaforest, fruits,andnutsfinishwithinashortperiodcreatingshortageoffood.Thisiswhytheyseparate intosmallgroupsandliveatadistanceofabout100yardsorso.Thearrangementofearly hamlets/villages/andevenurbancenterswasdoneaccordingtothesameprinciple.Thisalso allowsprotectionofentireracefrominvaders.Onlyonehamletisdestroyedandothers survive.Thesmallgroupswhichgotseparatedfromalocalityduetoincreaseinpopulation, reachtheoriginalcenter,atsomestipulatedtimesothatthecenterbecomeameetingplacefor sharingexperiences.thatishowacentralplaceasatemple/educational/commercialcenter developedamongearlyinhabitants.Thepathofeachgroupwhiletravellingismarkedwitha sign/symbolsothatthesuccessorsknowtheoriginalpathandsuchtraditionalpathsbecame theroadsofthegroup.Thusgreatapes(Bonabose)werehavingalmostsamebehavioras homosapiens.Thefacialexpressions,voice,bodylanguages,lawmaking,lawbreakingandlaw protectionbypunishmentsandrewards,obediencetolawallemotionalandlogical 25

communicationsforsurvivaloftheracestartedwithgreatApes.Theywerecooperativeand successfulintheirlifeinaway. Body,brainstructureofHomoeructus(2million400000yearsBP)wassimilartohumansand theysurvivedthemaximumperiodonearth.FoundinIndonesia,they,asdescribedearliercame fromIndiaandSouthEastAsia.Thusonecanunderstandthefollyofthinkingthata Homosapiensancestor,fromAfrica,onafinemorningdecidedtowalkacrosslandroute carryinghis/hertoolsandreachedIndonesia,Australia,withouteventouchingIndianmainland. TheveryfactthatanAfricanancestorreachedIndiawithhistoolsisthusdiscarded.Abiodiverse environmentwithlotofmonsoonrainfall,Indiawastheoriginalhomeofthegreatapesandof HomoeructusandotherancestorsofhumansandtheyhadacontinuityoftraditionfromIndia toIndonesiaandotherplacesontheglobe. Toolmaking: Homohabilisknewtechniqueofmakingstoneimplements.2.5millionyearsbackthesetools weremade.Hittingastonepiecewithanother,theymakesharppointedflakes.Theyuseflakes tokillanimals,removebarkoftrees,todigoutrootsandtubersfromearth.Touseaflake,lotof experienceandhandwork,memorypower,planningabilityarerequired.Whetehronegets humanskeletonornot,inplaceswhereverwegetsuchtools,itisevidentthathumanbeings livedandusedthestonetools.(TothNandKScheik1993Makingsilentstonesspeak.Human evolutionandthedawnofTechnologyNewYork.SimanandSchuster).InrainforestsofIvory coastanutcrackingtoolsiteofChimpanzeeswasdiscovered.Withastonehammer,whichis15 Kgheavy,chimpanzeehitanutkeepingitonawoodenpieceandtakeouttheseed.Chimpanzee collectsstonesandpandanutsevenfrom300meteraway,tothesitewherethewoodenpiece iskept.Crackingtheouterwall,withoutdamagingtheinnerseed,acertainforceisneeded.Each chimpanzeegetstrainedinthisfor7years,beforethaybecomeadeptsinit.Evenwhilesitting onmothersarms,thechildchimpstartsstrikingwithitssmallhandsusingtinystones,imitating itsmother.Mothersdoitinslowmotionsothattheinfantlearnsthetechnique,andadjustthe angleofthewoodenpieceforthechildren.(Thisisthefirstlesson).Thiseducationalmethodis consideredasaresultofcontinuous,strong,fixedsocityrelationshipsforseveralgenerations .Indianshaveatraditionofkeepingainclinedstonepiece,sometimescarved,inaspecialcorner oftemple(UsuallySW)andbreakingaCoconutonitandtakingoutthekernel.Thisisfor pleasingtheGod/GoddessofVidya.TheVettuva/VetatribesofKeralakeepalongsharpwooden pieceinonepartofthefield,andbringallcoconutstothatspot,andbreakthemonebyone, andtakeouttheseeds.Whendidthishabitstarted?Fromwhom?Thegenerationsof Riksha/Kaapeya(Jambavan,Hanumanraces)havegivenusthearchetypalmemoryoftheirracial characters. InKenya,atoolmakingfactoryofHomohabiliswasdiscovered.Itwas17sqmetersand2.34 millionyearsold.Thetoolsweremadeaftertestingtherocksandverifyingwhetheritwasfitfor toolmaking.Flakesweretakenfromcoreofrocks.Thespeedycarving,thedirectionofdoing it,thetoolsusedformakingflakes,knowledgeabouttherocksanditscharacteristicsare remarkable.Thetoolsweremixedwithbonesoffishandanimalsandthereforetheuseoftools forcuttingfleshwasassumed.

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Thefirstuseoffire,searchingfornoveltyasintodayshumanbeings,strongsocialties,complex andconsciousstyleoftoolmakingareseeninHomoeructus.ThetoolsofHomoeructusare calledAcheuliantools.ThefirstHomoeructusbonewasdiscoveredinIndonesia.Butseveral achuleantoolsandtoolfactoriesarediscoveredinIndia.ThatshowsHomoeructuslivedinIndia andflourishedwell.TheIndianancestorHomoeructuscarvedstonefrombothsidesandmade asymmetricalcuttingedge.Withoutstrengthandexperience,noonecancarveoutsuchstones fromgreatRocks,andmakeabifacictool,andthenmakeitsedgesinrequiredshapeand sharpness.Acheulianstoneaxes(Handaxe)wereusednotforkillinganimals,butformaking fodderoutofbranchesoftreesinforests.(ThewhiteaxeofParasuramawasderivedfromsuch ancienttools).Yajna,power,economicstatuswererepresentedbythewhiteaxecarvedfrom whiteRocks.MakingbranchesoftreesintofodderwasessentialformakingfireandforYajna. TheAchueliantoolmakingsurviveduntilthegenesofHomohabilisandHomoeructussurvived.It stillsurvivesinourlives.Thisistheanthropomorphiccontinuationofourgeneticculturesstill visibleinIndia.Thesurvivalofculturehappenonlywhenknowledgesystemsaresharedfor generationsofpeople.Onlybyknowingthis,weknoweachother,cooperateandloveothers, andliveinharmonywithallbeings.Emotionalattachmentsandsecurityofaculturearebasic unitsforsurvivalofarace.SurvivalisastateofSthithi(Protection)whichisprotectionof DharmaandisVaishnava.Itisneithercreationnordestruction,butprotectionoftraditionand ofraceswhichismeantbysurvivalofarace.Theeternal,mosthealthystateistheprotectionof dharma,ofallraces,ofnature.Onceweinternalizethistruth,Indianphilosophyiseasyto understand.TheeternalDharmaoftheeastisthat,love,compassion,Dharma,andteachingof DharmaforgenerationsthroughGurukula,isessentialfortheSurvivalofallraces,notonlyof thefittestrace.Intheeducationalmethodofthisthe64artsandsciences,andphilosophiesof thelandwerecreatedbyGurukulasofyore.ThelanguageandmusicofIndiaistopraisethis facultyofhumancompassion. 2lakhsyearsago,Homosapienswerecreatednotbyasuddengeneticmutation;butbya gradual,orderly,developmentofconsciousnessanditstransformation.Achildisborn,grows up,livesanddies.Inthathistoryofexpansion,wehavethesignsofthehistoryofallourarchaic historyofhumanrace.ScientistshaveobservedChimpanzeesapproachto disease,death,medicineandsocialtiesandemotionsrelatedtothese.Thesearesimilartothat ofhumanbeings. TempletonsviewthatAfricanmanhadtravelledseveraltimesfromAfricaandcreatedraces everywhereincludingAustraliaisafarfetchedpossibility.(TempletonA.2002.OutofAfricaagainand again.Nature416.4551).Africaremainingthedarkcontinentevenuntilrecently,thisisnot feasible.ThefactthatMungomanofAustraliaishavingageneticstructureolderthantheother aboriginesofAustralia;TempletonsviewthatAsia,Europe,Africahadsexualrelationsseveraltimesfor last6lakhsyears,andthereforeAfricanmanhastravelledseveraltimestotheseparts;TheArchaic homosapienswhoappearedfirstbetween6lakhsto1lakhyearshasastructurebetweenthatof HomoeructusandHomosapiens;anarchaicHomosapienceinfantborn1lakhyearsago,havingmore knowledgeforcreatingemotionalsymbolsandteachingit,andenvironmentforlearningit,thanachild ofsameraceborn6lakhsyearsagoThesuddenmutationisnotlikely.Andif,wedisplaceAfrican 27

ancestorasTempletonpostulate,andthinkofanIndianancestoragainandagain,thenithasmore feasibility.BecauseanIndianancestorcouldhavetravelledfromthesubcontinentasaseafarer,several timesbetweenthe61lakhs,andtheracesmighthavehadcontactspermenantlyislikely.Duringthe5th stagearchaichomosapiensdidnotstopmakingacheuliantools.Theyimprovedthetechniqueand subtleabilitytomakestandardizedtoolsdeveloped.ThisperiodisnowcalledMousterianToolIndustry( from2lakhs40000years).Thetimeandefforttomakesuchtoolsweremorethantheearlierones. ToolswithsharpendsForhuntingSoola(Trident),arrows,lancetsetc. ToolstodigKoonthaali,Kaikkotttype ToolstopassthroughsoftobjectsNeedles Toolsforchurning/turningmovementsDrills Toolsforleatherindustryscrapers Toolswithhandleknives,swords,axes(Someofthemwithbeautifullycarvedhandles) Apartfromthesetools,specialimplementsforhunting,wars,kitchen,houseconstruction,useof fire,makingofclothes,jewelmakingetcdevelopedduringthisperiod.Atthistime,manstartedtopave stonesonfloorofcaveswherehedwelledandprayed.Startedtomakehomesoutsidecavesonplane surface.Firewasbeingusedforcooking,Yajnaandformakingoftools.FireworshipinIndia,yajnavedi construction,useofdeerandtigerskin,measurementsandweights,alldevelopedatthisstage.Therace ofKaaru(artisans)whomakeimplementsandtheraceofChaaru(Chaarukala)whousethemwereboth partsofthesamesociety,samerace,sharingsameethnicandculturalheritage.3lakhyearsBP homosapiensstartedtoburytheirdead.Thatshowstheabstractthoughtofdeathandbirthstartedby thattime.ThePithrusradhaorChandrayanaofIndiaisasoldasthatperiod.Therearenoburialsitesin IndiawhichshowtheNeanderthal/Pleistocenehabit.Thereasonmustbethespecialclimate,andthe processofburningonafireandcollectingonlyfragmentsofbone.SiteswithentireboneisrareinIndia. InsteadofburyingmanandwifetogetherasNeanderthaldid,aprocessofSathiwasdoneinindia becausetheriteisdifferent.ButthiswasnotauniversalriteandonlyamongKshathriyas,thattoo duringwartimewhenenemyissuretotakeover,theritewasdonebywomen.Givingamorseloffood (Pinda)toancestors,keepingapieceofironassymbolofweaponofthediseasedinthepyre,plantinga fruittreeatsiteofpyreandworshippingitasAthmanofdepartedancestorandofferingalamptoit dailyareseeninIndiaasthecontinuationofarchaichominids,Pleistocene,Neanderthal ancestors.Neanderthalmen,AfricanearlymodernmansimilartoNeanderthalsknewmethodofmaking beads.JapamaniorbeadsfordfoingcountingduringrecitingGodsanmewasknowntoancientIndians anditwaspartofourIndustriallife.ThisbeadswerefoundinancientSpainandAfricashowingthat Indianbeadswerepopularbeyondcontinents. Earlymodernmanmadecoloursfrommixturesofiron,manganese.Theyexchangedsmallstoneobjects whichwillsurviveseveralthousandyears.Thecreationwasdonebycollectinglocallyavailablethings. WhilesocityguildsinAfricaweresmall,simplewithsparsepopulation,thatofIndiawasbig,complexand 28

madeofseveralmembershavingwelldefinedfunctions.InAfricaobjectsmadeofteethandboneand ofconcheswerenotmadeandsharedonbarterbasisbutwedoseethisamongancientIndians.The knowledgeoflanguageusingsymbolsisrestrictedinAfricawhileitisveryextensive,welldevelopedin india.LorenceBrahamwhodiscoveredcolourpigmentsinZambiancaveof3.54lakhyears(InMay 2000)says:Ifwelinkcolourpigmentswithgroupactivitiessuchasrituals,thenlanguageispartofthe equation.Ritesarebasedontheprocessofsharingknowledge,ratherthantheeventoritsimportance. Forit,thetime,laws,cooperationofsociety,orderlyactionetcaretobecommunicated.Therefore,rites andlanguageareinterrelated.Oneisrevealedthroughtheother.Theonlyrelicancientmanleaves behindofitsexistence,isthecolour.(Varnam).InIndiaVarnam,language,Dwaniarerelatedto languagebutalsotoColoursandtoVarnaasramaDharmaofdifferentlifespansandprofessions.Thusa colourpigmentaspartofanancientriteissymbolicofalltheseinIndia. WhyareEuropeansattractedbythetheoryofOutofAfricaModelofasinglefather? 1Becausetheyareleadbytheideathatasinglegenefromasinglerace,shoulddefeatandwinoverall othergenesandbecometheFittestthatsurvived,astheyunderstandDarwinstheoryofEvolution,in thisnarrowsense. 2.BiblicalstoryofAdamandEvesaysentirehumanraceisfromasinglefatherandmother.So,whichever scientifictheoryhastoconformtothisstoryforapprovalfromBiblicalreaders. ButtheninIndiaalsotheconceptofPrajapathiandSatharoopaisthere.Isitnotasinglefathertheory? Yes.But,thesonofBrahmaprajapathi,Kasyapa,Mareechakasyapadidnotbecomefatherofonlyhuman beingsasAdamandEvedid.Kasyapawasfatherofentirecreation,includingreptiles,animalsand birds.Thusitisasymbolicconceptofentirecreationbeingone,ratherthancreationfromasingle humanfather. Thedifferenceincognitivepowerofmanandotheranimalsisonlyindegree,aswehavealready explained.ThisisagainsttheOutofAfricaBigBangTheory.Thecontinuityofkarma(action)Manas(mind )budhi(intellect)ofallcreation,ofalllivingbeingsiswhatismeantbytheIndiantheory.Thesameidea isseeninthefollowing. RussonAE;K.A.Bard&STParker1996Reachingintothought.Themindsoftheapes.Cambridge ,Maes;CambridgeUtyPress;Hanser.M.1996.Theevolutionofcommunication.Cambridge.Maes;MIT press Exceptabilityofspeech,otherpowersarepresentinallbeingsindifferentdegreesof development.Therefore,thehumanenessofhumanbeingsishis/herlanguage/literature/music/artistic symbols.TheviewthatanAfricanancestorsuddenlydiscoveredanddevelopedVaikhariduring PleistoceneperiodintheOutofAfricaModelisnotfeasibleandnoanswerstothissuddendevelopment isavailablescientifically.FromDecarttoChomskyalonglistofphilosopherthinkershavespokenabout this.ChomskysTheoryofGenerativegrammercontainsthepeculiaritiesofthecreativityofhuman languages.Tomakeendlessnewsentencesandthecognitivepowerforthatispresentinahuman

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infantsbrainwhichreactsinacomplexwaytothemothertoungueandcreatesanaturalgrammerout ofit. TheOutOfAfricatheorywassupportedbyscientistsquotingtheviewofarcheologistsaboutthe planningabilityofancestorswhoreachedAustralia,crossingtheocean,60000yearsago.Thescientists ofthistheoryarguedthatsuchplanningabilitycanhappenonlywithamutation.Thesudden appearanceofartforms,jewellery,otherobjects,luxuriesanddecorativearticles,clothesetcwere explainedastheaftereffectsofthatmutationcausingachangeinbrainfunction.Anothersupporterof OutofAfricatheorywastheTheoryofdescendofLarynxatthesameperiod(Leibermanand Leithman).Thustheydecidedspokenlanguage(Vaikhari)asaabilityduetosuddenmutation.But,this prooflostvaliditywhentheNeanderthalbodywasdiscoveredinanIsraelcave.Hyoidbonestructureof thisshowedNeanderthalpeoplewereabletospeak.BothNeanderthalsandHomoeructuswereableto speak.(ArensbergB;A.M.Tilleretal.1989.AmiddlePaleolithichumanhyoidboneNature338:758 760).Thenexperimentalscientistsnoticeseventhechimpanzicanutterwordsandspeak.Theirchimp KanziesaidOnnynnwhenitpicksupanonion,andspokelikeainfantandplayeditself(justashuman infantsplayandspeaktothemselvessimultaneously).Symbolsandspokenlanguagearetwodifferent typesofcommunicativelanguagesandbothcanbeusedsimultaneously,andspokenlanguage originatedoutofsymbolswasarguedbyDavidArmstrong.(InSanskrittheseareknownasAngikaand VaachikainBharathamunistreatise). ThestudyofbraincenterswhichareinterestingtoLinguistsandPsycholinguistsare: 1. Linguisticcentersforspokenlanguageandsymbols 2. Paralinguisticcenters.Thecenterwhichisnotpartofthelinguisticcenter,butaccentuatesthe communicativepowerofapronouncedword.Thestressedpronounciation,thespeedofuttering (Kaalm/Timeforutterance),thespacebetween2words/letters(Yathi)thepitch(Sruthi)and rhythm(Thaalam)anddwaniareinthiscenter.Oratorsandmusicians(Vocal)shouldhave welldevelopedparalinguisticcenters. 3. Nonlinguistic:Thisisthecenterforgestures,postures,facialexpressions,looks,movementsof headandbody,proxemicsandbodylanguage.Thiscenterisprominentindancers,actorsets. The3centersmentionedareinorderfor 1.Sahitya(IncludingAngika,Vachika,Manthranushtana) 2.Sangeetha 3.Nritha,Nrithya,Naatakaabhinaya TogetherthecapacityfortheseisknownasBharathakala,becauseitevolvedinBhaaratha,and codifiedbysageBharathaofBhaarathadesa.Thus,theantiquityoflanguageandsymbolisseen eveninliterarytraditionsandritesofIndia,millenniabeforeitsmoderncounterparts. AccordingtoSehrgahlsTheory,languageisexceptionalasamediaforcommunicationduetoits flexibility.Thecommunicationbetweenmotherandchildbecomemaximumwhenthey understandandinvolveineachotherscommunication.Motherunderstandslanguageofa child,whichisindistinguishabletoanyotherperson.Whenaforeignethnographertriesto understandaculturewhichisunknowntohim/her,thefirstrequirementistotalinvolvement init,becomingpartandparcelofit,immersedinitforperfectunderstandingofit.Thisissofor 30

understandinglanguageofmusicalso.Thecurrentknowledgewassharedinacontext,and withoutsharingnocultureoremotionofapeoplecanbeknown.Thisisthebaseforthe flexibilitytheory.ThelanguageofNeanderthal,sharedanddevelopedbysuccessive generationsofspeciesisabetterpossibility,thanasuddenmutationtheoryandanoutof Africahypothesisastheonlypossibility.Accordingtothis,justasinahumanchild,inhumanrace alsodescendoflarynxhadhappenedasaslowprocess,notbyasuddenmutation.Andbythis gradualchangeabilityoflanguageexpressionincreaseswithage/maturity.Itisnotasudden eventlikeAthenasuddenlygrownuponheadofZeus.NowinEnglishlanguage,thegradual sharingoflanguagefrommothertochildisknownasMotherese(Infantdirectedspeech/IDS).At age1.5to2yearsachildstartstodrawandtotalkandlikethishumanracestartedtodraw caveartandprimitivelanguageexpressionatsametimeandthisisasnaturalasachilds development. Wemustrememberthatin1879thegreatestPaleoarcheologicaldiscoverywasnotmadeby anyscientistoradult,butbyafiveyearoldgirlwhowenttoacaveinspainwithher grandfather.MariaMarcelinoSansadiSouthuvolawasjustlookingattheroofofthecaveand shesuddenlysaw15bison,deers,bearsandasinglehorsedrawnthere.Lateritwasfoundtobe drawnbymen1350011000yearsago.Theyhadusedocher,zincoxideetcand4colourswere paintedonanimals.Theartisthadusedthenaturalshapeoftherocktocreatea threedimensionaleffectwhichwecallaVisualRealisminart.Thisvisualrealismisseenin childrens(812years)drawings.Suchrepresentationalskillswereevolvedbyhominids,not throughmillennia,butthrough10000millionandmoreyearsofexistenceandscientistsspeak ofsuchskillswithwonder. In1998inacavecalledMakkapansGhat(thenameresemblesstrangelyIndian!)inSouth Africa,astonewithironore,redincolourand3millionyearsoldwasdiscovered.Whyshould anAustralopithecancollectsuchapiecefrom30KMawayandsafelykeepinhisplaceof dwelling?Scientistssay,becausethestoneresemblesahumanface.Justasinafamily photograph,ababyofoneandahalfyearidentifiesownfaceandmothersface,this Australopithecanadulthaveidentifiedasimilaritytoownface. Intheacheuliancollectionof Israel,a35mmlongvolcanicstonepiecehasafemalefigure.Onitsneckandarmssmalldeep groovesresemblinganornamentiscarvedbysomeancestor8lakhsyearsago.Thisis consideredastheartworkofanHomosapiens.89lakhsyearsago,inAfricanhomosapiens settlementsochrepiecesreached.Ocherisnaturaltomanyplacesonearth,includingourown India.ButisnotpresentinAfrica.WhotravelledtoAfricawithochreforpainting,for leatherwork?IfhomosapiensfromothercontinentscouldcommunicatewithAfricainthat remotetime,thatseafaringhomosapienscouldbefromIndia.Neanderthalsdecoratedead bodieswhentheyburyit.IntheskeletonofLaChappelle,andinskeletonsofQuaphsaphand IsraelthereisredpowderlikeSindhooronthehead.InSouthIndiaHungsgiachuelianlayer,in smallocherstonesobliquelinesareseenbeingusedasacrayon.EvennowinSouthIndiancults sindhooronforeheadandonKolamisaliveart.Thispaintingandartisticcarvingwas welldeveloped3300020000yearsbackinOrignasianperiodwhenmaleandfemaleformswith clay,stone,ivoryandwoodgraduallydeveloped.TheresearcherscallthefemaleformsasVenus forms.Thefemalewithnoface,withheavyprominentbreasts,thighsandbuttocksarecalled 31

Venusforms.WhenwemakeThrikkakkaraAppanon16thMakamwemakeclaymuthassiamma justlikethis.InHarappancivilizationsuchformsareabundant.Thesefemalefiguresarefertility symbolsandpointtoworshipofEarthaswifeofVishnu.Theworshipofnatureasaculturalidea wasthebeginningofNaareepoojainIndia.ThisAmmadaivamcultbecameinstitutionalizedasa culturalsymbolofDharma.(BruceDickson1990.Thedawnofbelief.Religionintheupper PaleolithicofsouthwesternEurope.Tucson.UtyofArizonapress)Theabstractcausalthought abouttheartisticfemalefiguresthusbecametheawarenessofentirepopulationaboutthe names,forms,meaningsofsuchformsofritesofworship.Byusingthissymbolinaspecialrite, societyisgivingrespecttoallfemalesasmotherEarth,symboloffertility,foodandwealth. InBlomboscaveofCapeTown,70000yrsto1lakhyearsoldochrestones(2ofthem)were obtained.ThisfindingincapetownatthetipofAfrica,isagainreasontobelievethatitwas seafarerswhobroughttoAfricatheochrestones.Andthisisthefirstsymbolofdrawingtoo. The2ochrestoneshavebeenrubbedandmadeintoaplanesurfaceandonthemcrisscross linestoformgeometricfiguresdrawn.ThesamepatternisseenincavesofFrance600090000 yearsago.BonesandstonesofsimilarnaturewerelaterdiscoveredinseveralpartsofEurope withthispattern.FromrockofFrancebonesof12horses,andonebisonwasgot.Thiswas3 lakhsyearsold.Onthemseveralinterconnectedcouplesofbowsweredrawn.

FromGermany,parallellinesonbones(thesameperiod)were discovered.Onbonesandstonesthefirstdrawingswereeitherlinesorcupmarkings.FromCremeaa carvedpicturelikeafanabout54000yearsoldwasdiscovered.InGermany,2bones110,000yearsold, withanopeningcarvedontopwasobtainedprobablyrelatedtosomeculturalrite.InIndiaonthe figuresofBhairava,Bhadrakaalietcseriesoflongbonescarvedwithopeningsintheformofbone Murali(Flute)wornonneckandwaistalsomaybepartofsuchrites.InFranceLaFerasbeneatha limestonerockasmallchildsbodyisburiedandontherock18smallcupmarkingsseen.Theseare carvedin2rows,9eachasacouple,andfacingthechildsbody.InAustralianUbirrrockpaintingwas welldeveloped6000040000yearsago.Amalefigurerunning,carryinghuntingtoolsinhands(Thestick figurestyle),thehuntingexpeditionsingroups,ritualsareseeninthem.Thesearecreationsofmenwho havealreadyfoundouthisindividualisticplaceandpositioninsociety.Theyareconsideredastheartof peoplewhohadlogicalthoughttocrossgreatoceansinaboat/ship(page174Greenspan,Shanker). InaChecksettlementof27000yearsago,100125peoplelived.Theylivedinpithousesmadebydigging ground1meterbelowgroundsurface(toescapecold).Wallsweremadeofwoodpillars.Theyused energytogetheat,frommaterialstakenfrommammoths.Similarhabitatsareseeninboundaryof 32

Moscowaswell.Ovens,pitsofdifferentsizes,toolsofbonesandstones,andspecialplaces/factoriesfor them,weaponsandjewellery,clothesin4burialplacesof2000025000years,wereseen.Inthema woman,aman,amaleandafemalechildwereburied.Maleswerewearingshirts,longpyjamas,shoes ,bootsreachingtoknees,andashortcloak,andwoolencaps.Femalechildhadahoodonhead.Indress ofaman3000ivorybeadswerestitchedandincapallaroundteethofArcticFoxwasdecorated.Inthe boysdress5000ivorybeadsOnbelt250foxteethwereseen.IntheearlyVedakingsofSouthIndiaalso ivory,teethoftiger,teethofelephantswereusedasornaments). Darwin(Onoriginofspecies1859.London.JohnMurray)said,forevolution,thebasisisorganizationand beforeorganizationisachievednaturehadconductedseveraltrialanderrorexperiments,likeachild learningtowalk.Whenonesaysthatacomplexevolutionisnaturesselection,theforceorinfluence behinditisitssimplicity.Ineveryregionthegeographicfeatures,climate,whether,proximitytosea, mountains,availabilityoffood,biodiversity,rainsetcvary.Sotheselectionofnaturevarywitheach region.Unlesswelearnthissimpleprinciplewewillnotgraspwhatisnaturalselection.Thegeographic featuresofIndiaisunique.Onlywhenweanalyseitsmonsoon,biodiverserainshadowregionsand forestgoodsandfoodproduction,weknowhowtheoceanicroutes,landroutesforsharingofsuch goodshappened.ProximitytooceanmadesouthIndiaseafaring.Monsoonmadeitbiodiverseandfit forseatravel.Theantiquityofapeopleisdeterminedfromsuchfactors,withallpossibleproofs ,ideas,sciences,literaryandanthropologicaltexts,chronologiesandculturalpeculiaritiesandeven subalternhistories.Onlyafterthisonecancompareitwithothercivilizationsoftheworldatthesame periods.Inthethirdstagethesignofhumanity(symbols,language)ofthepeopleisanalysed.Thusa complexproblemisanalysedandstudiedwithasimpleausterityofpurposeinthecrucibleofaMaha Advaitha.Thisismymethod.Inthisthereisabasicstoneofculture,wisdom,habits,tendenciesofa peoplesharedthroughgenerationsformillionsofyearsandthisisnothardwired,asGreenspanand Shankarsay(Thefirstideapage181).ThisisuniqueforeachNation.Buthumanityiscommonforall Nations.Theregionalpeculiaritiesanduniqueness,culturalcharacteristicshavetobepreserved,anda globalharmony,peaceandbrotherhood,compassionforalllivingbeingscultivated.Thisaloneisthe realSurvivalofthefittestHumanrace.Thisismyview,learnedfromIndiantheoryofevolutionand survivalofthefittest. Thus,theviewthatentirehumanraceissuccessorsofasingleracefromAfrica,andevolutionisthe survivalofaspecificracialgenebynaturalselectionbecomeoutmodedandoutdatedandnever approvable.SuchconclusionsaremythslikeasingleAdam,Evestory.BishopUsherannouncedthatthe worldoriginatedonlyinBC4thmillennium,andnoonethoughtthatitisjustafalseunderstandingof originofearth.OutofAfricastoryisjustlikethat.JustlikethetrialconductedonGalelio,forsayingthat theearthisnotflatbutasphere,justlikewomenscientistswereburnedonstakesayingthattheyare witches,justascrusadesandJehadsareleadtomakeamonoculture,monoreligiousworld,destroying everyotherrace,ideas,beliefsandculturessurvivalofthefittestasthestrongmanssurvivaloverthe weakandoutofAfricatheoryareagainstNature. Onlywhenthegenesofaraceareprotecteditscultureanditsuniqueness,wisdomarepreserved. Portuguese,Spanishtravelersin14thcenturytriedamassconversiontodestroycentralandsouth AmericanandIndiancultures.ThismonocultureeffortwasnotsuccessfulinIndia.Therefore,westillsee 33

Indianculturearound.WhydidIndianculturesurvivewhileAmericanculturesuccumbedtoSpanish andPortugueseatrocities?IndianculturehadevolvedwithwellorganizeddevelopmentasDarwin pointedout,andthisgaveitstrengthtosurvive.Theothercultureswhichwerecomparativelynewand nothavingaverystrongbaseororganizationoflife,eitherconvertedtosemiticreligionsorwerekilled .Thisisanewhistoryweallknow.Ourtravelisfarbeyond,intoapaleoanthropological,biological evolutionofapeople. Thereisconstantcontactbetweenabiologicalobjectanditsenvironment.Everysmallalterationin environmentproduceachangeinbiologicalobject.Bysuchchangeswhichhappencontinuouslyfora longperiod,thebiologicalorganismlearntoprocessallsuchchanges.InEachevolutionarycycle, biologicalorganismandenvironmenthaschangesandthusdifferences.Acontinuouscommunication betweenthetwoisthebasisforsuchdifferencesandchanges.Thisistransferredbygenerationsina monsoonenvironment,intropicalrainforestsandpaleologicalmanofcentralandSouthIndia.Thisis whatislackinginothercultureslikeItaly,Greece,IsrealorTurkey.Theydidnthavetropicalrainforests ,monsoonsandbiologicalreservesanddiversity.ButSouthAfricahadallthese.Yetaculturelikethatof Indianeverdevelopedthere.So,topostulatethatitwasapersonfromthispartwhomovedsuddenly toothercontinentswithtoolsandcreatedculturesthereisafarfetchedpossibility(Justassayingthat VedicAryanwellawareofVaruna,theseaGodandsearoutescametoIndiafromEuropeanddeserts ofTurkeyandEurope).Justimaginationorwishfulthinkingcannotbetakenseriouslyasscience.In Africa,wefindMotherese,signalingcommunicationsandspokenlanguagebasedonthat.Thatwas presentinSouthandCentralAmericaalso.Atribalchief(Mooppan)waspresentinallsocieties.Buta Guru,whotransfersart,science,languages,administration,lawandeverybranchofknowledgeto disciples,andaGurukulahavingrichacademictraditionofliterarysourcesisseenonlyinIndian culture.Apartfromprotectionandadministrationofanationonadaybydaybasis,theprotectionof entireworldbycommunicationofknowledgecameupinVedicIndiaandbeforeamongthetribal ancestors.Itisthepaleologicalman,thetribalwhoevolvedintoaVedicBrahmin,Aranyaka,Hunter, KshathriyaandbarteringVaisyawhodoesagriculture,collectionofforestgoods,Gorakshaisevident fromevolutionofIndianculture.Sudra,the4thclassasserviceclassservedallthesegroups,justas Governementserventsserveinresponsiblepositionsinpresentdayadministration.Itisbecauseofthis organizationoftransferofknowledge,Turkey,Babylon,Assyria,Jews,Egyptians,Greeceandfinally PortugueseandotherEuropeanscameinsearchofIndia.Indiaattractedothernationsbyher culture,wisdom,prosperityandadministrativeorganizationalpower.Itisinterestingtonotethatexcept Arabs,nootherpeoplewereallowedtosetfootonIndiansoilinearlyperiodsbecauseArabscame hereasmerchantsandtradesmen.Evenwhenacompetitionfortradeandcommercedeveloped betweenGreeceandRome(AfterAlexander),Arabshadtheirsayinmajortradetransactions.Eventhey wereallowedtocomeonlyuptoSindhu,GandharadesaandKekaya,(ThisisseeninAssyrianrecords) andhadntaccesstothewestoreastcoastofSouthIndia,whichwasdefendedassecrettraderouteby Indiannavalforceonwestcoast,ownedbyPerumpadappMooshakavansaroyallineageandhis relativesandfriends,andnativesoldiers.But,aftertheUdayamperurSoonahadosandcompetition fortradebetweenjews,ChristiansandArabsinmiddleEast,therelationsbecamestrained.

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Intellect,languageandwisdomaresignsofSathwaguna.Whenthesearedeveloped,onefindGodin everything,everywheresothatequalityofcreationisunderstood.Then,onewillnothurtanyother thing,willnotkillordestroythingsandlife,andAhimsaornonviolencebecometheParamadharma.Such asanskaraaloneistheprotectorofentireworld.TheyarelikelytowardofcultureshavingViolenceand killingastheirculture,fortheprotectionofpeople.Whenthisisdonetheproblemoftherightof communicationhappens.TosolvethatproblemtheancientGurusmadesomelaws.TheKshathriya warriorsprotectingtheboundariesofaNationcanfightandkill,butnooneelselivingwithinthecity /nationwallscankillordestroy.ThusaguildofwarrierswereinstalledinboundariesofIndia(including theoceanicboundaries).ThenavaldefenceonwestcoastofIndiawasaresultofthis.Fromwestcoast, spices,forestgoods,othercommodities,scholars,artistsandsingers,bridesandtranslatorsweresentto distantplaces.Amixed(Sangara)racewerecreatedinthoseplaceswithtransferofwisdomand genes.Buttheraceintheoriginallandwasprotectedbystrictrulesofmatrimony. Kekaya,Gandhara,SindhudesamarriedpeoplefromBabylonia,Assyria,Siberiaandthenewracesofjews ,Egyptians,Europeans,Russianetccreated.FromtheirchildrenandgrandchildrenknowledgeofIndian systemssurvivedinhosepartsofworld.WhenAssyrianstriedtocometoIndiabecauseoftheir warringandviolentnature,thewarriorsofIndia(Kekaya,Gandhara,Sindhudesa)foughtwiththem.But, Indiasculturalhistoryisnotthestoryofsuchwarsalone,itisthehistoryofapeoples culture,wisdom,literarypursuits,tradeconnections,ofarts,sciencesandofGuruparampara(generations ofteachers),ofselfsufficiencyduetorainandagriculturebringingenoughfood,andofJustice(Dharma) ofitscitizens.Thehistoryofapeopleisnotthehistoryofdestructionsthroughwars,butthehistoryof survivalthroughitswisdom.Creativity,culture,protectionofculturedependuponpeaceandnoton war;onnonviolencenotonviolence.ThisisthestoryoftheSageGurusofIndiaandtheirwisdom.This wasnotaforeignAryanideology,butanindigenousideologyinherentamongthepeopleofIndia.No othercultureintheworldcanboastofhavingNonviolenceastheirmotto(Ahimsaparamodharma)as vedicIndiansdid.Continuityofraces,oflives,cultureandnations,ofgenerationsofteachersandkings dependsonthispolicyandIndiasetanexampleforsurvivalofthefittestNationandthefittestHuman Dharma.

Chapter3.Language.
Scholarsthinkthatatleast30000yearsago,languagewasevolved.Theythinkonly10000years back,agricultureevolved.Evenatthattimeandnow,chimpanzeesarestillinthestateasthey were3.5millionyearsago.So,itmustbethelanguagewhichdifferentiatedtheraceofmonkeys andapesfromman.Withoutalanguageonecannotanalyseandunderstandown mind,communicate,integrate,orrememberanything.InthebigbangtheoryofNomChomsky, duringPleistoceneperiodapeopleunderwentageneticmutationandinthemlanguage evolved,andthislanguagegenewasstrong,sothatbynaturalselectionitsurvived.Though thisisanEvolutionarymyth,sincenootherlogicalreasonisputforward,scholarsareat presentstuckwiththistheoryandbasetheirdecisionsonthis. 35

Fromemotionalrelationofchildandmother,sensorycommunications,symbolsandsigns,facial expressions,soundsandrhythmsareintegratedandbythisprocess,thehiddenvoiceinthe infantbecomeheardasVaikhari.Itwasthisorderwhichhappenedintheevolutionofhuman racealso.TelementationallanguagetheoryofDechartisthebaseforEuropeanlanguage theories.Accordingtothis,languageiscontrolledbylaws.Tothespreadofanideafromonemind toanotherthisisessential.Itisatypeofencodinganddecodingthoughts.Inthatemotional relationsorloveofdaytodaylifehasnorole.Itisamechanicalact.Ifweconsiderthis,language communicationisakintoacomputer.Thistheorystartsitsanalysisfromanadults communicationaslanguage.Itdoesnttakeintoaccountthecommunicationofaninfant.Thatis, theyhavelostmemoryoftheirownlanguageevolutionaschild,andhasbecomemechanical Yukthivadilogicians.TheIndianscholarlyGuruontheotherhandstartswithmother,fatherand teacherasthefirstcommunicatorsofchildren(Maathaa,pithaa,guru,daivam).Fromemotional daytodaylifeandattachmentstomotherandfamilythechildlearnsfirstlessonsof communicationanditisnevermechanical.Languageisalovingcompassionatetransferofideas whichisgrownthroughsocietyanditslinks,sothatitteachesonehowtolove family,friends,societyandtheentireworldandcosmicexistence.Everythingisviewedasasingle wholeinitscompassionatefoldofAdvaitha. In1990,inEnglishlanguage,severalarticlesandbookswerepublishedabouttheoriginof language.Inthemonecanseetwooppositetheories. 1. Continuity 2. .Noncontinuity;Temporarytheory InIndia,alsotherehadbeenthesetwotheories.ThekshanikaortemporarysidhanthaofBudhistsand continuitytheoryofAdvaithinsforexample. ChomskysPleistocenemutationcalledGenerativistschoolthinksbythemutantgeneahumaninfant learnslanguagewithin1824months.TheoppositioncalledNativistssaytheabilityisaninherentnatural ability(whichisgeneticalinChomsky).TheviewofChomskythatacomputerlikeheuristicalgorithmis presentinhumanbrainisagainstthesubconsciousmindofSigmundFreud.Thesubconsciousmindis totallyreplacedbyacomputationalmodelofneurologicalmodel.Theaims,wishes,ideasinthe subconsciousmindetcarenottobelearnedwitheffortbypsychologists,theyneedjustanalysethe brainprogrammewhichisageneticselection.Thisvisionmakespsychology,equaltootherbiological sciences,whichcanbemeasuredandanalysedwithobjectivityasacomputational revolution(Mathematical).Achildlearnslanguageautomatically,unconsciouslyandwithouteffortand itisjustlikeprocessingacomputerlanguageaccordingtoChomsky.Butforacomputerprogrammea heuristicorbuiltinstructureofinformationalprocessingorhypothesisformingsystemisessential.Only then,asperthedataofgrammerofalanguage,itcanbecognizedinaspecifiedtime.Itistheuniversal grammerofalanguage.Itisprogrammedinourgenes,eventhetimeofdescendofourlarynx,saysthis theoryofChomsky.LanguageisnotamechanicalonewithastyleofReport,requestanddemandsays theopposingscholars.Thedoororformatoflanguageandcultureisthesamesincelanguageand culturearethesame,saysBruner.Themothersplaywiththechildissuchaformat.(Simplegamelike microcosmicversionsofeverydaymeans,bywhichcompetentmembersofaculturecooperatein 36

integratingtheirsharedgoal.)ThiswascalledLeela(Theplay)byancientIndianscholars.Theplayorleela ofMotherGoddessParasakthiisthesimplemicrocosmicvisionofBruner.Everymotherenactsthis leelaofmotherGoddess,Prakrithiwithherchild. Thuseverymotherthefirstguruhastoknowhowtograsp/cognizethesignsandsymbolsgivenbythe infant.Thenhowtorespondtothemwithcompassion,loveandpleasure,enjoyingeverymomentof it.Thebody,mindandintellectofinfant,itsabilitiesandpowersaretobeknownbeforeengagingin suchaplay.Thislessonismeticulouslyfollowedbyeachsage/guruinIndia.Theywillnotengageina playwhichwillbefeltasaburdenbytheindividualchild.Onlythatwhichcanbecognizedandpracticed byaindividualdiscipleistaught.InLeelaofthisteachingthereisaKramaororderwhichisnever broken.Dharmaisneverviolated.Thus,whenoneevolvesgradually,asaSphota,language,its rules,trutharerevealedinmindspaceinaspecialmomentofrevelation.SphotaissuchaEureka experiencewhichoneneverforgetsonceoneexperienceit.Thentheexperiencefeelsthatitwasnot theGuru,motherorculturewhichwereresponsibleforthisexperience,butI,alonetheexperience, andtheexperienceisthefirst,onlyforthespecificI.Immeadiatelythathalftemporarylightvanishes anditisexperiencedagainandagain.Whenitbecomescontinuous,he/shebecomesalinkinthe Guruparampara.Theprotectorofacontinuousculture.Thischainofplaycontinuesforever.New mothers,children,teachersrepeatthisplay.Thetemporaryexperienceofanindividual,thusbecomesa continuousexperienceinspacetimeofgenerationsofteachersofaGurukula.Thisintegrationhappened millenniabeforeinIndia,asthechronologiesofVedicRishis(seeAppendixatendofBook)indicates. But,thediscussionaboutitisstillinitsinfancyinwesternlanguageandliterature. ThefirstindistinctwordwhichIuttered,thefirstdistinctwordutteredandeverywordnewlylearnedis aEurekaexperienceforeveryI.Foreveryscholarandscientist/artisttheircreations/discoveriesand booksarelikethat.Formillionsofyears,millionsofancestorshadtheEurekaexperienceandthese temporarySphotasbecamecontinuousexperienceofapeople,asaculture.AndthelanguageIspeak now,mywisdom,mycultureareallsimultaneouslymyowntemporarysphotaexperience/revelation andthecontinuousexpressionofmillionsofyearsofexperienceofmyancestralraces.Thissimultaneity ofKshanikaandpermanentLeela(Play)hasbothemotionalandintellectualbasisandahumanbeingis bothemotionallyandlogically(intellectually)involvedinthisplayofexistence. BiologicalTheoryofChomsky:HowwasChomskyattractedtotheBiologicaltheorywhichoriginatedin the1960sand70s?Whatwastheenvironmentwhichinfluencedhisidea?WhatwastheroleofSelig Haris,teacherinPennsylvaniauniversityinthis?TheanswersmighthelpustounderstandChomskian ideasbetter.In1940s,wefindHarisasthespokesmanofthestrongtheoryoflanguage,called Descriptivism.Accordingtohim2majordutiesofthescienceoflanguageare, 1.Determiningthehierarchicalstructureofsentences 2.Classifyingtheseunitsofhierarchyasequallydistributedclasses. GrammeristobeunderstoodseparatefrounderstandingthemeaningofSemantics (Language).Linguistshaveonlythedutyoffindingouttheformalstyles.Theyneednotlearn meanings.Thejobofalinguististolearnthestyleandgrammerofnumerouslanguages.Thisopinion 37

wasinfluencedbytheRecursivefunctiontheory,stronginthefieldofMathematics,inthosetimes.In 1937,AlanTuring,MathematicianofEnglandhaddefinedthatanyformalsystemisamechanicalmeans tocreateaequation.Computersandartificialintelligenceevolvedoutofthis.Basedonthis,Harissaw linguisticsasamathematician.Forsuchamathematicallanguagetheorytwothingsareessential. 1.Itshouldbepossibletocreatesoundswhichareapprovedbyapersonspeakingaspecificlanguage 2.Itshouldbepossibletoanalysesounds. HarisclassifiedMorphemes(smallestunitsoflanguagewithmeanings)intogroups.Chomskyhad adoptedHarrisideaMeaningmustbecompletelyseparatedfromgrammer.Hetriedtocreate grammermathematically.Everysentenceinlanguageisalawexplainablethroughequations,and thereforeanalysedtooaccordingtoChomsky.Toarguethatmeaningisnotimportanthecreateda meaninglesssentence:Colourlessgreenideassleepfuriously.Chomskyisthecreatorofthissentence whichismeaninglessandlogicallywrong.Structurallythesentencelookscorrect.Butlogically,wrong andmeaningless.Colourlessgreenideasandfuriouslysleepingmakesbothstructureandmeaning wrong,andforapersoncommunicatingthroughEnglishlanguageitdoesntconveyanymessage, thoughitmaybeconsideredasexampleofasentencewithverb. Chomskysphasestructuregrammer: S=asentence NP=Nounphrase VP=verbphase Aux=Auxiliaryverb A=Adjective N=noun V=verb D=Determiner Insteadof=usedbyHarrisheusedarewritesign(arrowmark) sNP+VP vpverb+NP NPDeterminer+N verbAux+V DThe,a,some 38

NMan,dog,ball Auxwill,can Vsit,catch,hit FromthefirstsymbolS,onecanreachalltheselawfullyandallthesetogethermakelanguage ,accordingtoChomskysPhrasestructuregrammer.Thenextstagewasfindingoutthosewhodoesnt getincludedinthisscheme.Hesaidbeyondasynctaticuniversal,unlimiteddiversityoflanguagecannot happen.Whetehrachildorascholarinlanguage,onehastolearnlikealinguistandpredict distributionalirregularitiesaccordingtoChomsky.Inthissensestudyoflanguagebyachildisanew creationwhichcombinebothanalysisandprediction.Hissteadystatetheoryconvertedbehaviouriststo thesideofneophyteprogrammers.(Thosewhotrytolearnacomplexthingbyatechniquewhichis insufficienttolearnit).Thelawsofasimplemothertoungue,evenifitisheardfrombirth,tograspit properlythechildneedsaninbuiltgeneticstructureforcognition.BehaviouristssaidChomskystheoryis equivalenttoCanalizationtheoryofgeneticscientists.PinkersaidChomskyslawmakingandcognition aretheInstructivebehaviorofEthologists.ThesetwoviewsofBehaviouristsof1950scombinedis Chomskysdiscovery,inshort.(Artificialintelligenceandgeneticdeterminism).InmetamorphosisFrom classicalbehaviourism,tocognitivesciencethecontributionofChomskyisthatstudyoflanguagesisa processofacquisitionofmaturity.Iftheseedisgoodandstrong,ifgoodenvironmentisprovided,itwill growintoastrongtreeandperpetuateitsprogeny.Thatis,bothgenesandenvironmentare contributinginsurvival.Itisacontinuousprocess,andnotatemporaryone. Emotionalsignalsincreasebrainchannels.Emotionandintellectfunctiontogether.Fortheupperhigher centersofbrainthereisrelationwithlowercenters.Ifitwasnotthere,howcanonecoordinate experiencesandlogicallydecideonescourseofaction?The6stagesinthegrowthofbraininachildare : STAGESEXPERIENCEREQUIREDGROWTHOFBRAIN 1. Interestinobserving worldaround ,peacefully,with concentration,and happiness 2Lovingand communicatingwiththe worldseen Observe,see,hear;listen,move etc Increaseofsensoryneuronal channels.Primarysensorymotor cortex,Thalamus,brainstem,cerebellar vermis.Amygdala ,hippocampus,cingulatedgyruswhich increaseemotionalinterests Emotionalcenters,sensory communicationcenters,sensory motorcortex,patternswithrightsided nervousnetwork( sight,movement),emotional relations,communications,symbols. Selectiveresponsesto environment,frontalcortex,dorsal prefrontalareas.

Peoplewhocommunicatewith childhappilyandlovingly

3.Affectivetwoway Intentional

Peoplewhocancognizechilds leadandwithenthusiasm, makehimcommunicateonhis own 39

4.Problemsolving, ConsciousnessofI,Me 5Creationofideas/symbols

Aninteractivepartner Apersonwhobecomesthe imagineryidolofthechild.One whotalkstohim/herforlong time. Onewhoasksforthechilds views,listenstohislogic,and takesinterestinhisintellectual emotionalgrowth

6.Buildingbridgesbetween symbols/ideas

Cerebralcortex.leftsidedneuronal branchingandrightsidedgrowth Leftneuronalbranching,visual imagerypacks,bothsidesofbrain becomespecializedaslanguageis beingacquiredrapidly Growthspurtsinbrain.CH metabolismofbrainbecomedouble thatofadults.Increaseinareasthat dealwithcreation,comprehension andanalysisofwords.

Achildcannotdothisalone.Eitheroneormoremembersofasocietyareneededforthis.Thisis applicabletothefirsthumanracesaswell.Thus,inSouthAfricawherealiterature,languageand philosophylikethatofIndiaisnotseen,thesecond(orthefirstGuru)waslackingthere.Lackof experiencefromaelderperson(Guru)isthereasonfordifferenceseeninIndianandAfricansociety, thoughbothplacesmighthavehadhumanspeciesoriginatedatsametime.WhattheHomoeructusof Indiagot,andeventheHomosapiensofAfricadidnotgetisthisfactor.Thoughbothhave rains,monsoonsandbiodiversitythelackofalanguageandaculturemakesallthedifferencebetween thesetwocontinents.Thematrilinearsociety,withaprominentGurufigureinIndiawhoprotectsVidya forgenerationsmaybefactorsresponsibleforthedevelopment.Evolution,survival,Naturalselectionin Indiaaredependentonsuchcauseswhichhelpedusdevelopadharmaandsamskara. Emotionalneuronaltransmission(thalamustocortexis.25msec)happenveryquicklyandaredirect communications.ThereforeemotionalpathwaysaretheDirectors/Architectsofourcognitiveorchestra .Emotionsarenotcontradictorytologic.Throughcoregulatedinteraction,emotionsarechangedinto signalsandtheyleadourlogicandcognitionintherightpath.IndiansdiscoveredYogamethodforthe accentuationofthis.JeanPiagetprovedthatintellectandlogicarecreatedonthebaseof emotions.Childknowtheworldthroughemotions.discoversagoalandapathtoreachit,through emotions;communicationofemotionsinfluenceandstimulatelanguageandlanguagestimulate intellect.TheprocessofsignifierknowingthesignifiedisaminidescriptionoftheJnaathaa,jneyaand jnaanainAdvaithaandBhashasasthraofIndia. Culturalityofgenes: Poleofculturalrelativityrites,clothes,jewels,homes,administrativerules,societyrules,expressionof emotions,thoughts,language,drama,symbolsandmusic,wayofgreetingothers,naturallanguages ,socity,varnasramadharma,cognitivepowerbasedonit,mythsandstories,childbearing,relationships mythology,classifications,marriages,classes,economicstructureofsociety,behavior,tools,family,culture ,psychologicaltheoriesofsociety Universalpole:Biology,emotions,facialexpressions(Nruthya,abhinaya)mudra(amgika),body languages,concentrationpower,knowinganothersmindgoals,thoughtprocesses.

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Intheuniversalpoleweseefeaturescommonforallmenandwomen.Inrelativepolethecharacters aredifferentforeachpersonandforeachgeographicarea.Seeingdiversityinunityandunityin diversity,wereachanAdvaithaquiteearly,ifwearelivinginabiodiversegeographicarealikeIndia. InBC5thcenturyGreekphilosopherswerehavingadebateonwhethernature,Nomod(humanrites)or Godisresponsiblefordiversityinhumanculture.Becausetheyhadcomeincontactwithvaried culturesofIndiabythattime.RationalistsandEmpiricistsofEuropeanthoughtthoughtwhetherhuman mindstartsasanewunwrittenslateorwithaninternalstructure.Ifbothareintegrated,theproblem ofsophistswaswhichisinsideandwhichoutside?Whatinfluenceswhatandtowhichdegree?Genes andenvironmentanditsproblemofinfluencingeachisstillbeingdebatedinWest.Thedebatesin variousdisciplinesisgivenbelowwithtermsusedineach. Subject 1Psychology 2.Biology 3.Linguistics 4.History 5Politics Debates NatureorNurture GeneticDeterminismvsDynamicsystemtheory NativistvsUsage DeterministvsPleuralist MarxistvsLiberterian

Thisunendingdebatecontinues.20thcenturyAmericanAnthropologistFranceBoseisofopinionthat historical,socialandgeographicaldifferencesarethereasonfordiverseculturesonearth.(Modern culturalRelativisminAnthropology).HeprovedthatInuitsofBaffinislandsarenotjustaprimitive people,andtheirbeliefinfateandrealityleadingtoaunitybetweenthemiswonderful,andinthis sensetheircultureisafullydevelopedoneandbestfortheenvironmentofthatIsland.Inthissensethe unityofIndiaanditsgeographicalpeculiaritiesandculturehavetobeviewedfromamature anthropologicalsocialsense.FranceBosesopinionwasoppositetotheviewofCharlesWhitewhosaid :ThewhiteEuropeans,whobeingthemostremovedfromthebrutecreations,maybeconsideredas themostbeautifulofthehumanrace(WhiteC.1799.Anaccountoftheregulargradationinmanandin differentanimalsandvegetablesLondon.C.Lilly).Godhasnotcreatedanyoneaspaganorbruteor primitive.EveryoneisequalinGodseyesandhasopportunitytoraisedependinguponabilityand desireofeachandBosewasastrongadvocateofwhiteandblackracesbeingequallybeautifuland intelligent. Toknownature,Anthropologyandpsychologyhastobeintegrated(HarwardAnthropologistKlideKluk hohen)Todothis,thechangesinbodyandlanguage,emotionsandmindhastoberecorded.Everyone comeacrossbirths.deaths,disease,oldage,andsimilaruniversalexperiencesatsomestageoflife.The reactiontosuchuniversalexperiencesofmenandwomenofdifferentages,socioeconomicand educationalstatushastobestudied.Thedailyhabitsofcleanliness,foodetc,agriculture,tradeand commerce,music,languageandliterature,cultureandsocietylifemakethereactionspositiveornegative .Thesestudiesmakeusawareofbasicdifferencebetweendiversecultures.Asocietyisacollectionof individuals.Cultureofanindividualisdeterminedbyhis/herbehaviortoanother,tosociety,his/her language,communicationwiththeworld,intentionsinlifeetc.Inavillagebothculturedand nonculturedindividualsdwelltogether.Theunifiedexistenceisnotaassociationtofulfilsomeneedsas 41

weseeinpoliticalgroups.Aninternalcognition,languageandemotionalfieldanditscommunication powertotheentireuniverse,includingthesocietyinwhichonelives,istherealunifiedcultural existence. BronissoMayinowskyisconsideredWilliam,theconquerorofBritishsocialAnthropology.His ethnographicResearchMethodologysaysanthropologistsshouldnotremainmereobserversofa society,butshouldmergewiththesocietyunderobservation.Ifnot,theirresearchhasnovalue.The researchofPepithaSethinGuruvayurbecomesvaluablebecauseshedidnotremainamereobserverof KrishnacultofGuruvayur.ShebecameaMalayaliwomanwithKrishnaconsciousnessinherresearch process.Themethodiswithinafunctionalistframework.GregoryBatsonsaid,anthropologistsuse religionandeconomicfactorsaccordingtotheirownwhimsandlevelsofknowledgeandtheirown familiarcultures,whentheyobserveaculture.(StepstoaneconomyofmindGregory Bateson)Batesonconcludedthatananthropologistshouldtrytomakeawholeandclearpictureofthe followingfactorswhichhadkeptthesocietyunified. 1.Thestructuralsideofunity:Thebehaviorofanypersoninanysituation,shouldbeconformingtothe behaviorofothermembersofsocietyinanysituation.ThisistheDharmaofasociety. 2Emotionalside:Thebehaviorshouldbeformulatedtofulfiltheemotionalneedsofindividuals. 3.Economicside:BehaviourisstreamlinedforProductionofthings,andtheirdistribution. 4.Chronologyandtimespace:Thebehaviouralorderwillbeinconformitytothechronologicalorders andtimespacecontinuumofageographicarea. 5.Unityofsociety:Behaviourfromsmallunitstolargersectionsofsocietyismodeledandstreamlinedto makeentireNationunified. Ifweobservethebehaviorofanindividualandsocietyinthismethod,wecanassessitsculture.To observeIndiansocietyinallthesemethodsismyattemptandmybooksondifferentsubjectshave donethisslowlyandsteadily.EspeciallySapthasaindhavainMalayalamandCorridorsofTimeinEnglish havelargesectionsdevotedforthispurpose. StructuralismofClaudeLevistraussisoppositetothatofmethodofMalinowsky.Levistraussmodelis knownasAnumanadarsanainIndianlogicalthought.Unversalpatternsarenotcreatedbysocietyor environment.Theywereexistentbeforecultureswereformed.Thereforeuniversalpatternsbefore cultures,arethecognitiveprincipleswhichbasicallymakessocietylifepossible.(LeviStrauss.1967. StructuralAnthropology.Gardencity.NY.DoubleDayBooks)ForLeviStrausslanguageisananalogyof culture.Chomskydoesnotagreewiththat.Yet,thesetwostalwartshavesomesimilarities.Chomsky giveslanguageadeepinternalplaneandaouterplane.Itisthedeepplanewhichmirrorstheformsof thoughts.Thedeeplevelofculturesandthebehaviorofsocietyatexternallevelaresimilartothis.The determininglawistheinternaluniversalone.Thesuperficialdifferencesanddiversityaremany,but deepunityisone. Wehadseenthethreeplanesthroughwhicheachhumanchildpassthroughinlanguagelearning. 42

1. Cortical,subcorticalplanesofbrain 2. Developmentofbrain,actionsproducedbyindividualexperiencesinlife 3. Roleofenvironmentinindividualdevelopment(SoniaRegor2002.Constraintsoncommunities withindigenoussignlanguages.Cluestothedynamicsoflanguagegenesis.pp366Thefirstidea Q) theseareresponsibleforculturaldevelopmenttoo.Thereforegoodactions(Sadkarma)creates sadsamskaraandsadvasana(goodculturesandgoodtendencies)andbadactionsbreedbad culturesandbadtendencies.ThisIndiantheoryhastoberereadinthelightofsuchmodernstudies. Bygoodcompany,goodthoughtsandgoodactionsandgoodtendenciesarecultivated.Bysuch methodsacultureofnonviolenceandtruthisprotected.Thestructural,continuous,indepthplane ofIndianDharmaisthusbasedonstronggroundsofobservationalevidence.The5partsBateson mentionedwereintegratedinIndia.Thecognitivepowerofsuchaculturalstateineverybeingin theNationwasachievedveryearlyinhistorybyIndia.ThatmeansIndiahadachievedafreedomof thoughtandafullymature,perfectcultureoftruth,nonviolenceasDharmawasevolvedherefor worldpeaceandprosperity. Therearesomelogicianswhotrytoprovethathavingavisionandhavinganinternalcallfordoinga Dharmaaresignsofamentalillness.Withoutemotionalcommunicationdrylogicwillnot grow,emotionandlogicareembodiedinhumanbrainandmanisnotlogicalone.Ifthisisrealized, mentalpower(emotionalintegritybasedonintellect)willnotbemisunderstoodasmentalillness. Supposethereare5typesofhumanbeingsinasociety. 1. Apersonwhoclaimsthathehadavisionandhaslearnedsciences.But,lackslogic.Doesnthave interestinproblemsolvingofsociety/nationordoesnthaveabilityorwisdomtosolvethem. 2. Haslogic.Butusesitforincreasingproblemsalreadyexistinginsocietyandtoincrease separatisms. 3. Haslogic.Hasinterestinproblemsolving,andalsotheabilityandknowledgeforsolving problems.WorksfortheunityofNation. 4. Thereisavisionandaninsight.HasLogic.Hasinterest,abilityandknowledgeinproblemsolving ofsociety/Nation.WorksforunityofNation. 5. Nointerestinproblemsolving,nologic,noability,wisdomorvisions.Nocontributionsto society.Onlyselfishmotives. Ofthese5typesofpeople,only3and4areusefultosociety/Nation.Number2isamenaceto society.Thefirsttypeisnotamenace,butanillogicalemotionalbeingwhomaynotbeableto helpsociety/Nation.The5thtypementionedisthemajorityofpersonsseeninIndiaatpresent. Buttheycanraisetolevelsof3and4bypropertrainingandawarenessprogrammes.Butthere isapossibilitythattheycangodowntolevel2,themenacegroupbecauseoftheirselfishness. TheDharmasamsthapanaofIndiansageswasbyraisingthelevelofindividualsinasocietyto betterpersonalities,totallyunselfishandusefultoNationandtheentireworld.Thishasto happenfromtimetotime,whensocietybecomecontaminatedbyadharma,atrocitiesand 43

dishonesty.UnlessthisphilosophicalfieldofDharmaisunderstood,onewillnotbeableto cognizethelevelsofSathwikBrahmana,RajasicKshathriya,mixedVaisyaandThamasicSudra functions/professions/tendencies.Thearohanaandavarohanainscalesofdharma,byown actionsandthoughtsisareactiontoouractions.Inasociety,thereareseveral cultural,political,socioeconomicalunitsinterconnectedandtiedup,yetfreeofexistenceassuch .Andeachqualityisprotectedwithopportunityformixedvarieties.Eachraceofthisbiodiverse universeisprotectedwithseveralmixedvaritiesexperimentdwith.Theunityofsucha biodiverseuniverse(asinIndianmonsoonshadowareas)andtheirunityandlifepatternasa distinctiveinstitutionalizedculturehastobecomparedwithParsonsmodel(Parson,T. 1999.TheTalcottParsonsReaderEdBSTurnerOxfordBlackwell) KnowIndiansociety.Haveaninsightasoneselfasapart/memberofthisIndiansociety.Do whateverlittleispossibletocontributetoitsunity,development,evolution,withoutexpecting anythinginreturn.Money,powerorfameshouldnotbethegoal.Justloveforthecountryof whichoneisapartandparcel.SuchselflessloveforourNationasDharmaofeachindividualis proclaimedinVyasasepics.WhenmajorityofIndiansbehavewithsuchavision,missionand dedicationtoDharma,webecomeamaturewisefreeNation.Tillthenwearenotfree.The preverbaldeepuniversalcommunicationsarethecentralfocusofapersonsindividuality.That isapersonsvision(darsana)andSruthi(Veda).Fromthatonegetsastrengthtostandtogether, afeelingofoneness(unity)andlogicofprotectingNatureandNationasonesdharma.Thus strengthandlogiccomefromadeepinternalvisionandnotviceversa.Thelogicalexpressionof theindepthdarsanaandsruthi,(whichispara,pasyanthi,Madhyamaindeepplanes)intoa vaikhari(communicablespokenlanguage)isforworldpeace,andpeacefulcoexistenceofall racesofmen,animals,birds,andplants.Notjustforoneindividual,grouporparty.Whena humanbeingstartsdoingthisatapracticallevel,he/shebecomesknownbyothersasa Sidhapurusha.Sidhiisforthefutureofentireworld,notforonesingleperson.Itisfor protectionofworldculture,andthatishowfromadistinctiveInstitutionalisedcultureofIndia, severalworldGurus/sageswerecreatedinancienttimes.Thechronologicallineageofsuch GuruparamparaisavailabletousinVedas.Therefore,tocallIndiaasalandwithnohistory untilforeignruleshappenedisnotonlyillogicalbutalsounscientific.(SeechronologyofVedic RishiasAppendixatendofthisbook).

Chapter4CustodiansofCulture
Mediaoftenusethetermcustodiansofculture.Whoarecustodiansofculture?Cultural leadershipisthebasisforallotherleadership,andthereforewhatisexpectedwithinthe thoughtprocessofaculturalcustodianisinteresting.AfterMaathaa(mother),Pithaa(father)it istheGuru(Teacher)asaculturalcustodianimpartsculturetoachild.Whatisasocietys expectationofsuchaGuru?WhatarethereasonsforasocietyunabletogetaGuru/cultural leaderaccordingtoitsexpectations? 44

WhatshouldaGuruknow? 1.Thepasthistoryofhis/hersociety;dharmacherishedbysociety;thedifferentreasonsforthe fallofDharmaindifferentstagesofhistory;thechangesproducedinsocietybysuchfalls;the presentknowledgeofsocietymembersaboutthemandtheirmisunderstandingsabout them;Theproblemsensueingfromsuchignoranceandmisunderstandings;methodsofproblem solving. 2.Structureofsociety,responsibilitiesofciviliansandofteachers;ethical principles;confidence;abilitiesofdisciples(people);theirsharinginsociety. 3.Thevaluesandbeliefssharedandtheirimportanceinademocracy;needofequalityinjustice ;toperpetuateVidyaandculturehowonecanformulateapolicyforpersonalitydevelopment ofeachofthemembersofsociety. 4.Creatingateachingmethodwithinbyanalyzingtheideasandvaluessubtly,and communicatingthattotheoutsideworldforawareness(aperfectteachingmethodto society).ThuscreationofahealthyEducationalpolicyforbenefitofentireNation/world. 5.Influenzing/givingstimulationforotherstosharesuchvisionsandgoalsoftheGurufor benefitofsociety/Nation/world. 6.Eachindividual/disciplehasabilitytothinklogicallyandcreategoodnessinsocietyand therebygiveasubstantialcontributiontosociety.Basedonthisconfidenceingoodnessof individuals,Guruhastoinfluenceeachtorevealhis/herbestindoinggoodtosociety. 7.CreatingpracticalmethodstopreservetheunityandcultureofentireNation/worldatthe sametimeprotectingoriginalityofeachindividualculture/personalityanddiversitiesintact. Abilitytodiscussthetheoreticalaspectsofsuchpracticalmethodslogicallyandconvinceabout itsusefulnesstoall. 8.Duetoeffectsofactions,differencesofopinionsandquarrelsbetweenpeoplearise.Insuch situationsthedifferencesofopinionshavetobevisualizednotinanegativemanner,but positivelyandmakethemusefulforcreativedevelopmentalprocessesandtherebymakethe institution/nationachievemoreandgrowtoheights.Forthiswillpower,andworkefficiencyhas tobethereinaleader/Guru. 9.Thewisdomtocreate,perpetuatealineofdisciplesinsocietywhohavelogical intelligence,andworkefficiencyandloveforhumanityandNation.Thisistoperpetuateeven afteronesdeathaseriesofyoungergenerationastorchbearersofuniversalidealsofDharma. 10.Itisgoodtounderstandthreemainleadershiptheories. A.Classicalorganizationaltheory. B.Thehumanrelationsapproach. C.Behaviouralscienceapproach. Thisknowledgewillhelpusinmanyways.Tomotivateourcolleagues,togivepowerandchance forothers,havingafriendlyimpartialdispositionforachievingagoal(forbenefitofentireworld /nation),andworkasaunitedfrontforasatisfactoryrealizationofthatgoal.Alltheseare learnedthroughthesetheories,ifoneiswillingtolearn. 11.BeagoodDiagnostician.

45

PreventingorGivingrighttreatmentatrighttimerequiresanearlydiagnosis/predictionof problemsthatcancropupinsociety.ThusagoodleaderhastobeagoodDiagnostician,inthe languageofaPathologist. 12.Teaching(Givinginstructions),discoveringhumanresourcesofculturalandmanagerial abilities;strategyformationandadvice;Thesemustbeinthethoughtfieldsofagood Guru/Leader. Ifwedoresearchontheactionsofagoodculturalleaderweget7typesofknowledge: 1. Theythink,speak,doforthesakeofcommongoodofinstitution/society/Nation/Worldand neverforpettyselfishmotives. 2. Practicalknowledgethatrites,festivals,symbolicactions,music,dance,drama,ancient literarytraditionspreservetheselfrespect,selfconfidenceofapeople. 3. Goalbeingthesame,aunifieddutyconsciousnessforvisionaryGurus/leadersisessential foranypeople. 4. Expectationofhighperformancebydisciple/citizens;communicationforachieving that;awarenessofallmembersofsocietyhavingtheabilityforhighperformance;all teachers(iftheyaresincere)hasabilitytostimulateandgrowthatability;Thusacollective goalforallleaders(teachers)andtheircollectiveactioninstrengtheningtheSociety/Nation . 5. Continuouscommunicationstrategies,sharingofideasandtherebyestablishing communicationwithallgroups/membersofsocietyandthroughsuchpositiverelations makingthebestoutofeachforgrowthofsociety/nation. 6. Newexperiments,newmethodstoimproveconcentrationpowersandknowledge/wisdom ofeverymemberofsociety 7. TheGuruasculturalleaderisalwaysreadyforsolutionofproblemsandisapproachable /accessiblethroughdifferentmedia(includingdigital). (Cotton.K.2003Principlesandstudentachievement.whatresearchsays.AlexandriaV A.Associationforsupervisionandcurriculumdevelopment) Inaninstitution/society/Nationapositiveenvironmentinhumanrelationsandinsuccess rateshastobecreatedandpreservedbyculturalleaders(Gurus).Eachleader/teacherhas toaskwhethertheyhavefulfilledthatrole. 1whatdoIbelieve,think,speakanddo? 2.Howdotheseaffectmysociety/institution/nation/world? 3.Whoaretheteachers,ideas,books,eventsthathaveinfluencedme? 4.Howtheyhavechangedmyemotional,mental,intellectual,professionalfields? 5.Didtheyhelpinmybeliefs,values,educationalstatus? 6.when,howandfromwhichtypeofexperience/teachingdoChildren/humanbeings graspbest?Whathelpsimprovetheircognitivepower? 7.WhoisthebestGuru/leader? 8.HowshouldagoodGuruencourageadisciplessuccess? 46

9.Howtoperpetuategoodpositiverelationshipwithothers? 10ToincreaseselfconfidenceinotherswhatshouldIdo,communicatewiththem? 11.Tomaterializemymodelstate/nation/society/worldwhatdoIdointhoughts,wordsand deeds? Iaskthesequestionstomyselfsothat,inmylimitedfieldsofactivity,Icancontributemy sharetomynation/society/world. Thereare8qualities(R.S.FoxandBoiesHE)whichimprovetheenvironmentof aneducationalinstitution.(Schoolclimateimprovement:Achallengetotheschool administrator.Bloomington.INPhiDeltaKappan.) 1respect 2Honesty,trustworthiness 3.contentmentandselfconfidencewhichraisethemorale 4.Opportunitygiventoeachforsharingideassothateachgetsaroleinproblemsolving 5.continuousacademicandsocialdevelopment 6.Themethodofintegratingeverything 7.Renewaloftheinstitution/societyforitsdevelopmentandevolution 8.Caringforothers LaeadershipisaRelationship.Itisarelationshipofinfluenceonthecapacityofothersfor achievinggoals.Howcanwemeasurethemoraleofourcolleaguesandofmembersof society? Positivebehavior Score Negativebehavior Warm 54321 Cool Professional Unprofessional Accepting Rejecting Democratic Autocratic Cooperative Competitive Sociable Unsociable TotalmoraleHigh Low (DeRocheEF.1987.AnadministrativeguideforevaluatingProgrammesandpersonnel:An effectiveguideforevaluatingprogrammesandpersonnel:Aneffectiveapproach.Boston:Allyn &Bacon) Aculturalleadershouldhaveavision(Darsana)andamission(Goal/Lakshya)andanawareness ofthatgoalandthemethodologytoachievethatgoal,andcommunicativepowertotellthatto others.Withouthavingsuchprerequisites,makingcommentsonanythingandeverythingon mediaisnotgoodforanyone.Butunfortunately,peopleofsuchstylesaregiventhetitle Saamskarikanaayaka(culturalleader)bymedia. Howdoesthevision/dreamofavisionaryleaderbecomereality? (AdapedfromculturalleadershipJeffreyGlanzpp69)

47

BrahmajnanaiasLeader/Guru: Brahmajnaisaspokespersonofnonviolenceandisinterestedonlyinteaching,learning,protectionof dharmaforbenefitofall,andtotallyunselfish(Nishkaamakarma)inhisactions.Thereforeallother groups(royalty,tradesmenandartistsandciviliangroups)selectedsuchapersonastheirleader/Guru inIndiamillionsofyearsago.Whatthewestistryingtoimplementwasimplementedthousandsof yearsagoinIndia.Butwehavelostthattraditionduetovariousinterferences. LeadershipisaunselfishactofDharma.InIndiawehadseveralsagesandworldGuruswiththismission andvision.MaybelastinthatseriescameGandhiji.Hisfailureswerenotduetofailuresofhisinner force.Butbecauseofexternalforces,whohadmanyselfishmotifs. Whoisthebestleader? Inmyopinion,theonewhodoesnthaveadesiretobecomeleader,andyetleadssocietytoitsdesired goalofperfectionisthebestleader.He/shewithhighideals,simplelifesetsamodelofinnerperfection, andgoalorientedbehavioroftruth,honesty,nonviolence,equalopportunitytoallmemberswithout 48

partiality.SuchanishkamakarmayogiistheidealleaderaccordingtoBhagavadGita,in Vyasamahabharatha.Andmodernthinkersaregraduallycomingtothatmodel,thousandsofyears afterIndiacreatedsuchamodel.

Chapter5.WorshippingWisdom(Vidya)
InPunnayurkulam,myvillage,weresomemethodsofteachinginourprimaryschools.(Istudiedthere intheperiod195156).Underatree,childrenwillmakeacircleandteacherwillsitinmiddle. Songs,stories,daytodaypoliticalnews,etcwillbesharedbetweenstudentsandteacher.Thisplayschool modeldiscussionandsharingwasarelicofancientGramasabhaschoolsandGurukula.Fromprimary leveltohighestacademiclevelsuchsharingwascommoninIndiansocietyofancienttimesaswe understandfromourepics.Thepanchayathanaorpanjayathsofvillagesfunctionedinsimilarway. InTheRoutledgeFalmerguidetokeydebatesineducation(2004.EdDennisHayns.Ch10Circletimepp 55LynnRevell)describesasimilarprocedure.Itreads: Schoolseverywherehavebeenexperimentingwithanactivitycalledcircletime.Circletimeinvolves sittingchildrenoradultsinacircleanddiscussingandsharingissues,themesandideas.Theteacherora designatedadultplaysafacilitativeroleandencouragesparticipantstorealizethattheycanresolvethe problemordealwiththeissuethemselves.Circletimehasbecomesopopularthatitisnow recommendedinGovernemntinspectionsandpolicyreports(Departmentofeducationandskills2002). Teachers,students,GovernemntInspectorsandeducationalexpertshaveexperimentedthis inprimary,secondary,highereducationlevelsanditsqualitycertified.HereGuruisnotanautocratwho imposehis/herideas.;butatherapist,councellor,educator,combinedintoafacilitator.Facilitatordoes notimposeownviewsonchildren;buttriestoimprovetheirconfidence,communicationpower,and positivepersonalitydevelopment.Theimportanceisforthechildsoveralldevelopment.The7year researchofvariousauthors(19961998JenneyMosley;1998Dawson&McNess;2000Sullivan;2002 Rigby,Barrow,Suckling;2003LongandFogell)from1996to2003andexperienceoutofthesearequoted byLynRewel.InNationalcurriculum,thiswasintroducedaspertheadviceofMosley. WhenIndiagotfreedom,10000yearoldexperienceofherCircleTimeteachingwasdiscarded.Last10 years,England,AmericaandotherNationsofthewestareexperimentingandfindingoutthe importanceofthatverysamecircularmethod.Now,IndianEducationistswillstarttoreintroduceit.The lossofselfesteemofapeopleisreflectedinthediscardingofallnativesystemsandadoptingallforeign systemsasbettermethodswhetherinagriculture,oreducation.HowardGardnerinhisMultiple IntelligenceprogrammehadstressedtheroleofGuruasafacilitator.Gurukulamethodsofteaching withGuruasfacilitatorandasecondparentawayfromhomewaspracticingthisroleforthousandsof years. Earlier,Europeanscholarsthoughtwhiteracesaremoreintelligentthantheblackraces.Thatiswhy theysupposedawhiteAryanraceforteachingVedatotheblackraceofIndia.Now,timeshave 49

changed.AjetblackAfrican60000yearsagohadtravelledNorthwithtoolsinhandstoteachAsia,and Europethefundamentalsofcultureisthenewimagination.Boththesearefigsofimagination,andnot truth.Ifthesecondtheory(OutofAfricaTheory)isaccepted,thenthewhiteraceoriginatedfroma blackancestorsgenes.HowardGardnersMItheorydoesnotacceptintelligencetobethesoleproperty ofanyonesingleraceofhumanbeings.In1993,hewrotetheFramesofMind.Beinganeducational psychologist,heformulatesthatthereare78differenttypesofintelligencesandapersonwithhigh gradeofonetypeneednothavesamegradeinanother.Simplybyassessingonetypeofintelligence, onecannotsaythataparticularraceislessintelligentthantheother.Thegeographicfeaturesofa particularregion,experiencesoutofit,socialtrainingetcaresomeofthereasonsforincreased intelligenceinmusic,mathematics,literature,languageandcommunication,warfare,oceanictravelsetc.If weaddallthesefieldsofintelligenceand,ifsomeoneexhibitsallthese,thataloneistheperfectly intelligentpersonandpeople.WhenIstudyIndianpeopleforeachoftheseintelligence,Itakeagenius ofonefieldandstudyhis/herliteraryworksandamodernpersoninsamefieldandcomparethem. IndianpeoplehadallthetypesofintelligenceGardnerdescribed.Someofthesageswereproficientin morethanone,andsometimesinallfieldsofintelligence.Thatmeans,Indiansubcontinenthadall facilitiesfordevelopmentofmultipleintelligencesandpeoplecouldchoosehis/herfieldsofinterestto excelinit.Inourscriptures,SriKrishnaexhibitsallthe8typesofintelligenceGardnerdescribes.Ifa Gurufindsoutthetypeofintelligenceofthediscipleandstimulateitasfacilitator,eachperson/student becomegreatinownfieldandgetssuccessinlife. In1977LabourpartycametopowerinBritain.TheyacceptedtheoryofGardner.InMichelBarbers Learninggame(1996)thenewlabourpartymanifesto(AgendaofGovernment)stressedthispoint. BarberbecametheHeadofPrimeMinistersDeliveryunit,inhisinnercircle.In1997GeoffMulgan( becameadvisortoGovernmentlater)sawthatMIofGardneristhestrongesttoolinEducational reforms,andbestanswertotheconservationistoldsystemofsamesizeforalleducationaltheoy .Samesizecapandshoesforallheadsandfeet;studentsaretobemadeassametypecoinswasthe MacaullaysystemofoldmodelMonocultureEducationalpolicy(introducedbothinEnglandandIndia) .MItheorywasthedeathbelltothisMacaullaymodeleducationinEngland,butIndiastillcontinuesit. TomBentley(1998)questionedthewrittenexaminationsysteminclassrooms.(Ihavetriedtodoaway withthisinmyMusicTherapycurriculumsyllabusbutteachersanduniversitiesofIndia/Keralastateare stillinthefistofMacaullay).Testingintelligentquotientwasfoolish.AmericawasusingIQtestsbased ontheassumptionthatwhiteracearemoreintelligentthanblackrace.In19thcenturyphrenologist FranceJosephGallusedskullssizeandshapesfordeterminingIQ.Gardnerprovedhistheorybyusing morethanoneapproaches. PsychobiologicalpotentialofGardnerortheemotionalphysicalenergyofintelligenceisrelatedtothe ModularstructureofJerryFodder(1983).Inourbrainsthereareseveraltypesofmodulestoprocess differentandfreeknowledgesystemsofvariedtypes.Thecentralfocusoftheideaisthateachmodule hasbiologicalfreedom.Gardnercalledthesemodulespsychobiologicalpotential.Accordingtothis eachchildcannotbetaughtthesamecurriculum.TheintelligenceGardnerlikedmostisMusical Intelligence.Thoughallofusaregrowninsameenvironmentourmusicalenergyormusicalpotential aredifferent.Itisgiventousbyourgenes..But,evenifthegenesarepresent,ifweneverhadan 50

opportunitytohearmusic,thatgeneticintelligencewillneverbeexpressed.Childrensubjectedtoonly science,linguistic,mathematicalintelligencesarethosewhoaredeniedtheopportunitytodevelop musicalandpsychobiologicalenergy.(Notthosewhodoesnotpossessit).Ifchildrenaregivenmusicby parents/primaryschoolteachersandallowthemtodeveloptheirtendenciesfreelythissituationwill nothappen.InancientIndia,inprimarylevelschildrenwereexposedtosongs,poetry,literatureand mathematicallogicsimultaneouslyandanobservingfacilitator(Guru)foundthechildstendenciesand helpedthemtogrow.Evenforadultsfestivalsandoccasionstoexpresstheirartisticandmusicalskills wereplentyinIndianvillagesandcities.Gardnerdidnotsaymathematicscanbetaughtthrough music.Hedidntevenstatethatmusicisamethodoflearningformathematics.Hestatedthatachild withoutinterestinmusic(inhis/hergenes)shouldnotbeforcedtolearnmusic,justasachildwithno abilityinMathematicsshouldbeforcedtobecomemathematician.Ifachildhaspotentialforallsciences andishavingMI,he/shewilllearnallincourseoftime.Aptitudeistheimportantthingandnotthe learningstyle. ForthesatisfactoryworkingofFoddersinformationallyencapsulatedmodules,cognitionisnecessary. Ageneralprocessingunit(Homenculus)isessential.ForIndians,thisprocessingunitisbeyond intelligence,aprinciplecalledAthman.ItistheselfrevealingPrathibhaorgenius.Thisisabsentfora computer.Thispointisnotyetanalysedbywesternscientists.IndianGuruontheotherhand,knowand experiencetheselfrevealingpowerofAthmananditsmultipleexpressionsasmultiplelevelsof intelligences.Inchapter16(ThesubjectofspiritualityMikeRadford)discusswhetherspiritualityshould beincludedinacurriculum.Thekeydebatesinincludingspiritualityineducationstartswith,howto includeitandthethreedifferentmethodsforinclusion. 1Secularisation.Ethics,Socialissues,emotionaldevelopmentetcarestressed.Beyondthataenquiryinto Athmanisnotnecessary.HumanbeingsdoesnotneedaGodwhichcannotbegraspedbysenseorgans. 2.Childrenareallowedtoattendfaithbasedschoolsofdifferentbeliefsystems/religionsandallowedto enquireintotheirparticularGodhead. 3.Wefindthesetwomethodsintodayssociety.Butathirdsystemistobeanalysed.WhetherGodis existingornotisadifferentdebateoftwoviewpoints.WhetherGodexistsornot,acivilian/human beinghastoobeythecommonlawsofsocietytoliveharmoniouslyandpeacefullyinsociety.Socialand emotionalcontrolisessentialforallhumanbeings.ThosewhothinkthatthereisnoGodcanbelieveso buthavetofollowtheethicsandsociallawsofsociety.Theyhavenorighttoobstructorinsultthose whobelieveGodexists.Thosewhowanttoenquireintoabstractthingsbeyondoursenseorgansare scientists.IfGodasanonsensoryexperienceexists,everyrightisthereforonetoenquireintothat truth.ThosewhobelieveinGodofaspecifictypecandosobuttheyhavenorighttosaythattheirs aloneistheonlypossibility.Theytoohavetoabidebysocietylawsforharmoniousexistence.This shouldbeknowntoeverycitizen/studentofanintelligentNation.Ifwewantsawisesocietyofthistype ,thefirsttwomethodsareinsufficient. LarryDarrell,ofTheRazorsedgeofSomersetMaughmsawasunrisefromthetopofamountainin SouthIndia.Heunderstoodfromthatbeautyaround,thateverythingphysical,hethoughtimportant 51

hithertowerenotso.Heabandonedeverything,Sothateverythingthathadbeenconfusedwas clear,andeverythingthathadperplexedmewasexplained.(Maugham1998:298)Thusalltensionsand stressabandoned,beyondallphysicalsensesandmundanethings,ajourneyintobeyondsensesisthe ultimatescience,artandbeauty.ThisistheSpiritualityofIndia.Thedifferentmethodsofdhyanaarefor achievingthisultimategoal.ThisEkanthikamethodofsilenceandlonelinessinavastexpanseof mountaintract,withmusicofPranava,stimulatesconcentration,cognition,awarenessofOneness (Advaitha)ofeverythingandthatisultimatespiritualawakeningofBodhi.AsMikeRedfordsays: Balancedandbroadlybasedcurriculumwhichpromotesthespiritual,moral,cultural,mentalandphysical developmentofthepupilismadepossiblewithNadalayayogaandPathanjalayogainmyvaluebased educationandMusictherapycurriculum. Here,EducationhasthemeaningPhysical,mental,intellectual,spiritualhealth.Thisisthegoalofentire society,notofasingleindividual.Myprofessionallifehasincorporatedthesetwofieldsinasingle whole.ThevaluesofsocietyareconsideredasTherapeuticvaluesbysociologists(DennisHeynes.Ch 34.ThetherapeuticturninEducation).Parentsandteachersareresponsibleforcreatingapeoplewith suchtherapeuticvalues,througheducationalmeanswhichwillpreventillnesstosociety.Whenthis visionisignored,thatpeoplebecomeunhealthyandtreatmentbecomenecessary. WhoshouldmeasuretheideaofTherapeuticTurn?Theperson/humanbeingwhowantstoknowor theResearcher.BecauseitisfortheKnower.ItishumanbeingasKnower,whointroducesknowledge asaproblem,createsseparatism,andUnity.Thesoleresponsibilityforseparatismandunityarethatof theknower,humanbeing.Notoftheknowledge.WhydidtheideathatoneneednotsearchforGod cameup?BecauseseveralmenusedtheideaofGodforcreatingseparatismandbattles.But,several humanbeingshaveuseditforunity,peace,andwisdomtoo.Eachhumanbeinghasadifferentcognitive power.Jnanihaswisdom.Truthseekerisenquiringandsearchingfortruth.Theonewhoissearching throughaparticularpathcansaythatIhavefoundGodthroughthispath.Buthasnorighttosaythat thisistheonlypathforseekingGod.Ifthepathisgoodandcorrect,whicheverpathisselected,it shouldleadtothesamegoalTruth.Aneducationistwhohastoshowlightforseveralgenerationsof humanbeings,isacreationofthatunifiedvision(darsana)andarecreatorofit.Hecannotbetheone whodeviatespeoplefromtruth,nonviolenceandDharma.Therefore,anemotionallymature,wiseGuru willspeakonlyintheTherapeuticLanguage.Generationsofchildrenandyouthwillnaturallygraspits truthfulness.Apersonwhoisspokespersonofonesectorgrouporsomeselfishgoalwillnothavethis therapeuticlanguage.ThustheyarenotgoodGuru/leaders.ItisthisTherapeuticideawhichiscalledthe QualitycircletimeofPrimaryschoolofJennyMosley.Afacilitatorleaderisdifferentfromagroupleader .Ifonedoesnotgetanemotionalliteracyandwisdom,he/shehaslearntnothingfromlife,saysHeyns. Atsecondaryschoollevelstherapeuticlanguageissharedwithchildrenincrossculturalissues.Individual relationships,civilianduties,whetheronewantspeaceorwaretccanbeimpartiallyintroduced,giving importancetotheirviews,atthesametimestimulatingtheirthoughtprocessInrightdirectioncanbe done.Forexample:Ireadaseriesrecentlywhichcanbeutilizedataschoollevel(Livingin Harmony.MiniKrishnanOxfordUniversityPress)Inthatmodel,teacherscancommunicatewithchildren inqualitycircletime.Atcollegelevelthiscanbecomemoreextensivediscussions/discourses.

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ATherapeuticUniversity: Educationistsmustbevisionariesofalongtermbasis.Onlythen,wecanimplementsucheducational reforms.Ifwegoongivingpromotionsonlyonbasisofseniorityinnumberofyears,wecannotexpect anyreformseitherinschoolsoruniversitiesoranyotherinstitutions.Theinsightofvisionariesofa universitymeansZAcloserharmonywithourselvestobuildmoreauthenticrelationshipswithour students(Rowland2000:114).Onewhodoesnotknowoneself,cannotknowanotherandleadhim/her inrightpath.Research,criticism,Analysisandcreativelisteningareforanenlightenedsocietalself monitoring.ThoseteacherswhohavedonethisareresponsiblefortheconceptofaTherapeutic University.AimofaTherapeuticuniversityistheexpectationtogiveprotectedsafeandhappy environmentforstudentsinpresenceofsuchwiseteachers.Suchstudentswouldbemotivatedtodo DharmafortheNationandworldandwillbecompassionate.ThisideagaverisetoGurukulatypeof teachinginIndianEducationalInstitutions.Infactahumanbeinglearnsthroughoutlifeandtherefore,it becomesaLifetimeTherapyforhim/herselfandforsocietyaround.Incase,therearepeoplein societywhowereunlucky,anddidnotgetproperenvironmentforsuchdevelopment,asortof rewindingoldgooddaystherapyalsoispossible. Researchisnotmerestoriesretoldbyclientsanddoctors.Init,thereisalifelongdatacollection,proof accumulation,organizationoftheseproofs,andpresentationofthem,withcarefulcommunication.The Karmaofaresearcherhastobenoticedbysocietyandrewarded,forthequalityofthatKarma,and notforanyotherreason.Itisnotahumanrightlikefreedomofspeech.Onlyifthecommunicated knowledgeisusefulforsocietyitacquiresgreatvalue.Otherwise,itsvalueisonlyforourselves. Sometimeswefindresearchprojectsdiscardedandmockedatbycolleaguesandprofessorsbeing acceptedbyentiresociety.Suchhistoricmomentsappearinscience.Thelastqualitycontrolinfieldof EducationandMedicalscienceiswhatisthebenefitofthisforsociety/Nation/Humanity/World?I alwaysrememberasentenceSriSoolapaniWarrierofEdappaltoldmewhenIstartedtolearn Jyothishasasthra:SuvarnawillbebenefittedbylearningJyothisha.Butthequestionis,whatbenefitthe scienceofJyothishagotfromyourlearning..Thisisapplicabletoanyscience,anyprofession,anybranch ofknowledge.Agoodcitizencontributestohis/hersociety,tothebranchofscience/artshe/shelearned ,totheprofessionalfieldsandtotheentireworld.WhenRamabuiltaSethuacrossocean,asquirrel alsohelped.MaybemyhelpforNationbuildingisonlythatofasquirrel.But,eventhatisbetterthan doingnothing.Thatprinciplefollowedinlife,makeseachoneofusproudparticipantsofNationbuilding, andornamentsofourancientNationandoftheworld.SittinginIvorytowers,makingResearchpapers andpublishingtheminInternationaljournals,butofnousetosocietyexceptforonescareerbuilding andpromotion,ourProfessionalsaredoingwhatoneshouldnotdo.Anddeedsandwordsareopposite toeachotherinmanyprofessionalsandleaders.Itisbettertohaveatruthfulhonestlife,ratherthan gettingsuchopportunitiesinlife.WhenIlookbackinlife,myjourneyissatisfactory.Ihavecontributed thoughalittle,tomyprofession,family,society,literaryandartfields,andeducational,administrative fields.Andthislifesjourneyisabouttoendwithinashortperiod.IamcommunicatingwhatIlearntand whatIbelieveisbestformyNationsfuturesothatcominggenerationsmaybenefitfromthiswritings. Mukthi,meansliberationfromanotherbirthanddeathcycle.IdobelievethatIdeserveMukthi,sinceI havelivedandenjoyedliberatedexistenceinthislife.But,ifsomeoneasks,inapossiblenextlife,whom 53

doIwanttobecome,IwouldanswerMe.TheverysameSuvarna.Because,mylifehasbeen contented,satisfiedandquiet,awayfromhustleandbustleofdesiresandimmersedinquestforinner Truthandvisionofitwithinandwithout!!!

Chapter6.TheoryofEvolution
Whendidmanlearnarts? K.T.GandhirajansaystherockartofThirumalai,Muthalaikkulam,Keezhvalav,andkongarpuliyamkulamof TamilNadare25003000yearsold.ArtofMohenjoDaroandHarappaareolder.ArtofBimbekthacaves inMadhyapradeshismuchmucholder.Itisabout30000700000yearsold(includingthecupolas)The rockartandcupolasofMuthalamadaofPalghatisalmostasoldasthatofBimbektha.InTamilNad70 Rockartsitesarediscovered. Eversincehumanbeingsevolved,caveandrockartalsoevolvedinIndia.Theochrestonewithnatural ironoxideisusedinAfricatodrawcrisscrosspatterns(welldefinedcrosshatched)andthiswas discussedbyMichelBalter(ScienceJan30Feb62009).Byapplying4methodsofdatingsuchfigures wereconsideredtobe99000yearsold.Sincethisstyleisseennotinasinglesite,butatdifferentsites, indifferentpictures,itwasdecidedthatthiswasnotanaccidentaldrawing,butasymbolic communicationofancientman.InZambia,Twinrivers,thisisseenabout100000yearsago.Baltersaid: Makingsophisticatedtoolsandusingsymbolsbothrequiresthecapacitytoholdanabstractconceptin oneshead,andinthecaseofatooltoimposeapredeterminedformonrawmaterialbasedonan abstractmentaltemplate. IsawsomesuchpatternsonrocksurfaceinKeralaknownastheLeelagriha/chessboardofDevi(Mother Goddess)andofPanchaliandher5consorts.Bothlookedalike.Attwodifferentplaces.Theliterary traditionofJnanchowpadorLeelaasGodsplayhouseisthesymbolused.

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 Tomaketools(technology)andtocreateartobjectsimaginationthroughsymbolismandabstract thoughtsareessential.Symmetricaltoolsweremade5lakhsyearsagobyHomoheidelbergenesisand theyhadbiggerbrainsthanthehomoeructusbeforethem.HumansinGermanymadestonepiecesand schoningenspears4lakhsyearsago.Thaymadeitwithwood.Thatmeans,thesaw,andcutting technologywerewelldevelopedatthatperiod.Zambianstoneagepeopleabout2lakhs60000yearsago hadcognitionandcommunicationpowerjustlikemodernman.Beautifulocherpicturesareseenthere about1lakhyearsold.1lakhyearsago,itwastheNeanderthalperiod.Thatmeanstheytoohadthe 55

ability.(TheNeanderthalsETrinkavs&PShipman).IntheslovaniancavesofNeanderthalboneflutes wereseenwhichshowstheyhadtoolstocarveoutboneasflutesandthattheycouldmakeRagas throughflutes.Thesymboliccommunicationofthemisdepictedintheirburialsiteswheredecorations withstones,bonesbeads,garlands,tools,treebranchesetcareseen.Anancestralritelikethatsignifya sortofspiritualawarenessoraknowledgeofafterlifeandNeanderthalshadsuchawareness.The musicalityshowtheirlarynxwasdevelopedashomosapiens.ThefineartsandNeanderthalswerenot completestrangers.But,noNeanderthalremainsarefoundinZambiarSouthAfrica. Itwasearlierbelievedthatacreativerevolution40000yearsago,inLatestoneagehappenedinEurope byCromagnonmaninEuropeandtheircavesinSpainshowevidenceofthis.TheoldbeliefthatinSouth IndialatestoneagebeganonlyinBC5001000issuchanArcheologicalwisdomwhichisatpresent discardedbymodernarcheologists.AllEurocentricopinionsarereplacedbydiscoveriesinAfrica,South Asia,SouthEastAsiaandAustralia.If60000yearsagorockartexistedinAfrica,if700000yearsago cupolasandrockartsexistedincentralIndia,howcantheEurocentrictheoriesbeaccepted?Toquote wordsofBalterDarwin:Tochipaflintintotherudesttooldemandsaperfecthandaswelladaptedto thattaskasthevocalcordorgansareforspeaking.Bothlanguageandartaresymbolicallyimportant andlinked.Toexpressthoughtsassymbolsandwordsisacreativitywhichhumansacquiredlongbefore themoderncivilization.Beforeawrittenandorallanguage,thesymbolicpicturescriptandRibhus developed.Because, 1Thumbisseeneveninmonkeys. 2.Theytoousesimpleinstruments 3.TheytoohavegroupmusicliketheGuerillachants 4.BaboonscanpointataTriangleandBindu,andtounderstandthedifferenceofthesefiguresfrom otherdesigns.Withoutabstractthoughtthisisimpossible. 5.Inanexperimenttodomentalarithmetic,JesssicaCantlonofDukeUniversitydemonstratedthat Rhesusmonkeyshave80%ability,justlikecollegestudents. Thegenesofchimpanzeeandmanarehavingonly1%difference.ModernmanandNeanderthalahs only0.5%difference.SvantaPaaba(MaxPlankInstituteofEvolutionaryAnthropologyLeipzigGermany) inhisattempttoknowwhicharethese0.5%differencesdiscoveredNeanderthalmitochondrialDNAin 1997andsaidthatwewerefromthesamematernalancestryasNeanderthals.Hesays,thesetworaces startedtodifferentiateandevolveonseparatelines6lakhsyearsago. MitochondrialDNAispreservedmorelongerperiodsthanNuclearDNAandpartiallycontainssequences ofNuclearDNAanditisfromitPaabogoy60%ofNeanderthalDNA.Evenbeforethatitwasdiscovered thatGeneFOXP2ofmanandNeanderthallaresame,andthatitisfromthisgeneabilityoflanguageis obtained.LactoseintolerancegeneofmanispresentassuchinNeanderthalsalso.Cognitivepowerand creationoflanguagebeingequallypresentinmanandNeanderthals,thestudyoffossilgene38000years agobyPaaboopenedupnewvistasofunderstandingaboutourancestors.Neanderthalshavea 56

thousanddifferencesfromman,butcognitivepowerandlanguageabilityaresame.(ScienceFeb13 .2009). Thepertinentquestionis:DidNeanderthalsandhumans,whooriginatedaschildrenofthesamemother ,andbranchedofintotwo,haveinterbreedingatsomestageintheirlifespan.Sincebothracesexisted togetherinEurope,thepossibilityofexchangeofgenesbetweenNeanderthalandhumanspeciesin Europeispostulated.ThegenesofEuropeandAfricamustbedifferent.BecauseNeanderthalsexistedin AsiaandEurope,andnotinAfrica(accordingtoevidencessofar).Thatmeans,asIpointedoutearlier,it isnottheAfricanswhotravelledallovertheworld,andlikelytravelerisfromAsia(especiallyIndia).Itis inthislight,theshortsightedepigraphicreadingsofIndianepigraphists,whichnevercrossesafewyears beyondbeginningsofChristianErabecomefalaceous. FossilsampleofPaabowasabone38000yearsold.Itmighthavebeenmodifiedby 1chemicalchanges 2Degradation 3Contaminationbymicrobes. Paabodidhiscomparativestudy,takingintoaccountallsuchpossibilities.Theclimaticandweather conditionsofIndiantropicalrainforests,andtheriteofburningdeadbodyonfire(Pyre)mightbethe reasonsfornotobtainingsamplesfromIndia.Therefore,wehavetoassessfromallotherproofs,and culturalsymbolsincludingpresenceofcupolasofPaleolithicarchichumanbeings. In2005,EdwardRubin(USDeptofEnergyJointGenomeInstitute)andPaaboestablishedamethodto findtheorderofgenomesofallmicrobes.Withthismethod27000baseswerestudiedandorders determined.Canadianscientistsbroadenedtheirmethodintoanextgenerationtechniqueand28million Neanderthalbasesequenceswereidentified.(Feb13.2009).ThesequencesPaabofoundfromsampleof Croatiancavewaswithamuchmodifiedandbettertechniquethanthis.A38000yearoldsampleisa comparativelynewsample.Fossilsolderthanthatisnotyetstudied. IndianscientistsstillfollowtheoldestEpigraphytaughttothemby18thcenturyBritishpeople,toserve themashelpers.Itisjustanotherjobforthemandtheintellectualrevolutionhappeninginother continentsarenotreachingthem.ThetubularvisionofourEpigraphistshavereachedatimespannot morethanBC3000;2000;1500;600;500andearlyyearsofChristianera.Allnewlydiscoveredrockarts andinscriptionsareputinoneofthesetimespanssafelyandtheBiblicallifespanofUniverseisnever brokenbythem.InChinamanmadecavesandpotterymakingfactories(17ofthem)werediscoveredin Shanskiprovince.Within16000sqmeter17cavesandfactoriesmeansithadbeenaveryancient inhabitationpointforhumans.ThesewereduringtheYangshavocultureinthemiddleofyellowriver. Redclaypotswithpaintedpatternsaresignsofthisculture.Eachcaveis10sqmeterdiameter..Eachhave 2rooms.Oneroomiscarvedoutofrock.Theotherismadeofstonesandwoodonthefaceofthecave. Theklinesformakingclaypots,storagecavesforpots,toolsarealsodiscovered.Intheproximityofeach homeisaklineprovingthatitistheinhabitationsiteofpotters.TheywerestayingasaKulasamgha 57

(sreni)orguildofspecializedlabourclasshere.(Inallthesitesdiscoveredbeforethisasingleklinefor severalhouseswastherule.)Onnorthsideisadeeppitch(Kitang)fordefense.Itisbelievedthatthis GuildoflabourwithspecializedlabouranddefenceatNorthexistedaroundBC3500300almostthe sametimeasIndusvalleyHarappantimes,andtimeofMahabharatha.InIndiabythistimethereisa wellestablishedurbansocietywithorganizedadministration,tradeandcommerceandwelldefined administrativelaws.Thatmeans,theNeanderthalandarchaicPaleolithicphaseofIndiamighthave happenedmillionsofyearsagothanthisperiod. Manshares500ofhisgeneswithmicroorganisms(includingarchaic),fungi,plantsandanimals .Mutationsafter2billionyearshavehappenedandstillthesesmallorganismsandracesoflifesurvive alongwithhumanbeings.Theyarealsothefittestforsurvival.Theykeeptheiroriginalityofraceand preservebiodiversitywithpeacefulcoexistence.Theypreservetheirgeneticorder,structure,functions anditsmeaningsasitis.Ifamonocultureuniverseismade,alltheseraceswillbelostforecer.(Sean Caroll.Themakingofthefittest).Thishastobeunderstoodasthesurvivalofthefittest,evenamongthe weakestandsmallestmicroorganisms.Eventheyarestrongandfittosurviveasarace.Thepreservation oftheirownraceistheirstrength.Lessonis,preservationisstrengthnotdestruction.Thegenetic structurerequiredforthenecessaryproductionofvitalproteinswasprotectedbythemthrougha naturalselectionandthisishowNaturekeepsupitsbiodiversity,andprotectseventheweakest microorganismsagainstallodds.SurvivaloffittestisaNaturalselection.ButnotasDarwinthought, destructionoftheweakbythestrong.ButprotectionofeventheweakbyNaturespreservingpower whichinSanskritiscalledSthithiasopposedtosamhara(destruction). Atthesametimebiologistsseechangeingenepatternfrommonkeytoearlymanandtomodernman asasignofevolution.Attwopolestheyare Mutationisdefended. Eventhesmallestmicroorganism ispreserved. Biodiversitypersists NaturalSelectionandsurvivalof allraces . 25millionyearsback,fromacommonancestorhumans,chimpanzee,OrangutanandMaquaquae monkeyswereborn.(HughesMedicalInstitute,EvanEichler,UtyofWashington).Inanerawhere Jambavan,HanumanandBalisugreevalivedalongwithearlymanandmodernmanisdescribedinIndias oldestepicRamayana.Theepicbecomesanexperienceofanancientsagewhohadfirsthand knowledgeofsuchcoexistence.AndRamasethuisnotareligioussymbol,butthesymbolofapeoples engineeringskillandthattooofNalaandNeela,twoSouthIndianearly(apelike)ancestors.When 58 Mutations. MonkeytoEarlyman Earlymantomodernman Evolutionofspecies Survivalofthefittesthumanrace

modernhistoriansnegatesuchaancientrockrelicasamythicalreligiousbelief,(asRomilaThapardoes) thedonotunderstandtheantiquityofhumanraceanditsvariedculturalpatternsandhabitsand multipleintelligencetheories.Destroyinghistoricalevidenceshavebecomefashionbecauseofsuch foolishattitudeofhistoriansthemselves.Aninterdisciplinaryinsightisrequiredforallscientistsinsuch matters. Medicalsciencediscoversthatneurocognitiveandneurodevelopmentaldiseases(including autism,mentalretardation,andschizophrenia)arecomparativelynewandoriginatedwiththenew duplicationsofmutantgenomesinapesandhumans.Ourancestors,includinggreatapesmighthave thoughtofmethodsofsurvival.Butmodernmanisblissfullyunawareofsurvivalofownraceandof otherracesofspeciesanddestroysthemquickly,andhowcanwethinkthatthisisevolution?Wehave evolvedtechnologicallybutregressedinourstrengthforprotectionofourownandotherspecieson earth.ModernmansuffersaneurocognitivementalretardationandkillsNatureandallracesalongwith it,simplyforthesakeofafewmillionRupeesandluxurieswhichwillbeofnouseonadeadplanet.The modernmancriesforprotectingecology,anddestroysecology.Hefillsatmospherewithpollution,and lacksavisionforafutureforentirelifeforms.Theegoofmanmakeshimnotfitforsurvival. ThelifetreeofCharlesDarwinisOak.ForIndiansitisAsawthaorbanyantree.Banyanisabettersymbol forabiologicallifetreeofmanysocietiesoforganisms,becauseofitsnumerousbranchesfromroots andtrunk.Darwinstreeofracesstartsfromthelifeformsseengrossly.Initnolateraltransferispresent .Onlyverticaltransferisseen.(NewscientistJan21.2009).Thetreewithlateralgenetransmissionis representedbyabanyan.Smallorganismsonlateraltransferandbiggeroneonverticaltransfermakesa symbolofChithrakootaunderatreeworshippedasKAorprajapathievenduringIndusvalleyHarappan period.WhenKrishnamarriesagirlfromthegreatapefamilyofJambavan(whoexistedduringearlier Ramayanaperiodalso)thegenetransferoftworacesdohappenandamixedraceofgeneswithsurvival potentialisaimedat.Verticalisapureraceandlateralisamixedraceofhumanbeings. AfterDarwinsperiodmanhaddiscoveredmorestarsandnebulaethanthebiodiverselifeforms.Manyof themarenotyetdiscovered.Manyhavedisappearedfromearth.Coralreefsarehabitatsofmorethnan 1millionsmallorganisms.Ramasethuismadeoffloatingstoneswhicharecalcifiedfossilsofancient coralreefsandthereforearearcheologicallyimportantfordeterminingtheantiquityofthebiodiverse existenceofcoralreefspeciesatsoutherntipofIndia.Theveryfactthatthesethuisafossilofcoralreef makesitimportantinenvironmentalprotection. MisunderstandingsamongpeoplewhobelieveinDarwinstheoryofevolution(NewScientist.April16. 2008): 1ThethoughtthateverythingweseearoundcanbeexplainedbyNaturalselection. Evenwithoutnaturalselection,geneticrandomdriftsdooccur.Evolutionisacombinationofboth.Darwin didnotknowthis.Eachoftheallelesfromeachancestorispresentinourgene.Ifpopulationisless,the geneticdriftwillbemore(Ininverseproportion).Thelasticeagewas10000yearsago.Afterthat,there wasadecreaseinhumanrace.60000yearsago,Asianpeoplemigratedtovariouscontinentsto

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decreasepopulationdensity.10000yearsback,ontheotherhand,theyweretryingtoincrease population(asweseeinMooshakavansakavyaofAthulaandinRamayana) 2.Survivalofthefittestasthatofthestrongest. Mutationsneednothelpsurvivalalways.Therearemutationswhichdestroywholeraces.Thestrong killingtheweakraceisnotsurvivalofthefittestasmanymisunderstandittobe. 3Thebiggeronewillsurviveanddestroythesmalleroneisanothermisunderstanding. Honeybeesaresmallbuthighlycooperativeandtheyhavegreatperiodsofsurvivalunlikebeingswhich arecompetitiveanddestructive.SpongesandjellyfisheshavesurvivedfromPrecambrianeratomodern periodwithnochangeatall.(RamasethuismadeoftheirfossilsasIhadmentioned earlier).Fungi,Mosses,sharks,horseshoecrabsetcalsohavesurvivedlikethis.Themostsimpleand originalAdivasigroupswillsurvivemanydisasters,whilethesocalledmoderncivilizedpeopleperishat theslightestprovocationornaturalcalamity. 4Themisunderstandingthattherearebeingswhicharetotallyadaptedtonature. Naturalselectiongivesabilitytoadapttoaparticularsituationduringaparticularlifespan.Butdoesnot provideitforalltimeandforallsituations.Araceispreservedassuchwithallitscharacteristics,onlyifit canadapttoanysituationatanytime.Sincetropicalclimateshavesuddenchangesallroundtheyear, tropicalbeingsandraceshavegotthissortofadaptationpower.Eventhoughnotperfect,anearperfect adaptationtoanysituationatallclimatesispossiblefortropicalracesalone.Thebiodiversityofraces alsoismoreinsuchareas.Humanbeingsarenotperfect.Wecannotseeatnightbecauseofblindspotin retina.Owlsarehavingthisability.InearlyEuropeanrecordswefindthattheEuropeanswereastonished toseethisabilityamongAdivasitribesofforests.Thistropicaladaptation,wearerapidlyloosingdueto humaninterferencewithlifestyles. 5HumanbeingisthegreatestandbestcreationofGodaccordingtotheclassicalEuropeanthought.This laddertheoryinevolutionandbeliefthathumansarethebestcreationistotallywrong.Aladderisonlya verticaldevelopment.ForIndians,itisaChithrakootaoracrisscross(verticalandlinearhorizontal combined)developmentasinabanyantree.Thereforeallorganismsareequallyimportant. Therearetwoareastobefilledintheevolution. 1Intermediateforms2Transitionalforms. Intermediategroupsshowfeaturesoftwogroupsandarebetweenthem.Betweenmonkeysandman thereareseveralsuchspecies.AmongthemAustralopithecasafarensisandHomoeructusarenotpresent now.Theirraceistotallydestroyed.Transitionalgroupsareancestralgroupswhichsurvive,evenafter theracehasbranchedofintotwoormore.7lakhsyearsagofromacommonracewereborn chimpanzeesandman.Westillseechimpanzees.Theycoexistwithus.Theselinksmakeusunderstand abouttheevolutionofmanfromanimal.Theyarenotdeadfossilsbutlivinglinks.

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IfwecomparethelivingcivilizationsoftropicalIndia,withthecontributionsincludingliterarytraditions, wewillunderstandhowdifferentitisfromsemiticreligionsandhowfoolishitistocallitareligion.Itis thecultureofthisland.Notaforeigncommodity.Withoutknowingthetheoryofevolutionmanand bacteria,plantsandanimalscancoexistandsurvivetogether.But,modernmangloatingwithprideof knowledgeoftheoryofevolution,destroynature,alllifeforms,andownracebypolluting atmosphere.Justrethink:whoisthefittestforsurvivalandwhoisthegreatest?Manisnotthebest creation.Indiansciencecallmanasavaikruthasrushti(Vyasa)whichmeansanunnaturalartificial creation.Buthecanbecomegreatifhe/shebecomesspiritually(andtherebyintellectually,emotionally andphysically)healthyandonlythattypeofspiritualleader/RishiiscalledMahaan(great)notentire humanrace. Humanhand:Fornaturalselectionandsurvivalofracesthegreatestthreatisfromhumanrace.Man changesanddestroyseverythingforhisconvenienceandlikingwithouthavingavisionforthefuture generations.Fortemporaryluxuriesoflifeheexploitsanddestroysnatureandseveralracesofbeings alongwithit.Thisisgrossviolence.Nonviolence(Ahimsa)asparamadharmawasadvocatedbyancient Indiansagesforprotectionofallspeciesandtheymeticulouslysafeguardedthetropicalbiodiversity.J .StanleyCobbrightlysaid:Humansarefrighteninglyefficientpredators.Inthelifecycleofmanyraces ofplantsandanimalsweencroachuponanddestroythem.Modernmanhasdevelopedamonoculture typeagricultureandmadethisbiodiversetropicalbeltsimilartoatemperatezone.Thishistoryof deforestationanddevelopmentofaforest(withonlyteak,onlyrubberetc)ofmonoculturebyBritish( liketheirtemperateclimate)isharmfultoIndiantropicalclimate.Experimentingwithdifferent technologieswehavedestroyedseveralspeciesofseeds,plants,animalsandbirds.Makingcrossbreeds ofwildanddomesticdogs,anddifferentplantswedonottakeprecautionsforsurvivaloftheoriginal pureraceofthesespecies.12000yearsago,tropicalIndianscientists(Rishis)hadmadesomerulesfor protectionofeveryrace,atthesametimegivingprovisionsformakingcrossbreeds.Theycouldgrow grassintopaddyandgraintomakeIndiaselfsufficientinfood.ItisafterthrIndustrialrevolution,mass scaledestructionofnatureandracesofspecieshappenedathighrate.Humanhandwasresponsiblefor that. PaulPaquetfromUniversityofCalgaryandotherscholarshadreportedtheextensivekillingofCodfish atCanadaandNewEnglandcoasts,andasasurvivalmechanismthisfishstartedreproducingata youngerage(asaresultproducingchildrenofsmallersize,sincebigsizecodfishismorehuntedand killedbymen).Theexpecteddeathandneedforprotectionofaracealoneisthereasonforthis behavior.PaulPaquetsays,theformulaChanceofreproductionbeforedeathincreaseifyoustart early"isusedbythesefishes,butthisisextremelydangerousforthatraceoffish,thoughtemporarily seemstobegood.(Allraceswhopromotechildmarriagealsoshouldrethinkaboutthisformula.Itisnot goodatlongtermtohaveprogenyatayoungage).Becausethenewvarietyhasnoadaptivepowerto withstandchangesinnature. WhatistherelationbetweenEvolutionandembryonicstemcellresearch?Notthatbotharehurtingthe religiousfeelingsofaverageAmericans.Only40%ofAmericanshaveacceptedtheoryofevolution.60% arebelieversofBible,thatGodcreatedmanwithotherbeings.Thisistaughtinschools.Americanpeople areopenlydiscussingandcriticizingtheoryofevolution.In2008June26thLousianascienceEducationAct 61

saidthatschoolscanteachtheoryofCreationaswell.In2009,when150thyearofDarwinstheoryof evolutionwasbeingcelebrated,thedeathknollofitalsowasheardinAmerica.ThatmeansTheoryof EvolutionisthemostendangeresspeciesinUSofAmerica. In2008ScientificAmerican(journal)publishedanationalsurveyresults.1/8thofUShighschoolteachers (Biology)thinktheoryofcreationmorefavourableorequaltoTheoryofevolution.1/3rdofteachersare exertingpressuretointroduceitasalessoninschools.Oxhamomastatewasthefirststatetointroduce anantievolutionbillverystrongly.(NationalcenterforScienceEducation).Michigan,Florida,Missouri, NewMexico,andSouthCarolinaarealsotryingtopassthisbill.InBritaintheoppositiontotheoryof evolutionisnotthatstrong. Chapter7IndianTheoryofEvolution Lastyear(2008)IreceivedanemailmessagestatingthatadiscussionisbeingheldonDarwinstheoryof EvolutioninOxfordUniversity,(150thyearofthetheory)andtosendanabstractforthat discussion.Whetherthearticlewasselectedornotisimmaterial.Theinvitationtosendsuchanabstract itselfisahonourforascholaronthesubject.TheimportanceoftheconferenceofIanRamsaycenterof OxfordUniversitywasitstitle:ReligiousresponsestoDarwinism18592009).Ilikedthissubject,since myopinionsbasedonIndianPhilosophy(Makenote.Notreligion.Philosophyandspiritualityarethe wordsIuse)maybeofhelpfortheconference. Thischapteristhefullpaper,slightlymodifiedforfittingitintoabook. Thereare5principlesimportanttoDarwinstheory. 1Probabilityandchance 2.Nature;Strengthorpower;Freedomforselection;andopportunity. 3.Abilitytoadaptandteleology 4.Nouminalismandessentialismaboutspecies 5.Tempoandmodeinevolution. Forsurvivaloffittest,naturalselectionisneeded.Suchnaturalselectionshaveimportanceonlyina contextorgeographicalareawherethereisbiodiversityofspecies.Ifthereisnobiodiversity(asin temperateareas)naturalselectionhasnoroleorimportance.Inmonocultureareasalsoithasno role.Whenadrasticchangeormutationhappenamonoculturesocietyistotallydestroyed.Theword Nouminalismmeanstheabilityofabiodiverseshpherewithumerousspeciesforcontinuous survival,andknowthenaturalchangespriortotheoccurrenceofthechangeproper(apredictive capacity).ThisNouminalismhappengraduallyinabiodiversesphereexposedtonaturalchangesand notsuddenly.

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Biodiversity Originsurvival Fitness(strength).Basic Fitness(whichisnotbasic) Nowitistaughtthatbiodiversityisthesurvivaloffittestonthebasisofstrength(fitness)anditssurvival (permance)isonlyachance.Darwindidntthinklikethat.ForexampleaseedAandseedB.Ahasmore reproductivepower.Atpresenttheseedisnotselectedbynature,butbymanandtheGovernments whogivesubsidy.Itisanartificialselection,notnatural.Amutantgeneselectedartificially,willeitherdie orlooseitsreproductivepower,ifadiseasehappen.Inbothcases,itsracedoesnotsurvive.Butthat selectedbynaturewillsurvive.(LikeasicklecellgeneoftropicsurviveMalarialdisease).Thatmeans DarwinisnotspeakingabouttheMalthusian/Marxisttheoreticiansreproductivepowerorofthe survivalofcrusedersinaforeignisland.Darwinsfitnessistheabilityofdifferentgenes,toproduce severalseeds/childreninaraceandthustheabilitytosurviveasarace.Itisnotanexternalforceacting upontheneedsofthatparticularrace.Butafreedomofchoiceoftheracetoactinaadversesituation andtosurviveatitsbest.Iffitnessvalueisw=1,allgenotypeswilsurviveassuch.Ifitis1onewill becomemoreprominentthanother.(equalitylost).SelectioncoefficientS=1w.Thatistheselectionof Darwinhappenintwostages.Increatingabiodiversity,thereisnorelationforsurvival;andforkeeping continuityofthisdiversity,theenvironmentsrequiredforsurvivalisrelatedtoadaptation.Itsgoal (teleology)ismaximumadaptationofallraces,withoutdestroyinganyonerace.Whenmanlivein harmonywithnature,mutualchangesareproducedandthathistoryofchangesiscalledEnvironmental history.Howdidenvironmentinfluencehumanhistory?Howdidhumanactionschange nature/environment?Howthosechangesinturnaffectmanandotherracesofcreatures.Howthis awarenessmadeareactionandprotectiveinstinctinhumanmind?Alltheseareincludedin environmentalhistory. In1992thebiodiversityofdifferentnationsshowIndiaat4thplaceandIndonesiaatsecond.Butifwe takethespeciespeculiartoeachplace,IndiaissecondandIndonesiaisfirstandMexicoisbehind.Aswe gotoupperlatitudesbiodiversityisless.Becauseofthis,inIndiawecanunderstandhowancestorsof tropicalSouthIndiadevelopedawarenessofbiodiversity,andneedforitsprotectionandhowthey devisedlaws/rulesforbreedingofraces.ThishappenedmillenniabeforeDarwinandChrist.Theyhad thewisdomtoleavenaturealone,andnottobuildheavyvaasthuoncoastalplanes,touseapokkaali seedofrice(whichwillbeabovewaterlevelevenduringfloodssothatproduceisnotlostinfloods).It wasthecontactwithIndiaanditsknowledgeoftheoryofadaptationwhichinfluencedEuropeansto thinkandexperimentontheseandfindoutthemselvesthetruthbehindit.Becausetheydidnthavea biodiverselocality,theyhadtolearnitfrombiodiverseIndianstates.Theresultingscienceisaccepted butthecauseforthescienceIndiansystemisdiscardedasreligion,byscholarswhichisillogical. Lamarck AsaGrey Darwin Neutralism Darwin AsaGrey Lamarck Neutralism

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16000yearsbackwhenGreekswereawildpeoplespecializedinbutcheryandcarcassprocessing associatedwithtoolmakingforthispurpose,Indianswerecivilizedandhadeveolvedasaagricultural communitywithscripturalknowledgeandurbancenters.Therefore,studyofIndiaanditsscriptureswill givetheearliestevidenceofhumanraceanditsconsciousnessevolution.IndianAdvaithaisequaland moretoagrandunificationtheory.DarwinismisthefirstattemptofEuropeanmindtodiscover biodiversityoflife,anditscauses.ButearliestIndianscripturesarediscussionsanddebates,afterstudyof suchbiodiversityanditscauses,andthe6Darsanagivedetailedanalysisoforganic,inorganic, macrocosmic,microcosmicfieldandfindoutthepositionofmaninit.Therootcauseofallmanifested andunmanifestedthingsisOorjaorenergyandfromenergyisborntheentirecosmos.Thiswisdomat thatageisthecollectivevisionofhumanraceataremotepastandneedstobestudiedforknowing humanancestorsintellectualevolution. Indiantheoryofevolution: 1Unmanifestedenergyofhighestfrequencyaslightwaveandparticle.Thisisthesubtlest.Theobserver whovisualizethisexperienceitasNaada.Therefore,thisiscalledNaadabrahman. 2Subtlershortwavesofhighfrequencywhicharenotobservedbygrosssenseorgans.Theobservers eyewhichseeitiscalledYogadrishti(Yogaprathyaksha).Baseduponit,logicalanalyticthoughtcalled Prasamkhyanamhappens.InthisbothYogaandSamkhyaareincluded. 3.Thesathwikgunaaslightfieldisvisualizedasdifferentformsofwaveshavingvibratoryfrequencies andseeminglymoving.Fromexternalthingsawaveentersbody,mind,intellectandAthmaninthat order;andfrominnerAthmanawavemovetointellect,mind,bodyandexternalmediainreverseorder. Bythistwowavemovement(gathi)andtheirmeetingsensoryperceptions(IndriyaprathyakshaZ) happen.Thisisthemodernneurobiologicalenergy.Vaiseshikatheorydealswiththis.Thoughthewaves aresubtle,theobservationisatgrosssenseorganlevel,physical. Fromkarya(effect)karana(cause)isnotformed.Itisfromcause,effectisformed.Sathiscauseand senseorgan/externalworldisitseffect.Thefirstsaamaanya(general)makesthevisesha(specific0 whicharetheorderlychangedorevolvedforms.Thedifferencebetweenthemisinthespeedofthe waves.Thecausalenergygetsdenserinorderlyfashion,andadravya(object)isformed.Whenitisa dravya,thespeedofmovementdecreasegraduallyandstops.Thefirstformandmaathra(unit)iscalled aaparamaanu(subatomic)inVaiseshika.Inadravya,beyondparamaanu,nochangeorparinaamais possible.Alldravyaaremadeof4typesofparamaanu. Vaaayu(Air)magneticpower. Agni(fire)electricalpower Aapas(water)electromagneticpower Prithwi(earth)allthese3andAakaasaparamaanucombines.

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ThecreationaftertheseparamaanuisknownasDravyaarambahm(beginningofDravya)andthis theoryiscalledArambahvaada(Theoryofbeginning).Avisesha(inVaiseshika)meansathingwhichhad changeinquality,duetochangeinunitmeasure.(Gunaparinamaduetomaathraaparinaama). Paramaanusjointoformananu(atom). Manyanusjointoformathruti(moleculeinwhichtimeisincorporated.timespaceunit) SeveralthrutijoinandformtheSthooladravya(grossobject)whichisvisibletogrosssenses.Thiscanbe eitherajaiva(inorganic,nonliving)orjaiva(living,organic).Examplesforajaivaisgivenas THrapu,seesa,loha,suvarna,rajathaetcwhicharealldifferenttypesofmetals. Samyoga(union)isthenaturalqualityofdravya(objects).Bysamyoga,Guruthwa(weight,gravity) increases.Whenthepartsofadravyaareseparataed(sithila)flexibilityisobtained.Inaparthivadhathu (prithwiwithall5elements)inbetweenanu(atoms)sneha(oil)entersandmakesitsithila (separated).Thisiscalledsamyogaofearth(adhesion).Parathwaaparathwaandparasparaapeksha( relativityintimespace,interdependence,order)arecreatedduetodesakaalasambandha(unionofspace andtime). Amongthepanchakarma(5functions)thestrongestisGamanaorgathi.IntheorderofBala(strength) theyaregamana,uthkshepana,avakshepana,prasaranaandaakunchana.Thelasttwohappeninthe mandalakshethra(fieldofspacetime).Paramanusdirectionisface(mukham)andtherefore,byparyaya itisthecauseforchangeindirection(dikparivarthanahethu). Gathi(Gamanam) Uthkshepanam Avakshepanam Prasaranam Aakunchanam Energyinmotion/movement(Kinetic) Repulsionupwardstowardshead Attractiondownwards(tail) Expansion Contraction

Duetoapratheeyamaanawhichisgathiroopa(potentialenergy)indravyathegunapaksha(qualitative propertyofmatter)andkarmapaksha(propertiesofforces/powers)aredifferent.ThusDravyasamskara( cultureofdravya)withdifferentqualityandfunctionarecreatedineachdravya(.Itisthistheorywhich isbasicfortheVarnadharmaofhumanbeingswhichareconsideredasDravya).Inthisway,thesingle unmanifestedcauseisevolved/changedintomanifoldmanifestedprapancha(universe).Infunctions (karma)alreadyevolvedintoaformofculture(samskara)wecanfind3typesofsamskara. 1Vegam2.Bhavana.3.Sthaapakam.Apartfromthese3,twomorecalledBhramanasamskaraand Kiranasamskaramakeatotalof5samskara. 1Vegam(Momentum). Theniyathagathi(fixedmovement)ofadravyawith100paramaanuandthatwith1000paramanuare different.Eachhasadifferentspeedandqualityofdravyadependinguponparamanunumberinit (prathiparamaanukam).Vegamisadravyagunaaswellasthemultipliedvalueofgathi(movement). 65

Gathigunithadravyaswenaprathipathi.Wecanmeasure,duringeachkshanam(moment)thegathi (movement)withmeasureslikeangula(inch)etc.InAstronomyPalaamgulaisusedforthis. 2Bhavana. Forapindawithfixedmovement(masswithfixedspeed),theVikshepakakarmainDikvikshepais calledBhavana.Dikvikshepaisthepositionalchangeinfourdirectionsduetospeedoftheobject.The4 directionalspeedsare: 4Angula(inch)toPraag(South);3angulatoUdag(north);8towest(praachi);and6toudeechi(East).4 movementtoforwardandwhenthisislostthemovementtobackwillincrease.

3Sthaapakam Inoppositedirection(tothewest)destructionofbothhappens.Thesamskarawhichispermanentis calledsthaapakasamskaara.Orsthithisamskara(Nitya/eternal)otherwisecalledInertia. 4Bhramanasamskara: WhenGamanaandAvakshepanahappen,duetothese2movementsrevolution(Bhramana)is produced.BhramanaisthepermanaentaccompanimentofBhavanawithgamanam(Movementofa masswithfixedspeedmovesandexpandsproducingrevolution).Forsun,andothergrahamand nakshathra,thisisexplainedwithsamskaralikeParilambana(Lawsofparallax)inasavyaand apasavya(clockwiseandanticlockwise)direction. 5Kiranasamskara:Onefixedparamanuandonemovingparamanu(sthiraparamanu+gathiparamanu) haveavakshepanaandgamanaalwaysandthisiswhatwecalledBhramana.Inthissthiraparamanuis avakshepakaandissamavayi.Theavakshipthaparamanuiscalledsamyogiparamanu.Ifthe samavayiparamanumovesinRijugathi(linearmovement)theatomicgroupwillbeexact.But,becauseof thesamyogabhramana(revolutionarymovement)rise(sunrise)indifferentpointsisinacircular manner(Valana,spiral)Thisiscalledkiranasamskara.Kiranaissunray.Likethemovementofagroupof raystheatomic(anu)movementisalsospiral.Thereareinnumerablekirana(rays)whichare endless(anantham)andthisisknownasChaagam.Bytheminthisandtheotherworlds,all

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communications,andfunctionshappen.ThesearenamedasYajna.Kiranasamskaarais Yajnasamskara/chaagaandisunmanifestedandunknownandistheultimateinscience. Thekriyasamskaraofdravya(scienceofvibratorymotionofmatter),gunasamskaara(vibrationin quality)jnaanasamskaara(vibrationsinknowledgeneurobiological)areknowninthiswayandbythis onecognizestherootcauseVibrationforeverything.(ofatharamgakanaorquantumwave). Differencesinquality(gunabheda)areof2types. Sannikrishta:colour,taste,smell,touch,soundetc Asannikrishta:Measures,weights,Maanam(parimaanam),samkhya(numbers)etc. Inaakaasaparamaanuasunmanifested,injalaparamaanuasmanifestedwefindmovement.Weobserve desadesantharaprapthiforawaterwave(inocean).Onlyafterobservingtsunamiwaves,onecanstate thisdesadesantharaprapthiofoceanicwaves.Forasolidthereisalimit,andwedonotfindthis.Insuble paramanu,wenoticekampanasamskara(vibratory).GathiisdefinedasPrathikshanamkampasamkhya. (Numberofvibrationspersecondismovement).ThisdefinitionofKanaadaisthedefinitionof frequency.Hesaysduetodifferenceinfrequency,differentformsarecreatedandthatisthesecretof diversityofformsinnature.Theheight,breadthofvibrationsdecidetheform.Theformshavingsameor similarappearance(Sajaatheeyam)anddifferentappearance(Vijaatheeyam)areobserved.In sajaatheeyaobjects,movementwillalsobesimilar.(NotethatJaathiofKanaadadoesnotrepresent CasteofEnglishlanguage).Bythevyuthkramanaofgathi,anobjectgetsitsbreadth.Theseareinversely proportional. Whenthespeedismore(gathitheevra)=Vasthuvistharaisless(sizeofobjectisless) Whengathimanda(speedisless)=Vasthuvistharaincrease(sizeincrease). Thusfromsize,onecanknowtheparamanuandtheirspeedinanyobject,sayskanaada. Paramaanuhavedhaarana,aakarshanabetweenthemandbythesetheyunite.Thisiscalled Sannikarsha.Whentwosajaatheeyaobjectsunite,wegetgathivistharaandthisiscalledSAVARNNA (Resonance).Then,onewillnotproduceinequalitytotheother.Bothremainequal.When2vijaatheeya wavesunite,inthatmixedunion,vistharaisreduced(nonresonant,lessresonant)andthesearecalled AVARNNAandinsuchcasessincethereisinequality,inferioritytoonehappens.Thisisthelawofdravya inwhichthequalityofthecausedeterminethequalityofeffect.(Notethatherealsotheterms savarnna,avarnnaarenotusedbyKanadainthesensethatweuseitnow.) Inthebeginningofdravyacreation,gunaofallwasaame.Allweresajaatheeya.Bymixtureofdravyain differentratios,vijaatheeyadravyawerecreated.Thusbiodiversityalsocreated.Samyogacreates dravya.Foreverythingthathadundergoneunion(samyoga)thereisaclassification.Wecan divide/separatethem.WhereverthereisseparationthereisBhavanaofVega.

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Ifthereisdependencebetween2objectsinasamyogathatsamyogaisSamavayam.Ifitisnotthereitis calledSambhandham.Insamavayam,oneismainandtheotherissecondary.Insambhandhamboth haveequalimportance.(Inmaleandfemaleunionalsothisrulewasappliedbyvaiseshikas.Insamavaya oneofthepartnersmaleorfemaleismoreimportant.Insambhandafemaleisalwaysequaltomale).In generalfunctioning,fireunitesinthisway(herebioenergy).Dravyamisramisasimplecombinationof mixtures.Paakajasamyogamischemicalcombustionordigestion.Inthisdravyamisraisnotseenas similar. Anu(atom)isparamanusamudaya(severalparamanu)andanusamudaya(severalatoms)isa dravya.(Matter).samjnakarmam(nomenclature)ofmatterisbasedonitsVaiseshikaguna.(special qualities).Whenprithwi(whichisaprachayaof5elementsmadeoftheirsubtleparamanu)hasunion withAgni(energyofsun)thegrossobjectsarecreatedonit(Sthoolaarambham).Inthisway Kaashta,paashaana(wood,stoneetc)becomedifferentiated.DependingontheAnuprachayais dravyamahathwa,anddependingonitissamskaramahathwa.Thustheraysofformsalsoaredifferent intheirgreatness.(Quantityofatoms,moleculeschangesthequantity,size,gravityofmatter).Dueto subtlenessoftheraysoureyesdonotseethewavemotionofthematter.Onlythedravyawithdifferent formsisseen.(ifwecouldseethesubtlewaveswithoureyeswewouldhaveknownthatorganicand inorganicmatterhavenodifferenceatall)Therefore,wehavetoanalysetheunknown,unmanifested fromtheseen,manifestedanduseourlogictounderstandtherealnatureofthings.Bytheanalytic thoughtofallseenobjects,theirmanifestedorder,rhythmetcwegetSamkhyaajnaanamwhichis beyondsenses,andabstract.Orderisformedduetotimeandspace.Toknowitoneneedscontrolof Chitha.Kramaprathyaksha(perceptionoforder)isnotsensoryperceptionbuttranscendentaland Samkhyam. JustasthegrossmatteroriginatedbysamyogaofatomsofPrithivi,grossbodyoriginatebyunionof grossbody.Allanimals(cow,horse,manetc)areyonija(bornfromawomb)anddependuponunionofa couple.ThosewhodonotdependonsuchunionarecalledAyonijam.Inthisway14typesof Bhoothasarga(creationofelements)happenedfirst.Oneamongthemishumanbeings. Evolutionofmanasarational,logicalbeingwithaheartandintellect: Onceahumanbeingisborn,hiskriyadharmaisbasedonhisgunadharma(qualitiesdetermineactions0 PredominantSathwagunamakesapersonthink,speakandactinmoreperfectmannerthanonewith Thamogunaandrajoguna.Tendencies,concentration,cognition,memoryandbehavioretcalsodepend uponthis.AccordingtothishumanbeingsarehavingcertainvarnadharmabasedonwhichGuna (quality)predominates.Thisisafunctionalclassificationbasedonquality.Thisisdifferentfrom Asramadharma,whichisbasedon4stagesoflifeinamanschronologicalage. Ifwewant,wecanchoosesajaatheeyaandvijaatheeyaindividualsandcreatepureandmixedracesand preservetheseracesforever.Thissamyoga,samavayaandsambandhacombinationscanyield numerousspecies/racesandabiodiverseuniverseisseenaround.Onlyafterobservingthenatural

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selectionforaverylongperiodKanaadamighthavemadehisformulationsandtheorieswhicharemore scientificthanthewesterncounterparts. JaathimeansonewhichisJaatha(born).Whicheverisbornisajaathiandisgivenaclass (morphologicalclassificationfittingintosajaatheeyaandvijaatheeyaandmixed).Jaathiincludeallsmall andbiganimals,birds,insects,plantsandman.Notjustmanasacaste.Topreserveeachoftheseraces ofspecies,certainspecialrulesofunionhadtobeestablished.Inthismethod,utmostcareistakennotto haveanycontradictionbetweentheorderofcreationofasupremeGod/Natureandtheoryofevolution bynaturalselection,andmethodsofpreservingallthesespeciesandcreatingmoremixedracesby humanintervention.Aslongastheoriginalracesarepreservedintheirpristinepurestateandprotected frommixingandperishingbysuchmix,manisnotinterferinginnaturalselectionandGodsorderof creation.Therefore,ifthewestunderstandsIndiantheoryofevolution,theargumentbetween DarwinismandBiblicalcreationwillbesolved.Suchacompleteanalyticalandscientifictheoryof evolutionisnotpresentinanyotherscriptureinanyotherpartoftheworld. Evolutionofmanisnevercompleteorperfectuntilandunlessoneaquiresapuresathwik consciousness.Aspirituallyevolvedpersonalitywithaintellectualandlogicalinterpersonalintrapersonal intelligence,andcompassionforalllivingthingsonearthistheideallyevolvedRishiormostperfect humanbeing.Justbygettingahumanbirth,evolutionofmanisnotcompleted.Indiahadseveralsages whohadattainedthisspiritualperfection.Inrecenttimes,MahathmaGandhiwasonesuchindividual whobyreachingspiritualzenith,impartedhisshareforentireIndiaandworldasanearperfectmodelof completelyevolvedhomosapiens. References: 1JeanAichison.Wordsinthemind.Anintroductiontothementallexicon.3rdEdBlackwell2003 2.Stanley.I.GreenspanMD,StuartGShankarDPhil.ThefirstIdea.Howsymbols,languageand intelligenceevolvedfromaprimateancestortomodernhumane.AMerlyodLawrenceBook.Dacapo press.AmemberofthePerseusBooksgroup.2004 3Whateveryprincipalshouldknowaboutculturalleadership.JeffreyGlnz.Corwinpress.Asage publication.ThousandOaksCalifornia.2006 4.TheRoutledgeFalmerguidetokeydebatesineducationEdDennisHayes2004. 5Sudhasindhu.Commentaryon12majorUpanishadsDrSuvarnaNalapat.DCBooks.Kottayam2003. 8,Brahmasindhu,CommentaryonBrahmasuthramDrSuvarnaNalapat.DCBooksKottayam2006. 9Nadalayasindhu,Ragachikitsamritham.DrSuvarnaNalapat.DCBooksKottayam2003 10Ragachikitsa.DrSuvarnaNalapat.ReadworthyPublicationsNewDelhi.2008

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11Leiberman.AH,HarrisKS,HoffmanHSGriffithBC1957.Thediscriminationofspeechwordsand acrossphonemeboundaries.JofExperimentalPsychology54:35868.Q.Ch19;pp227JAitchisen 12.EricCandall1989Genes,Nervecellsandtheremembranceofthingspast.JofNeuropsychiatry& clinicalneuroscience1:103125 13.BHSmith1991 14.RelationshipbetweeneruptionofteethandpowerofCognition(Ref:Parker&McKinney.Originof Intelligence1999.Page227 15.TothNandKScheik1993Makingsilentstonesspeak.HumanevolutionandthedawnofTechnology NewYork.SimanandSchuster 16.TempletonA.2002.OutofAfricaagainandagain.Nature416.4551 17.RussonAE;K.A.Bard&STParker1996Reachingintothought.Themindsoftheapes.Cambridge ,Maes;CambridgeUtyPress;Hanser.M.1996.Theevolutionofcommunication.Cambridge.Maes;MIT press 18.ArensbergB;A.M.Tilleretal.1989.AmiddlePaleolithichumanhyoidboneNature338:758760 19.Bharathamuni.Natyasasthra. 20.BruceDickson1990.Thedawnofbelief.ReligionintheupperPaleolithicofsouthwestern Europe.Tucson.UtyofArizonapress 21.page174Greenspan,Shanker 22.Darwin(Onoriginofspecies1859.London.JohnMurray 23.WhiteC.1799.Anaccountoftheregulargradationinmanandindifferentanimalsandvegetables London.C.Lilly 24.StepstoaneconomyofmindGregoryBateson 25.LeviStrauss.1967.StructuralAnthropology.Gardencity.NY.DoubleDayBooks 26.SoniaRegor2002.Constraintsoncommunitieswithindigenoussignlanguages.Cluestothedynamics oflanguagegenesis.pp366ThefirstideaQ) 27.Parson,T.1999.TheTalcottParsonsReaderEdBSTurnerOxfordBlackwell) 28.Qualities(R.S.FoxandBoiesHE)whichimprovetheenvironmentofaneducational institution.(Schoolclimateimprovement:Achallengetotheschooladministrator.Bloomington.INPhi DeltaKappan.)

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29.DeRocheEF.1987.AnadministrativeguideforevaluatingProgrammesandpersonnel:Aneffective guideforevaluatingprogrammesandpersonnel:Aneffectiveapproach.Boston:Allyn&Bacon 30.culturalleadershipJeffreyGlanzpp69) 31.EdDennisHayns.2004Ch10Circletimepp55LynnRevell 32.19961998JenneyMosley;1998Dawson&McNess;2000Sullivan;2002Rigby,Barrow,Suckling;2003 LongandFogell 33.HowardGardnerhttp://www.scribd.com/doc/101835019/TheoryofMultipleIntelligenceMusical Intelligence 34.Maugham1998:298 35.DennisHeynes.Ch34.ThetherapeuticturninEducation 36.LivinginHarmony.MiniKrishnanOxfordUniversityPress 37.Rowland2000:114 38.MichelBalter.ScienceJan30Feb62009 39.http://www.scribd.com/doc/192171874/DiscoveryofPaleolithicCupMarkingsinKeralaEvidence forHumanhabitation26000yearsago 40.ScienceFeb13.2009. 41.NewscientistJan21.2009 42.Kanaadavaiseshika

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