The Unravelling of the AMT

The thought of writing this article came as I recalled a recent interview of Vagheesh Narasimhan with the Caravan magazine, where he explains how in his view, the Indo-Aryans must have spread across South Asia.

Before coming to what Vagheesh said in the interview, let us take a brief detour so that his comments could be understood in its proper context.

The Textual Evidence for AMT

Except for the truly ignorant on the subject, it is clear as daylight to all scholars, whether Indian or Western, that the Rigvedic geography is centred in North India, more specifically around Punjab, Haryana & Western UP.  The westernmost lands mentioned in Rigveda are the eastern regions of Afghanistan and these were certainly peripheral in the scheme of things of Rigvedic Aryans.

Yet, through the last two centuries several attempts have been made to parse out some sort of evidence from Rigveda or any of the early Vedic texts, in the form of memory or otherwise, that could support the argument of an extra-Indian homeland of the Rigvedic Indo-Aryans. However all such attempts have come to naught.

Let us go through the opinion of the mainstream western Indologists on the matter so that there remains no room for doubt on the matter.

Edwin Bryant notes in his seminal book,

The first prominent note of discord between traditional exegesis and Western scholarship was sounded because of the lack of explicit mention, in the Vedic texts, of a foreign homeland of the Aryan people. As mentioned previously, this conspicuous silence had been noted even by nineteenth-century Western scholars (e.g., Elphinstone 1841). The absence of any mention of external Aryan origins in traditional Sanskrit sources is, to this day, perhaps the single most prominent objection raised by much of the scholarship claiming indigenous origins for the Aryan culture. (pg 59)

Already in the middle of the 19th century we have scholars such as Curzon (1855) who argues, “Is it legitimate … to infer that because the Aryans early spread to the South . . . and extended themselves over the peninsula, they also originally invaded, from some unknown region and conquered India itself?” (pg 65) and Muir(1860) who notes that “none of the Sanskrit books, not even the most ancient, contain any distinct reference or allusion to the foreign origin of the Indians” (pg 63)

Bryant quotes Srinivas Iyengar, who in 1914 quite pertinently said,

The Aryas do not refer to any foreign country as their original home, do not refer to themselves as coming from beyond India, do not name any place in India after the names of places in their original land as conquerors and colonizers always do, but speak of themselves exactly as sons of the soil would do. If they had been foreign invaders, it would have been humanly impossible for all memory of such invasion to have been utterly obliterated from memory in such a short time as represents the differences between the Vedic and Avestan dialects. (pg 59)

Bryant refers to Indian scholars as early as the latter half of the 19th century who object to the external origins of the Indo-Aryans, which should clear the doubts of those who think that opposition to AIT/AMT is a modern Hindutva invention.

As per Bryant, “… the fact that the Vedas themselves make no mention of any Aryan invasion or immigration reveals a major epistemological concern in this debate. ” (pg 59)

Bryant concludes the chapter thus, “The sequence of texts does seem to suggest a movement of the Brahmanic geographical horizons from the Northwest to other parts of India. Nonetheless, the Indigenous response needs to be considered: the texts give no obvious indication of a movement into India itself. Indigenous Aryanists, on the whole, are prepared to accept a shift of population from the Sarasvatl region eastward toward the Gangetic plain…But they do not feel compelled to then project this into preconceived hypothetical movements into the subcontinent itself in the pre- and protohistoric period.”

Hans Henrich Hock, a well-known linguist and Sanskritist, in his contribution to this major volume, The Indo-Aryan Controversy, also observes,

Some publications claim that the Rig-Veda contains actual textual evidence for an Aryan in-migration…suffice it to state that none of them provide unambiguous clues that the point of origin for these travels was further (north-)west or outside of India/South Asia, or that the direction of travel was to the east or further into India/South Asia. (pg 290)

Hock rather candidly tells us that “…the passages cited by Biswas and Witzel do not provide cogent evidence for Aryan in-migration and thus cannot be used to counter the claim of opponents of the so-called “Aryan Invasion Theory” (e.g. Rajaram and Frawley 1997: 233) that there is no indigenous tradition of an outside origin.” (pg 291)

Another major linguist George Cardona concurs that “… there is no textual evidence in the early literary traditions unambiguously showing a trace of such migration. “(pg 38)

Cardona goes one step further and analyses a particular passage Michael Witzel, an ardent proponent of the AMT, cites from the Baudhayana Srauta Sutra, to support his argument of textual evidence.

Continue reading The Unravelling of the AMT

American Caste (b)

America has a national crisis in math capacity, competence and merit. American students sharply underperform students in many countries all over the world. Including Vietnam, which is a poorer country than India per capita. We will heavily refer to the 2018 OECD PISA report in below paragraphs, but the below chart graphic is from the 2015 OECD PISA scores report because math scores are reported for more countries in the 2015 report. Perhaps the 2018 report will be revised to add more countries in the future:

In my view  a level 5 PISA score is the minimum requirement for a person to be considered a high school graduate who is literate in math, able to function in the modern global economy, or be qualified to attend college. The PISA report defines a level 5 PISA score or better as a fifteen year old that “can model complex situations mathematically, and can select, compare and evaluate appropriate problem-solving strategies for dealing with them.” How does America perform in the 2018 PISA report?:

  • United States: 8% of students scored at Level 5 or higher in mathematics
  • OECD average: 11%
  • Six Asian countries and economies had the largest shares of students who did so:
    • Beijing, Shanghai, Jiangsu and Zhejiang (China): 44%
    • Singapore: 37%
    • Hong Kong (China): 29%
    • Macao (China): 28%
    • Chinese Taipei: 23%
    • Korea: 21%

Note that these six countries were among the poorest countries in the world in the 1950s, far poorer than poor Americans or poor Europeans or poor Chileans can even imagine. In 1979 China was unbelievably poor. Much of the population of China–perhaps as many as 100 million–had starved to death because of extreme poverty in the 1970s. Poor children around the world are outperforming American children in mathematics despite extremely low education spending per student and very low socio-economic level of their legal guardians, where socio-economic level is defined as:

  • income
  • wealth
  • formal education of parents

Do any American high school student subgroups perform well in Mathematics? Yes, “people of color” or “minority” Americans perform well in Mathematics. America’s “people of color” or “minority” students are orders of magnitude more likely to get an 800 on the mathematics SAT than European Americans. If we assume this is an extreme tail end distribution issue related to European Americans having a lower standard deviation and non standard distribution in mathematics performance relative to “people of color” or “minority” Americans, we can explore the breakdown of Americans who score between 750 and 800 on the Mathematics SAT. Here European Americans perform far better relative to “people of color” or “minority” Americans.  In 2015 16,000 European Americans scored 750 or higher. 33,000 “people of color” and “minority” Americans scored 750 or higher. We further know that 51% of SAT test takers were European Americans and 49% were “people of color” or “minority” Americans.  “People of color” or “minority” Americans are [33,000/16,000]*[51%/49%] or 2.15 times as likely to score 750 or higher on the mathematics SAT compared to European Americans.  If we examine the 107,900 test takers who got SAT math scores of 700 or higher; 59,900 are “people of color” or “minority” Americans, versus 48,000 European Americans. “People of color” or “minority” Americans are [59,900/48,000]*[51%/49%] or 1.30 times as likely to score 700 or higher on the mathematics SAT compared to European Americans. For data junkie geeks like me there is a lot more data on SAT math score distributions here and here. The Greta Anderson article’s comment section in particular has some very intelligent commentators who have studied the American SAT score distribution. This is likely to be the subject of many future blog posts and Brown Pundits Podcasts.

What about this is worrying?:

  1. European Americans in particular are sharply under-performing both very poor children around the world and “people of color” and “minority” Americans in mathematics.
  2. American mathematics SAT scores have fallen between 1972 and 2016. 1972 is the earliest year for which I could find comparable SAT mathematics scores. In 2017, 2018 and 2019 the SAT mathematics exam was completely restructured to make scores no longer comparable to SAT mathematics scores between 1972 and 2016.
  3. 90% or more of current jobs and businesses are likely to be replaced by artificial intelligence (AI), brain electro-therapy (meditation . . . practiced by civilizations around the world for over 5,000 years), brain sound therapy (naad or mantra yoga and their equivalents in Native American, Egyptian, Sumerian, Taoist and other civilizations around the world for over 5,000 years), bio-engineering tissue, genetic editing, and fused AI-brain interface synthesis intelligence. Almost all of these future disciplines are complementary to mathematics.

Future articles and podcasts are planned all six of these future disciplines. If you are curious about fused AI-brain interface synthesis intelligence, please watch my main man Elon Musk:

Some say that the tension and relationship challenges between America’s four big castes–European Americans, European “Latino” Americans, Black Americans and Asian American–are driving low math scores for European Americans “AND” other Americans. One example is where thought leader Mark J Perry explores the possibility that tension between the European American caste and the Asian American caste are lowering American  mathematics performance. Excerpts of his article are reproduced below:

Continue reading American Caste (b)

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