Dr. Bhag Chand Chauhan is a Professor of Physics and Campus Director of the Central University of Himachal Pradesh (CUHP) Campus at Shahpur, Himachal Pradesh. Earlier, he was holding positions of the Dean, School of Physical & Material Sciences, Head of Department of Physics & Astronomical Science, and important responsibilities of the university He is a Visiting Associate of Inter-University Centre for Astronomy & Astrophysics (IUCAA), Pune since 2010. Dr. Chauhan has an excellent.
research career in diverse fields e.g. high energy physics, neutrino astrophysics, dark matter, and the history of science in Bharata. After completion Ph.D. from Himachal Pradesh University, Shimla in 2001, he completed 5-years Post-Doctoral Research from Technical University Lisbon (2001-2006). He has published 100+ well cited and quality research papers, preprints, and articles in periodicals. Dr. Chauhan has completed two UGC-Major Research Projects on neutrino physics and one project in Unnat Bharat Abhiyan (UBA-1.0).
Prof. Chauhan is a member of HP State Higher Education Council (SHEC), State level NEP2020 Implementation Task Force, and many other academic bodies. He is also the Director of Thakur Ramsingh Sodh Sansthan, Neri, Hamirpur, which works on the History and Culture of Bharata. He is also the Vice-President of the Vijnana Bharati [Himachal Chapter)-VIGYASA.
In the light of his excellent academic career and active participation in social activities, he has been conferred with several honours/awards/ distinctions by a number of organizations Prof. Chauhan has visited more than 10 countries including Germany, Italy, USA, Switzerland, and France.
A class of historians and scholars believe that since the time A immemorial, Bharata is continuously aspiring for knowledge creation and dissemination, doing science and practicing technology. As such, Bharata was widely popular as the land of truth seekers, and the welcome-home' for whosoever was intellectual and knowledgeable. This fact has been accorded by the wide recognition of the ancient learning centres e.g. Takşaśilă and Nālandā, and the accounts of Greek and Chinese travellers. The ancient and medieval scholars of Arabia, Spain, China, and Greek have loudly acknowledged their indebtedness to Bharatiya scholars and knowledge system.
However, over the period of repeated invasions by the foreigners and through the taught history in the schools, our generations have lost the sense of appreciation for enormous potential and glory of the motherland. Even after 75 years of independence we have not succeeded much to create an environment of nation-pride amongst our youngsters. It is believed that the successful implementation of National Education Policy (NEP-2020) can do justice with the candid status of Bharata. The NEP-2020 strongly promulgates to instill a deep-rooted pride in being Bharatiya, not only in thought, but also in spirit, intellect, and deeds.
As per the guidelines of the NEP-2020, a number of courses on Indian Knowledge System (IKS) are to be offered to the students at UG, PG and Research degree levels. Although, there is a good number of works all over the world on the subject, and other related titles are available in markets, yet a compact volume for the students was still missing in the stacks of libraries. Hence, a solemn requirement of such a textbook was felt by the academia to connect students with this wonderful Bharatiya culture and Bharatiya knowledge system.
This book pertains to the development of knowledge system during the ancient period that includes a substantial part of untold history. An effort has been made to make an anthology of research done in the field by several noted scholars. However, the results and conclusions drawn by the researchers and scholars contained in this book are open for scrutiny. To make it a compact masterpiece, the researches based on the anthropology, archaeology, marine archaeology, literature, art, philosophy, science, engineering and technology, sociology, political science, etc. have been taken in cognizance while compiling the text matter of this manuscript.
The book is structured in a way that it would answer various common and specific queries of the students regarding major Bharatiya contributions to the world knowledge system. Chapters on Bharatiya civilization, education system, arts, music, literature, life and work of the scholars and progress in the science, technology, astronomy, health environment, etc. are included in the book.
A famous nuclear physicist once said, "How can we lament the lack A national pride in Indians, without first acquainting them with the country's phenomenal scientific achievement in the dim distant past?" Recently, a former Chinese Professor Pak L. Huide from the University of Toronto presented a mind-blowing analysis on the topic Is Ancient India Overrated? He begins on a serious note, 'If anything ancient India is sorely underrated. I am an ethnic Chinese living in Canada. But when I was growing up in Canada, I knew very little about India, besides, may be curry. I mean, people here have a vague understanding of Chinese history but they have no idea about Indian history. For example, most people know the Middle Kingdom is how China referred to herself but how many people know about Bharat? How many know about even the Guptas? People know that China was famous for its ceramics and tea but how many people know about ancient India's achievements in metallurgy. People know about the Great Wall, but how many know about the great temples of southern India? This is partly due to the lack of historical records that ancient Indians kept and also because modern Indians have a tendency to look down upon their ancient heritage and view Western ideas as superior. China also has this problem but not nearly to the same extent.
The discovery that the earth is spherical is credited to the Greek philosopher Aristotle, who was born in 383 BCE. However, very few people know that a man from ancient India established the idea of "spherical earth" during the eighth to ninth century BCE. The man was called Yajnavalkya, who first discovered that the earth was round. He was the first to propose the heliocentric system of the planets.
The historians are of the viewpoint that up to the 15th century CE the Europe was struggling in the Dark Age'. There was hardly any light of knowledge like science, mathematics, astronomy, medicine, and technology, etc. in Europe. Long back in time there was some enlightenment in a limited part of Europe, i.e. in Greek, but just for a short period from 6th century BCE to a few centuries. This period is also known as the first awakening of Europe. Thus, the reappearance of the knowledge took place in the 16th century, which is popularly known as called 'the renaissance'.
It is well acknowledged that the modern scientific paradigm was originated in Europe, and thereafter spread all over the world. As such, a false notion has been evolved that it was so-called 'the West', which taught science, mathematics, and all kinds of knowledge to the entire world. The Europeans taught us science, arts, literature, and everything including philosophy, psychology, economics, and polity, etc.
Book's Contents and Sample Pages
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