Representative image.
Credit: iStock Photo
The National Education Policy (NEP) 2020 promises to ‘revolutionise’ the Indian education system, aiming to decolonise the long-standing Macaulay-inspired educational framework.
In line with this goal, a number of Indian knowledge systems, such as Vedic Science, Vedic Mathematics, Astrology, and Palmistry, are being introduced into the curriculum.
While civilisations naturally evolve and construct knowledge over time, the NEP and related educational policy documents blur critical distinctions between different streams of knowledge, notably failing to differentiate between Indian and Indigenous knowledge systems, Hindu and non-Hindu traditions, or Brahminical and Bahujan epistemologies.
Among the concepts reintroduced is Vedic Mathematics, popularised during the NDA government’s 1998 term and now revived as part of NEP 2020’s focus on Indian knowledge systems.
The term “Vedic Mathematics” suggests a rich heritage of mathematical knowledge originating from the Vedic period. Yet, much of the discourse around it stems from a single source: a book titled Vedic Mathematics by Shankaracharya Bharti Krishna Tirthaji Maharaja, published posthumously in 1965.
This book claims to provide 16 simple mathematical formulae derived from the Vedas, offering “one-line answers” for all mathematical problems. However, even in the book’s foreword, editor V S Agrawala acknowledges that these formulae do not appear in any known versions of the Vedic texts, specifically the Parishishta (appendix) of the Atharva Veda. The absence is explained by the claim that Vedic knowledge is boundless, making it unnecessary to search for these sutras in documented sources.
The credibility of these claims weaken under scrutiny. Mathematical concepts such as algebra and calculus, which emerged long after the Vedic period, are invoked, exposing the lack of historical accuracy in associating the presented sutras with Vedic knowledge. Moreover, Tirthaji’s presentation of these formulas in Sanskrit—though he earned an MA in Mathematics from the American College of Sciences, Rochester—raises questions about the intent behind such framing.
Ancient Indian Mathematics, as found in texts like the Sulbasutras, an appendix to the Vedas, served specific religious and practical purposes, such as designing fire altars. These texts, however, were not concerned with solving contemporary arithmetic problems or abstract mathematical theory in the modern sense. In contrast, the Mathematics presented in Tirthaji’s book does not adhere to the theoretical rigour of deductive reasoning typical of mathematical inquiry. Instead, it offers a set of tricks designed to simplify certain arithmetic operations, such as multiplying numbers ending in five—techniques that, while innovative, have limited practical relevance in an era of advanced calculators and computers.
Prominent mathematicians like S G Dani have categorised these sutras as mere “speed mathematics,” useful for shortcut calculations but far removed from the profundity of ancient mathematical traditions. Nevertheless, the appeal of Vedic Mathematics is undeniable in today’s India, where it plays into a larger political narrative that glorifies an idealised Hindu past allegedly destroyed by foreign invaders. This narrative aligns well with the broader ideological project of majoritarian Hindutva, which thrives on crafting a mythology of India’s golden age. Moreover, the practical advantages of promoting Vedic Mathematics, particularly in a society where Mathematics is deeply valued and EdTech startups are flourishing, cannot be overstated. Speed Mathematics and claims of easy solutions to complex problems resonate with Indian parents eager for their children to excel in highly competitive academic environments.
While numerous peer reviews and critiques have debunked the validity of Vedic Mathematics as a “Vedic” system or a revolutionary breakthrough in Mathematics, there is a growing body of pseudo-research on the subject. Much of this pseudo-research is published in predatory academic journals in India, often overshadowing legitimate critiques and creating a false veneer of scholarly legitimacy for Vedic Mathematics.
India’s contributions to the global field of Mathematics are undeniable and immense. From the invention of zero and the decimal system to significant advancements in algebra and trigonometry, Indian mathematicians have made groundbreaking discoveries. However, the promotion of Vedic Mathematics threatens to undermine these genuine contributions. For instance, many erroneously attribute the discovery of zero to the Vedic period when, in fact, it was developed in the 6th century CE. Similarly, the Indian numeral system, written in the Brahmi script, dates to the third century BCE, well after the Vedic period, which is generally considered to have spanned from 1500 to 1000 BCE.
Attributing all Indian knowledge to the Vedic era not only distorts historical accuracy but also serves a political purpose. By hailing every form of knowledge as “Vedic,” this narrative fosters a jingoistic pride that dovetails neatly with the rise of religious nationalism. The case of Vedic Mathematics exemplifies this strategy.
(The writers teach at the Central University of Himachal Pradesh)