Reading list on Religion in Mathematics:
papers, videos, and talks by C. K. Raju

1. [1997] “The Mathematical Epistemology of Sunya,” in: The Concept of Sunya, ed. A. K. Bag and S. R. Sarma, IGNCA, INSA and Aryan Books International, New Delhi, 2002, pp. 168–181. Key point: Indian math involved a different epistemology. Not merely zero.
   
   

2. [1998]“Mathematics and Culture”, in History, Culture and Truth: Essays Presented to D. P. Chattopadhyaya, Daya Krishna and K. Satchidananda Murthy (eds), Kalki Prakash, New Delhi, 1999, pp. 179–193. Reprinted in Philosophy of Mathematics Education 11. Available at www.ex.ac.uk/~PErnest/pome11/art18.htm. Original version without mistakes: http://ckraju.net/papers/Mathematics-and-culture.pdf. Key points: Mathematics is supported for its practical applications. Theorem proving is a cultural exercise, and theorems vary with logic. Logic is not unique, as in Buddhist logic.
   
   

3. [1998] “Interactions between India, Western and Central Asia, and China in Mathematics and Astronomy,” in : A. Rahman (ed) Interactions between India, Western and Central Asia, and China, PHISPC, and Oxford Univ. Press, New Delhi, 2002, pp. 227–254. Key points: Hilbert’s and Birkhoff’s axiomatisation do not fit the Elements. In the case of barbarian incursions, like those of Alexander, knowledge flows towards the military conqueror.
   
   

4. [1999] “Approximation and Proof in the Yuktibhâsâ Derivation of Madhava’s Sine Series”. Proc. National Conference on Applied Sciences in Sanskrit, Agra, Feb 1999.
   
   

5. [1999] “How Should ‘Euclidean’ Geometry be Taught”, in Nagarjuna G. (ed) History and Philosophy of Science: Implications for Science Education, Homi Bhabha Centre, Bombay, 2001, pp. 241–260. http://ckraju.net/papers/Euclid.pdf.
   
   

6. [2000] “Computers, Mathematics Education, and the Alternative Epistemology of the Calculus in the YuktiBhâsâ”, Philosophy East and West, 51:3 (2001) pp. 325–362. http://ckraju.net/papers/Hawaii.pdf. Key point: A key aspect of Indian epistemology of mathematics was the use of empirical proofs. Logic varies with culture so Western mathematical proofs are not reliable.
   
   

7. [2000] “The Infinitesimal Calculus: How and Why it Was Imported into Europe.” Talk delivered at the International Conference on Knowledge and East-West Transitions, National Institute of Advanced Studies, Bangalore, Dec 2000. http://ckraju.net/IndianCalculus/Bangalore.pdf. Key point: calculus was imported to Europe in connection with the problems of European navigation: latitude, longitude and loxodromes.
   
   

8. [2004] “Math Wars and the Epistemic Divide in Mathematics”, Paper presented at Centre for Research in Mathematics and Science Education, San Diego, 2004. Also at Episteme-1, Goa, 2004. Final version in Cultural Foundations of Mathematics, chp. 9. Extended abstract at http://www.hbcse.tifr.res.in/episteme/episteme-1/allabs/rajuabs.pdf. Full paper at http://www.hbcse.tifr.res.in/episteme/episteme-1/themes/ckraju_finalpaper. Key point: the difficulties of mathematics arise because we imitate the European experience, which involved difficulties from the imported arithmetic (first math war) to the imported calculus (second math war).
   
   

9. [2005] “Time: what is it that it can be measured?” Science & Education, 15(6) (2006) pp. 537–551. Draft available from http://ckraju.net/papers/ckr_pendu_1_paper.pdf. Key point: Teaching does not match experience because of difficulties with mathematics (as in simple pendulum and Jacobian elliptic functions.) Newton made time metaphysical (leading to the failure of his physics).
   
   

10. [2005] “Time Measurement in Classical Indian Tradition and the Present-Day Representation of Time as a Continuum,” in Proc. 2nd International Pendulum Conference, ed. M. R. Matthews, UNSW, Sydney, 2005, pp. 225-248. Draft available from http://ckraju.net/papers/ckr_pendu_2_paper.pdf. Key point: Newton wanted time to be like the straight line or continuum, today identified with formal real numbers. This is a mere Western cultural prejudice. Calculus can be done perfectly well on computers.
    
    

11. [2005] “The Religious Roots of Mathematics”, Theory, Culture & Society 23(1–2) Jan-March 2006, Spl. Issue ed. Mike Featherstone, Couze Venn, Ryan Bishop, and John Phillips, pp. 95–97. http://ckraju.net/papers/religious-roots-of-mathematics-tcs.pdf. Key point: the present-day idea of mathematics as metaphysics relates to post-Crusade Christian rational theology. Http://ckraju.net/papers/
    
    

12. [2005] “Proofs and refutations in mathematics and physics: an Indian perspective” in History of Science and Philosophy of Science ed. P. K. Sengupta, Pearson Longman, 2012, pp. 273-94. http://ckraju.net/papers/Proofs-and-refutations-in-math-and-physics,pdf. Key point: why mathematics and physics were regarded as two different forms of knowledge in the West but not in India..
    
    

13. [2007] Cultural Foundations of Mathematics: The Nature of Mathematical Proof, and the Transmission of the Calculus from India to Europe in the 16th c. CE, Pearson Longman, New Delhi, 2007, PHISPC Vol. X.4, 477+xlv pp, ISBN: 81-317-0871-3. http://IndianCalculus.info.
    
    

14. “Cultural Foundations of Matheamtics”, Ghadar Jari Hai, 2(1), 2007, pp. 26-29. http://ckraju.net/papers/GJH-book-review.pdf.

15. [2007] Symposium on Math in relation to technology etc. India International Centre, Nov 2007. http://ckraju.net/papers/Symposium.pdf.
    
    

16. [2007] “Towards Equity in Math Education 1. Good-Bye Euclid!”, Bharatiya Samajik Chintan 7 (4) (New Series) (2009) pp. 255–264. http://ckraju.net/papers/MathEducation1Euclid.pdf Key point. No evidence for Euclid. The Elements is a religious (mathesis) text which was reinterpreted during the Crusades.
    
    

17. [2007] “Towards Equity in Math Education 2. The Indian Rope Trick” Bharatiya Samajik Chintan 7 (4) (New Series) (2009) pp. 265–269. http://ckraju.net/MathEducation2RopeTrick.pdf Key point. Descartes had difficulty with the imported calculus because of curved lines. But curved lines are easy to measure with a string which is a substitute for the entire ritualistic compass box.
    
    

18. [2008] “Teaching racist history”, Indian Journal of Secularism 11(4) (2008) 25-28. http://ckrajut.net/papers/Teaching-racist-history.pdf. Indian school texts show white-skinned pictures of “Euclid” and other non-existent Greeks with a view to indoctrinate school children. The authors and authorities are well aware that they have no evidence.
    
    

19. [2008] “Distorting history” Jansatta 23 Jan 2008, ed. page. http://ckraju.net/papers/Jansatta-Euclid.jpg.
    
    

20. “Logic”. Article for Encyclopaedia of Non-Western Science, Technology and Medicine, Springer, 2008. http://ckraju.net/papers/Nonwester-Logic.pdf.
    
    

21. [2008] “Zeroism and Calculus without Limits”, invited talk at the 4th Nalanda Dialogue, Nalanda, Oct 2008. http://ckraju.net/papers/Zeroism-and-calculus-without-limits.pdf.
    
    

22. [2009] “Kosambi the mathematician” Special article, Economic and Political Weekly 44(20) May 16–22 (2009) pp. 33–45.
    
    

23. “Calculus without limits” background paper for seminar on science education, JNU, Dec 2009. http://ckraju.net/papers/calculus-without-limits-background-paper.pdf
    
    

24. [2009] Is Science Western in Origin? (Multiversity, Penang, 2009, Daanish Books, Delhi, 2009, Kindle Edition, 2009). http://ckraju.net/books/Is-Science-Western-in-Origin.html. Key points: the history of mathematics and science is a concoction from the times of the Inquisition and the Crusades. Euclid and Ptolemy are pure concoctions while claims about the Copernican and Newtonian revolution are bunkum since they rested on imported knowledge of astronomy and calculus.
    
    

25. [2010] “Ending Academic Imperialism in Hard Sciences: a Beginning,” in Confronting Academic Knowledge, ed. Sue-San Gahremani Ghajar and Seyyed-Abdolhamid Mirhosseini, Iran Universities Press, Tehran, 2011, chp. 7. A longer draft at http://multiworldindia.org/wp-content/uploads/2010/05/ckr-Tehran-talk-on-academic-imperialism.pdf. Key point: the infinities of calculus mixed with religious belief through the Christian notion of eternity.
    
    

26. Ending Academic Imperialism: a beginning (Citizens International, Penang, 2011). http://ckraju.net/blog/?p=57.
    
    

27. “Teaching Mathematics with a Different Philosophy. 1: Formal mathematics as biased metaphysics”. Science and Culture 77(7-8) (2011) pp. 275-80. http://www.scienceandculture-isna.org/July-aug-2011/03%20C%20K%20Raju.pdf. Key points. Describes the theory behind the experiments on calculus teaching at Sarnath and USM. Formal mathematics, as taught, involves an anti-Islamic, anti-Buddhist, anti-Hindu, anti-Jain and pro-Christian bias.
    
    

28. “Teaching Mathematics with a Different Philosophy. 2: Calculus without limits”. Science and Culture, 77 (7-8) (2011) pp.281-86. http://www.scienceandculture-isna.org/July-aug-2011/04%20C%20K%20Raju2.pdf. Key point. Eliminating theology from math and teaching it the way it actually developed, makes it easy. This was demonstrated in experiments conducted at Sarnath and USM. Present-day math is religiously biased so teaching it is unconstitutional. But math experts defend it to protect their jobs. Naturally, they have never responded publicly, but only in private.
    
    

29. “Probability in Ancient India”, Handbook of the Philosophy of Science, vol 7. Philosophy of Statistics, ed. Prasanta S. Bandyopadhyay and Malcolm R. Forster. General Editors: Dov M. Gabbay, Paul Thagard and John Woods. Elsevier, 2011, pp. 1175-1196. http://ckraju.net/papers/Probability-in-Ancient-India.pdf. Key points: Zeroism resolves the long-standing paradox of the frequentist interpretation of probability (that relative frequencies converge to probabilities only in a probabilistic sense.) Buddhist logic has the key feature of quantum logic: that with probabilities on such a logic, random variable do not necessarily admit joint distributions.
    
    

30. “Decolonising math and science education”, paper presented at the conference on “Decolonising our Universities” in Decolonising the university: the emerging quest for non-Eurocentric paradigms, ed. Claude Alvares and Shad Saleem Faruqi, Citizens International and USM, 2012, chp. 13, pp. 162-195. http://ckraju.net/papers/decolonisation-paper.pdf.
    
    

31. “Decolonising our universities: time for change.” Response to Wildavsky. GlobalHigherEd http://globalhighered.wordpress.com/2011/09/11/decolonising-our-universities-time-for-change/. Key point: Western universities were started by the church to create propagandists. By blindly imitating the Western model, we only achieve indoctrination in lieu of education.
    
    

32. “Swaraj in thought: Decolonising our universities for a just world order”. Paper for plenary talk at the Indian Social Sciences Congress, Wardha, Dec 2011. In Proc. http://ckraju.net/Swaraj-in-thought.pdf.
    
    

33. Euclid and Jesus: How the church changed mathematics and Christianity across two religious wars (forthcoming).
    
    

Videos

1. Mathematics and religion. Discussion at Qom with the Supreme Assembly of the Hekmat-i-Islami (in Farsi and English). http://www.cissc.ir/fa/humanscience/videoplayer/prfRaju_video_2.html.

2. Making math easy. Public lecture at USM. http://ckraju.net/videos/matheasy.html.

3. Decolonising history: Goodbye Euclid! Public lecture at USM. http://web.usm.my/webstreaming/flv/colonised.asp.

4. Academic imperialism. Talk in Tehran. http://www.youtube.com/watch?v=zdvgH4gByfk&feature=related.

5. Decolonising math and science education. First half hour of the video at http://vimeo.com/26506961.

6. “Ending Hegemony in Hard Sciences”, talk at a conference on Hegemony in Penang, Sep 2010. http://vimeo.com/14649036
   
   

Press reports etc.

1. “Math made easy”, and “Mathematics? No problem” http://ckraju.net/blog/?p=62.

2. Report of Decolonisation conference, and extended discussion in the Sun, Malaysia, archived at http://ckraju.net/blog/?p=61.

Conference and seminar talks

• “The Mathematical Epistemology of Sunya.” Invited paper, summarising interventions during the Seminar on the Concept of Sunya, INSA and IGNCA, New Delhi, Feb. 1997.

• “Approximation and Proof in the Yuktibhâsâ Derivation of Madhava’s Sine Series”. Paper presented at the National Conference on Applied Sciences in Sanskrit, Agra, Feb 1999. In Proc.

• 
  “How Should Euclidean Geometry be Taught”. Paper presented at the International Workshop on History of Science, implications for Science Education, Homi Bhabha Centre, TIFR, Bombay, Feb, 1999. In Proc.

• “Some Remarks on the Indian Epistemology of Mathematics.” Talk delivered at the International Laboratory for the History of Science, The Material Culture of Calculation, Max Planck Institute, Berlin, June, 1999.

• “Some Remarks on Ontology and Logic in Buddhism, Jainism and Quantum Mechanics.” Invited talk at the conference on Science et engagement ontologique, Barbizon, October, 1999.

• “Computers, Mathematics Education, and the Alternative Epistemology of the Calculus in the Yuktibhasa,” Invited plenary talk at the 8th East-West Conference, University of Hawai’i, Jan, 2000.

• How and Why the Calculus Was Imported into Europe.” Talk delivered at the International Conference on Knowledge and East-West Transitions, National Institute of Advanced Studies, Bangalore, Dec 2000.

• “Traditional Knowledge, History, Science and Culture”. Invited talk delivered at the Seminar on Traditional Knowledge Systems, Binsar, Almora, 3–7 October 2002.

• “Sunya: from Zero to Java. Number Representations in Algorismus, Formal Mathematics, and Computers”. Invited talk delivered at Haldwani, 8 October 2002.

• “Could India’s Failed Monsoon (2002) have been Predicted by the Right Calendar?” http://www.infinityfoundation.com/mandala/t_es/t_es_raju_monsoon.htm.

• “Science as an Instrument of Cultural Propaganda”, paper presented at the All India People’s Science Congress, Shimla, October 2003.

• “The Calculus: its Indian Origins and Transmission to Europe prior to Newton and Leibniz”, invited talk, conference on Indian Contributions to the Renaissance, Univ. of Louisiana, Lafayette, Oct 2004. Also, Houston, Oct 2004.

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  “The Calculus: its Indian Origins and Transmission to Europe prior to Newton and Leibniz”, invited talk, Dept of Maths, Univ. of Iowa at Ames, and public lecture with the same title, Oct 2004.

• “Math Wars and the Epistemic Divide in Mathematics”, invited talk atCRMSE,Univ. of San Diego, Oct. 2004.

• “Math Wars and the Epistemic Divide in Mathematics”, paper presented at Episteme-1, Goa, Dec 2004.

• “Why Deduction is MORE Fallible than Induction”, invited talk at International Conference on Methodology and Science, Vishwabharati, Shantiniketan, Dec 2004.

• “Time: What is it That it can be Measured?”, invited plenary talk at the International Pendulum Program Conference, Univ. of New South Wales, Sydney, 13 Oct 2005.

• “Time in Classical Indian Tradition and the Present-Day Representation of Time as a Continuum”, invited plenary talk at the International Pendulum Program Conference, Univ. of New South Wales, Sydney, 14 Oct 2005.

• “The Indian Origins of the Calculus and its Transmission to Europe. Part I: Series Expansions in India from Aryabhata to Yuktidipika.” Talk at University of Auckland, New Zealand, Dept. of Math, 17 Oct 2005.

• “The Indian Origins of the Calculus and its Transmission to Europe. Part II. Lessons for Mathematics Education.”

  Talk at University of Auckland, New Zealand, Dept. of Math, 18 Oct 2005.

• “Mathematics, Physics, Computers, and the Globalisation of Culture”. Talk at Asia Research Institute, National University of Singapore, 24 October 2005.

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  “The Religious Roots of Mathematics.” Invited talk at JNU Seminar on Science and Spirituality, IIC, New Delhi, Feb 2006.

• “Transmission of the Calculus from India to Europe before Newton and Leibniz”, invited talk at Indian Institute of Advanced Study, Shimla, Nov 2007.

• “Good-Bye Euclid!”, paper presented at ISSA Congress, Mumbai, Dec 2007.

• “The Indian Rope Trick”, ISSA Congress, Mumbai, Dec. 2007..

• “Two plus two is not always four: Why zero so confused Europeans”, invited talk at International Seminar on Philosophy of Science, Vishwabharati, Shantiniketan, Jan 2008.

• “Zeroism and Calculus without Limits”, invited talk at the 4th Nalanda Dialogue, Nalanda, Oct 2008.

• “Calculus without Limits”, invited talk at seminar on science education, JNU, Dec 2009.

• “5-day Course on Calculus without Limits: the Theory”, 6 lectures, Maths Dept, Universiti Sains Malaysia, Feb 2010.

• “Making Math Easy”, talk to a general audience, DPU, USM, Penang, Nov 2010.

• “Mathematics and religion”, talk at Cortona Week, organized by ETH Zurich, Hyderabad, Nov, 2010.

• “De-Westernizing Education in Hard Sciences”, talk to National Meeting of Deputies (Vice -Chancellors), at Khorramshahr University of Marine Technology, March 2011.

• “Mathematics and religion” talk and debate at University of Religions and Denominations, Qom, March 2011.http://www.urd.ac.ir/cont.php?newsid=545. March 2011.

• “The myths of Ptolemy and Copernicus”, Research Institute of Astronomy and Astrophysics, Maragheh, http://www.riaam.ac.ir/en/, http://www.riaam.ac.ir/pdf/khajeh%20nasir2.htm. March 2011.

• “De-Westernizing Mathematics and Science”, Sahand University of Technology, March 2011.