“Challenging The Ruling Paradigms of the Global Knowledge System” by Ashis Nandy & Phillip Darby: Summary and Critique

Introduction: “Challenging The Ruling Paradigms of the Global Knowledge System” by Ashis Nandy & Phillip Darby

“Challenging the Ruling Paradigms of the Global Knowledge System” by Ashis Nandy and Phillip Darby first appeared in 2018 in Postcolonial Studies, published by the Institute of Postcolonial Studies. Whereas it critiques the dominance of Enlightenment-driven epistemology within the global knowledge hierarchy, advocating for the recognition of traditional knowledge systems rooted in the everyday lived experiences of Asian, African, and Indigenous societies, it also highlights the damaging impact of colonialism on both the colonized and the colonizer, asserting that universalizing impulses of modernity often erase diverse cultural epistemologies. It has proved a milestonein postcolonial theory for challenging hegemonic narratives and emphasizing the need to embrace pluralistic ways of knowing. Nandy poignantly notes, “History is only one way of constructing the past; mnemonic cultures offer alternative visions that are no less valid or vital.” By deconstructing colonial and Enlightenment paradigms, he has actually initiated a discourse that reimagines a more inclusive and equitable intellectual landscape.

Summary of “Challenging The Ruling Paradigms of the Global Knowledge System” by Ashis Nandy & Phillip Darby

• Critique of Enlightenment Knowledge
• Nandy and Darby critically examine the dominance of Enlightenment knowledge and its marginalization of traditional epistemologies. They argue that modernity’s universalizing tendencies erase the nuanced, context-sensitive knowledge systems of societies in Asia, Africa, and other colonized regions, replacing them with rigid, hierarchical structures derived from Western ideals (Nandy & Darby, 2018).
• Impact of Colonialism on Both Colonizer and Colonized
• The authors explore how colonialism not only exploited the colonized but also inflicted psychological and cultural damage on the colonizers. They emphasize that colonial codes deeply influenced both rulers and the ruled, with lasting effects on social, legal, and cultural frameworks. For example, the British in India initially adapted local customs and laws but shifted towards an imperial mission informed by Enlightenment and social evolutionism in the 19th century (Nandy & Darby, 2018).
• The Role of Traditional Knowledge
• Nandy emphasizes the value of mnemonic cultures, or memory-based knowledge systems, which contrast with the archive-centric history of the West. He highlights how societies like India retain diverse narratives of the past, offering alternative frameworks for interpreting history and envisioning futures (Nandy & Darby, 2018).
• Reimagining Colonial Narratives
• The dialogue critiques colonialism’s portrayal of non-European societies as “backward,” positioning them on a linear path of progress toward Western modernity. This model negates the intrinsic value of traditional systems and fosters cultural hegemony, where colonized societies internalize the colonizer’s worldview (Nandy & Darby, 2018).
• Interconnected Histories of Enmity and Collaboration
• Nandy presents cultural anecdotes, such as the ritualistic interaction between Rama and Ravana in Indian epics, to illustrate the interdependence of adversaries in traditional narratives. Such stories underscore the coexistence of diversity and mutual respect, contrasting with the polarizing tendencies of modernity (Nandy & Darby, 2018).
• Hegemony Over Dominance
• The authors differentiate dominance from hegemony, with the latter being a subtler and more enduring form of control. They argue that hegemonic systems, such as colonialism, succeed by embedding the colonizer’s categories and perspectives into the colonized’s worldview, ensuring long-term compliance and cultural assimilation (Nandy & Darby, 2018).
• Critique of Professionalized Knowledge
• The conversation warns against the professionalization of dissent and creativity, which often sanitizes and neutralizes transformative potential. They cite Freud’s outsider perspective as an example of how creativity thrives outside rigid, professionalized boundaries (Nandy & Darby, 2018).
• Reviving Everyday Knowledge
• The Backwaters Collective, discussed by Nandy, aims to reclaim traditional Indian knowledge systems embedded in everyday practices. By shifting focus from Western philosophy to unexplored aspects of life such as cuisine, local architecture, and folk traditions, they seek to challenge global knowledge hierarchies (Nandy & Darby, 2018).
• The Danger of Stolen Futures
• The authors caution against the aspiration of non-European countries to emulate Western futures, deeming it an unsustainable and unimaginative vision. They advocate for developing knowledge systems rooted in local contexts to address global challenges like ecological devastation and violence (Nandy & Darby, 2018).
• Conclusion
• “Challenging the Ruling Paradigms of the Global Knowledge System” offers a profound critique of the Enlightenment’s epistemological dominance and urges a reevaluation of traditional knowledge. By fostering pluralistic ways of knowing, the article opens avenues for resisting hegemonic narratives and imagining equitable futures.

Theoretical Terms/Concepts in “Challenging The Ruling Paradigms of the Global Knowledge System” by Ashis Nandy & Phillip Darby

Term/Concept	Explanation	Reference/Context
Enlightenment Epistemology	The system of knowledge grounded in the Enlightenment ideals of rationality, universality, and progress. It often marginalizes traditional and localized knowledge systems.	Critiqued for creating hierarchical knowledge structures that exclude diverse cultural epistemologies (Nandy & Darby, 2018).
Mnemonic Cultures	Knowledge systems that rely on memory and oral traditions rather than written archives, often found in non-Western societies.	Highlighted as an alternative to Western archive-based history, particularly in India and other Asian and African societies (Nandy & Darby, 2018).
Cultural Hegemony	The subtle dominance of one culture’s worldview over others, leading to the internalization of the dominant culture’s values and perspectives by the oppressed.	Seen as more dangerous than overt dominance because it perpetuates colonial categories and norms (Nandy & Darby, 2018).
Colonial Codes	The socio-legal and cultural frameworks established during colonial rule that shaped both colonizers and the colonized.	Discussed as damaging to both parties, influencing identities, behaviors, and power dynamics (Nandy & Darby, 2018).
Civilizing Mission	The colonial justification for domination, framed as a pedagogic and moral endeavor to “civilize” the colonized by introducing Western values and institutions.	Rooted in Darwinian social evolutionism and Enlightenment ideals, it reinforced imperial hierarchies (Nandy & Darby, 2018).
Interdependence in Narratives	The portrayal of relationships where adversaries and allies are intricately linked, often found in traditional stories and epics.	Illustrated through Indian epics like the Ramayana, which present nuanced notions of enmity and collaboration (Nandy & Darby, 2018).
Professionalization of Dissent	The process of institutionalizing dissent, which often neutralizes its transformative potential by aligning it with established systems.	Critiqued as limiting creativity and revolutionary thought by turning dissenters into “experts” (Nandy & Darby, 2018).
Alternative Memory Banks	Non-empirical, community-based accounts of history and culture that challenge the linear, archive-based historical narratives of modernity.	Exemplified by oral histories and folk traditions that offer different perspectives on events like colonialism and Partition violence (Nandy & Darby, 2018).
Stolen Futures	The aspiration of non-European societies to emulate Western modernity and development, often leading to ecological and cultural unsustainability.	Criticized as a misguided and unviable dream for non-European societies like India and China (Nandy & Darby, 2018).
Hegemonic Knowledge Systems	Dominant global systems of knowledge shaped by Western Enlightenment ideals that marginalize or exclude non-Western epistemologies.	Critiqued for perpetuating inequalities and suppressing traditional, everyday knowledge systems (Nandy & Darby, 2018).
Polyesthetic Cultures	Cultures that embrace diversity and multiplicity in thought, tradition, and identity, often found in pagan or polytheistic traditions.	Contrasted with modern societies that suppress such diversity, framing it as hypocrisy or schizoid responses (Nandy & Darby, 2018).

Contribution of “Challenging The Ruling Paradigms of the Global Knowledge System” by Ashis Nandy & Phillip Darby to Literary Theory/Theories

Examples of Critiques Through “Challenging The Ruling Paradigms of the Global Knowledge System” by Ashis Nandy & Phillip Darby

Literary Work	Critique Through Nandy & Darby’s Lens	Key Concepts Applied
Kim by Rudyard Kipling	While Kipling is an advocate of the British Empire, Kim reflects contradictions where the protagonist’s journey highlights the richness of Indian traditions and the transient nature of colonial dominance. Nandy sees Kipling grappling with his “anti-self” in this work.	– Hegemony over dominance – Interdependence in narratives – Colonial epistemology
Heart of Darkness by Joseph Conrad	This text’s depiction of Africa as the “dark continent” can be critiqued for reinforcing Enlightenment-based views of non-Western societies as primitive. Nandy & Darby’s ideas would challenge its portrayal of African cultures as inferior and unworthy of curiosity or deep study.	– Enlightenment epistemology – Hegemonic knowledge systems – Cultural hegemony
Things Fall Apart by Chinua Achebe	Achebe’s exploration of Igbo culture’s destruction by colonial forces aligns with Nandy and Darby’s argument that colonialism erases and delegitimizes traditional knowledge systems. The novel can be read as a counter-narrative to the Enlightenment model of progress.	– Mnemonic cultures – Alternative memory banks – Resistance through knowledge
Wide Sargasso Sea by Jean Rhys	Rhys’s portrayal of Antoinette’s identity struggles critiques the colonial and patriarchal frameworks that define her. Nandy and Darby’s lens would highlight how the protagonist’s experiences reveal the psychological damage of colonial hegemony on both colonizer and colonized.	– Colonial codes – Critique of modernity’s universalizing tendencies – Psychological impacts of colonialism

Explanation of Framework

• Key Concepts Applied: Terms from Challenging the Ruling Paradigms of the Global Knowledge System are used to analyze the critique.
• Impact: These critiques show how Nandy and Darby’s work reshapes readings of canonical and postcolonial literature by foregrounding the effects of colonial epistemology, hegemony, and alternative narratives.

Criticism Against “Challenging The Ruling Paradigms of the Global Knowledge System” by Ashis Nandy & Phillip Darby

Representative Quotations from “Challenging The Ruling Paradigms of the Global Knowledge System” by Ashis Nandy & Phillip Darby with Explanation

Quotation	Explanation
“History is only one way of constructing the past. I don’t believe that it has a monopoly on the past.”	This challenges the dominance of Western archival-based historiography, advocating for mnemonic cultures where memory and oral traditions construct alternative narratives.
“Hegemony is the most dangerous form of domination as the victims or targets themselves come to internalise the coloniser’s categories.”	Highlights the subtler mechanisms of colonial control, where ideological assimilation ensures long-term compliance, aligning with Gramsci’s concept of cultural hegemony.
“The differences you saw were basically the differences between cultures that had crossed the threshold of modernity and cultures that resembled European cultures of the past.”	Critiques the Enlightenment-driven diachronic model that framed colonized societies as “primitive” versions of Europe, stripping them of their unique value.
“Colonialism was not only about exploitation but also about pedagogical exercises and civilizing missions derived from theories of social evolutionism.”	Frames colonialism as a project rooted in Enlightenment ideals of progress and evolution, reinforcing its justification as a civilizing mission.
“The gods and goddesses are not all-perfect nor the demons all evil…heroes acquire their stature partly from the majesty and generosity of the villains.”	Reflects the nuanced understanding of morality in traditional narratives, contrasting with modern binaries of good versus evil, and highlighting cultural pluralism.
“I read the great Enlightenment figures as a psychologist…their racist assumptions were not as random as they look at first glance.”	Calls out the inherent racial biases in Enlightenment thinkers like Kant and Hegel, showing how their views shaped colonial knowledge systems.
“Nearly all non-European countries see Europe and North America as their future. This is not only pathetic but also an unviable dream.”	Critiques the aspiration to emulate Western development models, urging non-European societies to imagine sustainable and locally rooted futures instead.
“Alternative memory banks offer different stories about the past, bypassing the linear, archive-based narratives of modernity.”	Advocates for the use of oral traditions and memory to challenge dominant historical frameworks imposed by colonial and modern institutions.
“Professionalisation of dissent ensures it becomes part of the system, neutralizing its transformative potential.”	Warns against institutionalizing dissent, which risks co-opting and diminishing its radical power to challenge dominant systems.
“Colonialism damaged the colonisers more than the colonised.”	Provocatively argues that the cultural and psychological costs of colonialism were significant for colonizers, such as the suppression of empathy and creativity, exemplified by rigid imperial identities.

Suggested Readings: “Challenging The Ruling Paradigms of the Global Knowledge System” by Ashis Nandy & Phillip Darby

1. Lorber, Judith. “Shifting Paradigms and Challenging Categories.” Social Problems, vol. 53, no. 4, 2006, pp. 448–53. JSTOR, https://doi.org/10.1525/sp.2006.53.4.448. Accessed 10 Jan. 2025.
2. Nandy, Ashis, and Phillip Darby. “Challenging the ruling paradigms of the global knowledge system: Ashis Nandy in conversation with Phillip Darby.” Postcolonial Studies 21.3 (2018): 278-284.
3. PILLAY, SUREN, and SOULEYMANE BACHIR DIAGNE. “Decolonising the History of Scientific Ways of Knowing.” Predicaments of Knowledge: Decolonisation and Deracialisation in Universities, Wits University Press, 2024, pp. 137–66. JSTOR, https://doi.org/10.18772/12024099056.12. Accessed 10 Jan. 2025.