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In this book, we analyze the psycho-social consequences faced by Indian American children after exposure to the school textbook discourse on Hinduism and ancient India. We demonstrate that there is an intimate connection—an almost exact correspondence—between James Mill’s colonial-racist discourse (Mill was the head of the British East India Company) and the current school textbook discourse. This racist discourse, camouflaged under the cover of political correctness, produces the same psychological impacts on Indian American children that racism typically causes: shame, inferiority, embarrassment, identity confusion, assimilation, and a phenomenon akin to racelessness, where children dissociate from the traditions and culture of their ancestors.


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Nigamana

From Hindupedia, the Hindu Encyclopedia

By Swami Harshananda

Origin of Nigamana[edit]

The theory of knowledge developed in the Nyāya Darśana or the Nyāya philosophy has contributed considerably to systems of logic. While dealing with anumāna or inference, the second of the four pramāṇas accepted by it, the Nyāya philosophy puts forward a five membered syllogism of which nigamana is the fifth.

Classification of Nigamana[edit]

They are:

  1. Pratijñā - first proposition asserting something
  2. Hetu - reason
  3. Udāharaṇa - example
  4. Upanaya - application of the universal to the particular case
  5. Nigamana - final conclusion, reasserting the first proposition

Illustrations of Nigamana[edit]

This can be made clear from the following illustration:

  1. Hetu - Because he is a human being
  2. All human beings are mortal. For e.g., Aśoka, Srīharṣa, Kālidāsa, Tukāram and so on.
  1. Therefore he is mortal.[2]


References[edit]

  1. ↑ He is called as upanaya.
  2. ↑ He is also referred as nigamana.
  • The Concise Encyclopedia of Hinduism, Swami Harshananda, Ram Krishna Math, Bangalore

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