What inspired you to write this new Indian history textbook, and what unique perspective or approach does it offer compared to existing textbooks?<\/strong><\/p>\nMy mother always advised me that our children should know about India and her story.\u00a0 I participated in an Indian cultural school that ran on Sundays in the US.\u00a0 Through my interaction with the students there I realized how little I knew about my origins.\u00a0 I took interest in Sanskrit and that opened me a whole new India that I had not seen before.\u00a0 I realized that Indian history has only been written by visitors through anecdotes or journalism. I thought we had a unique opportunity of observing India from a distant land with eyes of Indian descent.\u00a0 I helped create tracks and teams to research the tracks to help create a story for our children.\u00a0 Indian American children are a new entity in the modern world, and we thought we should help them explore their identity.\u00a0 So, the book.<\/p>\n
Film makers today are revisiting India\u2019s recent past, post 1947, looking at history from an Indian point of view. Is this something that is important to you?<\/strong><\/p>\nIt is important, but not relevant.\u00a0 Blaming the past or observing differently will not help clean the stains.\u00a0 The British did try to derail India to digress from her fundamentals.\u00a0 It would appear that they succeeded.\u00a0 The new India has become a political entity than a cultural entity.\u00a0 India needs massive man-power deployment and exponential production.\u00a0 The new films look like marketing videos, which would not help children.\u00a0 India has to help create a student body deeply entrenched in the wholesomeness of life that India discovered.\u00a0 The education system needs major metamorphosis towards the fundamentals.<\/p>\n
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Can you provide an overview of the book's structure and organization, including the key time periods and themes covered? Art and Culture has been given a special place, which is not usually done in other history books. How important is it to give this perspective of India where art is an integral part of our daily lives.<\/strong><\/p>\nThe tracks were determined through an initial key word indexing.\u00a0 I had designed courses and taught Digital Libraries at Harvard before.\u00a0 The indexing organization came from this course.\u00a0 You can call it meta-word statistics through matrix analysis.\u00a0 Twelve people participated to make an objective scheme.\u00a0 The time periods were driven by the available literature. We broke it into segments such that we could be focused in our statements.\u00a0 Very early we realized that India is a nation of Art.\u00a0 Some of the local dancers and musicians were attracted to research and they put their signature to the story.\u00a0 Some of the early sciences in India are artfully expressed in beautifully crafted sentences.\u00a0\u00a0 Nature provides art to India that translates into people\u2019s lives.\u00a0 I must say that it is eroding, the erosion must be halted.<\/p>\n
Given the vastness of Indian history, how do you strike a balance between depth and breadth in your textbook?<\/strong><\/p>\nWe cover what is available in literature.\u00a0 We distribute ourselves in the country and among people to ascertain our viewpoint.\u00a0 We give ourselves time and we discuss in weekly meetings.\u00a0 People of different backgrounds, different ages, different professions and genders join in the discussion.\u00a0 We develop an immigrant\u2019s view which has no region or religion in it.\u00a0 The track leader presents the view through a set of two dozen slides in a public seminar attended by about a hundred people.\u00a0 People join as an open-door policy.\u00a0 The seminars, one per period, were held every six months.\u00a0 The seminar presentations are given as references in the book.\u00a0 We plan to assemble all contributors in a meeting next year when we map to create the second part of the book (From 1947 AD to the current time.)<\/p>\n
How do you incorporate primary sources, visuals, and multimedia elements to make the learning experience engaging for students?<\/strong><\/p>\nIn the book, we only give 2 D pictures.\u00a0 We do give references to websites where further exploration is doable.\u00a0 Our goal in the book is to breeze through the massive history to show that India is a living culture.\u00a0\u00a0 A good man can be vandalized if he\/she is not careful.\u00a0 We hope such message might come through, which could be a good learning experience for the world children.\u00a0 We are developing a multimedia project called Virtual India, which would be in the mode of self-learning and research.\u00a0 There we hope to analyze the fundamentals of mathematics, astronomy, language, grammar, art, music, sculpting, metallurgy, building, food, medicine and yoga.\u00a0 This may take another three to five years to be coded and developed as a product.<\/p>\n
The authors of the essays are senior experts in diverse fields. How does their contribution encourage critical thinking and discussions among students about the complexities of India's history and culture?<\/strong><\/p>\nI don\u2019t think we would call ourselves as \u201csenior experts\u201d.\u00a0 Our only definition is that we entered the project without any bias.\u00a0 We have to see India as a child may see.\u00a0 We have to explain the scene to the child.\u00a0 Our own children grew up before we could create a dialog, we thought to empower the future parents.\u00a0 What I personally discovered that India as a culture refined itself by heavy experimentation.\u00a0 Certain fundamental ideas of these experiments are built into respecting the people and respecting the tradition.\u00a0 Amidst this lie the utter respect to truth and acceptance of events.\u00a0\u00a0\u00a0 Truth will shine and the oppression will cease, we only have to work with diligence and utter sincerity.\u00a0 Noble leaders will come from our children, so is our hope.<\/p>\n
Economic history has been integrated into every narrative of India's past. India\u2019s economic attractiveness and uniqueness in the Indian Ocean region was of much interest to the world. How is this brought out in the book?<\/strong><\/p>\nWe do show maritime trade with the Arabs during the Indus Period.\u00a0 Maritime trade had exponential growth a Mauryan times with boats plying up to China.\u00a0 India was a big exporter of grains and raw material in those early centuries.\u00a0 We ascribe India\u2019s opulence in the Golden period to the maritime trade.\u00a0 All exchanges were in gold and silver.\u00a0 We show sea routes and do narrate some of the expeditions.\u00a0 Far east was colonized and Indian culture did spread to educate and to spread the faith system.\u00a0 We show how the sea routes eventually became the pathways for the western ships to come and camp in India.\u00a0 We develop a thesis that the occupation of India was because of the regional autonomy in trade leading to local negotiations and tricks.\u00a0 This is our viewpoint.<\/p>\n
India is a country with significant regional diversity. How does your textbook address regional variations and their impact on the nation's history and culture?<\/strong><\/p>\nWe address it, we don\u2019t consider it a handicap.\u00a0 It makes the culture rich.\u00a0 In our Language and Literature track, we show the massive display of talents all around the country.\u00a0 Harmony and coexistence lead to stability and creativity.\u00a0 Spectacular temples of different styles have come up in different parts each respecting the other.\u00a0 Divisiveness was caused by controlling the food distribution by instituting some federal rule.\u00a0 Many of the British rules need complete revisions in modern India.\u00a0 Whether a good government would come with a bright leader is a good question.\u00a0 It can be a function of time when ownership is created.\u00a0 I would think it may take fifty to a hundred years.\u00a0 Our book may help.<\/p>\n
How have recent developments or research findings influenced the content and approach of your textbook?<\/strong><\/p>\nWe are so designed that we can revise the book as new discoveries are made.\u00a0\u00a0 Fundamental questions like how Sanskrit developed as a language or who the Vedic composers were need serious multi-disciplinary research.\u00a0 We note in various places in the book where new research is needed.\u00a0 Our hope is that some in the new generation will take up India as a challenge to explore the fundamental ideas of the culture.\u00a0 We have to find the veracity in the statement of Charaka that the faulty mind causes disease. Is it a statement or a discovery?\u00a0 Man is not born to die, but dies out of own misconduct.\u00a0 Charaka\u2019s book needs huge knowledge analysis to establish an eastern view of life than that of conflict, struggle and decay as developed in the west.\u00a0 It is one of many examples. Some of us are engaging to find the neurological implications of human speech following the Vedas.<\/p>\n
Professor Subhash Kak in his recent book The Idea of Bharat<\/em> states that whatever the origin of the use of the name, Bharata (meaning absorbed in light or wisdom), is the right fit of \u201chow Indian has been seen by natives and outsiders, as a storehouse of spiritual and scientific knowledge.\u201d Your book reflects this truth. What are your thoughts on this, in the light of the country now readapting this name.<\/strong><\/p>\nI have not seen the book yet.\u00a0 Prof Kak just mentioned to me about the book.\u00a0 I don\u2019t think a name change is important or necessary. India as a name is celebrated and respected in the world.\u00a0 Meaning of any word is arbitrary, India as a word also provides deep philosophical and intellectual messages world over.\u00a0 This must not be lost.\u00a0 Panini called the names as samjnA \u0938\u0902\u091c\u094d\u091e\u093e, how people would know.\u00a0 We should keep operating on conventional \u0932\u094c\u0915\u093f\u0915 names not to create confusion at the present time.\u00a0 We have other pressing issues.\u00a0 Living abroad I see the depth of the word India. \u00a0It has a charm and a glory that must not be subdued.\u00a0 \u092d\u093e\u0930\u0924\u0935\u0930\u094d\u0937 may have the right diction, but that is a different discussion.<\/p>\n
Indian Philosophy has largely been dialogic and not prescriptive, says Pavan K Varma in his book The Great Indian Civilisation<\/em>. While our greatest texts are seen as Shruti or revealed texts, there has always been space for debate and evolution. How does your book deal with this tradition? How does your book explore the role of religion in shaping India's history and culture?<\/strong><\/p>\nAgain, I have not read the book.\u00a0 We also made a point not to read any interpretation books but to stick only onto the sourcebooks.\u00a0 On philosophy we found the discovery of personal freedom through Sankhya \u0938\u093e\u0902\u0916\u094d\u092f as the most dominant thesis.\u00a0 Individual freedom helps foster creativity and that has helped the culture to evolve, thus is our view. \u0936\u094d\u0930\u0941\u0924\u093f created a paradigm of conformity, to respect what was observed in the past.\u00a0 The parts of observations are analytic, the speculative portions are debated.\u00a0\u00a0 Modern religions are local cults to create belief systems.\u00a0 They are not analytic.\u00a0 Rituals are done since they did yield results.\u00a0 It needs huge discipline and a lot of blessings for the success of a ritual.\u00a0 Through Islam and the British, India had to abandon the long processes of ritualistic discipline in favor of quick worship and dependence on luck.\u00a0 Some people still live on truth and they win the life\u2019s struggles.<\/p>\n
As the publisher, what do you hope students and readers will take away from your textbook in terms of a deeper understanding of India's history and culture?<\/strong><\/p>\nWe did host a local teachers\u2019 workshop two weeks back on Sept 30.\u00a0 Three Middle school teachers and one High School teacher participated.\u00a0 I did say in my introduction that we hope that the teachers may find a different message for children in the book.\u00a0 The western system of education and classroom processes are designed to foster individualism than social acceptance and community development. \u00a0What India discovered is that each person is good in his\/her own way and the education is a tool to tap that innate potential.\u00a0 So, education is cooperative and a method of helping to develop respect for each other.\u00a0 Everybody does not have to score a goal, but some can cook good food for the team.\u00a0 All can be respected.\u00a0 No life is less than the other. Teachers were very intent in listening to me.\u00a0 But to create a modern classroom based educational activity would be a challenge.\u00a0 I realize that the western method of competition for individual security is spreading fast. With the current opulence in the US, nobody would be left behind if we create a society with respect for all.\u00a0 Respecting the individual in his\/her own being is what India taught to the world in history.\u00a0 Hopefully it will shine back again, our book may help.\u00a0\u00a0 India herself has to be the leader in this transformation.<\/p>\n
Feature Image: Dr Misra introducing the book to the local teachers, Sept 30. Workshop at Bemis Hall.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"Dr Bijoy Misra serves as the President of India Discovery Center, USA and leads the efforts of content creation and organizing the IDC activities. A physicist by profession, he has …<\/p>\n","protected":false},"author":1,"featured_media":12247,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_links_to":"","_links_to_target":""},"categories":[92],"tags":[],"acf":[],"yoast_head":"\n
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<\/p>\n