The subject of mathematics and solving life’s questions would have become easier if we had understood the maths happening in the life of Srinivasa Ramanujan and other mathematicians. We will focus on solving the problems of life with mathematics because yesterday was the birth anniversary of Indian mathematician Srinivasa Ramanujan, who was born on 22 December 1887. He believed that every equation of mathematics is insignificant unless connected with the divine element. This belief is also the essence of the entire Indian knowledge tradition. Mathematics, which we see as a separate subject, is actually a medium of expression. Just as language expresses our feelings, mathematics is a written medium of expressing cosmic concepts. There is no better medium than mathematics to put the whole universe on paper; it is necessary to see mathematics from the point of view of Srinivasa Ramanujan. When we study a subject, its depth directly connects us with our life. If even after studying a subject for a long time, that subject is not able to connect with our life, then either there is a problem in our method of study, or that subject is useless. The philosophical side of mathematics also gives an opportunity to develop a similar vision. Mathematical operations can be helpful in the construction of bridges, buildings, architecture—this is the external view of mathematics. Apart from this, mathematics also provide an insight, which is very important for a mathematician to understand. Many such important topics are hidden in small operations that also explain the relationship of life and the theory of cosmic bodies. Because of the utilitarian application of mathematics, we have gone so far from the philosophical dimension of mathematics, that it is very difficult to return to that dimension. To understand the philosophical nature of mathematics, we have to have a broad view. Considering a circle or a triangle as only a figure, we have to rise above the calculation of its area, perimeter etc, to understand the expression that wants to express these figures in a broader form. For example, a triangle—not only the figure, but it is the concept which shows the way from multiplicity to unity and again from unity to plurality. With the study materials and teaching methods, the practical seed of unity in plurality, and plurality in unity can be sown. The cosmic puzzle can also be solved if the students of mathematics include these broad concepts in their study. Continental expansion, collapse after thawing, Himalayan mountains in place of the Tethys sea, high mountains of Aravalli today turning into plains and changing into trench or rift valley in future. From this point of view, it is important to analyse mathematical figures or operations. When the vision of mathematics is so broad, then the formulas which will be applied on these concepts will open the secret of cosmic principles. A person who does not believe in God or the soul can understand the nature of a force through mathematics. Mathematics talks about every concept that we experience in our daily lives. Our experience is that the world is changeable, the circle tells us the direction of change, and at the root of this change is the ever-changing force, which remains unchanged even at the root of every change, is the ratio of circumference and diameter, which we know as pi. Our ancient rishis have used many experiments to describe the manifestation of the Universal truth hidden in the root of every change. Similarly, no matter how much the sides of the triangle keep changing, due to the change of these sides, there is no difference in the sum of the interior angles of the triangle, it always remains 180°. These examples given through triangles and circles are applicable to every operation in mathematics.
Indian knowledge tradition is also a mature form of long practical knowledge. No established knowledge comes in its mature form without experimentation and errors. Talking about the Indian mathematical tradition, it also had its own development path. The science or engineering used in the construction of bridges, buildings, schools from the Vedic period to today’s bridges, buildings, schools, its path starts from Brahman texts, through the Shulvasutras and works of Indian mathematicians to modern engineering. Extensive evidence is available of this because the effort started through ropes and nails is found in writing in the Shulvasutras. Evidence of how the area of any geometric structure, volume of three-dimensional figures, curved surface etc. was calculated in the early period, its evidence is present in the Shulvasutras. In Apastambha Sulvasutra, the square of the same area as the circle, the rectangle of the same area of the square and the measurement of changes in other figures without formula only with the help of rope are available as proof of these facts. It is worth mentioning here that the purpose of these texts is not to explain mathematics as a subject, but as a process of yagya-vedi (altar) construction. The altars made in different figures of equal area represent mathematics in the form of formula. The expansion of mathematical techniques is also found in the calculation of the motion of bodies, etc. Indian mathematicians were never in favour of concepts like monopoly or patent; their knowledge was nourished by the principle of universal welfare. They may not have been fond of naming his propounded theories like Pythagoras or Leibnitz for their characteristic display. Experimental written evidence of ancient mathematicians confirms that the emergence of process discovery has been going on in India since the Vedic period. No constant can be established without many experiments. It is impossible to obtain the knowledge of the constant between the circumference and the diameter of the circle until many circles are structured and analysed. The Indian Sulbasutra tradition is full of these examples, whereas no such procedural text is found in the Greek civilisation. Even if it is found, then around the 16th century, which is much later than the Vedic tradition. The theory of place value given by India is a more practical and useful theory than the theory of Babylonia, which is being accepted by the whole world today. Now the question is, when the experiments are mentioned in India, then how did the concept of pi originate in the West? It is worth mentioning here that the ratio of the circumference and diameter of the circle was later indicated by the name pi, but the question is that when there is no mention of the use, then to what extent it is appropriate to accept the concept of the West by merely naming the Greek letter? If any one person uses his life for the accomplishment of that experiment and does not publicize it. After some time, the conclusion of that experiment is rectified by another person and propagates that it is a constant “x”, and due to its naming in English letters, it cannot be a contribution of India. Something similar happened with the experiments of Indian mathematics. Greek letters like alpha, beta, gamma, theta and pi named the constants and coefficients. Today our one mistake and we cry again and again and say that pi was discovered in India. That claim is wrong, pi is only a nomenclature, in fact we should say that the ratio of circumference and diameter of a circle is a constant, which was discovered in India. This constant was presented by the Greek modern mathematicians wearing the cloak of the alphabet. There is a need to remove that make-up and recognize its true form. The mathematicians of the world have contributed significantly in the naming and formulation of these experiments—Trigonometry, Arithmetic, Algebra, Geometry, Dynamics, Situational, as many branches of mathematics became prevalent. Construction engineering was widely promoted using various geometric shapes. Later on in Bihar, the mathematical tradition reached its modern height with the joint efforts of the wonderful works of mathematicians like Shri Vashistha Narayan Singh. The foundation of this supreme tradition lies in Vedas and Vedangas. This mathematical knowledge contained in Vedas and Vedangas must have been interviewed by Srinivasa Ramanujan in this form, which must have been the reason that the mathematics of both book and life of Srinivasa Ramanujan was systematic.
Dr Ayush Gupta is Assistant Professor at T.M. Bhagalpur University, Bhagalpur.