The Calculus was stolen from India. I think
that is very important. It was stolen from
India and later declared to have been discovered
by Newton and Leibniz. So if we understand
this process of theft and then claiming a
discovery, then it tells us a very important
thing that the west may have got the stolen
Calculus wrong. This is, I mean the way it
got the size of the earth wrong. But colonial
education declared that wrong Calculus as
superior and that is the Calculus we teach
today and this is what effectively I am campaigning
about. But it is hard for people to understand.
This is much easier.
So the Calculus we are teaching today may
be an inferior version of the calculus we
originally developed. Or we never compared
the two. You know of any comparison? And we
almost can’t compare the two today because
our education makes it impossible for us to
compare. First, the Calculus is not taught
properly. Just now I was talking to some lady.
“Have you studied real numbers?” “No.”
“You’ve not studied real numbers, have
you studied set theory?” “No”. So it
is not taught properly. We teach about real
numbers in our school texts but they are taught
‘belief’, they are taught ‘faith’
in real numbers, not knowledge of real numbers,
of formal real numbers.
In all those fat calculus texts, they don’t
teach knowledge of real numbers. And, if a
person doesn’t have knowledge what can he
do? He’s forced to guess, and he is forced
to rely on authority, and we are taught that
western certification is the ultimate test
of validity. So in any case, people are not
able to apply their mind, they don’t have
the knowledge and they look for certificates.
And, we forgot the Calculus that we originally
had. Nobody knows about it, they don’t even
know whether it was calculus. So, that I think
is a major problem. It’s a major problem
of education because our education and Mathematics
and science is centrally dependent on that.
