For centuries, possibly longer, the Indian subcontinent has been brainwashed that its entire history, culture and religious values have little or no value. Western scholars swept into the Indian teachings with little or no knowledge, proclaiming themselves the experts and purporting to reeducate the illiterate masses (which was the entire sub continent) about their religion and value system. This became a classic example of the blind leading the educated, into blindness. Then evolving into the blind leading the blind.

An examination of older books, from the 1800’s through the 1900’s reveals a common usage of the term mythology. This term appears commonly in the 20^th century as well. Myth is often a term used to devalue another’s spiritual or religious beliefs. As an example, western scholars have often classified virtually every other cultures religious system, stories, and heritage as mythology. This is certainly true of the Indian (Sanatana Dharma) Romans, Greeks, and tribal religions of the west, south pacific, and other regions. Curiously this attitude is not present within Judaism, Christianity, or Islam based religions. Clearly this is initially a powerful indicator of religious bias by western institutions of higher learning. Another example of this is the term Hindu, one etymology based explanation is “1662, from Pers. Hindu (adj. & noun) "Indian," from Hind "India," from Skt. sindhu "river," specifically the Indus; hence "region of the Indus," gradually extended across northern India. Hinduism, blanket term for "polytheism of India," is from 1829” (1). Clearly it is seen that the term Hindu or Hinduism for describing the masses is rooted in the 1800’s, which has historically been revealed to have a religious prejudice toward Sanatana Dharma. (2) In fact the term Indian (referring to Native Americans), is a shortened term used by a “lost” sea captain (Columbus) looking for Bharata. India was a term from Greek referring "region of the IndusRiver," and of course used later for the region beyond it. The word India is also rooted from Indos, a Greek term for the IndusRiver. But the term Bharata is rooted with the Vedas, especially the Rg Veda. Bharata is an important term as it serves as a powerful link to the ancient peoples of the Sindhu and Sarayu regions. Therefore Bharata serves as a better name for India than India, which already demonstrates a scholarly bias. 

The term myth is often used and is inferred to be a negative, as if the story is a barbaric explanation of natural phenomena. In my opinion, this is most probably due to a biased attitude toward animism. Which has resulted in a continuation of a biased and demeaning attitude toward the religious beliefs of all animist based religions. 

The root of the problem

The fundamental argument regarding the root is presented in the previous paragraphs, but this area deserves more attention. The root of the problem is also based in several other areas of concern, such as an obvious ignorance of the actual religion, and a weak understanding of the complexity of the Sanskrit language.

Ram Swarup in his book “On Hinduism” makes a powerful argument and presentation that early western scholars of philosophy found a powerful sophisticated system in the teachings of Sanatana Dharma. He continues to document the leadership of such philosophers as Hagel in undermining this western awakening to the great teachings of Bharata. This process continued to pull scholars away from true exploration and more into western dogma relating to Bharata. 

The second problem was scholars understanding of the true meanings of Sanskrit and religious teachings in general. To this day, often western scholars have little understanding of the subtleties of the Sanskrit language. While many may be trained in linguistic application of the language, few are properly schooled in the traditional teachings of the language. This is a problem due to the depth and expansive nature of the Sanskrit language. This resulted in most scholars becoming completely educated by commentaries by Yaska and Sayana. Both of these commentaries strongly influenced versions of the Rg Veda such as the ones by H.H. Wilson and even more contemporary writers. While this can present a naturalistic view of the Vedas it does not present a comprehensive view of the depth of the teachings contained within the Vedas. 

Once the foundation was laid for a weak understanding of the Sanskrit language, invalidation of the additional Vedic texts was added; this included the Brahmana’s and Purana’s. This has eroded Bharata’s confidence to the extent that the puranas are largely ignored to this day. While the Purana’s are not shruddhi (revelation or revealed), they are smriti (remembered) and hold many fascinating keys to understanding ancient teachings. Though admittedly they do contain sometimes-different meanings for deities and other religious teachings. 

Possible Solutions.

The first step is education of the masses. Many “Indians” are not even aware of the actual content of the Vedas, as I frequently meet people that have little or no concept of the Vedas. Once I recited the Gayatri mantra to a girl of the Sanatana Dharma, and she referred to it as a nursery rhyme, a lullaby that her Grandmother used to sing to her at bedtime. People should be taught that this is not mythology, but what it truly is, an advanced, sophisticated understanding of the universe from a quantum level and beyond. The ancient teachings demonstrate a sophisticated understanding of psychology and the human animal also. The deities are real; albeit viewed as principals of the cosmos, states of consciousness, or subtle/physical forms. In addition, education will require the removal of religious biased information from the collective consciousness of people. While this can be a daunting task initially, it is amongst the most important work. The easiest way to address this is through education.

Teachers are needed, trained in the ancient knowledge and free from biased agendas. This will require recognition of the ancient qualifications of teachers. We must honor our Brahmins, for they preserve various rituals. While they may be later rituals verses older Vedic rituals, their knowledge and skill should be respected. We should train, in the west, Vedacaryas, Kovids, Visharada’s, Pandit’s, Brahmachari’s, Brihaspati’s, Vachaspati’s, Acaryas, Yogi’s, Rishi’s, Swami’s, and many other qualified systems and teachers. These people and others are uniquely qualified to teach the ancient teachings in an authoritative manner. While this list is not complete it is a beginning, and will stop the cycle of the uneducated scholar from continuing a process of dis-information that was started hundreds of years ago. Scholars should be welcomed that have demonstrated a depth of knowledge regarding the subjects verses the continuation of what could be called at times, ”blind western dogma.” 

Teaching the inner and outer benefits of Puja, Yajna, Homa can be very valuable. Simple mantras to Ushas can be very beneficial during this time. As we awaken to the spiritual dawn (Ushas), we will awaken to the true meaning of the Vedas and Vedic teachings. 

There are other positive solutions that can be offered; this is intended to merely stimulate the brain. There is much each person can do to educate and help to correct these mistakes that have taken place in the past. 

Sources and References:

(1)   http://www.etymonline.com/h4etym.htm

(2)   See paper and review “Religious bias in the late 18^th and early 19^th century’s” by the author. 

Frawley, David “The Rg Veda and the history of India” New Delhi:India, 2001 Aditya Prakashan

Frawley, David “Awaken Bharata” New Delhi:India Voice of India