Revelation Movement

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MISSIONARY CONSPIRACY

MISSIONARY CONSPIRACY: LETTERS TO ARUN SHOURIE—A POSTMODERN HINDU  Preface to the First Edition Five major interests shaped the British East India Company’s rule in Bengal:  (i) Individual need and greed drove the rank and file of the Company. They had come to a distant land to make money. Their salaries were meagre because it was assumed—and permitted—that they would engage in private trade on the side. Military success made Clive almost a millionaire; other Company employees therefore saw nothing wrong in using the political power they had acquired in Bengal after 1757 to accept, if not extort, bribes. Their corruption, Lord Macaulay later remarked, made them “a gang of public robbers.” It turned British rule into “an empire of evil genii,” far worse than the Mughal Empire it had replaced. For the directors of the Company, India was simply (ii) a trading base. They had neither the interest nor the aptitude for military expeditions. Commercial rivalry from the French, Dutch, and Danish companies was challenge enough; they could not risk the very existence of their Company by turning it into a political rival of the Mughal Empire, Indian rulers, and other European powers. Their practical commercial outlook, for example, found Lord Wellesley’s empire-building military successes too costly for their ledgers—the reason he was eventually recalled. These traders understood that the best way to maximize profits was to minimize involvement in India. Consequently, they repeatedly insisted on closing Fort William College, their only college in India, where Company employees were trained for governance. The importance of political and military power for securing commercial interests was recognized early enough as indispensable in a land frequently at war with itself. Yet the idea of assuming a moral responsibility to reform or uplift India remained as absent from their thinking as it was from their account books. For British military leaders such as Clive and Wellesley, India became primarily (iii) territory to be conquered. Their chief concern was to weaken present and potential political rivals, not to empower Indians. They focused on combating forces that threatened British interests; the social and cultural evils that weakened and oppressed Indian society were not part of their agenda. This attitude explains why, although Lord Wellesley was convinced of the justice of Rev. Dr. William Carey’s campaign against Sati (widow-burning) in 1806, he did not prohibit the practice, as Lord Bentinck later did in 1829. For Wellesley, it was difficult enough to contend with Muslim and Hindu rulers; provoking Brahmanical opposition by interfering in socio-religious customs, however harmful, seemed politically unwise. A few widows being burned alive here and there affected neither British commercial interests nor imperial governance. For secular British scholars, India offered a fascinating new field of (iv) research—Indology—in which they had the privilege of being pioneers. Many Indologists admired ancient India and encouraged the emerging Indian intelligentsia to study, appreciate, and preserve its cultural heritage. The European rediscovery of ancient India eventually contributed to the growth of Indian nationalism. Yet Indians themselves could not readily access these scholarly works, since very few knew English beyond what was necessary for conducting business with the British. India had no printing press capable of disseminating such scholarship widely, nor did it possess colleges where Indological research could be systematically studied. Indeed, the preceding seven centuries of Islamic rule had not produced a single college in India, and no Hindu ashram had evolved into a university. The audience that read and appreciated the painstaking work of the Indologists was largely Western. Their scholarship, therefore, had little immediate impact on India itself. Several British humanitarians and philanthropists respected and even romanticized “the customs and wisdom of the natives.” These “Orientalists” patronized and promoted ancient Sanskrit literature, yet they had little trust in the Indians they encountered. As a result, British policy for many decades excluded Indians from positions of significant administrative responsibility. Some highly respected British officials, such as Sir Thomas Munro, agreed that dishonesty was widespread among Indians, yet opposed this discriminatory policy. They argued that if Indians were paid salaries comparable to those of the British, they too might develop higher standards of public integrity. Even so, these men generally dismissed the possibility that Indian society itself could be fundamentally reformed. Munro, Governor of Madras from 1820 to 1824, wrote in a letter dated 30 June 1821: I have no faith in the modern doctrines of the rapid improvement of the Hindoos, or of any other people. The character of the Hindoos is probably much the same as when Vasco da Gama first visited India, and it is not likely that it will be much better a century hence. When I read, as I sometimes do, of a measure by which a large province has been suddenly improved, or a race of semi-barbarians, civilised, almost of Quakerism, I throw away the book. The (v) reformers who advocated “the modern doctrine of the rapid improvement of the Hindoos” constituted the fifth force. They stood in opposition to the views of British scholars, the military and commercial interests of the Company, and the greed of individual Englishmen. At the turn of the nineteenth century, their influence within the Company was marginal. After 1813, however, their perspective gained ascendancy. It was strengthened and legitimised by the remarkable moral transformation that England had undergone during the second half of the eighteenth century as a result of the Evangelical revival led by John Wesley. This close-knit group of reformers believed that what God had done for a morally degenerate England, He could also do for India. Indeed, in keeping with their doctrine of Providence, they argued that God had entrusted India to England because He loved India and desired to bless her. Consequently, they believed it was England’s moral obligation to bless India by “evangelising,” “Christianising,” “civilising,” “educating,” and “modernising” her. To them, these terms were essentially interchangeable. To reshape British involvement in India according to their moral vision—that is, to empower, emancipate, and modernise India—this group of Evangelical Christians, led by

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FROM THE NEW PHYSICS TO HINDUISM

FROM THE NEW PHYSICS TO HINDUISM Originally published by IVP (1992) as an appendix in “When The New Age Gets Old: Looking for a Greater Spirituality“ An increasing number of scientists are aware that mystical thought provides a consistent and relevant philosophical background to the theories of contemporary science. — Fritjof Capra A Meeting of Two Queens Mrs Vijaya Raje Scindia, a senior parliamentarian, is the Rajmata (Queen Mother) of what was earlier the Gwalior state in Central India. Charming and highly disciplined, the seventy-one year old Rajmata is also the vice-president of the second largest party in parliament, the Bharitya Janata party. Beset as it is with nepotism, Indian politics cannot boast of many fearless politicians like her – she has virtually disowned her only son due to political differences. Nor are there many politicians like her, who in spite of publicly declaring that Mahatma Gandhi was a hypocrite can still win an election. She draws huge crowds when her helicopter lands in the rural areas of Madhya Pradesh and neighbouring states, and she never tires of telling the urban intelligentsia as well as the illiterate folk that Hinduism is the answer to India’s ills. To support her claim, the Rajmata often recounts the story of her meeting with Queen Frederika of Greece at a reception. Queen Frederika had come to pay homage to her guru, one of the Shankaracharyas [footnote 1], following his book on non-dualism – i.e., absolute monism, also called Advaita (or Advaita Vedanta). This book was an exposition of the teachings of the ancient Hindu scriptures called the Upanishads, or Vedanta. [footnote 2] The Queen of Gwalior asked the Queen of Greece what it was that had drawn her to a guru who did not have much of a following even within India. Queen Frederika replied that it was her advanced research in physics that had started her on a spiritual quest. It culminated in her accepting the non-dualism or absolute monism of Shankara as her philosophy of life and science. That explanation, though interesting, did not make much sense to the Rajmata, who had often heard that it was drugs and sex that attracted Westerners – initially the hippies – to Hinduism. So she probed deeper. Frederika explained that in the nineteenth century, scientists had thought that the cosmos was made up of ninety-two basic elements, such as hydrogen, oxygen and iron, which were indestructible. This implied that the universe had a diversity of independently existing materials. However, during this (20th) century research had revealed that all elements were in fact made up of a single energy. The cosmos was therefore intrinsically one, whether it appeared as a speck of dust, a tree, a Nobel Prize-winning genius or a black-hole beyond the galaxies. The differences were merely appearances. Our senses, Adwaita or non-dualism says, give us a knowledge of what is apparent, but not of the underlying one reality of the cosmos. This one energy which permeates the whole of creation, Frederika continued, was what Hinduism calls ‘brahma‘. Long before physics discovered this oneness, eighth century philosopher, Shankara had argued that the world of sense experience, that is the world of matter, was a world of appearance (maya). At the root of each individual existence is the same energy which forms the cosmos. The human self (atman) is ultimately not distinct from the universal self (brahma). Duality is illusion. Reality is not dual, but one. Science, said Frederika, has yet to catch up with what the seers in India had already understood over 2500 years ago. Therefore, she said to the Rajmata, ‘You are fortunate to inherit such knowledge. I envy you. While Greece is the country of my birth, India is the country of my soul.’ Queen Frederika is by no means an oddity. For similar reasons, thousands of PhDs have followed, for however brief a time, a guru like Mahesh Yogi (b. 1917), the populariser of transcendental meditation (TM). Physicists such as Fritjof Capra (b. 1939) have seriously argued that the conclusions of the New Physics are best understood in the philosophical framework of Eastern mysticism, such as Taoism, Hinduism and Buddhism. The purpose of this appendix is to examine this claim, with special reference to Hinduism. Before getting into the details of their arguments, it is important for us to grasp the historical significance of the trend which scientists turned-mystics such as Dr Capra and Queen Frederika represent. Many of these people are honest scientists who are no longer willing to silence the voice of their conscience in order to conform to the mainstream philosophy of science (called scientism). They can no longer accept it with intellectual integrity. They have risked their careers in rejecting mechanistic science, because to them its philosophical basis is obviously untrue. Modern Science: The Fall Of The Last Citadel Of Rationalism Albert Einstein, the greatest scientific genius of our century, said:’The most incomprehensible thing about the universe is that it is comprehensible.’ Not only is there energy, there are also laws that govern it, to give order to the energy; an order that is discoverable by the human mind. This, thought Einstein, was the ultimate riddle of science. That the human mind can understand something of nature, whether or not it has a proper philosophy of science, is obvious to all. But if you ask the question, what makes our minds capable of comprehending the cosmos, you get at least three completely different answers. Creation by a rational God: The Judaeo-Christian belief The founders of what is called ‘modern science’, such as Francis Bacon, Galileo, and Isaac Newton, were by no means consistently Christian in their thinking or practice. Nevertheless they accepted the biblical view that man can understand nature because the divine mind which created the world also created the human mind in his own image so that we may understand and govern the world on his behalf. In other words, the universe is comprehensible because there is a given (or divinely ordained) correlation

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“INDIA SHINING”

“INDIA SHINING” REQUIRES ___Reimagining Education ___ Join us at Anderson Hall, Madras Christian College, Tambaram, Chennai. TN August 14-16, 2026 Young men and women who are being beaten up by the Delhi police are demanding the resignation of the Minister of Education. They are Mother India’s most precious resource. Developing their potential will make India a blessing to the world.  Young people are protesting because, they say, since Modiji became India’s Prime Minister, question papers of about 152 examinations have been “leaked” (i.e., sold in advance to some students.)  The Protestors are reminding the nation that democracy means accountability. The corruption of the examination system has devastated millions of diligent young people. They spent years preparing for these exams. Some of their parents sold their lands or homes to support their studies and pay the fee for these exams. After the recent leak of the National Eligibility cum Entrance Test (NEET) paper, 12 distressed, wrecked students committed suicide. The challenge is much bigger than changing the education minister. India needs a whole new education system. The Government knows that, therefore, it is shutting down 22 public schools every single day.  The challenge is: How to ensure that the daughter of an untouchable sweeper, living in a slum, gets the best possible education? The “modern” idea that a cobbler’s child should be educated began with a history-changing sermon preached by German Reformer Martin Luther in 1530. He explained the meaning of Christ’s command, “Seek ye first the Kingdom of God and His righteousness…” (Matthew 6:33). Luther said that God’s will can be done on earth only if every child knows God and His will. This insight began “universal literacy.” Lutheran pastors became village teachers. Education opened the Western mind, propelling scientific inquiry, building thoughtful civic institutions, and nurturing responsible citizens and Servant-Leaders. Lutheran missionaries such as Bartholomäus Ziegenbalg (1682-1719) and Heinrich Plütschau (1677-1752) brought this culture-reforming idea to a tiny Danish territory in Tamil Nadu. Jesuit missionaries took it to Goa. But Protestant Britain banned missions from the territories that the East India company ruled. Colonialism was opposed to educating its subjects. The Company established only two educational institutions for Indians: 1) Calcutta Madrasa (1781), to teach Sharia Law, and 2) Banaras Sanskrit College (1791), to teach Sanskrit, Hindu philosophy and law. That changed in 1813, when William Wilberforce, an Evangelical Member of Parliament, persuaded the Parliament to lift its abominable ban on missions. Missionaries were needed to educate India because learned Pandits refused to educate even their own daughters, let alone “Lower” caste children. Back then, India had fewer than fifty Protestant churches and chapels, mostly for the British rulers. Churches that obeyed Christ’s Great Commission to immerse nations in Truth brought modern education to India. Educating the common man, who did not know Sanskrit, Persian or Arabic, required missionaries to fuse oral dialects to create literary languages, including Hindi. This made it possible to create and transmit literature and knowledge. Churches did not just establish schools to teach boys and girls to read and write. They manufactured paper and developed printing that began the intellectual development of ordinary people. Typically, the vernacular Bible was the first book to be printed. Then the Bible translators went on to publish grammars, dictionaries, textbooks and reforming fiction. Missionaries championed free press in order to promote critical thinking, social reforms and civic responsibility. Englishmen such as Charles Grant and Claudius Buchanan, who loved God and India, hated the corruption of the British Raj. Their Christian conscience resolved to reform governance. Through careful research, reflection and publications, they urged British churches and universities to send their finest young people to serve (i.e., govern) India. In response, young men from humble and pious Christian homes dedicated their lives to become India’s civil servants. Many of them were sons of poor pastors. Their families and churches prayed that they would rule India with justice and righteousness. Missionaries such as William Carey trained these civil servants and police officers. Back then, everyone knew that it was Jesus who had taught that rulers should be servants. Medieval monasteries had taught that humility and service were godly values. The Lutheran Reformation brought that principle of Servant-Leadership out of the monastic cloister into the public domain as “Civil Services.” Many civil servants came with British Racism. That was obnoxious. However, (generally) racism did not rob civil servants of their moral integrity. As Philip Mason and Peter Drucker have summarized, these godly civil servants gave to India, for the first time in its long history, corruption-free, just governance. India’s “Iron Man,” Sardar Vallabhbhai Patel, honored the colonial Civil Services as India’s “steel frame.” Education shapes civilisations, not just individuals Good civilisation is a fruit of an education that combines competence with character. Competence is still a hallmark of Indian administrative services. Sadly, however, the character has been compromised. Nehruvian Humanism and Hindutva’s cultural nationalism have sidelined the only force—the Bible—that ever gave India trustworthy governance. For the purposes of this paper, it is enough to mention only one consequence of separating education from divine wisdom. That is, a visible decline in work ethic. Many teachers, for example, don’t teach! That makes parents lose faith in public education. In February 2024, the Government of India reported to the Parliament that 93,263 government schools had been shut down between 2014 and 2022. That means over one crore (10 million) children are being deprived of taking the first steps in their intellectual development. States can tax citizens and dump money into education budgets. But salaries don’t improve our poor work ethic. They attract hirelings, not shepherds such as home-schooling moms. Private education does help students get jobs. But its mission is making money, not building character or great nations. Can we develop a model that combines academic excellence, technological innovation, ethical leadership, community participation and accountability? Yes, if we mobilize the community that Jesus created to baptize nations in truth. Thanks to our indigenous missionary movement, today India has more than 100,000 churches.

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Poor, Persecuted Pastors Can Transform India

Poor, Persecuted Pastors Can Transform India Inviting 500 Pastors to Reimagine Education August 14-16, 2026 @ Anderson Hall, Madras Christian College, Chennai, TNhttps://conf2026.truthpedia.ai/ In 2015, Dheeraj Palande, a Hindu follower of Christ, visited me in Allahabad (now Prayagraj) with some friends. My 18-year-old friend, Kuldeep, took them to visit a slum on the other bank of the river Yamuna. Seeing Kuldeep educate 20+ kids under a tree so moved Dheeraj and his friends that they donated 13 tablets for the class. The manufacturer’s price for each tablet was about Rs.3,200.  The slum had no internet. So, we downloaded the UP Board High School curriculum on those tablets. Children aged 4 to 15 were paired by age and gender, with each pair sharing a tablet for their lessons. Kuldeep moved around the open-air classroom, guiding the students and ensuring they remained engaged in their learning. At the end of each session, the children gathered to play, pray, sing, and memorize a Scripture verse. The slum had no electricity. So each evening, Kuldeep brought the tablets to my house to recharge them overnight.  One day, (Late) Mrs. Rebecca Shourie sent me a huge jar of fish pickle. Kuldeep loved it and decided to learn the art of fish pickling. I advised him to organize the slum women to learn that skill. My suggestion was that they package and sell “King’s Fish Pickle” to help finance his university studies. This would also bless the women who spent the day gathering garbage to feed their families!  It took only Rs. 200 (about US $7) to start that micro-project. A kind professor taught four illiterate women how to make ‘King’s Fish Pickle.’ None of them had a kitchen, clean dishes or water in their huts. So they used my kitchen when I was in the university!  Kuldeep was not a teacher or a pastor. He was a student with a shepherd’s heart. That made him an “Academic Pastor” to the families.  When it rained, the class could not meet under a tree. None of the huts had the space for the class. Thankfully, Rev. Ashish Khandelwal of the Jamuna Church (CNI) invited those slum kids to use the church facilities.  Imagine 100,000 churches using available technology to educate 50 students each over the next ten years. Indian churches would disciple 50 lakhs (5 million) students EVERY DAY. They will acquire knowledge, skills and God’s wisdom!  Truthpedia-India would train Academic Pastors for churches. Participating churches will get the highest quality high school curriculum for free. College curriculum will be available for a small fee. That will finance the Church to disciple and uplift the marginalized.  Churches do not need to start schools and colleges. They need to motivate families to organize informal educational coops for all ages.  “That’ll invite persecution,” some would protest. “Those in power won’t allow the church to educate the poor.”  Indeed! Persecution is a real possibility. However, God’s servants are being persecuted in some states precisely because many oppressed are seeking liberty, dignity and development.  Research shows that over 50% of the new churches are led by believers from the “Other Backward Castes.” Fear does not paralyze these cross-bearing shepherds because God’s Spirit is empowering them to lay down their lives for the sheep.  Please bring/send 500 pastors/elders to the Reimagining Education Conference.  They can begin with non-formal micro-schools. We will train their Academic Pastors. Fifty or so churches and seminaries should also offer an online MA in Nation-Building. This course, based on the UPSC curriculum, will train godly leaders, especially civil servants. Obviously, poor pastors cannot pay for their travels as well as for registration, room, board and local transportation. If you cannot come, please sponsor a pastor with Rs. 3,000. Contact: 2026educonf@truthpedia.ai +91 91368 98029 The conference, incidentally, is being organized by the Bless India Movement and Triaze Tech and Publication Pvt. Ltd.  Vishal Mangalwadi Author, The Bible and the Making of Modern India

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Modern & Post Truth Education

Modern vs. Postmodern Education

The Spiritual Warfare of Our TimesFrom Comenius and Descartes to Our Post-Truth Era John Amos Comenius and René Descartes led the “Modern” West in two opposite directions: Godly Wisdom vs. Humanist Knowledge. Nevertheless, because of the Bible’s impact, both of them sought truth: Both thinkers wrote their books during and after the Thirty-Year Religious Wars (1818-1848). Descartes won many followers because the wars between Roman Catholics and Protestants prepared some people to think that both Roman Catholicism and Protestantism may be wrong. Some class-conscious European elites did not like Comenius’ emphasis on educating everyone. They preferred Descartes’ bias in favor of an elitist education. Descartes attracted some Christian intellectuals because he seemed to be defending Christian ideas of soul, God and morality by logic alone. This planted the seeds of what became modern Liberal Theology. It put the human mind above God’s word. This made John Amos Comenius cautious about the dangers of Descartes’ philosophy. European thinkers such as David Hume, Immanuel Kant, Friedrich Nietzsche and Sigmund Freud destroyed Descartes’ confidence that human reason can know the truth without God’s revelation. Hume demonstrated that Descartes had failed to prove that he exists as a thinking self. Kant proved that the human mind can never know reality (noumena) as it is in itself. The mind imposes its pre-existing categories upon everything. Therefore, at best, it can only know the Phenomena—filtered reality as it appears to us. Comenius was seeking godly wisdom. Descartes was seeking man-made truth. Humanism’s failure to know truth birthed today’s pessimistic Postmodern education. Postmodern philosophers know that by himself (without divine revelation), a finite man can never know the truth. That compelled French thinkers such as Jean-Paul Sartre to embrace existential Absurdity, Meaningless and Amoral Fragmentation of Truth. Postmodern education was forced into replacing Truth (metanarrative) with privatized narratives. Several French intellectuals contributed to replacing “Modern” education with “Postmodern.” Among the most influential were: 1.           Jean-François Lyotard (1924-1998) 2.           Michel Foucault (1926-1984) 3.           Jacques Derrida (1930-2004) 1. “Truth” and Education “Modern” education, biblical as well as Humanistic (secular), was grounded in the belief that objective truth and wisdom exist. Human beings are given the gift of mind to seek and find wisdom through God’s revelation, human reason, science, and humble, disciplined, private and corporate inquiry. Knowledge grows through sharing information and skills. Generations stand on the shoulders of their elders. Postmodern education, by contrast, rejects universal wisdom and objective truth. It dismisses “truth” as a social construct, a product of specific historical contexts. It distrusts existing knowledge as an attempt to manipulate and dominate others. Parents want power over their children and teachers over their students. Postmodernism perceives “Knowledge” as something private. Therefore, it has to be plural—many narratives, not one—taught by parents or teachers. Making knowledge individualistic and a product of a culture makes it fragmented, not unified. Narratives told by individuals and communities ought to compete. Postmodernism permits no common Light that nations can follow. 2. Purpose of Education The purpose of Modern education was to unite rational, free individuals into a harmonious and progressive intellectual community. It was assumed that a people who shared a common understanding of the world—e.g., truth, wisdom, goodness and nobility must prevail—would contribute to the progress of the whole society. Education will produce enlightened citizenship that shares a worldview. This will enable them to master disciplines of their choice and apply their insights for everyone’s welfare. Postmodern education rejects that Modern vision of education. Instead of building on existing wisdom, it prefers critique. Critiquing the past is more important than mastery in a field that could enrich everyone. Postmodern rejection of Truth and Wisdom undermines consensus and shared progress. It delights in deconstructing dominant narratives, institutions, norms and traditions. Postmodernism turns Education into a battleground for resistance and private identity affirmation. It suspects intellectual unity as a hidden attempt to grab power. 3. Role of Reason and Science Modern education, born in a biblical milieu, saw reason as a capacity God gave to human beings to govern His world as His children. It viewed science as a special way of exploring the natural world. The Bible’s logo-centric worldview enabled the Modern Age to look for logical coherence, evidence, and methodological rigor as crucial ingredients in the knowledge of Truth. Postmodern education, in contrast, questions the neutrality of reason and science. Because modern science developed in the West, out of a worldview derived from the Bible, some postmodernists question it as a culturally controlled practice. They place scientific knowledge alongside other “ways of knowing,” such as lived experience or private, identity-based perspectives. 4. Curriculum and Knowledge In Modern education, the curriculum was organized around disciplines such as mathematics, history, physics, philosophy that had internal standards of truth and excellence. Following a biblical tradition, Modern education valued Canonical texts or “Great Books” for their enduring insights. Postmodern education fragments the curriculum. It looks at all classical canons with suspicion. It criticizes them as exclusionary. It shifts the emphasis from what is taught to whose viewpoint is being taught. 5. Is Teaching a Gift and a Call? Following the Bible’s idea that teachers were God’s gift to society, Modern education saw the teacher as an authority in his field. He/she was responsible for transmitting knowledge. The student needed to cultivate peculiar virtues—not blind belief but intellectual clarity, rigor,  courage to question, as well as humility before facts and evidence. Postmodern education questions parents’ and teachers’ authority. It has lowered the teachers’ status to that of a facilitator. Authority is suspected to be problematic. Like all hierarchical relationships, a teacher’s authority is also attacked for seeking domination. 6. The Student – A Learner or a Knower? Modern education viewed students as apprentices. They needed encouragement, inspiration, discipline, formation, as well as correction. Freedom was self-mastery or governance. Postmodern education views students primarily as knowers of their own experience. It tends to put personal identity and subjective perspective above

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The Bible Created the ‘Steel Frame’ of India

by Vishal Mangalwadi, Samuel Davidson and Ishita Davidson Sardar Vallabhbhai Patel (1875–1955), India’s first Deputy Prime Minister and Home Minister, described the colonial Civil Services as “The Steel Frame of India.” Who or what built that frame?  The short answer is: the Bible.  Between 1765 and 1820, British rulers were as corrupt as today’s Indian civil servants. Most Indians feel that our criminal politicians use civil servants to loot our tax money and extract bribes from helpless citizens. Now they are also using the police to persecute political opponents and religious minorities. Why then did Patel, India’s “Iron Man,” describe colonial-era civil services as the “steel frame” of justice and fairness that held India together?  Vallabhbhai Patel, who fought against the British Raj, praised civil servants on 21 April 1947 at Metcalf House in Delhi. He argued that after independence, the Indian Civil Services (ICS), created by colonial rulers, should continue serving the new nation. Its name would change from ICS to IAS (Indian Administrative Services). Patel’s phrase “the steel frame” came from a 1922 speech by British Prime Minister David Lloyd George.  Management guru Peter Drucker described colonial civil services as a model of public administration and management. It was the reason, he asserted, that colonialism survived for two centuries. Many of its cadre were sons of British pastors. Their parents and churches prayed that these young men would serve India with diligence and integrity. Their prayers were answered.  Drucker does not defend colonialism. He knew that the British Raj was marked by muddled policies, indecision, misdirection, and failures.  It survived for as long as it did because the Bible-based Evangelical movement built the Indian Civil Services. The ICS, says Drucker, was Britain’s “supreme administrative accomplishment”:  [The Civil Servants] were younger sons of poor country parsons, with no prospects at home and little standing in English society.  Their pay was low, and such opportunities for loot or gain as their predecessors had enjoyed in the swashbuckling days of the East India Company a hundred years earlier had, by 1860, been completely eliminated by both law and custom. These untrained, not very bright, and totally inexperienced youngsters ran districts comparable in size and population to small European countries. And they ran them practically all by themselves with a minimum of direction and supervision from the top. Some, of course, became casualties and broke under the strain, falling victim to alcohol, to native women, or—the greatest danger of them all—to sloth. But most of them did what they were expected to do and did it reasonably well. They gave India, for the first time in its long and tragic history, peace, a measure of freedom from famine, and a little security of life, worship, and property. They administered justice impartially and, at least as far as they themselves were concerned, honestly and without corruption.  They collected taxes by and large, impartially and equitably. They did not make policy, and in the end, they foundered because they had none. But they administered, and administered well. (Peter Drucker. Management: Tasks, Responsibilities, Practices, pp. 403-404. Emphasis added.) Robert Clive, a clerk in the Madras office of the East India Company, laid the foundations of the British Raj in 1757 by defeating Bengal’s Nawab, Siraj-ud-Daulah. Clive supported the appointment of the new Nawab, Mir Qasim, who ruled until 1763. In 1762, Mir Qasim described British corruption in a letter to the Governor and his council. And this is the way your gentlemen behave; they make a disturbance all over my country, plunder the people, and injure and disgrace my servants… They forcibly take away the goods and commodities of the peasants, merchants, etc., for the fourth part of their value, and by way of violence and oppression, they oblige the peasants to give five rupees for goods which are worth but one rupee. (Philip Mason. The Men Who Ruled India. pp. 38-39) As mentioned earlier, seven decades later, one of Britain’s greatest historians, Lord Macaulay, confirmed Mir Qasim’s testimony regarding the corruption of British rulers. In his Essay on Clive, Macaulay wrote that the British East India Company was a “gang of public robbers” that “had spread terror through[out] the whole plain of Bengal.” Its governance was as “oppressive as the most oppressive form of barbarian despotism… strong with all the [military] strength of civilization. It resembled the government of evil Genii rather than the government of human tyrants.”  The British Parliament denounced Clive as a corrupt “Nabob.” He was followed by Governor-General Warren Hastings, who expanded British rule in India. Hastings, too, was tried for corruption. During his trial, Edmund Burke, the father of modern conservatism, put his finger on the root of a philosophical problem. Accusing the British East India Company, Burke said, “. . . these Gentlemen have formed a plan of Geographical morality, by which the duties of men in public and private situations are not to be governed by their relations to the Great Governor of the Universe or by their relations to men, but by climates, degrees of longitude and latitude…. As if, when you have crossed the equinoctial line, all the virtues die… as if there were a kind of baptism, like that practiced by seamen, by which they unbaptise themselves of all that they learned in Europe and commence a new order and system of things.”  Burke’s charge was that in India, a corrupt East India Company was practicing a ‘Geographical’ or relative morality that was not governed by God’s moral (absolute) laws. In his influential work, The Men Who Ruled India, Philip Mason points out that this moral relativism was justified to maintain British rule and trade in India. Trade interests overruled God’s moral law.  The Company presumed that “to be fair to Indians was to be prejudiced against the English.”  Burke’s accusation, confirmed by Charles Grant and others, inspired  British Evangelicals to reform the Company. Anglican Evangelicals were  just beginning to emerge out of the Wesleyan revival of the late eighteenth century. They were

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A Revolution in Education: Truthpedia

This is a revised version of the chapter “Towards a Third Education Revolution” first published in the book The Third Education Revolution. (Pasadena, Sought After Media, 2020. Truthpedia is a vision becoming reality. It is a 3-in-1 education ecosystem—high school, university, and encyclopedia—that reintegrates knowledge, truth, wisdom, virtue, skills, research, and community. Using available educational technologies such as AI, Truthpedia attempts to restore education to the Church as her God-given obligation—to disciple nations (Matthew 28:19–20) and to fill the earth with the knowledge of God (Isaiah 11:9). The success of this education revolution will depend on the Church shedding anti-intellectualism and proactively seeking the “Spirit of Truth” to cultivate the spirit, mind, body, character, and relationships (John 14:16–17; 15:26–27; 16:13). For a thousand years, the church has sent students to the universities for their education. Truthpedia will bring professionals into the church, making it possible for schools and universities to send students to the local church. Imagine students enrolling in accredited universities and schools but attending classes from their local church. Expert teachers will come to their church online. Even the poorest student will get to learn from the world’s best teachers. Academic Pastors (APs) trained by Truthpedia, credentialed by universities, and approved by local churches, will mentor students individually and in small groups. Students will save up to 75% on tuition. Learning from the best teachers within a local church-based educational community will free the students to contribute to their family’s economy and health. Students who cannot live with their parents will room and board with elders and deacons trained to teach necessary life skills. Students will go to universities, science labs, industries, institutions and offices to learn what cannot be taught online. “Academic Pastor” (AP) revives the lost idea that teachers are God’s gift to build up wisdom and godly character. A youth pastor, teacher, homeschooling parent or grandparent can be trained to serve as an AP if he/she is able and willing to help students study and blossom. In other words, an Academic Pastor (AP) is a Youth Pastor version 2.0, trained to assess students, oversee studies and organize face-to-face seminars and webinars with experts. APs will teach students to love their neighbors. They will devote at least six hours a week to serving the needy in their family and local community. An AP will organize internships for students to develop vocational and leadership skills. Recognizing that she is the body of the One in whom are hidden all the treasures of wisdom and knowledge (Colossians 2:3), the worldwide Church will organize global networks of scholars and professionals. Together, they will create a knowledge bank and a truth-based educational ecosystem. Students will learn to critically examine ideologies, trends and fashions.  Education will cease to be indoctrination that corrupts truth and morals. It will stimulate students to discuss and discern what is true, beautiful, good and wise. Truthpedia will assist Subject Matter Experts (SMEs) to create, edit, adapt and translate online curricula for school and university students. Professionals who understand the strengths and weaknesses of online learning, assessment formation, lecture scripting, videography and contemporary worldviews will assist SMEs to create innovative and meaningful online curricula. Imagine Albert Einstein coming into a poor church to teach Relativity in Hindi or Arabic, or John Milton appearing in a mud hut to explain “Paradise Lost.” Educational microfinancing will make it possible for resource-deprived churches to become centers of education. Scholarship funds and grants will supplement educational banking. Incidentally, Truthpedia’s partners, such as Virtues Campus, are already enabling students to go to a local church to study college courses. Truthpedia will be designed to help students develop the art of research, critical thinking and effective communication. Students will learn languages and master classics. Local churches will partner with existing facilities to teach physical fitness. The curricula will cultivate a sportsman’s spirit and personal discipline. Students will learn how to organize teams that turn local needs into opportunities for service. Church networks will help students travel across continents to learn and serve in different cultures as they grasp international relations. Truthpedia will train thought leaders by offering courses in classic books, ideas and biographies that have impacted history for better or for worse. The details of this vision can be found in our book, ‘The Third Education Revolution.’ A New Dark Age A new dark age has descended upon the world of education. Secularization has robbed teachers of the respect that the Church had bestowed upon them. Teaching is no longer a sacred calling. Many teachers have become vendors in an educational shopping mall (the university) where they sell their department’s wares. Without divine revelation, universities no longer know what logic and language are, or the difference between right and wrong, male and female. Some of the best minds in the West no longer know what sex and love, marriage and family, nation and justice, or self and God are. An intellectual revolution is required to restore the soul of education. Once again, learning must earn public respect as a pursuit of truth and virtue. If students go to college mainly to pursue pleasure, power, and prestige or a license to get a job, then how can a college expect greater respect than a club or a workshop? This corruption has already made universities the matrix of our new dark age. Amoral universities are swamps breeding corrupt politicians, civil servants, businessmen, journalists and judges. They can teach students how to make a great robot, but not how to be a good spouse, parent, neighbor or citizen. This revolution is intended to make education a training in servant-leadership. It will do more than prepare students for job markets. It will guide them to find the meaning and purpose of life, to discern their personal calling, and to prepare to fulfill their vocation. Truthpedia will reform education to become a civilizing process—not a breeding ground for immorality and corruption. It will nurture the “habits of the heart,” enabling students to love God more deeply,

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Charlie Kirk recommends Vishal Mangalwadi's book

Reform the University to Honor Charlie Kirk

When the US president calls the media “Fake News,” he implies that the Post-Truth world’s best-educated and best-paid journalists are manipulators.  When he says that America’s Deep State is a “Swamp,” he suggests that Ivy League universities are breeding corruption. Charlie Kirk confronted universities because he knew that although K-12 education is essential, it is insufficient to reform the USA.  Charlie’s assassin seems to have grown up in a good home. It was the university that turned him into a murderer. Prof. Scott Masson of Tyndale University in Toronto summarizes the problem: “The problem that Charlie Kirk was confronting was the institutionalized wickedness of a demonically false view of language and human nature that has embedded itself in the university for at least a generation. According to the Left, words they dislike are violence (they don’t incite violence, they ARE violence), which is precisely what permits them (in their minds) to commit actual violence against their opponents. I saw Charlie Kirk as an ambassador to the radicalized university campuses.  And the ambassador has been assassinated. But the enemy is not flesh and blood (though the shooter needs to be caught and brought to justice), it’s the literary theories that preclude the possibility of the sort of dialogue Charlie Kirk was trying to foster, to no small degree of success. Charlie was a martyr to the truth, and he pointed directly to Jesus Christ, who is the way, the truth, and the life. I’m thankful for Charlie’s courageous life and witness.  May his death be the ‘turning point’ for many to follow in his Master’s footsteps.” Prof. Masson is right. In order to understand his analysis, you may need to read Gene Edward Veith’s study “Modern Fascism” (Concordia Press). . . Adolf Hitler did not build the Gas Chambers that burnt millions of innocent people. They were built and managed by university graduates—scientists, engineers, architects, chemists, doctors, administrators, police officers, military and judges! Decades before coming to power, Hitler was confident of Fascism’s victory because (he said) of the success of their theories in the universities.  Veith provides ample evidence that American universities have been teaching Fascism, defined as “Active resistance to transcendence.” There is no fear of God in post-truth universities because no God has commanded, “You shall not kill.” That means, there is no inalienable “Right to life” for a preborn child or a champion of civility. Charlie Kirk was right: America needs a reformation that will replace the university’s fascist worldview with God’s truth.  This morning, a pastor sent me the following text:  “Vishal,  My name is K. G. I pastor C. C. in B. M. (East Coast), I speak all over the country as well as pastoring the Flock at C. I have promoted your book, “The Book That Made Your World” more than any book other than SCRIPTURE over the last few years. There’s something I think you should know, that is, if you’re not already aware of it.  A few years ago I became friends with young Charlie Kirk. Aware of his perspective and his sharp intellect I gave him my first copy of your book. My copy of your book was all marked up by my pen. I had underlined so many things and wrote comments. I was SO excited by your work I had written much in the columns, but that was the only one I had when Charlie and I were together.  Charlie CONSUMED your book and assimilated immediately. I would continually hear it coming out of him once it entered his mind. For months after his first read he would say “The BIBLE created the soul of America!” The LORD used you to effect so many through that young man.” Watch Charlie Kirk recommend The Book That Made Your World: https://youtube.com/shorts/0h2Fci-3thM Since writing The Book That Made Your World, the Lord has raised up a team to build a global educational movement, which is developing TRUTHPEDIA. It is an online High school, university and Encyclopedia which will empower the global Church to create educational communities that provide an alternative to “demonically false views.” Truthpedia will ground wisdom, knowledge, understanding, information, and skills in the Spirit of Love, reintegrating Veritas (Truth) and Virtue (Character) in education. Please visit www.ThirdEducationRevolution.com and explore the TRUTHPEDIA proposal. Please pray and enable us to launch it in 2026. Yours for a re-formation of education Vishal & Ruth Mangalwadi

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IDOLATRY, THE BIBLE & INDIA’S ECONOMIC FLOURISHING

Shah Jahan, the Mughal Emperor, brought Persian architects to build the Taj Mahal in Agra, on the bank of the river Yamuna. A century later (1837-1838), the monsoon failed and a severe famine devastated the Agra region. Over 800,000 people starved to death. The Mughals still ruled on the bank of the Yamuna, 150 miles north in Delhi. The Yamuna continued to flow down another 300 miles before merging with the Ganga in Allahabad, now renamed Prayagraj. Both the Yamuna and the Ganga come gushing down from the snow-clad Himalayas. So should ‘Doab,’ the land between the two rivers, lack water? Proby Thomas Cautley (1802-1871), a British military engineer, said, “NO.” He decided to change the future. Between 1842 and 1854, Cautley built the Ganga Canal System which now irrigates about 9,000 square miles of agricultural land. The mission to build the world’s largest canal system of that day came with many challenges: religious, political, financial, technical and educational. The Hindu priests objected to his “Christian” conspiracy to “imprison” the spirit of goddess Ganga by building a barrage that would re-direct its flow. They worshipped the life-giving river and built temples and ashrams along its banks. There, our people learned the rites of river worship. They were also taught meditation and tantric (sexual) techniques to empty their minds in order to experience inner bliss. India had plenty of leaders as capable as Cautley, but they used their abilities to organize festivals on the banks of “holy” rivers. No one ever built an institution to train engineers to establish human dominion over them. Our wealthy men financed grand temples; a vision of the Ganga Canal did not interest them. Cautley was an employee of the British East India Company which was created to trade and make money for its directors and shareholders. Investing in canals was not its mission. Therefore, Cautley had to turn to the British Parliament. Thankfully, in 1833, Parliament had already accepted Lord Macaulay’s case that Britain must rule over India to bless and prepare her for freedom. Macaulay’s childhood friend, Sir Charles Grant Jr., was the Company’s head and a Member of Parliament. His father, Charles Grant (Senior), had witnessed the horrors of the Bengal famine of 1770 and called to reform East India Company’s rule. In 1790, Grant Sr. teamed up with William Wilberforce and Lord Macaulay’s father, Zachary Macaulay, to change colonialism. In Divine Providence, 1837 marked the beginning of the Victorian Era—an age in which the moral fervor of the Evangelical movement influenced public policy as much as Capitalism’s economic interests. The Parliament’s support made it possible to finance the Ganga Canal. Cautley’s personal credibility undergirded his optimism. As the son of an Evangelical priest, Rev. Thomas Cautley, Proby was nurtured in the Bible. He was unashamed of his belief that human beings were created to rule over creation, not to worship rivers or idols. He rejected India’s pessimistic “Noble Truth” that “Life is suffering,” which implied that the only way to escape suffering was to escape life itself. To Cautley, the famine confirmed that the land and all of humanity were under a curse, brought on by sin. He believed the Gospel that God desires to forgive our sins and make us His sons. Forgiveness delivers us from the curse. He believed that God sent the Savior to bear our sin and its curse on Calvary’s cross. Salvation makes a tangible difference. Biblical optimism was already revolutionizing India. However, he did not impose his faith upon the people he wanted to serve. He appeased his religious opponents by building bathing ghats on the Ganga. This enabled Hindu priests to continue their profession of giving ritual baths to devotees even during the monsoon. Cautley needed not just money but also engineers to build the Ganga Canal. No Indian had ever built an institution to train engineers. Cautley’s dream to build an engineering college was supported by Lieutenant Governor James Thomason (1804-1853). After Independence, the governments of India upgraded James Thomason Engineering College to the status of an Engineering University and finally to the Indian Institute of Technology (IIT), Roorkee. The college taught more than science and practical skills. It also imparted an optimistic worldview, ethical values, work ethic and a cooperative spirit that are necessary for building lasting projects and flourishing nations. Where would they find students qualified to enroll in an engineering college that fights hunger and famines? That challenge inspired James Thomason to do what no Hindu, Buddhist, Muslim or Sikh ruler had done in North India. He established 857 schools throughout that region. During the last few years, the militant Hindu government has closed down more than 20,000 public schools in UP. This educational movement was the fruit of a new worldview that the Bible brought to India. It believed that the true wealth of a nation lies buried in the hearts and minds of its people and that education brings out that inner wealth. Hunters/gatherers toil day and night, but whether their labor will produce wealth depends on many factors. The key question is: how much mind, skill, planning, as well as the community’s trust and cooperation, is invested in that work. Economic flourishing depends on the Intellectual and moral development of the people. Education enables them to harness God-given resources such as water, land, sunlight and petroleum. Colonialism had no need to invest in educating Indian masses. James Thomason, the governor, promoted education because he had studied the Bible under his father, Rev. Thomas Truebody Thomason (1774-1829). Rev. Thomason came to Bengal in 1808, set up the first Church Missionary Society schools in Bengal, founded a Schoolbook Society and a Female Orphan Society for the illegitimate children of Europeans. He helped establish Calcutta’s Bible Society and translated the Old Testament into Hindustani. Before coming to Bengal and serving as a Chaplain to the East India Company, Rev. Thomason had served as a “curate” or assistant, to Rev. Charles Simeon in Cambridge. Simeon is considered the Father of the

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