talking of good christists, i imagine this dr. alexander is an ex-christist or post-christist. having lived so long in the west, he has perhaps seen through it and has probably left christism.
like our good friend mathew the ex-christist.
i also know a certain person who is a former christist and now sharply opposed to it. he tells me one of the tactics the church uses is excommunication and ostracism. one of his cousins had a really rough time when his father died and the church refused to bury the father in the church's cemetery. reason? the son had gone to sabarimala! yeah, the church is *so* broad-minded! it wasn't even the father, it was the son who had gone to sabarimala, an avowedly 'secular' pilgrimage -- and it is not as though the son had converted to hinduism, yet it was taken out on the father.
i wonder what the holy ghost was doing at this time :-) when everybody was busy with the father and the son.
probably caught the last train to the coast, as in don mclean's 'american pie'
---------- Forwarded message ----------
From: M
Date: Jan 12, 2006 7:31 AM
Subject: Fwd: [induscivilization] Indian Identity in American Schools - Dr.C.Alex Alexander
To: rajeev.srinivasan@gmail.com
Note: forwarded message attached.
---------- Forwarded message ----------
From:
Date: Wed, 11 Jan 2006 18:55:36 -0800 (PST)
Subject: [induscivilization] Indian Identity in American Schools - Dr.C.Alex Alexander
This article showcases the pathetic sitution of Hindu portrayal in US textbooks and why edits have to be made for fair portrayal.
In a nutshell, the textbooks are full of negative and disparaging portrayal of Hinduism and paints a very positive picture of other religions.
The basic reason for the changes in having some balance and fairness in showing Hinduism.
Venkitesh (Viji)
Indian Identity in American Schools
C. Alex Alexander
Though I have been in the US since 1962, I seem to have remained
unaware of how American schools are imprinting concepts of Indian
identity and Hinduism on the minds of American youth including
children born to Indian parents. It was probably because I never had
children of my own. My recent inquiries of Indian parents about this
issue revealed that not many Indian parents are fully cognizant of
the extent of misinformation that is being parlayed to young
Americans, not just about India but about most non-European
civilizations.
unaware of how American schools are imprinting concepts of Indian
identity and Hinduism on the minds of American youth including
children born to Indian parents. It was probably because I never had
children of my own. My recent inquiries of Indian parents about this
issue revealed that not many Indian parents are fully cognizant of
the extent of misinformation that is being parlayed to young
Americans, not just about India but about most non-European
civilizations.
After availing of an early retirement from our professional lives,
my wife and I spent a year studying Art History after which we
became volunteer docents at a local art museum. In our roles as
Docents we came in contact with elementary and high school students
who visited the museum to augment their knowledge of world history
and ancient civilizations. After a year's experience of interacting
with school kids I have become convinced that something needs to be
done, especially with regard to the way non-Judeo Christian
communities are being portrayed in the text books that our students
use and the manner in which their teachers are trained to deal with
Asian, African, Latino and Native American traditions.
my wife and I spent a year studying Art History after which we
became volunteer docents at a local art museum. In our roles as
Docents we came in contact with elementary and high school students
who visited the museum to augment their knowledge of world history
and ancient civilizations. After a year's experience of interacting
with school kids I have become convinced that something needs to be
done, especially with regard to the way non-Judeo Christian
communities are being portrayed in the text books that our students
use and the manner in which their teachers are trained to deal with
Asian, African, Latino and Native American traditions.
India, in my opinion receives the worst treatment of all at the
hands of our teachers of world history. China and Japan fare a lot
better. My African-American colleagues with whom I often talk about
India's image in the US greet me with their "welcome to the club"
slogan. They remind me that Indians "have to fight the battles like
they themselves had to struggle with in order to make the white
Americans concede at least partly that Africa is more than a mere
continent that sent them their slaves". Those of you who have
resided in the US since the early 1960s may recall the debates we
had here when the US Nobel Laureate William Shockley and his friend,
Professor Arthur Jensen began to popularize their (now-discredited)
theories of racial inferiority of African-Americans. It took nearly
four decades of systematic challenges by the black community to
correct the distorted stereotyping of blacks, some of which continue
even today in a subtle fashion.
hands of our teachers of world history. China and Japan fare a lot
better. My African-American colleagues with whom I often talk about
India's image in the US greet me with their "welcome to the club"
slogan. They remind me that Indians "have to fight the battles like
they themselves had to struggle with in order to make the white
Americans concede at least partly that Africa is more than a mere
continent that sent them their slaves". Those of you who have
resided in the US since the early 1960s may recall the debates we
had here when the US Nobel Laureate William Shockley and his friend,
Professor Arthur Jensen began to popularize their (now-discredited)
theories of racial inferiority of African-Americans. It took nearly
four decades of systematic challenges by the black community to
correct the distorted stereotyping of blacks, some of which continue
even today in a subtle fashion.
Likewise, during the last three or four decades, the negative images
of India and Hinduism in particular have been promoted by our movies
and talk show pundits (Indiana Jones, Oprah Winfrey, 60 Minutes et
al). These have contributed to the inability of many of our
schoolteachers to present a balanced portrayal of the Hindu, Jain,
Buddhist and Sikh traditions to their students. Hinduism seems to
fare the worst at the hands of our school systems. The average
American teacher's knowledge of Hinduism, which is the core
component of India's cultural heritage, is often stilted by the
sensational portrayals of that faith by our mass media. Though a few
inquiring Indian parents seem to be aware of these problems, I am
unaware of organized efforts in most states of our land (except in
Virginia and California) undertaken by the Indian community to
address this issue. I also realize that the extent of such
prejudiced portrayals of India may vary from state to state, the
worst being in our Bible belt in the South.
of India and Hinduism in particular have been promoted by our movies
and talk show pundits (Indiana Jones, Oprah Winfrey, 60 Minutes et
al). These have contributed to the inability of many of our
schoolteachers to present a balanced portrayal of the Hindu, Jain,
Buddhist and Sikh traditions to their students. Hinduism seems to
fare the worst at the hands of our school systems. The average
American teacher's knowledge of Hinduism, which is the core
component of India's cultural heritage, is often stilted by the
sensational portrayals of that faith by our mass media. Though a few
inquiring Indian parents seem to be aware of these problems, I am
unaware of organized efforts in most states of our land (except in
Virginia and California) undertaken by the Indian community to
address this issue. I also realize that the extent of such
prejudiced portrayals of India may vary from state to state, the
worst being in our Bible belt in the South.
This issue was recently highlighted at the 5th International
Conference of the World Association of Vedic Studies (WAVES) held on
July 9-11, 2004 at the Shady Grove Campus of the University of
Maryland by a paper presented by Yvette C. Rosser of the University
of Texas at Austin and titled "Stereotypes in Schooling: Negative
Pressures in the American Educational System on Hindu Identity
Formation". That study found that "stereotypes about India and
Hinduism when taught as facts in American classrooms may negatively
impact students of South Asian origin who are struggling to work out
their identities in a multicultural, and predominantly Anglo-
Christian environment". Rosser's work is based on surveys of both
teachers who teach world history in our classrooms and Indian
students who are being taught by these teachers.
Conference of the World Association of Vedic Studies (WAVES) held on
July 9-11, 2004 at the Shady Grove Campus of the University of
Maryland by a paper presented by Yvette C. Rosser of the University
of Texas at Austin and titled "Stereotypes in Schooling: Negative
Pressures in the American Educational System on Hindu Identity
Formation". That study found that "stereotypes about India and
Hinduism when taught as facts in American classrooms may negatively
impact students of South Asian origin who are struggling to work out
their identities in a multicultural, and predominantly Anglo-
Christian environment". Rosser's work is based on surveys of both
teachers who teach world history in our classrooms and Indian
students who are being taught by these teachers.
The study found
that the teachers devoted only 7% of their preparation time to Asia
of which most of it was consumed by Japan and China. Latin America
received 6%, Middle East 4% and Africa 3%. Eighty percent of their
learning time was devoted to European history! The amount of time
spent in class instruction of these cultures reflected a similar
distribution of effort. The students who were interviewed by Rosser
were all of Indian descent. They were often befuddled by the
contradictions that resulted from what they learnt about Indian
culture and Hinduism through their teachers vs. what they derived
from interacting with their Indian parents and Indian friends of non-
Hindu faiths.
that the teachers devoted only 7% of their preparation time to Asia
of which most of it was consumed by Japan and China. Latin America
received 6%, Middle East 4% and Africa 3%. Eighty percent of their
learning time was devoted to European history! The amount of time
spent in class instruction of these cultures reflected a similar
distribution of effort. The students who were interviewed by Rosser
were all of Indian descent. They were often befuddled by the
contradictions that resulted from what they learnt about Indian
culture and Hinduism through their teachers vs. what they derived
from interacting with their Indian parents and Indian friends of non-
Hindu faiths.
This is a serious issue with implications for the
formation of both identity and character of not only the Indian
youth but also of their non-Indian counterparts with whom they will
have to interact socially and live with for the remainder of their
lives. Aren't we after all "one nation indivisible with liberty and
justice for all"? Our Great Seal proclaims "e Pluribus Unum", "out
of many, one"! Neither American's cultural identity nor his/her
roots should be demeaned owing to the ignorance of our teachers,
especially when we the taxpayers are paying their salaries!
formation of both identity and character of not only the Indian
youth but also of their non-Indian counterparts with whom they will
have to interact socially and live with for the remainder of their
lives. Aren't we after all "one nation indivisible with liberty and
justice for all"? Our Great Seal proclaims "e Pluribus Unum", "out
of many, one"! Neither American's cultural identity nor his/her
roots should be demeaned owing to the ignorance of our teachers,
especially when we the taxpayers are paying their salaries!
My own interactions with my adult American friends lead me to
conclude that most of them appear to have gotten their entire
education about India and Hinduism either from the television and
newspapers, or magazines like the National Geographic and Readers
Digest or through visits to museums. This is particularly so with
regard to their knowledge of Hinduism.
conclude that most of them appear to have gotten their entire
education about India and Hinduism either from the television and
newspapers, or magazines like the National Geographic and Readers
Digest or through visits to museums. This is particularly so with
regard to their knowledge of Hinduism.
Most of them know about
India's 3 Cs: Caste, Curry and Cows and the 3 Ps: Polytheism,
Poverty and Population! They know little or nothing about the
distinctions between polytheism and panentheism. The
more "sophisticated" ones know a little about Gandhi, mostly through
Richard Attenborough's movie. They are also the ones who are more
likely to ask you about "suttee", "bride-burning" and "the Kashmir"
problem. With more than a million practicing Hindus now in the US
and with nearly 800 Hindu temples and Ashrams here, there is no
reason why Hindu temples in each state (a la the African-American
Churches) cannot take leadership roles in systematically examining
the high school textbooks that the children of their worshippers use
in schools. Should they find factually incorrect and or demeaning
characterizations of India and its Hindu, Jain, Buddhist or Sikh
religious traditions in these textbooks, they should bring them to
the attention of their local school boards with requests to rectify
them.
India's 3 Cs: Caste, Curry and Cows and the 3 Ps: Polytheism,
Poverty and Population! They know little or nothing about the
distinctions between polytheism and panentheism. The
more "sophisticated" ones know a little about Gandhi, mostly through
Richard Attenborough's movie. They are also the ones who are more
likely to ask you about "suttee", "bride-burning" and "the Kashmir"
problem. With more than a million practicing Hindus now in the US
and with nearly 800 Hindu temples and Ashrams here, there is no
reason why Hindu temples in each state (a la the African-American
Churches) cannot take leadership roles in systematically examining
the high school textbooks that the children of their worshippers use
in schools. Should they find factually incorrect and or demeaning
characterizations of India and its Hindu, Jain, Buddhist or Sikh
religious traditions in these textbooks, they should bring them to
the attention of their local school boards with requests to rectify
them.
Not doing so will surely affect the identity and character
formation of both Indian and non-Indian youth who are the future
citizens of this nation. In order to do all that, there needs to be
a united voice of Indians of non-Abrahamic traditions in every
community. I believe that the temples of the Hindu, Jain, Sikh and
Buddhist faiths are uniquely suited to perform such functions. It
is indeed both sad and surprising that Hindu, Jain, Sikh and
Buddhist temples in the US have not yet formed at least a web-linked
and non-dues paying National Council or Association or Consortium to
discuss and resolve problems that affect the identity of future
generation of Indians here who want to remain as adherents of their
faiths into which they were born. The monotheistic faiths (Judeo-
Christian?& Islamic) in the US have their own separate linkages that
inform each other of important issues facing their respective faith
communities. They do so with lightning speed whenever they suspect
that their images or reputations are being distorted. I believe that
the Hindu temples (due to their large numbers) are uniquely suited
to take a lead in the development of such a Consortium, Council or
Association to tackle issues concerning representations of their
religious traditions in our school systems.
formation of both Indian and non-Indian youth who are the future
citizens of this nation. In order to do all that, there needs to be
a united voice of Indians of non-Abrahamic traditions in every
community. I believe that the temples of the Hindu, Jain, Sikh and
Buddhist faiths are uniquely suited to perform such functions. It
is indeed both sad and surprising that Hindu, Jain, Sikh and
Buddhist temples in the US have not yet formed at least a web-linked
and non-dues paying National Council or Association or Consortium to
discuss and resolve problems that affect the identity of future
generation of Indians here who want to remain as adherents of their
faiths into which they were born. The monotheistic faiths (Judeo-
Christian?& Islamic) in the US have their own separate linkages that
inform each other of important issues facing their respective faith
communities. They do so with lightning speed whenever they suspect
that their images or reputations are being distorted. I believe that
the Hindu temples (due to their large numbers) are uniquely suited
to take a lead in the development of such a Consortium, Council or
Association to tackle issues concerning representations of their
religious traditions in our school systems.
Not too long ago, there were many articles in the US and Indian
media about the denigration of Ganesha, Ramakrishna Paramahams,
Shivaji etc by the sophomoric writings of Eurocentric American
Professors associated with US Schools of Divinity. Complaints about
such writings were lodged by both Indian scholars in India as well
as scholars from among the NRI communities here in the US and UK.
But the latter (critics) were often unfairly caricatured by a few
Judeo-Christian as well as Indian "intellectuals" characterizing the
critics as Hindu fundamentalists or ignoramuses who are unfamiliar
with our Bill of Rights, which guarantees freedom of expression.
media about the denigration of Ganesha, Ramakrishna Paramahams,
Shivaji etc by the sophomoric writings of Eurocentric American
Professors associated with US Schools of Divinity. Complaints about
such writings were lodged by both Indian scholars in India as well
as scholars from among the NRI communities here in the US and UK.
But the latter (critics) were often unfairly caricatured by a few
Judeo-Christian as well as Indian "intellectuals" characterizing the
critics as Hindu fundamentalists or ignoramuses who are unfamiliar
with our Bill of Rights, which guarantees freedom of expression.
It was even more baffling for me to learn that some of these American
(Judeo-Christian) professors who routinely defame Hinduism and its
deities and heroes through their writings are frequently invited by
Hindu groups and even given honoraria and garlanded and feted for
their "contributions". Most Hindu hosts seem to be unaware of the
fact that their "distinguished lecturers" who often identify
themselves primarily as professors of "Eastern religions" at
reputable universities are in actuality serving as principal faculty
of their respective Schools of Divinity. These Schools of Divinity
have ulterior motives in offering degrading interpretations of non-
Abrahamic faiths.
(Judeo-Christian) professors who routinely defame Hinduism and its
deities and heroes through their writings are frequently invited by
Hindu groups and even given honoraria and garlanded and feted for
their "contributions". Most Hindu hosts seem to be unaware of the
fact that their "distinguished lecturers" who often identify
themselves primarily as professors of "Eastern religions" at
reputable universities are in actuality serving as principal faculty
of their respective Schools of Divinity. These Schools of Divinity
have ulterior motives in offering degrading interpretations of non-
Abrahamic faiths.
They have no interest what so ever in teaching any
student the virtues of India or its predominant Hindu civilization,
which has contributed, to the evolution of Buddhism, Jainism and
Sikhism. Hinduism's core value of pluralism and its tolerance of all
faiths are seldom highlighted, nor discussed as more conducive to
the preservation of world peace than our monotheistic Abrahamic
faiths can ever hope to be if the latter remain wedded to its
exclusivist religious philosophy steeped in their respective beliefs
of infallibility.
student the virtues of India or its predominant Hindu civilization,
which has contributed, to the evolution of Buddhism, Jainism and
Sikhism. Hinduism's core value of pluralism and its tolerance of all
faiths are seldom highlighted, nor discussed as more conducive to
the preservation of world peace than our monotheistic Abrahamic
faiths can ever hope to be if the latter remain wedded to its
exclusivist religious philosophy steeped in their respective beliefs
of infallibility.
You should not be surprised if you had heard from your children that
they had not heard anything good about India or its many religious
traditions from any of their teachers. I wonder how many of them
were told by their teachers that India is the largest democracy in
the world with a secular form of government, that it is a country
that has never had a military coup, never invaded another country,
allowed Christianity to thrive even before it spread to Europe, gave
haven to Jews, Christians and Zoroastrians when they fled from the
onslaughts of Islam, and gave birth to Buddhism, Jainism and
Sikhism. They also may not have heard from their teachers that India
is the seventh most industrialized country in the world, and that it
contributed a great deal to ancient mathematics, astronomy, bronze
casting, surgery, and vaccination, Yoga, Ayurveda etc.
they had not heard anything good about India or its many religious
traditions from any of their teachers. I wonder how many of them
were told by their teachers that India is the largest democracy in
the world with a secular form of government, that it is a country
that has never had a military coup, never invaded another country,
allowed Christianity to thrive even before it spread to Europe, gave
haven to Jews, Christians and Zoroastrians when they fled from the
onslaughts of Islam, and gave birth to Buddhism, Jainism and
Sikhism. They also may not have heard from their teachers that India
is the seventh most industrialized country in the world, and that it
contributed a great deal to ancient mathematics, astronomy, bronze
casting, surgery, and vaccination, Yoga, Ayurveda etc.
But, your children may have been asked inane questions by their classmates
based on a sensational TV or magazine account of some weird
practice going on somewhere in India as it happens everywhere, even
in our own, viz., the United States of America.
based on a sensational TV or magazine account of some weird
practice going on somewhere in India as it happens everywhere, even
in our own, viz., the United States of America.
For example, Rosser reported in her study that one Indian student
said that he was asked in a class discussion why Indians always
worshipped rats, fed them and allowed them to multiply when it is
well-known that it can harbor vectors capable of spreading bubonic
plague.
said that he was asked in a class discussion why Indians always
worshipped rats, fed them and allowed them to multiply when it is
well-known that it can harbor vectors capable of spreading bubonic
plague.
This occurred after a TV show aired an item concerning
veneration of rats in a temple in Rajasthan. I too recall someone
asking me whether that practice was typical of Hinduism. My response
was that it was no more typical of Hinduism than it is of
Christianity if we were to infer that all Christians handled
rattlesnakes in their Sunday worship as some congregations in West
Virginia or the Boot Heel of Missouri still do in order to test and
affirm their own "sinless" lives since their last worship in that
church!
veneration of rats in a temple in Rajasthan. I too recall someone
asking me whether that practice was typical of Hinduism. My response
was that it was no more typical of Hinduism than it is of
Christianity if we were to infer that all Christians handled
rattlesnakes in their Sunday worship as some congregations in West
Virginia or the Boot Heel of Missouri still do in order to test and
affirm their own "sinless" lives since their last worship in that
church!
The Judeo-Christian, African-American and Latino parents (Latinos
less vigorously than the former two groups) exercise constant
vigilance to ensure that the facts about their respective cultures
are not degraded or slandered by any teacher. If they do, their
representatives on the School Boards promptly take them to task.
Now, it is the turn of Asian-Indian parent's here, particularly
Hindu, Sikh, Jain and Buddhist parents to find out from their
children what they are learning about India and its many religions
and their traditions. And, if they find that their schools are not
offering a balanced account of India's history, its achievements and
its religious traditions, I do believe that the parents have an
obligation to seek remedial action from the administrators of their
schools.
less vigorously than the former two groups) exercise constant
vigilance to ensure that the facts about their respective cultures
are not degraded or slandered by any teacher. If they do, their
representatives on the School Boards promptly take them to task.
Now, it is the turn of Asian-Indian parent's here, particularly
Hindu, Sikh, Jain and Buddhist parents to find out from their
children what they are learning about India and its many religions
and their traditions. And, if they find that their schools are not
offering a balanced account of India's history, its achievements and
its religious traditions, I do believe that the parents have an
obligation to seek remedial action from the administrators of their
schools.
At least for posterity's sake, they must act. If they do
not, they are in my humble opinion, short-changing their own
commitment to Sanatana Dharma. They are also missing a golden
opportunity to highlight the ancient wisdom of the Hindu traditions
as codified in Sanatana Dharma, which celebrates religious pluralism
and diversity. I know of no other faith other than Hinduism or an
ancient land other than the pre-Mughal and the pre-Colonial Indian
subcontinent which permitted the thriving of multiple faiths and
demonstrated its hospitality to all those who came to its shores
seeking refuge from religious persecution or trading opportunities.
not, they are in my humble opinion, short-changing their own
commitment to Sanatana Dharma. They are also missing a golden
opportunity to highlight the ancient wisdom of the Hindu traditions
as codified in Sanatana Dharma, which celebrates religious pluralism
and diversity. I know of no other faith other than Hinduism or an
ancient land other than the pre-Mughal and the pre-Colonial Indian
subcontinent which permitted the thriving of multiple faiths and
demonstrated its hospitality to all those who came to its shores
seeking refuge from religious persecution or trading opportunities.
Even in recent times, India has provided refuge to Tibetans fleeing
from persecution in their own homeland. More than two thousand years
before our Founding Fathers in this Nation envisaged a country which
shall become that "shining city on the Hill" where religious
pluralism and diversity shall thrive so that we can remain an
example for the rest of the world, the Indian subcontinent was
practicing it! India continues to remain as that "shining" land mass
of religious tolerance even despite the relentless provocations of
the arrogant factions of the monotheistic faiths.
from persecution in their own homeland. More than two thousand years
before our Founding Fathers in this Nation envisaged a country which
shall become that "shining city on the Hill" where religious
pluralism and diversity shall thrive so that we can remain an
example for the rest of the world, the Indian subcontinent was
practicing it! India continues to remain as that "shining" land mass
of religious tolerance even despite the relentless provocations of
the arrogant factions of the monotheistic faiths.
It is not a well-appreciated fact here in this country that India's
Sanatana Dharma had always espoused such a pluralistic tradition as
befitting the peoples who inhabited that subcontinent. Middle East
too was a haven for pluralism with its pre-Christian Semitic and
African cultures as well as the very early Christian churches of the
first four centuries of the Common Era. They were all destroyed
consequent to the bastardization of the ancient eastern Judeo-
Christian faiths when these essentially "eastern Jewish and Orthodox
Sanatana Dharma had always espoused such a pluralistic tradition as
befitting the peoples who inhabited that subcontinent. Middle East
too was a haven for pluralism with its pre-Christian Semitic and
African cultures as well as the very early Christian churches of the
first four centuries of the Common Era. They were all destroyed
consequent to the bastardization of the ancient eastern Judeo-
Christian faiths when these essentially "eastern Jewish and Orthodox
Eastern Christian faiths" were hijacked nearly 1700 years ago by the
Western imperialist powers to convert them into exclusivist creeds
and make them become tools in their quests for world domination.
Unfortunately, the same fervor for co-opting religion in the
service of expanding political power was embraced by the Islamic
rulers as well. The follies of all such perversions, past and
present are now becoming more obvious in recent years with the
resurgence of militancy among the ignorant minorities of the
Western imperialist powers to convert them into exclusivist creeds
and make them become tools in their quests for world domination.
Unfortunately, the same fervor for co-opting religion in the
service of expanding political power was embraced by the Islamic
rulers as well. The follies of all such perversions, past and
present are now becoming more obvious in recent years with the
resurgence of militancy among the ignorant minorities of the
Abrahamic faiths who are either willing to maim and kill for
proving their exclusivist superiority and nearness to God or
belittle and ridicule those who perceive God differently. In that
context, the parents of our Indian-American children have a stellar
opportunity to show their neighbors of Abrahamic faiths the
redeeming values and traditions of Sanatana Dharma and the latter's
intrinsic nearness to the true tenet of the American Creed, E
PLURIBUS UNUM!
proving their exclusivist superiority and nearness to God or
belittle and ridicule those who perceive God differently. In that
context, the parents of our Indian-American children have a stellar
opportunity to show their neighbors of Abrahamic faiths the
redeeming values and traditions of Sanatana Dharma and the latter's
intrinsic nearness to the true tenet of the American Creed, E
PLURIBUS UNUM!
(Dr. Alexander is a naturalized US citizen, and a recent retiree
from the medical profession. He has held several executive medical
positions in both the US Department of Affairs and the US Department
of Defense,US Army Medical Corps, Reserve Components, and has held
professorial appointments at several medical schools during his 40
years of medical career in the United States. An earlier version of
this article was first published in INDIA FEST ?4, Indian American
Associations, National Capital Region & subsequently in the Souvenir
or Dharma Summit 2005, Aug 13-15,2005, Rutgers University, New
Brunswick, NJ)
from the medical profession. He has held several executive medical
positions in both the US Department of Affairs and the US Department
of Defense,US Army Medical Corps, Reserve Components, and has held
professorial appointments at several medical schools during his 40
years of medical career in the United States. An earlier version of
this article was first published in INDIA FEST ?4, Indian American
Associations, National Capital Region & subsequently in the Souvenir
or Dharma Summit 2005, Aug 13-15,2005, Rutgers University, New
Brunswick, NJ)
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