Maharshi Kanad (600 BC) thought about indivisible particles called "anu" (atoms). He believed that atoms combine in various ways to form more complex objects and that these atoms are eternal, unchangeable, and indestructible.
Kanad's idea of the atom (called anu) was rooted in metaphysical speculation rather than experiment. His conclusions were based on logical deduction and philosophical reasoning about the nature of reality. Modern understanding of atoms is based on scientific experiment and empirical evidence.
If we remove books and videos and knowledge from Indians and put India back to 18th century. Even if we give Indians a 500 year, they would not be able to think about atoms. That is the level of regression and ignorance. That is the absence of curiosity, original thinking, creativity.
It was British Indologist who reinterpreted the Vaisheshika sutras and found in Kanad's philosophy interesting correlation with modern understanding of Atoms. That is the level or ignorance in Indian society. Indian society doesnot have those seeds needed for modern science, and as I stated, earlier work which we like to equate with modern science were result of a different quest with its own limitations, would not herald into an era where experimental method, and rational empiricism originating in west has lead humanity. Ancient Indian intellectual traditions and modern science represent two distinct paths of inquiry. Kanad, Patanjali, Kapila their pursuit was qualitatively different from the modern scientific approach. Without the framework of the scientific method, their insights remained confined to area of philosophy and most likely would not have evolved into modern science.
Video below is Rutherford God foil experiment. Students of Vaisheshika are nowhere in position of taking this path in their thoughts.
https://www.youtube.com/watch?v=XBqHkraf8iE
Divergent Paths
Ancient Indians aimed at moksha rather than material understanding. Their approach was often based on logic, contemplation, and reasoning without an EMPERICAL FOUNDATION. There was absence of empirical FEEDBACK LOOPS. The cognitive step of integrating mathematics with physical experiment did not occur. The cognitive leap to apply mathematical principles to the empirical study of physics, astronomy, and other sciences was not fully developed. Gurukula system of education focused on transmitting Vedas, Upanishads and interpretations without stress on CRITIQUE which is at the heart of progress in Modern science, so I am sorry to say that Upanishads are not sufficient. Even the seeds of experimentation, trial and error, and empirical curiosity were largely missing from the Indian imagination, which are crucial for scientific progress. While ancient Indian thought made significant contributions to philosophy, mathematics, and spirituality, it did not produce the cognitive frameworks necessary for the emergence of EXPERIMENTAL science.
Most of modern science came from trial and error and experiment, while Indian mind was set on virtue, moksha. There was no scope for other mundane things. Focus on virtue, moksha, and metaphysical truths in ancient Indian thought created a cognitive landscape that was quite different from the empirical, experimental approach that defines modern science.
School Curriculum
Many Indians express deep concern about the current state of the country and its scientific development, often advocating for the reintroduction of ancient texts like the Vedas and Upanishads. Gurukula tradition do not provide the systematic and empirical framework that modern education emphasizes. Simply reverting to ancient curricula will not equip students with the critical thinking skills, experimental methods, and scientific knowledge necessary to thrive in today’s world.
Indian gurukuls where rich well meaning families send their kids, organization like RSS are repeating same thing again and again, they are trying to put ancient spirit and in that fit facts and figures of modern science without bringing critical enquiry and skepticism, questioning habits in tradition. This approach is fundamentally flawed, bound to fail. They are not ready to honestly investigate about why we Indians failed, they are not able to identify the problems, they are not ready to solve fundamental issues in our system, how will they guide the students? That is why most RSS people take pride when their son or daughter does well abroad. And they still somehow manage to convince themselves that it is entirely Indian spirit and they have just added western facts and chores in it. That is only partly true, if at all it is true.
That is why most RSS people take pride when their son or daughter does well abroad. And they still somehow manage to convince themselves that it is entirely Indian spirit and they have just added western facts and chores in it. That is only partly true, if at all it is true.
Success in the global arena often stems from a comprehensive understanding of modern systems, critical thinking, and the capacity to adapt to diverse environments—qualities that are not inherently rooted in traditional Indian education. By attributing these to an ancient cultural heritage, they overlook the significant influence of modern educational practices and global exposure that have played a crucial role.
The utility of Indian philosophy lies primarily in its moral and philosophical insights, which remain highly relevant today. However, these aspects cannot serve as a substitute for modern scientific methods or be equated with science itself. Appreciation of its utility in one should not be confused with it embodying universal solution for everything.
https://www.youtube.com/watch?v=T5kIZvcqGdg
Probably this is why people wore stones.
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