Swami Vivekananda’s perspective
Two warring groups of Academics in India:
Today, in India, we have two groups of intellectuals or academics. One group believes that ancient India had all knowledge, and whatever is considered important today in the fields of science, technology, medicine, warfare, etc. were all known in ancient India. Western people have nothing new to offer to us. They have stolen all our knowledge. We don’t need to learn anything from the West. If we go back to our own ancient books, we will get the latest knowledge in all fields of human interest. Let us call this group as the Indian group of intellectuals. This group is actively advocating ‘IKS’ or Indian Knowledge Systems and calls for including ancient Indian studies in our curriculum.
There is another group of intellectuals or academics in India, who believe that most of ancient Indian knowledge was superstition, and that whatever is worthwhile in the world today has been given to us by the West. Ancient India was an aberration, best forgotten as a historical glitch. If it weren’t for the Mughals and the Europeans, we wouldn’t have known what culture and civilization means. We would have remained a superstitious, medieval uncouth group of people. Let us call this group as the Western group of intellectuals. This group generally mocks the present attempt of introducing ancient Indian studies in mainstream curriculum.
The former seems to be right-wingers, and the latter seem to be leftists, mainly.
Which of them is correct?
I will not enter into this controversy. I will instead explain Swamiji’s views on this issue. You can then decide for yourself.
Two distinct categories of Knowledge:
Ancient India concluded that all knowledge, that a human being can have, can be classified into two, very distinct, categories. They were called ‘Avidya’ and ‘Vidya’ during the extremely ancient times of the Isha Upanishad. Later on, the same two categories were called ‘Apara Vidya’ and ‘Para Vidya’, during the Mundaka Upanishad period. We will notice that the names for these two categories of knowledge kept on changing, but the validity of two distinct categories of knowledge remained constant.
Avidya or Apara Vidya consisted of all knowledge concerning this external world. This external world is common to all of us.
Vidya or Para Vidya consisted of all knowledge concerning the internal world. This internal world is unique to each one of us.
Our Rishis studied the nature of both these categories of knowledge. They found out that their fundamental characteristics were markedly different. How were they different?
Para Vidya, the knowledge of the internal nature of man, was a perfected science. This knowledge had an end in view. That goal of Para Vidya had been discovered long ago. It was the unique experience of the Atman, called Samadhi. Nothing further can be added to this field of human knowledge, except the fact that each one of us has to discover it for ourselves, by following a rigorous procedure called Yoga. All details of the path and the goal have been recorded in our most ancient scriptures called the Upanishads, as also in the later scriptures called Tantras, Agamas, Puranas, and Prakaranas.
Apara Vidya, the knowledge of the external world, was an ever-progressing science. This knowledge has a nature of continuously growing, accumulating, facing sever disruptions and paradigm shifts, but always growing and expanding.
Para Vidya fundamentally transforms a man. Apara Vidya cannot transform a man. It can lead to a better understanding of life and ease the problems of life in this world, but it can never transform a man like Para Vidya does.
For E.g.: You may know all the established theories of philosophy of the East and the West, but, your nature, behavior, attitude, actions, and most importantly, your self-image or identity will not change as a result of that knowledge. On the other hand, you may not know any philosophy, but, you have experienced Samadhi and in Samadhi you have experienced the Atman. Your entire personality changes, irreversibly.
Does that mean that Apara Vidya can be neglected? No. It may not transform a man radically like Para Vidya does, but it can facilitate the man’s journey to the goal of Para Vidya. It helps man to resolve existential problems such as justice, hunger, misery, etc. If we neglect Apara Vidya totally, we won’t be able to cultivate Para Vidya too.
Ancient India made serious contributions to both these categories of knowledge. Owing to their sincerity and Shraddha, they perfected the Para Vidya, the science of the internal nature of man. Sometime in the ancient past, our national leaders and thinkers seem to have decided that we must focus on Para Vidya and not so much on Apara Vidya. Hence, we have had an unbroken line of high achievers in Para Vidya, people who have seen God. In every age, in every century, we have had people who saw God, who experienced the truth of religion. No matter how deeply you study and know about the external world, it does not make a man truly happy and satisfied. There seems to be something inherently self-contradictory about the contents of Apara Vidya. It may, at best, be a means to leading us to Para Vidya, but it was not worth the while to make its pursuit the goal of human life. Our ancient thinkers may not have explicitly said anything like this, but the gist of their thought processes led to this conclusion. Hence, in India, pursuit of knowledge primarily meant Para Vidya, and Apara Vidya slowly took a subservient position.
Apara Vidya lost out to Para Vidya in India:
Para Vidya begins with the desire to see God. It ends when a man experiences Samadhi. Apara Vidya begins with a curiosity about human life, about this world, about making life on earth easier. It aims to reduce misery in life, by understanding how this world functions. Does Apara Vidya have an end in view? Apparently, it does have an end in view. It claims to seek answers to all questions that assail man – what is this world? Why are we here? How does this world function? Why is there evil in the world? How can we remove misery from life and society? What is justice? What is beauty? Apara Vidya aims to seek answers to all these existential questions. Well and good. But the problem lies in its scope of the search. It confines itself to a study of the perceived world, to the exclusion of the study of one’s own inner world. Apara Vidya claims to answer all questions regarding the inner world by means of studying the external world. The ambitions of Apara Vidya are truly grand and majestic. But ancient Indians saw through this illusion of Apara Vidya’s scope long, long ago. The Rishi in the Mundaka Upanishad declares, “Parikshya lokaan karmchitaan brahmano nirvedamaayaat; naasti akritah hritena.” Having deeply studied this external world long and hard, the discerning man decides that he has to beat a retreat from his senses and his mind. For, he understands that what he seeks can’t be found by studying this external world. His answers lie in studying his own inner nature. As a consequence, Indian society developed to value people who pursue Para Vidya to those who pursue Apara Vidya.
Nevertheless, intermittent contributions to Apara Vidya too happened throughout our history. But we must recognize one important historical development. In the post Buddhist age, Hindus stopped taking Apara Vidya seriously. There is a strong possibility that civilizationally, the Hindus valued Para Vidya more than Apara Vidya, and those Hindus who were interested in the various Apara Vidyas, were sidelined, and it was these Hindus who shifted to Buddhism.[1] I have mentioned above that India seemed to have decided that pursuit of Para Vidya was heads and shoulders above that of Apara Vidya. Yet, how many people in a society can be fit for practicing Para Vidya? There was indisputably a very subtle form of discrimination in Indian society towards those who indulged in the activities of Apara Vidya. Let us note that all these people were the ones who handled the manual labor of the society. In other words, they constituted the masses of Indian society. The masses were indisputably discriminated against by those who pursued Para Vidya. As a result, when Buddha gave a call for converts to his new way of life and new religion, these masses were the ones who shifted camp! Notice that some centuries later, when Buddhism itself had evolved its elite society, it was again these laboring masses who were sidelined, and it was again these masses who shifted to Islam in India. That is why, even today, most laboring classes are Muslims. Islam promised them social status, and egalitarian society. History seems to show us a trend. When the masses are socially disgruntled, they tend to change camps towards a new dispensation that promises them social status.
Buddhists wholeheartedly adopted this field, left India, settled in Middle East, China, and South-East Asia and made serious contributions to Apara Vidya. They handed over their knowledge to the Muslims, who developed Apara Vidya in an unprecedented manner. They took all fields of Apara Vidya to great heights in their academic centers in Baghdad, Isfahan, Cordoba, Sicily, Al-Andalus, Antioch, etc. Passing through the hands of brilliant Muslim scholars such as Ibn-Sina, Ibn-Rushd, Ibn-Al-Haytham, Al-Khwarizmi, Al-Sirhindi, etc., the enhanced knowledge was passed over to the Europeans from the 12th to the 16th century. This transfer of knowledge is what is today called as the Renaissance or the Age of Reason. Then the Europeans developed this knowledge beautifully and created what is today known as Science and Technology.
We must keep in mind the fact that the seeds of almost every important field of Apara Vidya started in ancient India. But we abandoned that field long ago, handing over the baton to the Buddhists, then to the Muslims, and lastly to the Europeans. Thus, if we start studying the Apara Vidya of ancient India, we will have to reinvent the wheel. We will need to develop those ideas methodically, and even if do all that homework, what we will end up with, is the present form of Western Science & Technology.
Re-inventing the wheel:
Let me explain this through an example: In the 7th century AD, a Rishi called Brahmagupta wrote a treatise called Brahmasphuta Siddhanta. It contained a concept called ‘Gurutvakarshana’. Muslim scholars Al-Fazari and Yakub-Ibn-Tariq translated this text into Arabic. Later on, it was translated to many European languages in Spain in the 12th century. Both Newton and Descartes had copies of this book. Brahmagupta’s concept of Gurutvakarshana was developed by Newton into the Law of Gravitation. Now, this doesn’t mean that if we learn Sanskrit and study the Brahmasphuta Siddhanta, we will understand gravitation. At each stage of transmission, many vital features were added to this concept. The concept grew. Precise mathematical formulae got developed by Newton and others, which finally became the universal law of gravitation. The story doesn’t end there. In the early 1900s, Newton’s conception of gravitation was challenged by Einstein, who gave a totally new interpretation for the same concept. Now, in IKS, if we study Brahmagupta’s book, who is going to connect those ideas of Gurutvakarshana to the present ideas of gravitation, which govern satellites, rockets and GPS?
Notice that anything worthy of our attention in India is couched in Sanskrit language. Sanskrit is a difficult language to learn. It is very systematic and is not spoken in common circles. If something is expressed in common spoken languages, it is not important in India. At least this was the trend until a few hundred years. All higher knowledge was thus kept out of reach of common man in India. Buddha tried to bring everything in the reach of common man by mandating that all discourse – Para and Apara – must be in Pali, Prakrit or Paishachi languages. The attempt met with failure in India and Buddhism was removed from India. At least modern Apara Vidya is in English, which is a common spoken language of the common people. All higher knowledge, at least in Apara Vidya, is now accessible to the common man. When this is the case, after centuries of struggle, the ancient resistance is once again raising its head by saying that we must learn science and technology from our ancient texts in Sanskrit and not in English!
In this context, it is important to understand one more thing: technology obsolescence.
Technology obsolescence: A fundamental characteristic of Apara Vidya
Technology obsolescence occurs when older systems, devices, processes, technical knowhow and expertise lose value because newer, more efficient, or better-supported alternatives emerge. As I mentioned earlier, the very nature of Apara Vidya is to grow, expand, innovate, and disrupt. Technology obsolescence impacts individuals, businesses, and entire generations.
Let me explain it with a very recent development – the Lunar Missions of NASA. From 1967 to 1973, NASA ran a total of 55 lunar missions of which 37 were successful, 2 were partially successful and 14 were failures. These included flybys, impactors, orbiters, landers, rovers, and manned crew missions. A total of 12 persons went in these missions and walked on the moon! NASA used the Saturn-V rockets which were the most powerful rockets ever built. But production of Saturn-V rockets stopped after Apollo-17. Manufacturing lines were dismantled. Many components relied on suppliers that no longer exist. Guidance computers were primitive compared to today’s systems. Even though blueprints exist, rebuilding Saturn-V with outdated parts is impossible; modern substitutes would essentially create a new rocket. Today, NASA is working with Spacex to resume the lunar missions under the new name ‘Artemis missions’, building afresh, using updated technology. Obsolescence is not ‘loss’ of knowledge. Apollo designs exist, but outdated supply chains and materials make them unusable. Artemis reflects decades of progress in propulsion, computing, and safety.
As regards any field of Apara Vidya, this is the trend. This is how ideas grow and expand. Unless the organics evolution of ideas is catalogued and studied, picking up some arbitrary piece of information from the past will not be of any practical use.
I do not doubt that ancient India did not know about airplanes, or nuclear weapons, or rockets and missiles, or plastic surgery. But we must take into consideration the technical obsolescence that fills the gap between then and now. The technology is lost, processes are lost, expertise is lost. So, there is no immediate benefit in trying to study all those things again, except for its historical value. Knowing the incredible achievements of our ancestors can awaken tremendous confidence within us. But that awakened self-confidence will need to be bolstered by real-time achievement by us, here and now. Living in the past is not enough. Just take a look at modern Egyptians or Greeks or Persians. What were they once upon a time, and what are they now? Don’t they know their own history? Of what avail is that knowledge of their glorious past when at present they need economic bail-outs every year?
Another example I generally give to students to drive home this vital point is: Let us say your mother prepared amazing Biryani today. Your whole house is filled with its rich aroma. When your father comes home from work, you excitedly tell him that mother has prepared Biryani. Your father then vehemently objects saying, “What? You think your mother prepared the Biryani? I prepared the Biryani and not your mother. Do you see the rice in the Biryani? I brought that basmati Rice from the market. The oil, ghee, chicken, spices, onion, bay-leaf, everything I brought. How can you say your mother prepared it?” There is no doubt that if your father hadn’t brought those ingredients, your mother couldn’t have cooked the amazing dish. But whose contribution is more important here? Your father bringing the necessary ingredients? Or your mother painstakingly adding them all together in the right proportion to give those raw items and bringing them to a delectable state? Could either one of them have given you the Biryani, purely confined to their own actions?
This is the dilemma that the present-day emphasis on IKS gives us.
Both Para & Apara Vidya needed: Swami Vivekananda
Hence, the correct perspective for IKS, according to Swami Vivekananda can be summed up in his own words: What we need today in India is Western Science, coupled with Vedanta, with Brahmacharya as the guiding motto and also Shraddha and faith in one’s own self.
Note how Swamiji says that we need both Western Science and Vedanta. These are the modern terms for Apara Vidya and Para Vidya respectively.
What we need to urgently understand is this:
Knowledge about one’s own inner truth was developed in ancient India and here alone. No other nation developed it like we did in India. That is our forte. That knowledge, known as Para Vidya or Vedanta, is full and perfected. It doesn’t grow or evolve. Each one of us however needs to cultivate that knowledge and obtain a unique experience that lies at the goal of cultivating Para Vidya, an experience called variously as Samadhi, God-vision, seeing the Atman, Self-realization, Brahmanubhava, Nirvana, Fanaa, etc. To be sure, every religion begins with this Para Vidya. Hindu religion began with pursuit of Samadhi. Buddhism began with pursuit of Nirvana. Christianity began with the pursuit of ‘seeing God’. Islam began with pursuit of the blessed state of Fanaa. Somewhere down the line, most religions relinquish this pursuit and espouse pursuit of Apara Vidya, ignoring Para Vidya. In fact, in Christianity and Islam, if anyone talks about ‘seeing God’ or experiencing Fanaa, today he will be killed! Hinduism alone cherishes the goal of Para Vidya even to this day. Here, in India, if a man says he wants to see the Atman, in whatever language he expresses himself, he will be encouraged and supported.
Knowledge about this world is an ever-growing corpus, the seeds of which were indeed developed in ancient India, but, as it passed through the hands of the Buddhists, Muslims, and Europeans, developed into something so vastly different from the ancient Indian seeds that its present form is today unrecognizable from what we gave the world. As regards knowledge of this world, we had better learn it in the present-day form, as offered to us by the West. That would benefit us greatly.
Rationality:
Whether we study the external world, or the internal world, the method of studying either of them is founded on rationality. The principles of rationality were discovered in ancient India by a sage called Maharishi Kapila. Swamiji says that every philosopher, every scientist, and every spiritual saint has to offer his gratitude to one person – Maharishi Kapila. Man has access to two phases of reality – the external world, and the internal world. If we apply the principles of rational thought to the external world, we get Apara Vidya or Western Science. If we apply the principles of rational thought to the internal world, we get Para Vidya or Vedanta.
Sanatana Dharma & Yuga Dharma:
India developed the concepts of Sanatana Dharma and Yuga Dharma. Notice that we began with the concepts of Vidya and Avidya. These two later on became Para Vidya and Apara Vidya. Sometime later they became Jnana Kanda and Karma Kanda. Then they became Shruti and Smriti. The same two concepts respectively became Sanatana Dharma and Yuga Dharma later on.
Sanatana Dharma is a relatively modern term synonymous with Para Vidya or Vedanta. It deals only with the inner world of man, and the truth to be found there. It has nothing to do with this world and its workings. It is unchanging. It is universal, irrespective of considerations of geography, time, race, caste, gender, etc. The conclusions of Sanatana Dharma or Para Vidya or Vedanta are universally valid and applicable.[2]
Yuga Dharma is the relatively modern term for Apara Vidya or knowledge of this external world. Yuga Dharma always grows, changes with time, changes with the contributions of successive generations, changing the very society in which we live.
In ancient India, Yuga Dharma was always considered to be subservient to Sanatana Dharma. In other words, our daily life in this world, arising out of our knowledge of this external world, ought to contribute to our progress in the knowledge of our inner world, ultimately leading us to the unique experience of Samadhi. What we generally call ‘work’ in our day-to-day life is actually arising out of Apara Vidya and is a function of Apara Vidya. While Para Vidya has some very specific practices which help a man to unravel his true inner nature and achieve Samadhi, our daily work itself has a tremendous transformative effect on us, which when strategically executed, can lead us quickly to become fit for achieving Samadhi. It is in this sense that I say India has always Apara Vidya or Yuga Dharma subservient to Para Vidya or Sanatana Dharma.
The problem with Apara Vidya or Yuga Dharma is that it tends to change. If you closely study any activity in this world, you will understand the truth of what we are saying here. Suppose you start a business. When you start it, it is small. With time, it either dies out or scales up. If it scales up, in a few decades, it becomes multi-national in its scope. Along with scale, serious cross-disciplinary integration happens, and slowly, man finds that his activities have lost an organic connection with his soul. Periodically, the changes in Yuga Dharma become so huge and massive that it disrupts this organic connection between Apara Vidya and Para Vidya. That disruption is called ‘Dharma-glaani’. Then, a unique being takes birth in India, who is called ‘Avatara’, and incarnation of God, whose life and message re-establishes that organic connection between the two categories of knowledge. That is called ‘Dharma-samsthaapana’. You will recall Sri Krishna’s declaration in the Gita, “Yada yada hi dharmasya glaanirbhavati bharata, abhyutthaanam adharmasya tadaatmanam srijaamyaham; paritraanaya sadhoonaam, vinaashaya cha dushkritaam, Dharma samsthaapanarthaaya sambhavaami yuge yuge.”
Before I end this deliberation of what Swamiji means by Indian Knowledge Systems, we shall take one last look at the question: Which of these two knowledges should we cultivate?
This dilemma has been resolved in the Isha Upanishad, considered as the oldest Upanishad. The Upanishad Rishis says: “Andham tamah pravishanti ye avidyaam upasate; tato bhuya iva te tamo ya u vidyam ratah!” Those who pursue only Avidya (Apara Vidya, Yuga Dharma, Smriti, Karma Kanda, Western Science) enter darkness in their life. But those who pursue only Vidya (Para Vidya, Sanatana Dharma, Shruti, Jnana Kanda, Vedanta) enter into much greater darkness in their life! Both have different ends in view. But man needs both for a fulfilled life. If pursued simultaneously, then the Rishi declares: “Avidyaya mrityum tirtva, vidyaya amritam ashnute” i.e. You will defeat death by means of Western Science, and realize that you are immortal by means of Vedanta. Jesus Christ said, “Give unto Caesar what belongs to Caesar, and give unto the Lord what belongs to the Lord.”
How does one pursue both simultaneously?
Today, the doyens of Western Science pursue the study of Power (or Shakti) to the exclusion of Consciousness. Similarly, traditional Vedanta (as expounded by Acharya Shankara and his school) pursues Pure Consciousness to the exclusion of Shakti (or Power). Sri Ramakrishna repeatedly said “Brahman and Shakti are one and the same. He that is Brahman is also Shakti. They are two sides of a coin, as it were.” This vision that Sri Ramakrishna gave us can bring about the much-needed course correction.[3] We shall pursue both, for they are indeed two aspects of the same Reality. When we look at Shakti as the same as Brahman, sacredness comes into every aspect of our life. We have our daily activities that sustain our lives and our society. Each of those activities becomes sacred. It is this loss of sacredness that is the bane of our present world. Once we bring in sacredness into our every aspect of our life, Apara Vidya will lead us to Para Vidya seamlessly. To labor is to pray. Hands that work are as holy as lips that pray.
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[1] This is my own inference, and I don’t have historical evidence for this conclusion.
[2] Note that the present day use of the term ‘Sanatani’ to refer to Hindus, by the Hindutva group, does not refer to this traditional meaning.
[3] For more details on how Sri Ramakrishna brought about this course-correction, please refer: Sri Ramakrishna and the Vedic Ideal by Swami Bhajanananda:
