Eurocentrism

"There is yet one more version of the culture hypothesis: perhaps it is not English versus non-English that matters but, rather, European versus non-European. Could it be that Europeans are superior somehow because of their work ethic, outlook on life, Judeo-Christian values, or Roman heritage? It is true that Western Europe and North America, filled primarily by people of European descent, are the most prosperous parts of the world. Perhaps it is the superior European cultural legacy that is at the root of prosperity—and the last refuge of the culture hypothesis. Alas, this version of the culture hypothesis has as little explanatory potential as the others. A greater proportion of the population of Argentina and Uruguay, compared with the population of Canada and the United States, is of European descent, but Argentina’s and Uruguay’s economic performance leaves much to be desired. Japan and Singapore never had more than a sprinkling of inhabitants of European descent, yet they are as prosperous as many parts of Western Europe."

"For 400 years, world history was made by Europeans. Many of the great ideas by which we live — constitutional government, freedom of the individual, the ideas of the Enlightenment — originated in Europe and were spread by Europe around the world. Now this region, which was dynamic and built the world, has become too preoccupied with itself. It confines itself basically to the exercise of soft power. At present, no European government has the capacity to ask its people for sacrifices on behalf of foreign policy. Unless Europe can recover some of its historic dynamism, there will be a big hole in the world system as it has until now manifested itself."

"With the accomplishment of the imperialist enterprise and the general confidence that space, people and nature could be successfully dominated, Western Europeans acquired the ultimate certainty of their superiority over the rest of the world. It is no wonder, then, that the Romantic and Orientalist enthusiasm, omnipresent in the first half of the century, was quickly annihilated. Dismissing previous attempts to proclaim the originality of ‘Oriental’ science and consolidating the integrity of ‘Western’ science was, indeed, a major characteristic of scholarship in the history of science during the last quarter of the nineteenth century. The views became increasingly and consensually Helleno- and Eurocentrist, not in the ingenuous and instinctive manner of previous generations, but in systematic and dogmatic ways."

"Better understanding of the Asian mind ‑ Indian and Chinese ‑ had one further consequence which needs emphasis. It had been almost a dogma of European thought that everything of value arose in the regions that touched the Aegean Sea. Religion, philosophy, art and even science, it was claimed, originated in this area. In fact, for all civilization a Greek origin was postulated. A persistence in this belief was responsible in the early years of Oriental research for the futile attempts made to date events in Asia, especially Indian history, to periods where they could be conveniently adjusted to developments in Greece. That belief in a monopoly of wisdom for the Greeks had to be reluctantly abandoned, as a result of increased knowledge of Asian civilizations. The liberalization of the European mind consequent upon the recognition of the fact that all nations have contributed towards the growth of human civilization, is a gain of considerable significance."

"This is why the mainstream Western academics does not teach Abhinavagupta, Aryabhata, Bharata, Bhartrihari, Shankara, Kalidasa, Kapila, Kautilya, Nagarjuna, Panini, Patanjali and Ramanuja, among many other Indian greats on par with the great Greek thinkers. This violates the principle that the classical thinkers of all civilizations ought to be incorporated into curricula based solely on their merit and current relevance."

"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. [...] It is, I believe, no exaggeration to say, that all the historical information which has been collected from all the books written may be found in the most paltry abridgments used at preparatory schools in England."