Is It Normal To Be Mexican And Not Know Spanish?

Fruits commonly eaten in the ancient Mediterranean in Roman frescoes and mosaics. How many can you recognize?

The Historian, Elizabeth Kostova

Palmyra. Temple of Baal. Main entrance showing engaged fluted columns.

Learn more / Daha fazlası https://www.archaeologs.com/w/palmyra/

Μύθος και Αποκάλυψη από τους Χουρίτες και τους Χιττίτες ως τον Ιωάννη

Νέα Ακρόπολη, Καλλιθέα-Αθήνα, 24 Νοεμβρίου 1990 Διάλεξη Εισαγωγικό σημείωμα και αφίσα ---------------------  Mythe et Apocalypse des Hourrites et des Hittites à Jean Nouvelle Acropole, Callithéa-Athènes, 24 Novembre I990 Conférence publique Note d'introduction et affiche -------------------- Myth and Apocalypse from the Hurrians and the Hittites to the Revelation of John New Acropolis, Callithea-Athens, 24 November I990 Public Lecture Introductory note and poster ----------------  Миф и Апокалипсис от хурритов и хеттов до Откровения Иоанна Новый Акрополь, Каллифея-Афины, 24 ноября 1990 г. Публичная лекция Вступительная записка и постер

Listen to the lecture (in three parts) and download the MP3:

Écoutez la conférence (en trois parties) et téléchargez le MP3 :

Прослушайте лекцию (в трех частях) и скачайте MP3:

Ακούστε την διάλεξη (σε τρία μέρη) και κατεβάστε το MP3:

OK.RU

Шамсаддин Мегаломматис - Заметки | OK.RU

Шамсаддин Мегаломматис. 65 лет. Место проживания - Урумчи, Китай. Заметки.

OK.RU

Шамсаддин Мегаломматис - Заметки | OK.RU

Шамсаддин Мегаломматис. 65 лет. Место проживания - Урумчи, Китай. Заметки.

OK.RU

Шамсаддин Мегаломматис - Заметки | OK.RU

Шамсаддин Мегаломматис. 65 лет. Место проживания - Урумчи, Китай. Заметки.

Download the introduction note and the brochure in PDF:

slideshare.net

Μύθος και Αποκάλυψη από τους Χουρίτες και τους Χιττίτες ως τον Ιωάννη

Νέα Ακρόπολη, Καλλιθέα-Αθήνα, 24 Νοεμβρίου 1990 Διάλεξη Εισαγωγικό σημείωμα και αφίσα --------------------- Mythe et Apocalypse des Hourrit

Shah Mosque , Isfahan, Iran

(via Fascinating Persian Mosque Ceilings: A Manifestation of Islamic Architecture - Real Iran)

Χούνζα, Μπαλτί, Ισλάμ, Βουδισμός, οι Στρατιώτες του Μεγάλου Αλεξάνδρου κι οι Δρόμοι του Μεταξιού, των Μπαχαρικών και των Λιβανωτών

Hunza Valley, Baltistan, Islam, Buddhism, Alexander the Great's soldiers, and the Silk-, Spice-, and Incense Roads

ΑΝΑΔΗΜΟΣΙΕΥΣΗ ΑΠΟ ΤΟ ΣΗΜΕΡΑ ΑΝΕΝΕΡΓΟ ΜΠΛΟΓΚ “ΟΙ ΡΩΜΙΟΙ ΤΗΣ ΑΝΑΤΟΛΗΣ”

Το κείμενο του κ. Νίκου Μπαϋρακτάρη είχε αρχικά δημοσιευθεί την 8η Μαΐου 2019.

Ο κ. Μπαϋρακτάρης ανασυνθέτει υλικό από πρότερες δημοσιεύσεις μου για τους Δρόμους του Μεταξιού και στοιχεία από ομιλία μου σχετικά με τους Δρόμους των Λιβανωτών και των Μπαχαρικών ανάμεσα στο Κέρας της Αφρικής και την Κεντρική Ασία, την οποία έδωσα στο Καζακστάν τον Ιανουάριο του 2018.

----------------------------------

https://greeksoftheorient.wordpress.com/2019/05/08/χούνζα-μπαλτί-ισλάμ-βουδισμός-οι-στρ/ ==================

Οι Ρωμιοί της Ανατολής – Greeks of the Orient

Ρωμιοσύνη, Ρωμανία, Ανατολική Ρωμαϊκή Αυτοκρατορία

Κοντά στα σύνορα με την Κίνα, στο βόρειο άκρο του Πακιστάν και τριγύρω από το Γκιλγκίτ, πολλές μικρές κοιλάδες κατοικούνται από διαφορετικά μικρά έθνη με μεγάλη Ιστορία και μεγαλύτερο ηρωϊσμό.

Οι Δρόμοι του Μεταξιού, των Μπαχαρικών και των Λιβανωτών δεν περνούσαν πάντοτε από εδώ. Στην εντελώς αρχική τους μορφή, οι εμπορικοί δρόμοι ξεκινούσαν από την Μεσοποταμία και κατέληγαν στην Κίνα και στην Ινδία: επρόκειτο για διαφορετικούς δρόμους.

Και η Μεσοποταμία, αν και μακρύτερα, ήταν πολύ πιο νωρίς συνδεδεμένη με την Κίνα, επειδή πολιτισμός στην Ινδία (ακόμη κι ο πρώιμος, μη ινδοευρωπαϊκός ‘πολιτισμός της Κοιλάδας του Ινδού’) είναι μία πολύ καθυστερημένη περίπτωση, αν πάρουμε ως μέτρα και σταθμά την Σουμέρ, το Ελάμ, την Ακκάδ, την Ασσυρία και την Βαβυλώνα.

Επίσης, στην αρχική μορφή των εμπορικών δρόμων, το Μετάξι δεν ήταν ένα από τα προϊόντα. Αλλά πολύτιμοι λίθοι, σπάνια ορυκτά, μπαχαρικά και λιβανωτά ήταν πάντοτε στο επίκεντρο του εμπορικού ενδιαφέροντος.

Η πραγματική ‘επανάσταση’ στους εμπορικούς δρόμους ανάμεσα στην Μεσοποταμία, την Κίνα και την Ινδία έγινε στα αχαιμενιδικά χρόνια (550-330 π.Χ.) και κυρίως χάρη στην τεράστια σημασία που έδωσαν οι πρώτοι σάχηδες του Ιράν να εγκαθιδρύσουν ένα πολύ σύνθετο σύστημα αυτοκρατορικών οδών, πολύ καλά οργανωμένων, επιμελημένων και προστατευμένων, διά ξηράς, ερήμου και θαλάσσης.

Το μεγάλο αυτό συγκοινωνιακό και εμπορικό δίκτυο προσέφερε πολλές εναλλακτικές δυνατότητες: αντί να στείλουν προϊόντα, αποστολές, στρατό, κοκ από την Αίγυπτο (ιρανική αχαιμενιδική σατραπεία) διά ξηράς στο Φαρς (κεντρική επαρχία του Ιράν), δηλαδή μέσω Παλαιστίνης, Συρίας, Μεσοποταμίας και Ελυμαΐδας (: Νότιας Υπερτιγριανής), μπορούσαν να τα στείλουν από τα αιγυπτιακά λιμάνια της Ερυθράς Θαλάσσης στον Περσικό Κόλπο.

Ο Δαρείος Α’, προνοητικός, άνοιξε εκ νέου την από αιώνες κλεισμένη, αρχαία διώρυγα του Σουέζ, η οποία ήταν ολότελα διαφορετικής κατεύθυνσης από την σύγχρονη (δηλαδή από τα δυτικά προς τα ανατολικά) και συνέδεε τον Νείλο (από την περιοχή περίπου του σημερινού Καΐρου) με την Ερυθρά Θάλασσα.

Κάτι ακόμη πιο σημαντικό που επιτεύχθηκε από την αχαιμενιδική ιρανική εμπορική και συγκοινωνιακή κοσμογονία ήταν το γεγονός ότι διαφορετικοί εμπορικοί δρόμοι αλληλεξαρτήθηκαν για πρώτη φορά, έτσι καθιστώντας γνωστά σε πολύ μακρινά σημεία πολλά προϊόντα μέχρι τότε άγνωστα.

Το εμπόριο μεταξύ Μεσοποταμίας και Κίνας, ή Μεσοποταμίας και Ινδίας (: Κοιλάδας του Ινδού) ανάγεται εύκολα στην 3η προχριστιανική χιλιετία στα τέλη της οποίας βλέπουμε ένα πλήθος διαδοχικών αρχαιολογικών χώρων να χαράσσουν μια γραμμή που μέσω Κεντρικής Ασίας συνέδεε την κοιλάδα των Διδύμων Ποταμών (Τίγρη κι Ευφράτη) με την κοιλάδα του Κίτρινου Ποταμού. Αλλά η Αίγυπτος ελάχιστα επωφελήθηκε των ασσυροβαβυλωνιακών εμπορικών δρόμων κι ανταλλαγών.

Από την άλλη, η Αίγυπτος είχε ήδη από τα τέλη της 3ης προχριστιανικής χιλιετίας διαμορφώσει ένα μεγάλο εμπορικό δίκτυο διά του Αρχαίου Βασιλείου του Κους (: Αιθιοπίας, δηλαδή του σημερινού Σουδάν) με την Σαχάρα, διά της Λιβύης με τον Άτλαντα, και διά της Ερυθράς Θαλάσσης με το ανεξάρτητο σομαλικό βασίλειο του Πουντ στην ανατολική ακτή της Αφρικής πέρα από το Κέρας της Αφρικής. Αλλά η Ασσυρία κι η Βαβυλώνα ελάχιστα επωφελήθηκαν των αιγυπτιακών εμπορικών δρόμων κι ανταλλαγών.

Όμως στα αχαιμενιδικά χρόνια, όλα αυτά τα εμπορικά δίκτυα αναμείχθηκαν και αλληλοσυνδέθηκαν σε ένα μείζον εμπορικό και συγκοινωνιακό δίκτυο από τον Αφρικανικό Άτλαντα μέχρι τα ανατολικά παράλια της Ασίας.

Η πρώτη παγκοσμιοποίηση ήταν γεγονός.

Ήταν απλώς θέμα χρόνου πάνω στους εμπορικούς δρόμους αυτούς να μην μετακινούνται μόνον προϊόντα αλλά επίσης γραφές, γλώσσες, θρησκείες, λατρείες, πίστεις, κοσμογονίες, θεουργίες, μυστήρια και μυστικά κυκλώματα.

Μια πρώιμη μετακίνηση ήταν αυτή του εκδιωκόμενου από την Βόρεια Ινδία Βουδισμού προς τις ανατολικές επαρχίες του αχαιμενιδικού Ιράν ήδη τον 6ο – 5ο προχριστιανικό αιώνα.

Σ’ αυτό βοήθησε πολύ η θρησκευτική ανοχή που επικρατούσε στην αχανή αυτοκρατορία που ξεκινούσε από τα σύνορα της Ινδίας με το Πακιστάν κι έφθανε στο Αιγαίο, ενώ είχε συνενώσει όλες τις εκτάσεις από το Ουζμπεκιστάν και την νότια Ουκρανία μέχρι το Σουδάν και το Ομάν.

Από το ανατολικό αχαιμενιδικό Ιράν (δηλαδή τις εκτάσεις των σημερινών Πακιστάν, Αφγανιστάν κι Ουζμπεκιστάν), ο Βουδισμός διαδόθηκε αργότερα προς την Κεντρική Ασία κι έγινε μια από τις πολλές θρησκείες που πολλά τουρανικά έθνη αποδέχθηκαν. Από εκτάσεις της Κεντρικής Ασίας (του σημερινού Καζακστάν και Ανατολικού Τουρκεστάν, δηλαδή της βορειοδυτικής επαρχίας Σινκιάν της Κίνας) διαδόθηκε αργότερα ο βουδισμός στην καθαυτό Κίνα.

Το ίδιο εμπορικό δίκτυο συνέχισε να λειτουργεί μετά την εκ μέρους του Μεγάλου Αλεξάνδρου κατάληψη της αχαιμενιδικής αυτοκρατορίας και ανάληψη καθηκόντων σάχη και συνεπώς εγγυητή και συνεχιστή της αυτοκρατορικής παράδοσης.

Το ίδιο συνέβηκε και στα χρόνια των Επιγόνων παρά τους διάφορους πολέμους που οι ίδιοι δεν έπαυσαν να κάνουν.

Με τους Αραμαίους να ελέγχουν το διά ξηράς και δι’ ερήμου εμπόριο και με τους Υεμενίτες (οργανωμένους στα ανεξάρτητα και πολύ εύπορα βασίλεια Καταμπάν, Χιμυάρ, Σαβά και Χαντραμάουντ) να ασκούν μια σχεδόν αποκλειστική θαλασσοκρατορία στην Ερυθρά Θάλασσα και στον Ινδικό Ωκεανό (μέχρι την Ινδοκίνα και την Ινδονησία), η αλληλεξάρτηση των συμβαλλομένων μερών εντάθηκε.

Η σύσταση από Χαλδαίους Αραμαίους εμπόρους της Γέρρας, της πόλης με τα αλάτινα τείχη, στα δυτικά παράλια των συγχρόνων Εμιράτων, δυτικά του Αμπού Δάμπι, ήταν ένα κοσμοϊστορικό γεγονός.

Οι Χαλδαίοι έμποροι που ίδρυσαν την μεγαλύτερη εμπορική πόλη του κόσμου ανατολικά της Αλεξάνδρειας ήξεραν πάρα πολύ καλά τι έκαναν: εκμεταλλευόμενοι την σχετική αδυναμία του παρθικού αρσακιδικού κράτους του Ιράν βρήκαν ένα κομβικό σημείο από όπου περνούσε ένα μεγάλο τμήμα του εμπορίου μεταξύ Δύσης κι Ανατολής και θεμελίωσαν εκεί μια πόλη-εμπορείο που μπορούσε να θησαυρίσει και από το εμπόριο μεταξύ Νότου και Βορρά.

Η Γέρρα – στην οποία αναφέρονται ο Πτολεμαίος Γεωγράφος, ο Στράβων κι ο Πλίνιος – προσέφερε στην Κίνα ανατολικό αφρικανικό εμπόρευμα το οποίο, αντί να περιπλέει την Ινδία και την Νότια Ασία, διοχετευόταν από την Υεμένη στα νότια παράλια του Περσικού Κόλπου κι από κει προς την Κεντρική Ασία, εκτός των συνόρων του Ιράν έτσι αποφεύγοντας δασμούς.

Με τον τρόπο αυτό όμως ενισχύθηκαν φυγόκεντρες τάσεις στο Ιράν και συστάθηκαν ανατολικά ιρανικά και τουρανικά κράτη, όπως το ινδοπαρθικό κράτος με πρωτεύουσα την Μινναγάρ και επίνειο το Βαρβαρικόν (κοντά στο σημερινό Καράτσι) και το Κουσάν με πρωτεύουσα την Καπίτσα (κοντά στην Καμπούλ) που ήταν τρόπον τινά μια συνέχεια του βασιλείου της Βακτριανής.

Τότε ανοίχθηκε για πρώτη φορά (κατά τον πρώτο προχριστιανικό αιώνα) ο εμπορικός δρόμος που συνέδεε την Κοιλάδα του Ινδού με την Γιαρκάντ και το Χοτάν στα νότια άκρα του Ανατολικού Τουρκεστάν.

Φυσικό ήταν να ακολουθήσει ένα νέο στάδιο διάδοσης του Βουδισμού από τις ανατολικές ιρανικές επαρχίες (ή αυτονομημένα βασίλεια) προς την Κεντρική Ασία και αυτό να ακολουθήσει τον νέο αυτό δρόμο. Λίγο αργότερα, από κει (όπως και από αλλού) θα περνούσαν ο Μανιχεϊσμός και το Ισλάμ.

Ανάμεσα στους Χούνζα σήμερα έχει επικρατήσει το Ισλάμ αλλά ανάμεσα στους Μπουρούσο του Μπαλτιστάν υπάρχουν ακόμη βουδιστές.

Ο εξισλαμισμός των Μπαλτί ήταν υπόθεση 15ου – 16ου αιώνα. Όμως οι Χούνζα αποδέχθηκαν το Ισλάμ νωρίτερα. Αλλά το αίμα των απογόνων των στρατιωτών του Μεγάλου Αλεξάνδρου έβραζε στις φλέβες τους μέχρι πρόσφατα.

Αν και ελάχιστοι τον αριθμό, πριν από 400 χρόνια οι Μιρ (ισλαμικός περσικός τίτλος κατ’ αποκοπήν από το αραβικό εμίρ/εμίρης) των Χούνζα αναγνώριζαν το μικροσκοπικό κράτος τους και την Κίνα ως τα ισχυρώτερα κράτη στον κόσμο!

Η διασπορά των απογόνων των Επιγόνων ήταν μεγάλη αλλά μετά από αρκετές γενεές, είτε είχαν αποδεχθεί τον Βουδισμό, είτε πίστευαν σε διάφορες μορφές ανατολικών Μιθραϊσμών, είτε είχαν ασπασθεί τον αρσακιδικό ζενδισμό (που ήταν μια ηθική ερμηνεία της ζωροαστρικής μεταφυσικής), όλοι τους αποτελούσαν τμήμα των ανατολικών πολιτισμών, παιδείας και παραδόσεων.

Η φυλετική αναγωγή τους στους στρατιώτες του Μεγάλου Αλεξάνδρου δεν είχε κανένα ρατσιστικό ή εθνικιστικό χαρακτήρα επειδή δεν υπήρχε κάτι τέτοιο στην Αρχαιότητα.

Ήταν θέμα ηθικής, πολιτισμικής κι εσχατολογικής διάστασης γι’ αυτούς και οι στρατιωτικές επιτυχίες του Μεγάλου Αλεξάνδρου ήταν ένα ολότελα ασήμαντο σημείο αναφοράς μπροστά στο ψυχικό έργο του και στον μυθικό, μεσσιανικό κι αποκαλυπτικό συμβολισμό του έργου του.

Ήταν συνεπώς φυσιολογικό για τους τελευταίους ελληνόφωνους απογόνους των Επιγόνων να αναμειχθούν με διαφορετικά κατά τόπους έθνη, επειδή η φυλετική – εθνική υπόστασή τους ήταν για τους ίδιους ολότελα ασήμαντη μπροστά στην ένταξή τους σε ένα Θείο Έργο ψυχικών διαστάσεων και κοσμοϊστορικής σημασίας που είχαν ήδη επιτελέσει οι πρόγονοί τους μαζί με τον Μεγάλο Αλέξανδρο – ένα έργο-προτύπωση του Έργου του Μεγάλου Βασιλέα (Αποκάλυψη ΙΔ’ 14) στο Πλήρωμα του Χρόνου.

Αυτό το Έργο πρώτος κατέγραψε σε ελληνικά στον Βίο Αλεξάνδρου ο ανώνυμος συγγραφέας που αποκαλείται Ψευδο-Καλλισθένης επειδή δεν σχετίζεται με τον γνωστό ιστορικό.

Για τους τελευταίους ελληνόφωνους απογόνους των Επιγόνων η Μόνη Αλήθεια κι Αξία στα ανθρώπινα πράγματα ήταν ο Μύθος – κι όχι ο σατανικός κι απάνθρωπος ‘Λόγος’.

Κι έτσι στον Μύθο αποτυπώθηκε όλη η ουσία του κορυφαίου έργου του Μεγάλου Αλεξάνδρου που μόνον σημερινοί κρετίνοι ψάχνουν να βρουν σε ‘στρατιωτικές κατακτήσεις’ και σε ψέμματα περί ‘εκπολιτισμού άλλων εθνών’.

Μυούμενος ο Αλέξανδρος σε ανατολικά μυστήρια, στην Αίγυπτο, στην Περσία, και στην Βαβυλώνα, εκπολιτίσθηκε ο ίδιος κι έγινε Μεγάλος.

Και γι αυτό σήμερα βρίσκουμε την αναφορά στους στρατιώτες του Μεγάλου Αλεξάνδρου σε πολλά και διαφορετικά έθνη που μιλάνε ολότελα διαφορετικές γλώσσες και πιστεύουν ολοσχερώς αντίθετες θρησκείες, και όμως θεωρούν εαυτούς απογόνους των στρατιωτών του Μεγάλου Αλεξάνδρου. Οι Καλάς και οι Χούνζα του βόρειου Πακιστάν είναι μόνον ένα μικρό παράδειγμα. Θα χρειαζόταν μια ολόκληρη εγκυκλοπαίδεια για να καταγραφούν μικρές και μεταξύ τους διαφορετικές πληθυσμιακές ενότητες που ανάγουν την καταγωγή τους στους στρατιώτες του Μεγάλου Αλεξάνδρου.

Σημεία της ορεινής γης των Χούνζα και των Μπαλτί

Δείτε το βίντεο:

Форт Балтит в долине Хунзы: маленький Тибет на севере Пакистана

https://ok.ru/video/1362004609645

Baltit Fort in Hunza Valley: a Small Tibet in Northern Pakistan

https://vk.com/video434648441_456240158

Κάστρο Μπαλτίτ στην Κοιλάδα Χούνζα: ένα Μικρό Θιβέτ στο Βόρειο Πακιστάν

Περισσότερα:

Baltit Fort is situated in Karimabad, once was capital of the state of Hunza, now Tehsil Headquarter of District Gilgit. It is approached by Karakuram Highway from Gilgit, the capital of Northern Areas, Pakistan. The Baltit Fort stands on a artificially flattened spur below the Ulter Glacier. Strategically located with a commanding view of the Hunza Valley and its tributaries, its inhabitants controlled the seasonal trans-Karakuram trade between south and Central Asia. The Baltit Fort is rectangular in plan with three floors and stands on a high stone plinth Fig-I. Whilts the ground floor consist mainly of storage chambers, the first floor is oriented around as open hall.

A staircase leads to the second floor which was mainly used during the winter months and contains an audience hall, guest room, dining hall, kitchen and servants quarters. A further staircases leads up to the third floor, which is partly open to the elements and contains the summer dining room, audience chamber, bedroom and reception hall. Inhabited by the Mir, or ruler of Hunza until 1945.

The conservation work carried out in the 1990 indicated that the core of the structures, a single defensive timber and stone tower, had been built in the eight century A.D. This tower was augmented by additional towers and linked by a single story construction consisting of small rooms and sub-surface storage chambers. The complex was then later expanded by the addition of a second, and then a third floor. The structure’s stone walls, built in an area of frequent seismic movements, were provided with a traditional internal framework of timber for greater stabilisation. https://whc.unesco.org/en/tentativelists/1882/

Also: Baltit Fort (Urdu: قلعہ بلتت) is a fort in the Hunza valley, near the town of Karimabad, in the Gilgit-Baltistan region of northern Pakistan. Founded in the 8th CE, it has been on the UNESCO World Heritage Tentative list since 2004. https://en.wikipedia.org/wiki/Baltit_Fort and https://en.wikipedia.org/wiki/List_of_cultural_heritage_sites_in_Gilgit-Baltistan

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Σχετικά με τους Χούνζα και τους Μπαλτί:

https://en.wikipedia.org/wiki/Hunza_Valley

https://en.wikipedia.org/wiki/Mir_of_Hunza

https://en.wikipedia.org/wiki/Hunza_(princely_state)

https://en.wikipedia.org/wiki/Burushaski

https://en.wikipedia.org/wiki/Burusho_people

https://en.wikipedia.org/wiki/Baltistan

https://en.wikipedia.org/wiki/Balti_people

Σχετικά με την διάδοση του Βουδισμού στο Πακιστάν, Ιράν, Κεντρική Ασία και Κίνα:

https://en.wikipedia.org/wiki/Buddhism_in_Pakistan

https://en.wikipedia.org/wiki/Kargah_Buddha

https://en.wikipedia.org/wiki/Gondrani

https://en.wikipedia.org/wiki/Buddhism_in_Central_Asia

https://en.wikipedia.org/wiki/Dharmaguptaka

https://en.wikipedia.org/wiki/Gandh%C4%81ran_Buddhist_texts

https://en.wikipedia.org/wiki/Sarvastivada

https://en.wikipedia.org/wiki/Mulasarvastivada

https://en.wikipedia.org/wiki/Silk_Road_transmission_of_Buddhism

https://en.wikipedia.org/wiki/Silk_Road_transmission_of_Buddhism#Central_Asian_missionaries

https://studybuddhism.com/en/tibetan-buddhism/about-buddhism/the-world-of-buddhism/spread-of-buddhism-in-asia

http://www.silkroadfoundation.org/artl/buddhism.shtml

http://www.silk-road.com/artl/buddhism.shtml

https://en.wikipedia.org/wiki/Buddhism_in_Iran

http://www.iranicaonline.org/articles/buddhism-i

https://link.springer.com/chapter/10.1057/9781137022943_2

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According to a Buddhist legend preserved in Pali (an ancient Prakrit language, derived from Sanskrit, which is the scriptural and liturgical language of Theravada Buddhism), the first instance of Buddhism entering Iran seems to have been during the life of the historical Buddha, Sakyamuni (roughly 5/6th century BCE.

The legend speaks of two Merchant brothers from Bactria (modern day Afghanistan) who visited the Buddha in his eighth week of enlightenment, became his disciples and then returned to Balkh (major city of Bactria) to build temples dedicated to him.

Whatever the historical validity of this story, there is strong evidence to show that Balkh did become a major Buddhist region and remained so up until the Arab Muslim invasion of the 7th century.

http://www.cais-soas.com/CAIS/Religions/non-iranian/buddhism_iran.htm

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Κατεβάστε την αναδημοσίευση σε Word doc.:

https://www.slideshare.net/MuhammadShamsaddinMe/ss-250645898

https://issuu.com/megalommatis/docs/hunza_balti_islam_buddhism_alexander_the_great

https://vk.com/doc429864789_620740190

https://www.docdroid.net/9CAJCUX/xounza-mpalti-islam-boydismos-oi-stratiwtes-toy-meghaloy-aleksandroy-ki-oi-dromoi-toy-metaksiou-docx

Educational-Intellectual De-Westernization for Africa: Rejection of the Colonial, Elitist, Racist and Profane European Concepts of 'University' and 'Academy'

In a previous article published under the title "Beyond Afrocentrism: Prerequisites for Somalia to lead African de-colonization and de-Westernization", I expanded on the diverse misconceptions, oversights, errors and problems that existed in the early discourses of the African Afrocentric intellectuals who wanted to liberate Africa from the colonial yoke but did not assess correctly all the levels of colonial penetration and impact, namely spiritual, religious, intellectual, educational, academic, scientific, cultural, socio-behavioral, economic, military and governmental. You can find the article's contents and links to it at the end of the present, second part of the series.  

What matters mostly is not the study and the publication of Assyrian cuneiform texts, but the reestablishment of the Ancient Mesopotamian conceptual approach to Medicine as a spiritual-material scientific discipline; "a large collection of texts from the Assyrian healer Kisir-Ashur's family library forms the basis for Assyriologist Troels Pank Arbøll's new book. In the book entitled Medicine in Ancient Assur - A Microhistorical Study of the Neo-Assyrian Healer Kiṣir-Aššur, Arbøll analyses the 73 texts that the healer, and later his apprentices, scratched into clay tablets around 658 BCE. These manuscripts provide an incredibly detailed picture of the elements, which constituted this specific Mesopotamian healer’s education and practice". https://humanities.ku.dk/news/2020/new-book-provides-rare-insights-into-a-mesopotamian-medical-practitioners-education-2700-years-ago/

Contents

Introduction

I. Centers of education, science and wisdom from Mesopotamia and Egypt to Constantinople and Baghdad: total absence of the Western concept of "university"

II. The Western European concept of "university": inextricably linked to the Crusades, colonialism and totalitarianism  

III. De-colonization for Africa: rejection of the colonial, elitist and racist concepts of "university" and "academy"

Introduction

As I stated in my previous article, the most erroneous aspects of the African Afrocentric intellectuals' approach were the following:

a) their underestimation of the extremely profound impact that the colonization has had on all dimensions of life in Africa,

b) their failure to identify the compact nature of the colonial system as first implemented in Western Europe, then exported worldwide via multifaceted types of colonization, and finally imposed locally by the criminal traitors and stooges of their Western masters in a most tyrannical manner, and

c) their disregard of the fact that the multilayered colonization project was carried out indeed by the colonial countries in other continents (Asia, Eastern Europe, Latin America, etc.) as well, being thus not only an African affair.

To the above, I herewith add another, most crucial, element of the worldwide colonial regime that the African Afrocentric intellectuals failed to identify:

- its indivisibility.  

In fact, you cannot possibly think that it is possible to reject even one part of the evil system (example: its Eurocentric pseudo-historical dogma, the promotion of incest and pedophilia, the sophisticated diffusion of homosexuality or another part) while accepting others, namely 'high technology', 'sustainable development', 'politics', 'democracy', 'economic stability', 'human rights', etc. Of course, this relates to the element described in the aforementioned aspect b, but it is certainly very important for all Africans not to make general dreams and not to harbor delusions as regards the Western colonial system that they have to reject as the most execrable and the most criminal occurrence that brought disaster to the Black Continent (and to the rest of the world) for several centuries.

In the present article, I will however stay close to the fundamental educational-academic-intellectual aspects of colonization that African academics, intellectuals, mystics, wise elders, erudite scholars, and spiritual masters have to take into account when considering how to reject and ban from their educational and research centers the colonially imposed pseudo-education and the associated historical forgeries, such as Eurocentrism, Hellenism, Greco-Roman world, Judeo-Christian civilization, etc. In part IV of my previous article, I explained why "Afrocentrism had to encompass severe criticism and total rejection of the so-called Western Civilization". Now, I will take this issue to the next stage.

I. Centers of education, science and wisdom from Mesopotamia and Egypt to Constantinople and Baghdad: total absence of the Western concept of "university"

You cannot possibly decolonize your land and de-Westernize your national education by tolerating the existence of 'universities' on African soil or anywhere else across the Earth. Certainly, this word is alien to all Africans, because it is part of the vocabulary or the barbarian invaders (université, university, etc.), who imposed it without revealing to the African students the racist connotation, which is inherent to this word.

Actually, the central measure taken and the principal practice performed by the inhuman Western colonial masters was the materialization of the evil concept of 'university' and the establishment of such unnecessary and heinous institutions in their colonies. This totalitarian notion was devised first in Western Europe in striking contrast to all the educational, academic, scientific systems that had existed in the rest of the world.

Since times immemorial, and noticeably in Mesopotamia and Egypt before the Flood (24th – 23rd c. BCE), institutions were created to record, archive, study, comprehend, represent, preserve and propagate the spiritual or material knowledge and wisdom in all of their aspects. From the Sumerian, Akkadian and Assyrian-Babylonian Eduba (lit. 'the house where the tablets are completed') and from the Ancient Egyptian Per-Ankh (lit. 'the house of life') to the highest sacerdotal institutions accommodated in the uniquely vast temples of Assyria, Babylonia and Egypt, an undividable method of learning, exploring, assessing, and representing the spiritual and material worlds (or universes) has been attested in numerous texts and documented in the archaeological record.

About Education, Wisdom, and Scientific Research in Ancient Mesopotamia:

en.wikipedia.org

Eduba - Wikipedia

About Education, Wisdom, and Scientific Research in Ancient Egypt:

There was no utilitarian approach to learning, studying, exploring, comprehending, representing and propagating knowledge and wisdom; in this regard, the human effort had to fit the destination of Mankind, which was -for all civilized nations- the epitome of all eschatological expectations: the ultimate reconstitution of the original perfection of the First Man.

Learning, studying, exploring, assessing or concluding on a topic, and representing it to others were parts of every man's moral tasks and duties to maintain the Good in their lives and to unveil the Wonders of the Creation. The only benefit to be extracted from these activities was of moral and spiritual order – not material. That is why the endless effort to learn, study, explore, assess, conclude and represent had to be all-encompassing.

The same approach, attitude and mentality was attested among Cushites, Hittites, Aramaeans, Iranians, Turanians,  Indians, Chinese and many other Asiatic and African nations. It continued so all the way down to Judean, Manichaean, Mazdaean, Christian, and Islamic times as attested in

a) the Iranian schools, centers of learning, research centers, and libraries of Gundishapur (located in today's Khuzestan, SW Iran), Tesifun (Ctesiphon, also known as Mahoze in Syriac Aramaic and as Al-Mada'in in Arabic; located in Central Mesopotamia), and Ras al Ayn (the ancient Assyrian city Resh-ina, which is also known as Resh Aina in Syriac Aramaic; located in North Mesopotamia);

b) the Aramaean scientific centers and schools of Urhoy (today's Urfa in SE Turkey; which is also known as Edessa of Osrhoene), Nasibina (today's Nusaybin in SE Turkey; which is also known as Nisibis), Mahoze (also known as Seleucia-Ctesiphon), and Antioch;

c) the Ptolemaic Egyptian Library of Alexandria, the Coptic school of Alexandria, and the Deir Aba Maqar (Monastery of Saint Macarius the Great) in Wadi el Natrun (west of the Nile Delta);

d) the Imperial school of the Magnaura (lit. 'the Great Hall') at Constantinople (known in Eastern Roman as Πανδιδακτήριον τῆς Μαγναύρας, i.e. 'the all topics teaching center of Magnaura');

e) the Aramaean 'Workshop of Eloquence', which is also known as the 'Rhetorical school  of Gaza' (earlier representing the Gentile tradition and later promoting Christian Monophysitism);

f) the Judean Rabbinic and Talmudic schools and Houses of Learning (בי מדרשא/Be Midrash) that flourished in Syria-Palestine (Beit Hillel and Beit Shammai) and in Mesopotamia (Nehardea, Pumbedita, Mahoze, etc.); and

g) the Islamic schools (madrasas), centers of learning, research centers, observatories, and libraries of Baghdad (known as House of Wisdom - Bayt al Hikmah/بيت الحكمة), Harran (in North Mesopotamia, today's SE Turkey), al-Qarawiyyin (جامعة القرويين; in Morocco), Kairouan (جامع القيروان الأكبر; in Tunisia), Sarouyeh (سارویه; near Isfahan in Iran), Maragheh (مراغه; in NW Iran), Samarqand (in Central Asia), and the numerous Nezamiyeh (النظامیة) schools in Iran, Caucasus region, and Central Asia, to name but a few.

About Iranian, Aramaean, Judean, and Christian schools, centers of learning, research centers, and libraries:  

en.wikipedia.org

Gundeshapur - Wikipedia

About Islamic schools (madrasas), centers of learning, research centers, observatories, and libraries:

en.wikipedia.org

House of Wisdom - Wikipedia

All these centers of learning did not develop the absurd distinction between the spiritual and material worlds that characterizes the modern 'universities' which were incepted in Western Europe. Irrespective of land, origin, language, tradition, culture and state, all these temples, schools, madrasas, observatories, and libraries included well-diversified scientific methods, cosmogonies, world perceptions, approaches to life, interpretations of facts, and considerations of data. Sexagesimal and decimal number systems were accepted and used; lunar, solar and lunisolar calendars were studied and evaluated; astronomy and astrology (very different from their modern definition and meaning which is the result of the Western pseudo-scientific trickery) were inseparable, whereas chemistry and alchemy constituted one discipline. These true and human centers of knowledge and wisdom were void of sectarianism and utilitarianism.

Viewed as moral tasks, search, exploration and study, pretty much like learning and teaching constituted inextricably religious endeavors. Furthermore, there was absolute freedom of reflection, topic conceptualization, data contextualization, text interpretation, and conclusion, because there were no diktats of theological or governmental order.

In brief, throughout World History, there were centers of learning, houses of knowledge, libraries, centers of scientific exploration, all-inclusive schools, but no 'universities'.

II. The Western European concept of "university": inextricably linked to the Crusades, colonialism and totalitarianism   

Western European and North American historians attempt to expand the use of the term 'university' and cover earlier periods; this fact may have already been attested in some of the links that I included in the previous unit. However, this attempt is entirely false and absolutely propagandistic.

The malefic character of the Western European universities is not revealed only in the deliberate, absurd and fallacious separation of the spiritual sciences from the material sciences and in the subsequently enforced elimination of the spiritual universe from every attempt of exploration undertaken within the material universe. Yet, the inseparability of the two universes was the predominant concept and the guiding principle for all ancient, Judean, Christian, Manichaean, Mazdaean, and Islamic schools of learning.

One has to admit that there appears to be an exception in this rule, which applies to Western universities as regards the distinction between the spiritual and the material research; this situation is attested only in the study of Christian theology in Western European universities. However, this sector is also deprived of every dimension of spiritual exercise, practice and research, as it involves a purely rationalist and nominalist approach, which would be denounced as entirely absurd, devious and heretic by all the Fathers of the Christian Church. As a matter of fact, rationalism, nominalism and materialism are forms of faithlessness.

All the same, the most repugnant trait of the Western European universities is their totalitarian and inhuman nature. In spite of tons of literature written about the so-called 'academic freedom', the word itself, its composition and etymology, fully demonstrate that there is not and there cannot be any freedom in the Western centers of pseudo-learning, which are called 'universities'. The Latin word 'universitas' did not exist at the times of the Roman Republic, the Roman Empire, and the Western Roman Empire. The nonsensical term was not created in the Eastern Roman Empire where the imperial center of education, learning, and scientific research was wisely named 'Pandidakterion', i.e. 'the all topics teaching center'.

The first 'universitas' was incepted long after the anti-Constantinopolitan heretics of Rome managed to get rid of the obligation to accept as pope of Rome the person designated by the Emperor at Constantinople, which was a practice of vital importance which lasted from 537 until 752 CE.

The first 'universitas' was incepted long after the beginning of the systematic opposition that the devious, pseudo-Christian priesthood of Rome launched against the Eastern Roman Empire, by fallaciously attributing the title of Roman Emperor to the incestuous barbarian thug Charlemagne (800 CE). 

Last, the first 'universitas' was incepted long after the first (Photian) schism (867 CE) and, quite interestingly, several decades after the Great Schism (1054 CE) between the Eastern Roman Empire and the deviate and evil Roman papacy.

In fact, the University of Bologna ('Universitas Bononiensis'; in Central Italy) was established in 1088 CE, only eight (8) years before the First Crusade was launched in 1096 CE.

It is necessary for all Africans to come to know the historic motto of the terrorist organization that is masqueraded behind the deceitful title "University of Bologna': "Petrus ubique pater legum Bononia mater" (: St. Peter is everywhere the father of the law, Bologna is its mother). This makes clear that these evil institutions (universities) were geared to function worldwide as centers of propagation and imposition of the lawless laws and the inhuman dogmas of the Western European barbarians.

At this point, we have to analyze the real meaning and the repugnant nature of the monstrous word. Its Latin etymology points to the noun 'universus', which is formed from 'uni-' (root of the Genitive 'unius' of the numeral 'unus', which means 'one') and from 'versus' (past participle of the Latin verb 'verto', which in the infinitive form 'vertere' means 'to turn'). Consequently, 'universus' means forcibly 'turned into one'. It goes without saying that, if the intention is to mentally-intellectually turn all the students into one, there is not and there cannot be any freedom in those malefic institutions.

'Universitas' is therefore the inauspicious location whereby 'all are turned into one', inevitably losing their identity, integrity, originality, singularity and individuality. In other words, 'universitas' was conceived as the proper word for a monstrous factory of mental, intellectual, sentimental and educational uniformity that produces copies of dehumanized beings that happen to have the same, prefabricated world views, ideas, opinions, beliefs and systematized 'knowledge'. In fact, the first 'students' of the University of Bologna were the primary industrial products in the history of mankind. Speaking about 'academic freedom' and charters like the Constitutio Habita were then merely the ramifications of an unmatched hypocrisy.

To establish a useful parallel between medieval times in Western Europe and modern times in North America, while also bridging the malefic education with the malignant governance of the Western states, I would simply point out that the evil, perverse and tyrannical institution of 'universities' definitely suits best any state and any government that would dare invent an inhumane motto like 'E pluribus unum' ('out of many, one). This is actually one of the two main mottos of the United States, and it appears on the US Great Seal. It reflects always the same sickness and the same madness of diabolical uniformity that straightforwardly contradicts every concept of Creation.

One may still wonder why, at the very beginning of the previous unit, I referred to "the racist connotation, which is inherent to" the word 'universitas'; the answer is simple. By explicitly desiring to "turn all (the students) into one", the creators of these calamitous institutions and, subsequently, all the brainless idiots, who willingly accepted to eliminate themselves spiritually and intellectually in order to become uniformed members of those 'universities', denied and rejected the existence of the 'Other', i.e. of every other culture, civilization, world conceptualization, moral system of values, governance, education, and approach to learning, knowledge and wisdom.

The evil Western structures of tyrannical pseudo-learning did not accept even the 11th c. Western European Christians and their culture an faith; they accepted only those among them, who were ready (for the material benefits that they would get instead) to undergo the necessary process of irrevocable self-effacement in order to obtain a filthy piece of paper testifying to their uniformity with the rest. Western universities are the epitome of the most inhuman form of racism that has ever existed on Earth.

As a matter of fact, there is nothing African, Asiatic, Christian, Islamic or human in a 'university'. If this statement was difficult to comprehend a few centuries or decades ago, it is nowadays fully understandable.

III. De-colonization for Africa: rejection of the colonial, elitist and racist concepts of "university" and "academy" 

It is therefore crystal clear that every new university, named after the Latin example and conceived after the Western concept, only worsens the conditions of colonial servility among African, Asiatic and Latin American nations. As a matter of fact, more Western-styled 'universities' and 'academies' mean for Africa more compact subordination to, and more comprehensive dependence on, the Western colonial criminals.

It is only the result of pure naivety or compact ignorance to imagine that the severe educational-academic-intellectual damage, which was caused to all African nations by the colonial powers, will or can be remedied with some changes of names, titles, mottos and headlines or due to peremptory modifications of scientific conclusions. If I expanded on the etymology and the hidden, real meaning of the term 'universitas', it is only because I wanted to reveal its perverse nature. But merely a name change would not suffice in an African nation's effort to achieve genuine decolonization and comprehensive de-Westernization.

Universities in all the Arabic-speaking countries have been called 'Jamaet' (or Gamaet; جامعة); the noun originates from the verb 'yajmaC ' (يجمع), which means collecting or gathering (people) together. At this point, it is to be reminded that the word has great affinity with the word 'mosque' (جامع; JamaC) in Arabic. However, one has to take into consideration the fact that the mere change of name did not cause any substantive differentiation in terms of nature, structure, approach to science, methods used, and moral character of the overall educational system.

Other vicious Western terms of educational nature that should be removed from Africa, Asia and Latin America are the word 'academy' and its derivatives; this word denoted initially in Western Europe 'a society of distinguished scholars and artists or scientists'. Later, in the 16th-17th c., those societies were entirely institutionalized. For this reason, since the beginning of the 20th c., the term 'academia' was coined to describe the overall academic environment or a specific independent community active in the different fields of research and education. More recently, 'academy' ended up signifying any simple place of study or training company.

As name, nature, contents, structure and function, 'academy' is definitely profane; in its origin, it had a markedly impious character, as it was used to designate the so-called 'school of philosophy' that was set up by Plato, who vulgarized knowledge and desecrated wisdom. In fact, this philosopher did not only fail to pertinently and comprehensively study in Ancient Egypt where he sojourned (in Iwnw; Heliopolis), but he also proved to be unable to grasp that there is no knowledge and no wisdom outside the temples, which were at the time the de facto high centers of spiritual and material study, learning, research, exploration and comprehension. He therefore thought it possible for him to 'teach' (or discuss with) others despite the fact that he had not proficiently studied and adequately learned the wisdom and the spiritual potency of the Ancient Egyptian Iwnw (Heliopolitan) hierophants and high priests.

Being absolutely incompetent to become a priest of the sanctuary of Athena at the suburb 'Academia' of Athens, he gathered his group of students at a location nearby, and for this reason his 'school' was named after that neighborhood. It is noteworthy that the said suburb's name was due to a legendary figure, Akademos (Ακάδημος; Academus), who was mythologized in relation with the Theseus legends of Ancient Athens. Using the term 'school' for Plato's group of friends and followers is really abusive, because it did not constitute an accredited priestly or public establishment.

In fact, all those, absurdly eulogized, 'Platonic seminars' were informal gatherings of presumptuous, arrogant, wealthy, parasitic and idiotic persons, who thought it possible to become spiritually knowledgeable and portentous by pompously, yet nonsensically, discussing about what they could not possibly know. It goes without saying that this disgusting congregation of immoral beasts found it quite normal to possess numerous slaves (more than their family members), consciously practiced pedophilia and homosexuality, and viewed their wives as 'things' in a deprecatory manner unmatched even by the Afghan Taliban. This nauseating and execrable environment is at the origin of vicious term 'academy'. And this environment is the target of today's Western elites.

Consequently, any use of the term 'academy' constitutes a straightforward rejection of the sacerdotal, religious and spiritual dimension of knowledge and wisdom, in direct opposition to what was worldwide accepted among civilized nations with great temples throughout the history of mankind. In fact, the appearance of what is now called 'Ancient Greek Philosophy' was an exception in World History, which was due to the peripheral and marginal location of Western Anatolia and South Balkans with respect to Egypt, Cush, Syria-Palestine, Mesopotamia, Anatolia, and Iran. In brief, the Ancient Greek philosophers (with the exception of very few who were true mystics and spiritual masters and therefore should not be categorized as 'philosophers') failed to understand that, by exploring the world only mentally and verbally (i.e. by just thinking and talking), no one can sense, describe, and represent (to others) the true nature of the worlds, namely the spiritual and the material universes.

Plato and his pupils (his 'school' or 'academy') were therefore ordinary individuals who attempted to 'prove' orally what cannot be contained in words and cannot be comprehended logically but contemplatively and transcendentally. All the Platonic concepts, notions, ideas, opinions and theories are maladroit and failed efforts to explain the Iwnw (Heliopolitan) religion of Ancient Egypt (also known among the Ancient Greeks as the 'Ennead'). But none of them was able to perform even a minor move of priestly potency or any transcendental act.

Furthermore, I have to point out that the absurd 'significance' that both, the so-called Plato's school and 'Ancient Greek Philosophy', have acquired in the West over the past few centuries is entirely due to the historical phenomenon of Renaissance that characterized 15th-16th c. Western Europe. But this is an exception even within the context of European History. Actually, the Roman ruler Sulla destroyed the Platonic Academy in 86 BCE; this was the end of the 'Academy'. Several centuries later, some intellectuals, who were indulging themselves in repetition, while calling themselves 'successors of Plato', opened (in Athens) another 'Academy', which was erroneously described by modern Western university professors as 'Neo-Platonic'. All the same, the Roman Emperor Justinian I the Great put an irrevocable end to that shame of profanity and nonsensical talking (529 CE).

The revival of the worthless institution that had remained unknown to all Christians started, quite noticeably, little time after the fall of Constantinople (1453); in 1462, the anti-Christian banker, statesman and intellectual Cosimo dei Medici established the Platonic Academy of Florence to propagate all the devilish and racist concepts of the Renaissance and praise the worthless institution that had been forgotten.

I recently explained why the Western European Renaissance and the colonial conquests are an indissoluble phenomenon of extremely racist nature; here you can find the links to my articles:

academia.edu

Aristotle as Historical Forgery, the Western World's Fake History & Rotten Foundations, and Prof. Jin Canrong's Astute Comments

亞里斯多德作為歷史偽造品，西方世界的虛假歷史和腐爛的基礎，金灿荣和他敏銳的評論 Аристотель как историческая подделка, фальшивая история и гнилые основы западного мира, и проницател

academia.edu

The Fake Texts of Ancient Greek 'Historians': the Behistun Inscription, Ctesias, Diodorus Siculus, Darius I the Great, and Semiramis

In a previous article published under the title 'Aristotle as Historical Forgery, the Western World’s Fake History & Rotten Foundati

academia.edu

The Collective West, its Mysteries, Illusions and Threats against the Mankind

Коллективный Запад, его тайны, иллюзии и угрозы человечеству Содержание Введение I. Колонизация: навязывание всему миру бесчеловечного запад

It becomes therefore crystal clear that Africa does not need any more Western-styled universities and academies; contrarily, there is an urgent need for university-level centers of knowledge and wisdom, which will overwhelmingly apply African moral concepts, values and virtues to the topics studied and explored. Learning was always an inextricably spiritual, religious, and cultural affair in Africa. No de-colonization will be effectuated prior to the reinstallation of African educational values across Africa' s schools.

Consequently, instead of uselessly spending money for the establishment of new 'universities' and 'academies', which only deepen and worsen Africa's colonization, what the Black Continent needs now is a new type of institution that will help prepare African students to study abroad in specifically selected sectors and with pre-arranged determination and approach, comprehend and reject the Western fallacy, and replace the Western-styled universities with new, genuinely African, educational institutions. Concerning this topic, I will offer few suggestions in my forthcoming article.   

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Beyond Afrocentrism: Prerequisites for Somalia to lead African de-colonization and de-Westernization

Introduction

I. Decolonization and the failure of the Afrocentric Intelligentsia

II. Afrocentric African scholars should have been taken Egyptology back from the Western Orientalists and Africanists 

III. Western Usurpation of African Heritage must be canceled.

IV. Afrocentrism had to encompass severe criticism and total rejection of the so-called Western Civilization

V. Afrocentrism as a form of African Isolationism drawing a line of separation between colonized nations in Africa and Asia

VI. General estimation of the human resources, the time, and the cost needed

VII. Decolonization means above all De-Anglicization and De-Francization

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Beyond Afrocentrism: Prerequisites for Somalia to lead African de-colonization and de-Westernization

За пределами афроцентризма: предпосылки для того, чтобы Сомали возглавила африканскую деколонизацию и девестернизацию What follows is the qu

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Educational-Intellectual De-Westernization for Africa: Rejection of the Colonial, Elitist, Racist and Profane European Concepts of ‘Universi

Образовательно-интеллектуальная девестернизация в Африке: отказ от колониальных, элитарных, расистских и богохульных европейских концепций «

Seyyed Mosque/ Isfahan/ Iran

Photography: Daryoush fardpour

Nilotic mosaic originally found in the Via Nazionale in Rome. Dating to the 1st century BCE and shows crocodiles being crowned with wreaths of flowers.

Κοσμάς Μεγαλομμάτης, Απσού: Παγκόσμια Μυθολογία-1989

Κοσμάς Μεγαλομμάτης, Απσού: Παγκόσμια Μυθολογία, Ελληνική Εκπαιδευτική Εγκυκλοπαίδεια, 1989

Кузьма Мегаломматис, Абзу (и Апсу): мировая мифология, Греческая педагогическая энциклопедия, 1989

Kosmas Megalommatis, Abzu: Weltmythologie, Griechische Pädagogische Enzyklopädie, 1989

Kosmas Gözübüyükoğlu, Apsû: Dünya Mitolojisi, Yunan Pedagoji Ansiklopedisi, 1989

قزمان ميغالوماتيس، آبزو : اساطیر جهانی، دایره المعارف آموزشی یونانی، 1989

Côme Megalommatis, Apsû (et Abzu): Mythologie mondiale, Encyclopédie pédagogique grecque, 1989

1989 قزمان ميغالوماتيس، أبزو: الأساطير العالمية، الموسوعة التربوية اليونانية،

Cosimo Megalommatis, Apsû: mitologia mondiale, Enciclopedia pedagogica greca, 1989

Cosimo Megalommatis, Apsú (o Abzu): mitología mundial, Enciclopedia pedagógica griega, 1989

Cosmas Megalommatis, Apsu: World Mythology, Greek Pedagogical Encyclopedia, 1989

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Κοσμάς Μεγαλομμάτης, Απσού: Παγκόσμια Μυθολογία - 1989

Κοσμάς Μεγαλομμάτης, Απσού: Παγκόσμια Μυθολογία, Ελληνική Εκπαιδευτική Εγκυκλοπαίδεια, 1989 Кузьма Мегаломматис, Абзу (и Апсу): мировая мифо

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Κοσμάς Μεγαλομμάτης, Απσού.pdf

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Κοσμάς Μεγαλομμάτης, Απσού: Παγκόσμια Μυθολογία - 1989

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Κοσμάς Μεγαλομμάτης, Απσού: Παγκόσμια Μυθολογία-1989

Κοσμάς Μεγαλομμάτης, Απσού: Παγκόσμια Μυθολογία, Ελληνική Εκπαιδευτική Εγκυκλοπαίδεια, 1989Кузьма Мегаломматис, Абзу (и Апсу): мировая мифол