Academic Freedom and Freedom of Expression in Educational Institutions

Academic freedom and freedom of expression in educational institutions

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February 2, 2024

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INTRODUCTION

The United States of KAILASA (KAILASA^(®)) is the First Sovereign State for Hindus re-established by the Supreme Pontiff of Hinduism (SPH) Jagatguru Mahasannidhanam (JGM) Bhagavan Nithyananda Paramashivam[1], the spiritual head of two billion Hindus worldwide, hailing from the Adishaivite sect of the Aboriginal Indigenous Agricultural Tribes (AIAT)[2].

Unlike any other modern nation, the United States of Kailasa (USK) provides a base for the revival, preservation, and central administration of Hinduism, similar to the Vatican, which serves as a central administration hub for the Roman Catholic Church.

The Sovereign Order of KAILASA's Nithyananda is an atypical government, simultaneously functioning as the supreme governing body of Hinduism and a sovereign entity under international law.

This mirrors the unique status of The Holy See, which is an atypical government as well, as it serves as both the supreme governing body of the Catholic Church and a sovereign entity under international law.

The United Nations upholds KAILASA’s privileges while recognizing KAILASA’s inherited unbroken historical sovereign status as per the preamble of both the UN Convention on Diplomatic Relations and the UN Convention on Consular Relations that declares that historical "rules of customary international law continue to govern," and confirms that "all nations from ancient times have recognized privileges and immunities" of sovereign entities of "differing constitutional and social systems" (preamble) and requires that a "state shall not discriminate as between states" including a historical form of statehood (article 47.1).

KAILASA is a sovereign subject of international law - possessing distinctive attributes of juridical statehood derived from SPH Bhagavan Nithyananda Paramashivam’s inheritance of the unbroken succession and the revival of three (3) ancient Hindu sovereign states, namely the kingdoms of Surya Vamsa Surangi Samrajyam Sarvajnapeetham, Suvarnapeetha Swargapura Samrajya Sarvajnapeetham, Shyamala Peetha Sarvajnapeetham, also the Kanchi Kailasa Sarvajnapeetham and seventeen (17) sovereign Hindu ecclesiastical historical institutions, that receive customary recognition by the United Nations as per the Vienna Convention on Diplomatic Relations and the Vienna Convention on Consular Relations.

Additionally, in international law, the principle of Continuity of States, states that if there were upheavals and revolutions within a country, changes in governmental forms, the extent of a country's territory, and measures taken during a military occupation do not negate the country's existence.

International law recognizes a state's legal personality by recognizing its identity.

This perspective extends to periods of annexation or occupation, where the legal personality of a state is considered to persist, enabling its subsequent re-establishment.

Therefore, as any other state under international law, KAILASA should be afforded its due diplomatic recognition, privileges, and immunities.

The revival of KAILASA by SPH, stirred opposition from Hindumisic forces who executed a massive hate campaign, persecution and genocide on SPH and KAILASA[3].

Persecution, ethnocide and genocide comprised of over 70 assassination attempts, over 250 sexual assaults on SPH and his monks and disciples, lawfare of 120 false cases over 10 years, massive online hate speech propaganda in electronic media of over 17,000 hours and print media of over 25,000 articles in 5 years, destruction of heritage properties worth over 27 million USD, and the continuing ethnocide and genocide of over 80 million Hindus worldwide since seven (7) centuries.[4]

There is urgent need to respect and promote the inherent rights of indigenous peoples which derive from their political, economic, and social structures and from their cultures, spiritual traditions, histories, and philosophies, especially their rights to their lands, territories, and resources, as articulated in the UNDRIP, particularly in Articles 8 (Cultural Heritage), 25 (Traditional Activities), 26 (Indigenous Peoples' Lands, Territories, and Resources), 27 (Right to Cultural Participation), and 31 (Cultural, Intellectual, Religious, and Spiritual Property).

Despite the relentless persecution, over the past 44 years, SPH’s unwavering commitment to the holistic advancement of humankind encapsulates a magnanimous mission aimed at ensuring access to education to all, eradicating poverty, protecting the environment, achieving gender equality, elevating consciousness, and fostering enlightened ecosystems across the globe.

1. How is academic freedom defined and protected in the constitution or laws of your country, and what are possible limitations or restrictions? Please provide the original citation and source, as well as a summary of relevant judicial practice, if any.

SPH has passed an Executive Order whereby the ten essential provisions for human well-being which are food, shelter, clothing, medical care, household items, spiritual knowledge, place for spiritual practice, science of enlightenment, graceful exit, and moksha (the ultimate enlightenment) are all offered for free to all citizens and such services are provided to communities in 186 countries where KAILASA has established de jure spiritual embassies as well as multiple agencies and NGOs.

+-----------------------------------------------------------------------+ | For things that do not perish by sharing – such as education and | | knowledge – Paramashiva recommends that no fee be charged. | | | | (i) सवेषामेव दानानां ब्रह्मदानं तवतिष्यिे। | | वाययन्नगोमहीवासस्।तिलकाञ्चनसतपयषाम्॥४-२३३॥ | | | | Manuvadhi Dharma Shashtra 4.233; (ii) Yājñavalkya (1.212); (iii) | | Atrismriti (340) | +=======================================================================+ +-----------------------------------------------------------------------+

KAILASA’S EDUCATION POLICY

KAILASA’s Education Policy applies to education programming across all levels (from pre primary through higher education), contexts (stable contexts to crisis and conflict-affected environments), settings (formal and non-formal), and providers (state and non-state) in which Hindu education is a foundational trajectory of development and self-reliance and equal access for greater economic growth, improved health outcomes, sustained democratic governance, foster community led resilience and more peaceful societies.[5]

ANCIENT HINDU INDIGENOUS LAWS

To achieve academic freedom and to ensure quality education to all, SPH has revived and implemented Hindu laws such as:

- “Girls should train themselves to become complete scholars and youthful through Brahmacharya and then enter married life”[6] [7]

- "Whether a woman or a man, a drunkard or a person who is reborn through education and initiation, there is absolutely no discriminatory comparison. Everyone here is considered like Śiva (Primordial Hindu Divinity)."[8]

PRIMARY EDUCATION THROUGH KAILASA’S NITHYANANDA GURUKULS[9] & VIDYALAYAS[10]

The Ancient Enlightened Hindu Gurukul system of education is based on the transmission of knowledge from Guru to disciple and tailored to the unique traits, inclinations and DNA of the disciple.

The Hindu Gurukul is the space where children are taught to identify their conscious aspirations and guided to achieve that, thereby ensuring academic freedom; rather than today’s system of rote learning and memorization, ‘uniformized’ across the spectrum from teacher to students[11] [12].

KAILASA’s Nithyananda Gurukul has resulted in breakthroughs in education, health and human potential with:

- 35% of children who come from all backgrounds and socio economic status with some facing various traumas in life before coming to the Gurukul have IQ scores above 130 – Gifted Category as per the SLOSSON IQ SCORE.

- 50% of students study 1-3 years ahead of their age.

- 30% of children spontaneously play musical instruments without formal lessons.

- 100% children produce creative temple arts like deity making, alankar (deity decoration), planning and building children’s temples, making deity jewelry and art.

- 100% children organize and conduct their own temple rituals around the year.

HIGHER EDUCATION THROUGH KAILASA’S NITHYANANDA HINDU UNIVERSITY - WORLD’S LARGEST HINDU UNIVERSITY

From 2007 to 2023, KAILASA’s NHU education investments reached 20M million students through a total of 1000+ extended campuses in 186+ different countries.

KAILASA’s NHU comprises 14 colleges and 29 departments generating user-friendly Hindu education to students from various educational backgrounds.

KAILASA’s NHU courses and programs have improved learning outcomes through 8600+ courses based on core theories from Hinduism in 1000+ extended KAILᾹSA’s NHU campuses across the globe so children and youth stay and thrive in school and have better & higher employment opportunities; and enabled and empowered higher Vedic education institutions to contribute to research and innovate to solve development challenges.

2. Are academic staff, teachers, students all entitled to academic freedom? Does this differ by level of education? Please explain.

Abiding to the Hindu law of “May we both (the Guru and the disciple), together be protected. May we both be nourished and enriched with knowledge. May we both work with great strength, energy, and enthusiasm. May our study and learning together, illumine us both with the sharp, absolute light of higher intelligence. So be it. May we both not have enmity or incompletion with each other. AUM. Let there be Peace (in my inner space). Peace (in nature). Peace (in the Divine forces)”[13], throughout all levels of education, SPH’s Executive Orders ensure academic freedom to all.

3. What do you consider to be (a) the main challenges to academic freedom, and (b) gaps in the legal framework for protecting academic freedom?

CHALLENGES

1. The right to free education is fundamental to the ancient Hindu civilization which has faced persecution and educational and cultural genocide during the colonial rule[14].

2. The indigenous education of the AIAT was under constant attack[15] for over a decade by the Hindumisic extremists who also interfered in indigenous religious matters and succession process of children[16] [17].

3. In July 2013, a Salesian clergy named Father Edward Thomas and neo-Hindutva extremist B. Shivaraj Gowda executed a vexatious investigation on KAILASA’s Nithyananda Gurukul to harass the students and their parents and force a shutdown[18] [19] [20].

4. AIAT children including declared successors to various ancient Hindu kingdoms have also been subjected to sexual abuse by cult leaders[21] like Sarah Landry[22].

5. The indigenous education system has been manipulated over the centuries with a curriculum that is designed to systematically subjugate and eliminate the identity, culture, tradition, language, and knowledge of indigenous people by teaching fabricated history, instilling a sense of self-hate and inferiority complex in the minds of children of the community resulting in an identity crisis along with the loss of pride and self-respect[23].

6. The state system of education introduced by the British colonial power[24] completely replaced the indigenous Hindu Gurukul education and spread malicious disinformation that the native sciences are superstitious, unscientific and declared the literature, history, metaphysics, and theology of Hinduism to be absurd while the impact of indigenous Hindu knowledge and education system has been appreciated by several Nobel laureates[25].

7. Branches of KAILASA’s Nithyananda Gurukul, where the children are trained to head Hindu apex religious institutions of the indigenous communities were heavily targeted with lawfare and violent attacks by Hindumisic elements to forcibly shut down the indigenous schools and eliminate the educators[26] [27] [28] and through lawfare against the teachers[29] [30] and legal counsel of the indigenous school[31], attempts to intimidate[32], harass[33] and shame[34] the indigenous children, attempts to eliminate[35] the child monks (balasants) who are trained from a young age to be successors of the indigenous kingdoms like Lamas in Buddhist tradition.

8. Girl children of the AIAT were targeted in the indigenous traditional school and attacked physically[36], shamed[37], shown pornographic material[38]. The teachers and administrators were illegally arrested on false and subjected to torture and imprisoned for three months and forced to live on the streets during the COVID-19 pandemic.

9. Ma Nithya Nanditha, a young female nun and Gurukul student, voiced out against the defamatory sexualization of Hindu female saint Aandal[39]. She received death threats over the phone[40] [41], and several obscene morphed videos depicting Ma Nithya Nanditha[42], a minor then, were uploaded on social media by unknown revenge groups[43]. Over a year later, the young nun was forced to self-exile[44] from the country.

10. The largest female monastery-school complex in the world was illegally demolished[45].

11. Accessibility to the entire indigenous knowledge base - The 100 million source scriptures of Hinduism have been systematically destroyed over the centuries of barbaric invasions and colonial rule.

12. Denial and distortion[46] of the Hindu Holocaust is one of the major challenges to the revival of indigenous education systems. It jeopardises the understanding of one of the most tragic and violent episodes in the history of humanity: the genocide of 400 million Hindus.

GAPS

1. Limited legal protection at the national, regional and international levels for indigenous knowledge systems such as Gurukuls to ensure they are preserved and protected in a safe environment without forcing mainstream education or denying the right to freedom of religion or belief.

2. Limited or ineffective laws preventing the use of media (both conventional and social) for targeted disinformation campaigns or negative stereotyping and persecution of aboriginal indigenous Hindu women, girls and female monks, especially from marginalized communities.

3. Limited or ineffective laws preventing the destruction of Hindu indigenous knowledge sources.

4. Limited or ineffective laws preventing the interference in religious succession processes, which are sacred to the indigenous peoples and start early in a child successor’s life and education.

4. Please explain the autonomy and self-governance enjoyed by educational institutions at the different tiers of education. Please explain what autonomy and self-governance entail. Are there restrictions on police or military personnel entering educational institutions? If so, please share the rules.

KAILASA’s Nithyananda Gurukul and the Nithyananda Hindu University (NHU) are autonomous entities existing on the sovereign land of KAILASA and are governed by KAILASA’s Department of Education under KAILASA’s Pontifical Council for Education.

The education of each student is personally overseen by SPH to ensure alignment with the ultimate Hindu values of life such as non-violence, ‘life is for others’, expressing extraordinary innate superconscious powers (shaktis)[47] latent in every human being and radiating the ultimate truth of Paramashivoham - I am Paramashiva[48] (Ultimate Primordial Divinity).

5. Please provide examples of institutional guidelines/codes of conduct developed to ensure respect for academic freedom, including from external public or private actors.

KAILASA’s Department of Education policies ensure free education to all irrespective of gender, color, race, religion, physical or cognitive abilities. KAILASA also ensures education opportunities are available to girls and students from marginalized communities.

TRANSFORMATIVE THIRD EYE INITIATIONS: EMPOWERING 82 VISUALLY IMPAIRED STUDENTS

In a groundbreaking development in Vastrapur, Gujarat on January 23, 2019, visually impaired children exhibited an extraordinary ability to read print material and recognize shapes, pictures, objects, and colors after undergoing third eye awakening by Balasanths (child saints) from KAILASA’s Nityananda Gurukul, initiated in the ancient Hindu science of third eye awakening by SPH Bhagavan Nithyananda Paramashivam. This marks the first-ever breakthrough in enabling visually impaired children to read.

Furthermore, KAILASA's Special Education Program for the Differently Abled demonstrated notable improvements in children with autism, including positive behavioral changes and enhanced learning abilities within a few days, thanks to KAILASA's indigenous healing initiatives and open-learning system.

6. How is funding, including for research, regulated? Is the process transparent, and are there any guarantees put in place to ensure respect for academic freedom?

KAILASA funds a total of $15 billion USD for free education and research. Administrative duties are conducted by monks and nuns of the Sovereign Order of KAILASA's Nithyananda enabling minimal administrative fees of 1%.

KAILASA’s Department of Education is under KAILASA’s Pontifical Council for Education, with objectives:

- To provide free, equitable and quality primary and secondary education to all boys and girls to evolve them as strong leaders of the Hindu faith.

- To provide equitable and higher education to all men and women including vocation and technical education including persons with disabilities and indigenous peoples that enables them to be a contributing citizen of the society.

- To build and upgrade education and research facilities that enable equal access to facilities of all including disability, gender sensitivity and foster nonviolent, inclusive and effective learning transmission systems for all.

- To provide educational grants for students, institutes and other affiliated supporting bodies to promote and evolve strong education transmission systems.

- To expand in the number of qualified personnel and support structure to drive the teaching goals as per the mandate.

7. Which rules and regulations protect academic freedom from interferences by commercial actors and financial sponsors, at different tiers of education? Please explain how conflicts of interest that may arise are addressed.

- KAILASA’s Department of Education is funded through donations from individuals who are inspired by SPH’s vision, mission, teachings and unparalleled philanthropic initiatives thereby eliminating the interference by commercial actors and financial sponsors.

- The Hindu Parliament of KAILASA, based on the Hindu Responsible Democracy - the world’s first democracy, has been revived and established by SPH to address any conflicts of interest that may arise.

- The opinions of Hindu diaspora are taken into consideration through KAILASA’s Hindu Votes.

8. Please explain whether and the extent to which academic staff and students, at all levels of education, are subject to surveillance by public authorities, for example through on-site cameras or online scrutiny. Has this led to undue restrictions to academic freedom and freedom of expression in educational institutions?

Undue restrictions to academic freedom and freedom of expression in Hindu educational institutions come as a result of insufficient laws to protect indigenous Hindu culture, religious traditions and educational systems; and the continuous and persistent persecution by Hindumesic elements targeting Hindu indigenous education (See details in Question 3).

9. Do teachers and professors, at all levels of education, enjoy freedom of expression in their own teaching? Are there any limitations imposed, such as remaining “neutral” or forwarding a particular perspective, e.g. on religious and political matters?

At all levels of education, KAILASA's curriculum is aligned with the ancient Hindu knowledge, principles, policies and values elucidated in the over 20 million Hindu source scriptures.

10. Please explain the extent to which teachers and professors at different education levels can choose school manuals and other books/resources for teaching, and the reasons for any restriction in this regard. Have any specific books/materials been banned, including from school libraries, and alternatively is some material mandatory? If so, why?

- At all levels of education, KAILASA's manuals, books and resources for teaching are aligned with the over 20 million ancient Hindu source scriptures on every field such as science, mathematics, medicine, cosmology, politics. KAILASA’s Nithyananda Hindu Library - the world’s largest Hindu library - is collecting, digitizing and preserving these ancient Hindu scriptures.

[1] The SPH is recognized as the 1008th living incarnation of Paramashiva, the Primordial Supreme Divinity of Hinduism, by His predecessors of enlightened Hindu Masters and adepts. He is reviving all the 10,000 indigenous traditions of Hinduism in the United States of KAILASA.

[2] The Ādi Śaiva Vēḷāḷar community is one of the Hindu Aboriginal Indigenous Agricultural Tribes (AIATs) of India, who belong to the Śaiva (followers of Bhagavān Śiva) sub-tradition within the vast spiritual architecture of Hinduism, practicing Hinduism in its most authentic form deeply rooted in Vedas (the source scriptures of Hinduism that is unadulterated by modern imperialist interventions and consumerist dilutions) and Agamas.

[3] This initial disinformation using fake video, on 2 March 2010, became the foundation of a decade-long persecution of KAILASA, the AIAT community and the SPH Nithyananda Paramashivam including online hate speech, mob lynching, violation of human rights, cyber-bullying, destruction of property, illegal arrests, lawfare and death. The initial false charges filed only came to court 10 years later, and are still being litigated. Conversely, the perpetrators of the false allegations attempted to bring the same case against The SPH in the USA in three states. Between 2012 and 2014, The SPH was exonerated and the accusers were jailed and fined nearly $1M for defamation, malicious prosecution among others. Indian media has not recorded the exoneration till-date. https://kailasa.hindunation.org/0:/

[4] Indigenous peoples, including Hindu indigenous people, have suffered from historic injustices as a result of, inter alia, their colonization and dispossession of their lands, territories, and resources, thus preventing them from exercising, in particular, their right to development in accordance with their own needs and interests, and acknowledging the principles enshrined in the UN Declaration on the Rights of Indigenous Peoples (UNDRIP), notably Article 3 (Right to Self-Determination).

[5] To achieve this, countries must be able to lead their own development by enabling the Hindu education through schools and universities and sustainably financing and delivering services, via both state and non-state providers, that extensively improve the learning outcomes and skills for all children and youth from youth workforce development and higher education – in settings such as both formal and informal.

[6] Atharvaveda 11.5.18

[7] यत्र नार्यस्तु पूज्यन्ते रमन्ते तत्र देवताः। यत्रैतास्तु न पूज्यन्ते सर्वास्तत्राफलाः क्रियाः॥३.५६॥ - Manuvadhi Dharma Shashtra 3.56

[8] खी वाथ पुरुषः षण्डचण्डालो वा द्विजोसमः। चक्रेऽस्मिन्नेव भेदोऽस्ति सर्व शिवसमाः स्मृताः॥Kularnava Tantra, 8th Ullasa, verse 97

"Where women are worshiped, there the Gods rejoice (leading to the welfare of humanity); on the other hand, where they are not honored, all rites (efforts of public welfare) are futile”

[9] Residential schools

[10] Day schooling and weekend schools

[11] These ancient knowledge transmission systems date back to 15,000 years with many significant ‘firsts’ in the fields of yoga, medicine, astronomy, mathematics and navigation, among others

[12] Today indigenous Hindu spiritual sciences such as Yoga, are recognized by the entire world as a holistic approach to health and well-being. Around 175 member states of the United Nations, the highest number ever for any general assembly resolution, supported the resolution of celebrating June 21 every year as “International Day of Yoga”. It shows that ancient indigenous knowledge is not merely relevant for people of the past, but it is an extremely valuable asset to the entire 8 billion people living today on this planet. Just like Yoga and Ayurveda (indigenous Hindu medicine system), the indigenous education system and knowledge has offered a lot to humanity and has yet more to offer - in various field such as State Policies, Politics & Statecraft (Samrajya Laxmi Pithika, Niti Shashtra, Artha Shashtra, Manu Smriti), Law (Dharmashastra, Manu Smriti, Parasara Smriti, Yagya Valk, Gautama, Mitakshara), Banking & Accounting (Arthashashtra, Krisi-Parasara), Architecture & Civil Engineering (Kamikagama, Mahaagama, and Suprabhedagama), Performing Arts (Pancharatra Agama), Medicine (Charaka Saṃhitā, Sham Raj, Nighant, Bhashya Parichehed, Madhava Nidan, Vagbhat), Surgery (Sushruta Samhita), Botany (Vrukshayurveda, Bruhat Samhita, Sarngadhara's Vrukshayurveda, Parasara’s Vrukshayurveda), Chemistry and Metallurgy (Rasahrudaya Agama, Rasendra Mangala, Rasarathnakara, Karshaputa, Lohasastra), Music (Gandharva Veda), Agriculture (Krishi Parasara), Astrology (Siddbant Shiromani, Nil Kanthi, Mahurta Chintamani, Brihat Jatak, Shighra Bodh, Parasariya), Shipbuildin (Yukti Kalpa Taru), Manufacturing (Nagalingayna-Kutha, Vishvakurma-Poorana, Kumalesherra Kalikamahata), Food sciences (Bhaga Shashtra), giving breakthrough contributions to humanity such as – knowledge, and application of zero, binomial theorem ((i) Plofker, Kim (2009). Mathematics in India. Princeton University Press. pp. 54-56. “Pingala’s use of a zero symbol as a marker seems to be the first known explicit reference to zero.” ISBN 0-691-12067-6. (ii) पिङ्गलछन्दःसूत्रम्) (200BCE - (i) R. Hall, Mathematics of Poetry, has "c. 200 BC" (ii) Mylius (1983:68) mentions "very late" within the Vedānga corpus.), calculations with zero (The Siddhanta-Sekhara of Sripati: A Sanskrit astronomical work of the 11th century : Cambridge University Press.), positive numbers, negative numbers, generalization of Fibonacci identity, Euler's four-square identity, Lagrange's identity (Henry Thomas Colebrooke. Algebra, with Arithmetic and Mensuration, from the Sanskrit of Brahmegupta and Bhaascara, London 1817, p. 339 (online)), knowledge, and application of infinity ((i) Ian Stewart (2017). Infinity: a Very Short Introduction. Oxford University Press. p. 117. ISBN 978-0-19-875523-4. (ii) वधादौ वियत् खस्य खं खेन घाते खहारो भवेत् खेन भक्तश्च राशिः॥2.18॥ अस्मिन् विकारः खहरे न राशावपि प्रविष्टेष्वपि निःसृतेषु। बहुष्वपि स्यात् लय-सृष्टिकाले अनन्ते अच्युतेभूतगणेषु यद्वत्॥2.20॥ Bhaskaracharya’s Bijaganita) (300BCE), average values (Plofker, Kim (2009). Mathematics in India. Princeton University Press. page 71, ISBN 0-691-12067-6) (1150 CE), fractions (Bhāskara II's treatise on mathematics, Līlāvatī) (628 CE), arithmetical and geometrical progressions, plane geometry, angular dimensions, solid geometry, simple, quadratic, simultaneous, and indeterminate equations (B. S. Yadav (28 Oct 2010). Ancient Indian Leaps Into Mathematics. Springer. p. 88. ISBN 978-0-8176-4694-3, Aryabhatiya), Baudhayana-Pythagoras Theorem (Thibaut, George (1875). "On the Śulvasútras". The Journal of the Asiatic Society of Bengal. 44: 232–238), Madhava–Leibniz infinite series for the value of pi (Π) ((i) Edwards (1994), The historical development of the calculus, Springer Study Edition Series (3 ed.), Springer, p. 247, ISBN 978-0-387-94313-8 (ii) ഇരിഞ്ഞാറ്റപ്പിള്ളി മാധവൻ നമ്പൂതിരി Madhava of Sangamagrama discovered before Leibniz), trigonometry, infinite series for calculating value of a sine function, Nilakanta-Taylor series (1685 CE), Govindaswami-Newton-Gauss interpolation (1670 CE), calculus ((i) "Neither Newton nor Leibniz - The Pre-History of Calculus and Celestial Mechanics in Medieval Kerala". MAT 314. Canisius College. (ii) "An overview of Indian mathematics". Indian Maths. School of Mathematics and Statistics University of St Andrews, Scotland.). Somayaji-Newton Power series (1660 CE), Madhava-Gregory’s series for inverse tangent (1632 AD), astronomy, Velocity of Planets (Puthumana Somayaji 1450 CE), Gravity (1114 CE), freely available organic antibiotic remedies (https://www.nature.com/articles/37838), free and affordable healthcare (Gopinath BG. Foundational ideas of Ayurveda. Medicine and Life Sciences in India. In: Subbarayappa BV, Chattopadhyay DP, editors. New Delhi: Centre for Studies in Civilizations; 2001. pp. 59–107. History of Science, Philosophy and Culture in Indian Civilization; Part 2. Vol. IV.), vaccination procedures (J. Van Alphen; A. Aris (1995). "Medicine in India". Oriental Medicine: An Illustrated Guide to the Asian Arts of Healing. London: Serindia Publications. pp. 19-38 ISBN 978-0-906026-36-6.), surgical procedures including plastic surgery, etc (Kansupada, KB; Sassani, JW (1997). "Sushruta: the father of Indian surgery and ophthalmology". Doc Ophthalmol. 93 (1-2): 159-67.).

[13] auṁ saha nāvavatu | saha nau bhunaktu | saha vīryam karvāvahai | tejasvi nāvadhītam astu mā vidvi ṣāvahai || auṁ śāntiḥ śāntiḥ śāntiḥ || kṛṣṇā Yajurveda, taittriya upaniṣad

[14] The British Colonial Power introduced a state system of education in India for the first time through the Charter Act of 1813 completely replacing the Gurukul Education. The rationale for the British Government to take over the educational system in India is laid out in Lord Macaulay’s infamous “Minute on Education” of February 02, 1835. The “Minute on Education” is the first indication that the British Colonial power was determined to affect social engineering in Indian society through the medium of the English language. In his Minute, Macaulay writes that “we [the British power] must at present do our best to form a class of persons, Indian in blood and color, and English in taste, opinions, in morals and in intellect.” In a paper titled “The Advent of British Educational System and English Language in the Indian Subcontinent: A Shift from Engraftment to Ultimate Implementation and Its Impact on Regional Vernaculars”, the authors analyze the transitional shift from the indigenous/ regional vernaculars to engraftment (translating western knowledge into indigenous languages for teaching) and eventual shift to English as the medium of instruction, which thwarted the process of engraftment and development of indigenous languages.

The pre-colonial indigenous gurukul education system encouraged harmony amongst all social communities by recognizing the dignity of labor and respect for all professions, for example, the second verse from an ancient treatise on agriculture says, “Despite being learned of four Vedas (core Hindu scriptures) if a scholar or priest (Brahmin) considers agriculture inferior he is bound to be stuck in a cycle of poverty.” ("चतुर्वेदान्तगो विप्रः शास्त्रवादी विचक्षणः। अलक्ष्म्या गृह्यते सोऽपि प्रार्थनालाघवान्वितः॥२॥" कृषिपराशरम् https://sa.wikisource.org/s/d9w). The Hindu scriptures taught to respect each human being without discrimination as not just an equal human being but a divine manifestation of God - “Whether a woman or a man, a drunkard (Cāņdala) or a person who is reborn (Dvija) through education and initiation, there is absolutely no discriminatory comparison. Everyone here is considered like Śiva (Primordial Hindu Divinity)" ("खी वाथ पुरुषः षण्डचण्डालो वा द्विजोसमः। चक्रेऽस्मिन्नेव भेदोऽस्ति सर्व शिवसमाः स्मृताः ॥९७॥“ verse 97 and “जातिभेदो न चक्रेऽस्मिन् सर्वे शिवसमाः स्मृताः। वेदेऽपि स्थितमेवं हि सर्व हि ब्रह्मा चाव्रतीत्॥१०१॥“ verse 101, etc., Kularnava Tantra, 8th Ullasa https://archive.org/details/Kularnava/mode/2up).

The planned destruction of the indigenous education intrinsically and prejudicially demeaned any knowledge which was indigenous by faultily characterizing it as inferior and worthy for destruction – “I have no knowledge of either Sanscrit or Arabic. But I have done what I could to form a correct estimate of their value. I have read translations of the most celebrated Arabic and Sanscrit works. I have conversed, both here and at home, with men distinguished by their proficiency in the Eastern tongues. I am quite ready to take the oriental learning at the valuation of the orientalists themselves. I have never found one among them who could deny that a single shelf of a good European library was worth the whole native literature of India and Arabia. The intrinsic superiority of the Western literature is indeed fully admitted by those members of the committee who support the oriental plan of education.”

[15] https://kailasa.hindunation.org

[16] 3 May 2018 - the SPH Nithyananda Paramashivam was prohibited by Justice Mahadevan of the High Court of Madras from entering Madurai Aadheenam of which SPH is the successor. Though the order itself violates the constitution of India, the Court threatened the SPH that it would order His arrest if He did not resign from His responsibility as the 293^(rd) Pontiff. As per the Constitution of India, a person is to be treated as innocent until proven guilty, and no one has the right to pass judgment on such a person. The SPH has never been convicted of any crime. Yet, He has repeatedly been treated in a prejudicial manner and presumed guilty. Justice Mahadevan went on to pass an order blatantly violating the fundamental rights of the SPH and on record said, "I will see that your ashram is vanished. Hundreds of complaints are pending against the ashram.". The order was inconsistent with the prior judgment of the Supreme Court (In the Supreme Court of India, Ambalavana Pandara Sannathi v. State of Tamil Nadu And Anr, on 28 April, 1980, (AIR 1983 Mad 72) that held “the appointment of junior pontiff is a right of a religious institution and the same cannot be interfered without proper cause.”), it was also against the Division Bench (a higher authority than the single judge Justice Mahadevan) order of Madras High Court dated 31 Oct 2012, further the order was also against AdiShaiva AIAT custom, and tradition of Madurai Aadheenam documented in a historical record of trust procedures (as per section “4. Particulars of important customs and usages pertaining to the institution” and as per section “2. Particulars of the scheme of administration which refers to government scheme R 5822.60 dated 29/Nov/1960” ) that is also the authoritative legal reference on religious matters during the contemporary and colonial era. 10 July 2018, the Madras High court validated the legitimacy of the SPH Nithyanananda Paramashivam’s accession to the throne as the 293^(rd) pontiff of Madurai Aadheenam terming it “irrevocable”. This did not stop the state's persecution. Immediately after this, despite several court orders directly in favor of the SPH Nithyananda Paramashivam prohibiting the state from impounding His passport (“The passport of the accused 1 (the SPH Nithyananda Paramashivam) be released into the custody of accused 1 for his interim custody till the disposal of this case” in CC 204 of 2010 in the Court of Principle Senior Civil Judge Ramanagara dated 23 February 2012, on 24 August 2018, the Government illegally and arbitrarily canceled the passport of the SPH. On 6 December, the Ministry of External Affairs said Swami Nithyananda’s passport was cancelled before its validity was to expire in 2018 and that his application for a new one was also rejected because of the cases pending against him.“ The passport of the SPH was canceled before its validity was to expire in 2018 and the application for the new one was rejected (“Cancelled Nithyananda’s passport, rejected application for new one: MEA”). With this illegal order, the SPH was pushed into “de facto statelessness” (Luingam Luithui And Ors vs Union Of India And Ors on 23 August, 2017). The 10 July 2018 court order cleared the fact that the SPH Nithyananda Paramashivam was the 293^(rd) pontiff (Hence this court is of the opinion that the Petitioner’s appointment is irrevocable and hence he [Sri Nithyananda Paramashivam] is the Junior Pontiff of the Mutt.”, order to CRP.(PD)(MD) 818 of 2018 and CMP(MD) 3630 of 2018 Before the Madurai Bench of Madras High Court, delivered on 10 July 2018). This was also backed by a Supreme Court order on a similar matter. After the deep-state exiled the SPH, on 14 August 2021, the Tamil Nadu state HR&CE completely discarded the High court and supreme court orders and declared somebody else as the 293^(rd) pontiff.

[17] The Kanchee Kailasa Sarvajnapeetam Thondaimandala Aadheenam is one of the oldest AdiShaiva AIAT Hindu monasteries in the world (dated to at least the first century CE). On 20 Jan 1979, the State arbitrarily and illegally issued an order in HR&CE OA No.1 of 1978 and created a legally deceptive framework called Advisory Committee to politically control the appointment of the future Pontiffs. In 1988, the 230^(th) Pontiff, Sri-La-Sri Gnanaprakasa Desika Paramacharya Swamigal identified the SPH Nithyananda Paramashivam (then known as A. Rajashekaran a young boy of fewer than 10 years of age) as the very incarnation of Lord Shiva and initiated, proclaimed, declared, and coronated Him as the future pontiff after performing all the initiations as per the customs and traditions. By 9 Jan 2009, the State appointed land grabbers as Advisory committee members and started systematically grabbing the rich hereditary land of the monastery. When the 232^(nd) pontiff of Thondaimandala Aadheenam protested, the state completely took over the monastery by a suo moto proceeding in OA No.1 of 2010 (RC No.3972 / 2010 D-2) and issued a notice dated 31 July 2010 where the role of the pontiff was reduced to that of a consultant to the State. On 2 December 2020, the 232^(nd) pontiff passed away. As per his will which he had reiterated in a video statement, he had exercised his religious and constitutional right to declare his successor, he declared the disciple of the SPH Nithyananda Paramashivam - Sri Nithya Sundareshwarananda as his successor 233^(rd) pontiff. On 5 March 2021, the State based on their political interests, unconstitutionally and illegally appointed another pontiff and overridden the appointment done by the 232^(nd) pontiff.

[18] http://archive.indianexpress.com/news/nithyananda-ashram-in-child-rights-row/1174496/

[19] The lawfare continued over the years as Hindumesic elements attacked the KAILASA’s Hindu indigenous institutions

[20] 17 Sep 2013, the Karnataka State CWC officials forcibly, cruelly, and illegally interrogated children in the Gurukul. It was done without parental consent, without any video recording. CWC representative Radha. K acknowledged with a signed letter that she came to see gurukul with the police. This visit was after 7:30 PM late-night beyond the time permissible by law (6 PM). The State interrogators shamed, ridiculed, and humiliated the children, particularly girls for their traditional dress, pressured them to quit their spiritual-religious lifestyle. FIR 340/2013 Bidadi PS dated 19-Sep-2013 IPC 186 against Ragasudha Vasundhara Shivanna, the legal counsel for the school and parents, for intervening in the violation of the rights of children and parents and reminding the police officers and CWC team members that it was not appropriate and illegal in fact to interrogate children in absence of their guardians that also after 6 PM (the official raided at 7:30 PM). For this, the government fabricated an accusation of IPC 186 which reads - “Obstructing public servant in discharge of public functions. — Whoever voluntarily obstructs any public servant in the discharge of his public functions, shall be punished with imprisonment of either description for a term which may extend to three months, or with fine which may extend to five hundred rupees, or with both.“ 21 Sep 2013, the Karnataka Government District Children Protection Committee (Women and Children Welfare Department) issued a show-cause notice¹⁸¹, wherein they made false allegations claiming that children were kept there illegally and ordered parents of all children to appear for interrogation. Parents from all over the country had to fly to meet the government demands, which they did. 15 Oct 2013, the parents of the children fought for their constitutional, religious, and human rights to have their children educated as per ancient AIAT tradition. The State Government officers claimed that the parents were fake and demanded them to produce all documents to prove they are the real parents. The parents established this by producing various documents such as state issued biometric-ids, passports, birth certificates, and other documents. However, the State Government officers maliciously maintained that the children were orphans. They criminally intimidated the children pressurizing them to leave the Gurukul and go with their parents or they will be taken away by the Government officers. The entire attack by the government was reported by various politically owned Kannada language news channels that re-iterated the false claims of the government such as the claim the children were orphans and even absurd claims such as that the parents of the children were fake. About 19 children and their parents were intimidated and harassed by the Government officers to the extent that they had no choice other than to leave (16 Oct 2013, The Indian Express, "Nithyananda ashram produces 88 students before child welfare panel" ). 16 Oct 2013, it was published that the Karnataka State CWC Officer, Shivalingaiah said, “We found the children brilliant”. However, the Officer falsely claimed, “But they are not receiving formal education. They (the ashram) do not have accreditation from any government agency, they do not follow the law of the land and do not have an authentic syllabus for the children.” Several other Hindumisic newspapers such as the Deccan Herald also spread misinformation and justified the lawfare by falsely accusing the traditional school of child rights violation whereas in reality the state persecuted the children and their parents using vexatious proceedings (6 Nov 2013, Deccan Herald, “Nithyananda ashram under scanner for child rights violation”).

[21] https://kailasa.hindunation.org/0:/for%20UN%20report/cult%20members.docx

[22] By 2016, the leader of a cult named Corpus Dei – Sarah Landry a Canadian citizen disguised as a spiritual seeker had entered the AIAT monastery at Bangalore. By January 2017, she had molested several Gurukul children, details of which came to be known to the community only much later. AIAT student Sri Nithya Sundareshwarananda and declared by the SPH to be the successor of the ancient spiritual kingdom of Thondaimandala aadheenam, and Sri Nithya Tattvananda were abused sexually by Sarah Landry.

[23] The Colonial Legacy, as is the case with other colonies, was also played out in British India. The British Colonial Power introduced a state system of education in India for the first time through the Charter Act of 1813 completely replacing the Aboriginal Hindu Gurukul Education. The rationale for the British Government to take over the educational system in India is laid out in Lord Macaulay’s infamous “Minute on Education” of February 02, 1835. The “Minute on Education” is the first indication that the British Colonial power was determined to affect social engineering in Indian society through the medium of the English language. In his Minute, Macaulay writes that “we [the British power] must at present do our best to form a class of persons, Indian in blood and color, and English in taste, opinions, in morals and in intellect.”The impact of Macaulayism is multi-fold – it led to a cultural and intellectual genocide of Hindu Aboriginal Indigenous Agricultural Tribes such as the Ādi Śaiva Vēḷāḷars.Macaulay carried pejorative views about indigenous education which was appreciated by the Nobel laureates of literature and physics. His policies directly led to the complete destruction of the indigenous consciousness in the aboriginal people of South Asia. The indigenous Gurukul education of the Hindu aboriginal indigenous agricultural tribes of India, such as the Ādi Śaiva Vēḷāḷar formed a very deep part of their cultural and spiritual identity.

[24] Charter Act of 1813

[25] “Indian philosophers’ subtleties make most of the great European philosophers look like schoolboys”, T.S. Eliot, 1933. Bernard Shaw: “The apparent multiplication of gods is bewildering at the first glance, but you soon discover that they are the same GOD. There is always one uttermost God who defies personification. This makes Hinduism the most tolerant religion in the world, because its one transcendent God includes all possible gods.” William Butler Yeats, a Nobel laureate in literature, was so inspired387 by the indigenous Hindu scriptures, that he wrote a commentary on the Upanishads as, “The Ten Principal Upanishads”, which was published in 1938. Several Nobel laureates in the field of physics, notably quantum physicists such as Werner Heisenberg, Erwin Schrödinger, and Brian David Josephson have variously cited how they found spiritual wisdom in indigenous Hindu literature that even influenced their work in quantum physics. Werner Heisenberg, “After the conversations about Indian philosophy, some of the ideas of Quantum Physics that had seemed so crazy suddenly made much more sense.”, [Pride of India (2006) by Samskrita Bharati. p. 56]. Erwin Schrödinger (1951), My View of the World, (i) “In all world there is no kind of framework within which we can find consciousness in the plural; this is simply something we construct because of the temporal plurality of individuals, but it is a false construction.... The only solution to this conflict in so far as any is available to us at all lies in the ancient wisdom of the Upanishad.”, (ii) “Vedanta teaches that consciousness is singular, all happenings are played out in one universal consciousness and there is no multiplicity of selves.” Brian David Josephson, “The Vedanta and the Sankhya hold the key to the laws of mind and thought process which are co-related to the Quantum Field, i.e. the operation and distribution of particles at atomic and molecular levels.”

[26] Tiruvannamalai - 3 March 2010 - Tamil Murasu - Page 1 - Chennai edition - “Nithyananda Thalaimarivu” ; Salem - (i) 8 March 2010 - Dina Malar, Chennai - Page 2 - “Nithyananda Ashramathil Irunda” (ii) 4 March 2010 Dinakaran - Page 4,15; Namakkal - 4 March 2010 - Dina Mani - Page 2

[27] 11 Jun 2012 , The Hindu, Karnataka

[28] Link 1, Link 2

[29] Puducherry - FIR 90/2010, 5 Mar 2010, PS Orleanpet, Puducherry Sriperumbudur - District Magistrate, Sriperumbudur, Chennai, Crl. O. P No.12783 of 2010, Coimbatore

[30] Harassment and intimidation of indigenous students, teachers and parents to force shutdown of indigenous school

[31] Lawfare against the legal counsel of indigenous school - FIR 340/2013 Bidadi PS on the date 19 September 2013

[32] Link 1, Link 2, Link 3, Link 4

[33] Link 1, Link 2

[34] Link 1, Link 2

[35] Attempt on the life of a balasant who is both the ‘Karuvazhi Varisu’ (successor as per bloodline) and ‘Guruvazhi Varisu’ (successor as per the religious Master-disciple monastic order) of the SPH Nithyananda Paramashivam whose family traditionally used to head the Thondaimandala Aadheenam but political influence was used by the State Finance Minister PTRP Thiyagarajan along with his brother PTRK Vijayarajan (Head of the State appointed Advisory Committee) to illegally oust the SPH who is the 233^(rd) pontiff of the spiritual kingdom of Thondaimandala Aadheenam.

[36] https://indianexpress.com/article/cities/ahmedabad/karni-sena-leader-booked-for-rioting-assault-on-women-6490411/

[37] https://www.youtube.com/watch?v=4J0aT4ZfT04

[38] https://indiankanoon.org/doc/74023602/

[39] Andal, also known as Kothai, Nachiyar and Godadevi, is the only female Alvar among the 12 Alvar saints of South India. She is the human incarnation of Goddess Bhudevi. The Alvar saints are known for their affiliation to the Srivaishnava tradition of Hinduism. Defamatory sexualization of Aandal was made by V. Ramasamy and politically owned media.

[40] On 18 Jan 2018, death threats were received from fans of V. Ramasamy for voicing out against the defamatory statements. Threats of assassination were also made towards the SPH.

[41] Gendered disinformation campaigns frequently overlap with online gender-based violence, where the dissemination of false or demeaning information is combined with harassment and threats. This can involve doxing (exposing personal information), cyberbullying, and spreading hate speech specifically targeting women, LGBTQ+ individuals, or other marginalized genders. The purpose is to silence, intimidate, and instigate fear, reinforcing gender-based power dynamics and maintaining patriarchal structures.

[42] When she was aged about 16 years

[43] The online abuse and sexual assaults on the AIAT nun and her sister, though outlined in their affidavits verbalizing their trauma, did not get them reprieve from the Court as the Hindumisic elements used media disinformation to sustain the lawfare.

[44] On 17 Nov 2019, militants of the Karni Army (who have a criminal record of molesting women) came to abduct the young Hindu nun – Ma Nithyananditha – from the Yogini Sarvajnanapeetha (India). The militants declared more than four times in live television interviews that they would burn the monastery if their demands of abducting the nun were not complied with (TV9 Gujarati, Nov 17, 2019, at 1:53 to 2:20, Rahul Ranjput (head of Yuva Karni Army) said, “Everyone knows Karni Sena(Army) very well. Right now, we are working with the State government. Right now, we are following the path of Gandhi (peace). But it is not far when we become violent if we do not get our Nanditha in front of us. Else if required we will even burn the monastery, but we want sister Nanditha. Right now, we are working with the State government, but if we are disappointed with this experience, we will break in (the female monastery), and after that whatever happens, for that only the government will be responsible. In Nov 2019, Nithyananditha fled to escape the kidnap attempt by militants and police torture and enhanced interrogation aimed at forcing her to give a false confession. Ma Nithyananditha and her sister Ma Nithya Tattvapriyananda jointly gave several video statements and published them on their social media accounts, which were also aired by several mainstream national media channels, explaining their stand on why they wanted to continue their monastic life and how they were being harassed by the State Police to give false statements (i) https://www.facebook.com/100005995330313/videos/1174509229425577/ (ii) The High Court did not accept their video statements and demanded their presence in India in the court despite being informed of the fears of the girls of further police torture if they came to India and from being pushed into prostitution by their abusive father who had orchestrated the whole attack through his deep ties with the Indian deep state. Fourteen Gujarat State government (CWC) Child Welfare Commission officials and the Gujarat State government Police officers who had raided the female monastery on the order of a Special Protection of Children from Sexual Offences Court were booked under POCSO Act for showing pornographic material to children in the High Court of Gujarat, R/SCR.A/26/2020.

[45] https://timesofindia.indiatimes.com/city/ahmedabad/got-cbse-affiliation-without-govt-noc-dps/articleshow/72267554.cms

[46] Distortion is done through various means like celebrating (the crime against humanity), blaming (the victims), delegitimizing, smearing (the facts), equating (the genocide to any other event), omitting (hard facts that expose the extent of the crimes against humanity)

[47] Awakening of the extraordinary powers or shaktis is through deeksha or initiation making the Shaktis (powers) a living experience for the recipient called Sākshi Pramāṇa.

[48] In AIAT, Paramashiva is the embodiment of non-duality: cosmic oneness, or Advaita, whose universal consciousness manifests as the universe and all the myriad beings within the universe. Paramashiva taught the fundamental principles of AIAT through the source scriptures known as the Veda-Agamas. The following principles constitute the core beliefs and lifestyle of the AIAT community: nonviolence, vegetarianism, gender equality, racial equality, inclusiveness, LGBTQ+ rights, worship of nature and living beings, organic lifestyle, temple-based living, yoga, and yogic sciences. The Veda-Agamas as revealed by Paramashiva provide clear instructions on how beings may realize the ultimate awareness of the cosmic oneness or Advaita through yogic sciences. Every being can manifest Shaktis or powers from the space and state of oneness to create the reality that they desire. As an Avatar of Paramashiva, the SPH exists in the same space and state of Paramashiva and reveals the Veda-Agamas from the original space that created the Veda-Agamas of ASMT. The SPH is able to reveal the deep and timeless cosmic truths from the source scriptures and make them relevant and user-friendly to the needs of modern humanity, even as the world changes.