Sheda Vasseqhi PhD Study: Positioning of Iran And Iranians In Origins Of Western Civilization

Sheda Vasseghi has completed her PhD Dissertation at the University of New England entitled:

Positioning Of Iran And Iranians In Origins of Western Civilization. PhD Dissertation, University of New England (download this at Academia.edu …)

Sheda Vasseqhi

Vasseghi’s PhD academic advising team were composed of the following members: Marylin Newell, Laura Bertonazzi and Kaveh Farrokh.

Her study explored a number of widely taught college-level history textbooks in order to examine how these positioned Iran and Iranian peoples in the origins of Western Civilization. As noted by Vasseghi in her abstract:

“Western Civilization history marginalizes, misrepresents, misappropriates, and/or omits Iran’s positioning. Further, the mainstream approach to teaching Western Civilization history includes the Judeo-Christian-Greco-Roman narrative.”

Vasseghi used a multi-faceted theoretical approach—decolonization, critical pedagogy, and Western Civilization History dilemma—since her study transcended historical revisionism. This collective case study involved eleven Western Civilization history textbooks that, according to the College Board’s College-Level Examination Program (CLEP), are most popular among American college faculty. Vasseghi reviewed and collected expert opinion on the following five themes:

(1) terminology and definition of Iran, Iranians, and Iranian languages

(2) roots and origins of Iranian peoples

(3) which Iranian peoples are noted in general

(4) which Iranian peoples in ancient Europe are specifically noted

(5) Iranians in connection with six unique Western Civilization attributes.

Vasseghi selected experts specializing in Iranian, Western Civilization, and Indo-European studies in formulating a consensus on each theme. She then compared expert opinion to content in surveyed textbooks. Vasseghi discovered that the surveyed textbooks in her study overwhelmingly omitted, ill-defined, misrepresented, or marginalized Iran and Iranians in the origins of Western Civilization.

Readers are encouraged to visit Kaveh Farrokh’s Academia.edu profile cited in the introduction of this post to download Sheda Vasseghi’s Dissertation. Here is one of the quotes from her study:

“The researcher recommends that textbook authors and publishers engage experts in the field of Iranian studies in formulating content. A caveat for engaging those in the field of Iranian studies when writing Western Civilization history textbooks involves making a distinction between a native Iran and post-Islamic invasion and colonization of Iran in early Middle Ages (7th century onwards). That is, in the Age of Antiquity, Iran was under an Iranian governance and ancestral beliefs such as Zoroastrianism and Mithraism.”

This is an important observation given Western Media and academic outlets using sweeping (if not simplistic) terms such as “Middle East”, “Muslims”, etc. without acknowledging the context of Iran’s unique background, ancient history and language(s). Put simply, terms such as “Middle East” are not scientific but geopolitical in origin. The term “Muslim Civilization” for example serves to dilute (or even blur) the critical role of Iranian and Indian scholars in the preservation and promotion of learning, sciences and medicine. Arab historians such as Ibn Khaldun (1332-1406) who in his Muqaddimah (translated by F. Rosenthal (III, pp. 311-15, 271-4 [Arabic]; R.N. Frye (p.91) has acknowledged the role of the Iranians in the promotion of scholarship:

“…It is a remarkable fact that, with few exceptions, most Muslim scholars…in the intellectual sciences have been non-Arabs…thus the founders of grammar were Sibawaih and after him, al-Farisi and Az-Zajjaj. All of them were of Persian descent…they invented rules of (Arabic) grammar…great jurists were Persians… only the Persians engaged in the task of preserving knowledge and writing systematic scholarly works. Thus the truth of the statement of the prophet becomes apparent, ‘If learning were suspended in the highest parts of heaven the Persians would attain it”…The intellectual sciences were also the preserve of the Persians, left alone by the Arabs, who did not cultivate them…as was the case with all crafts…This situation continued in the cities as long as the Persians and Persian countries, Iraq, Khorasan and Transoxiana (modern Central Asia), retained their sedentary culture.”

[For more see: Farrokh, K. (2015). Pan-Arabism and Iran. In “The Palgrave Encyclopedia of Imperialism and Anti-Imperialism” (Immanuel Ness & Zak Cope, Eds.), Palgrave-Macmillan, pp.915-923.]

Sources such as Ibn Khaldun are now rarely mentioned in many modern-day “Islamic Studies” in Western history textbooks which may explain in part the numerous errors uncovered in Vasseghi’s study. She further avers:

“Critical pedagogy is important in transformational leadership in education. Educators are obligated to point out errors or problems in content and mainstream narratives. In regards to teaching history of Western Civilization, one should recall the warnings of its looming demotion by Ricketts et al. (2011) because unfortunately teaching it “had come to be seen as a form of apologetics for racism, imperialism, sexism, and colonialism” (p. 14). It appears that in perceiving that something is missing from or fragmented in Western Civilization history content, educational institutions are now marginalizing and omitting it from their curriculum in America, a Western nation. Therefore, the significance of this study is the need for authors and educators to shift the currently flawed narrative on the history of the West. Iran’s positioning is a key component in the study of Western Civilization. The researcher argues that Iran and Iranians not only influenced the making of the West; they are part of the West. By placing Iran and Iranians where they belong, historians may also address concerns about teaching the history of the West (Ricketts et al., 2011).”

In her final PhD defense session with her research committee (Marylin Newell, Laura Bertonazzi and Kaveh Farrokh) on Monday, March 20, 2017, Vasseghi noted that she plans to author books tailored to Western audiences to help educate with respect to the role of Iranians in the formation of European civilization. Vasseghi’s books would also be geared towards a lay (non-academic) audience.

Ancient Persian Ruler Influenced Thomas Jefferson, U.S. Democracy

The article below “Ancient Persian Ruler Influenced Thomas Jefferson, U.S. Democracy” by Lea Terhune was posted on the U.S. Department of State website on March 13, 2013. Kindly note that excepting one image, all other images and accompanying descriptions do not appear in the original U.S. Department of State posting. Two comments by Kaveh Farrokh have also been inserted into the article.

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The discovery of the Cyrus Cylinder was a hundred years in the future when Thomas Jefferson and other founders of the United States adopted the progressive ideas of the ancient Persian ruler Cyrus the Great. They knew of Cyrus through classical Greek writers and Biblical accounts.

A copy of Xenophon’s Cyropaedia that belonged to Thomas Jefferson is on display with artifacts on loan from the British Museum in the exhibition The Cyrus Cylinder and Ancient Persia: A New Beginning, at the Smithsonian Institution’s Arthur M. Sackler Gallery in Washington. The exhibition also will tour Houston, New York, San Francisco and Los Angeles.

cyropaedia-thomas-jefferson-copy

Thomas Jefferson’s copy of the Cyropaedia (Picture Source: Angelina Perri Birney). Like many of the founding fathers and those who wrote the US Constitution, President Jefferson regularly consulted the Cyropedia – an encyclopedia written by the ancient Greeks about Cyrus the Great. The two personal copies of Thomas Jefferson’s Cyropaedia are in the US Library of Congress in Washington DC. Thomas Jefferson’s initials “TJ” are seen clearly engraved at the bottom of each page.

The Cyropaedia is a partly fictional portrayal of the life and deeds of Cyrus the Great (c. 580–530 B.C.), who founded the Achaemenid Empire, which continued for nearly 200 years. He created an efficient bureaucracy to oversee disparate cultures within his vast empire and governed with tolerance that evoked admiration in the ancient world. The book was written a century after Cyrus died. It was not meant to be a factual history, but it captured ideas that characterized his rule.

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Xenophon (431-355 BC) wrote a compendium of Cyrus, known as the Cyropaedia. The Cyropaedia has been consulted as a standard reference of just statesmanship by a number of prominent western leaders in history.

Julian Raby, director of the Freer Gallery of Art and Arthur M. Sackler Gallery, said before the exhibition’s opening that Jefferson possessed two editions of the Cyropaedia. The one on display, usually kept at the Library of Congress, dates from 1767. It features Greek and Latin parallel texts on facing pages.

thomas-jefferson

President Thomas Jefferson (1743-1826) of the United States of America.

As noted by Raby:

“What’s extraordinary is that he [Thomas Jefferson] scratched out one line. The particular passage that was crossed out is a problematic passage in the manuscript … it is quite clear that Jefferson himself must have been collating line by line between his earlier edition and this later edition.”

The bold black line over the dubious Greek passage may be seen in the exhibition. Raby said that it shows the degree of attention Jefferson paid to this book. A quote from Jefferson, taken from a letter to his grandson Francis Wayles Eppes, is featured on the gallery wall above the Cyropaedia:

“… I would advise you to undertake a regular course of History and Poetry in both languages. In Greek, go first thro’ the Cyropaedia, and then read Herodotus, Thucydides, Xenophon’s Hellenus and Anabasis …”

Comment by Kavehfarrokh.com: Few are aware that Thomas Jefferson had also advised his grandson to study, in addition to various Classical works, the Cyropaedia (as noted in The Metropolitan Museum of Art, 2013).

Benjamin Franklin also read the classics and was familiar with Xenophon’s work. British Museum Director Neil MacGregor noted that Jefferson’s Cyropedia is the Glasgow edition. Jefferson had a close intellectual connection to the Scottish Enlightenment, thanks to his tutelage as an undergraduate at the College of William and Mary by William Small, a Scotsman from Aberdeen. Scottish intellectuals referred to the accounts of Cyrus in their efforts to sort out the “pressing question of church and state.”

The tolerance shown by Cyrus toward diverse religions and cultures was a historical first. British Museum exhibition curator John Curtis said: “The Cyrus Cylinder and associated objects represent a new beginning for the Ancient Near East.”

Harry S Truman

Harry S. Truman (1884-1972) who was President of the United States in 1945-1953 acknowledged the legacy of Cyrus the Great in liberating the Jews from their Babylonian captivity; For more Click here…

The idea of freedom of religion appealed to the founders of the United States, which was originally colonized, in part, by Europeans escaping religious persecution. One revelation of the Cyrus Cylinder exhibition, according to MacGregor, is:

“…the importance of Cyrus to those who wrote the Constitution of the United States…The story of Persia — Iran — is part of the story of modern United States.”

He said that although 18th-century Europeans read and commented on the tenets of religious freedom and tolerance set down by Cyrus, only the United States’ founders enshrined them in law.

Cyrus Koresh Kourosh street in Jerusalem

Koresh or Cyrus street in Jerusalem. There is currently no street named Cyrus or Koroush in Tehran, the capital of Iran today. There is also an “Iran” street in Israel.

Comment by Kavehfarrokh.com: As noted by Sheda Vasseghi in her 2017 Dissertation “The Positioning of Iran and Iranians in the Origins of Western Civilization” (University of New England, Committee Members: Marylin Newell, Ph.D, Laura Bertonazzi, EdD, Kaveh Farrokh, Ph.D):

“Researchers may look for Iranian footprints in modern history of Western Civilization. For example, a study may focus on Zoroastrianism and the modern West. In a letter to the president of then Yale College Ezra Stiles, American Founding Father and polymath Benjamin Franklin wrote about the recent translation of Zoroaster’s writings called Zend-Avesta and said he would ship Stiles a copy given its teachings of morality (Franklin, 1772).”

The scientist, inventor, writer, publisher, and statesman Benjamin Franklin (1706-1790) one of the founder fathers of American democracy (Source: Public Domain). Few are aware of the influence of ancient (pre-Islamic) Iran on the founding fathers of America and Western civilization.

A Refreshing view of History and the Movie 300

The below YouTube video “Why The Persians Should Be The Good Guys In ‘300’ ” was posted by Cracked on December 27, 2016 and received 70k hits in less than a day. This is a remarkable posting by young western bloggers and writers who question Eurocentrist historical revisionism and place the ancient Greco-Persian wars in a more even-handed perspective. Readers may also find the article “The 300 Movie: Separating Fact from Fiction” of interest (posted in 10 segments below):

  1. Introductory notes — see also: The Notion of Democracy and Human Rights
  2. What really led to War
  3. The Military Conflict: Separating Fact from Fiction
  4. The Error of Xerxes: The Burning of Athens
  5. The “West” battling against the “Mysticism” of “the East”
  6. The Portrayal of Iranians and Greeks
  7. A Note on the Iranian Women in Antiquity
  8. “Good” versus “Evil”
  9. Bibliography
  10. ترجمه مقاله کاوه فرخ به فارسی توسط غزال خاكسارى: فیلم 300: افسانه یا واقعیت

Consult also John Trikeriotis’ article: False depictions of Xerxes and Artemesia in “300: Rise of an Empire”; See also articles under: “کوروش بزرگ -Cyrus the Great & the Cyrus Cylinder

 

 

Pseudo-Scholarship about Iran: Insulting Cyrus the Great

Article below by John Limbert appeared in the LobeLog website on November 3, 2016. Kindly note that none of the pictures and their corresponding captions appeared in the original LobeLog release.

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John Limbert is Class of 1955 Professor of Middle Eastern Studies at the U.S. Naval Academy. He served 34 years in the Foreign Service, including 14 months as a hostage at the American Embassy in Tehran.  He has recently authored Negotiating with Iran: Wrestling the Ghosts of History for the US Institute of Peace.

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What is it about Harvard that impels its people to produce pseudo-scholarly non-facts about Iran? Four years ago a presi­den­tial candidate and graduate of the Harvard Business School claimed that Iran needed its alliance with Syria to achieve “access to the sea.” Perhaps they don’t use maps at the Business School. A couple years ago, a former professor and secretary of state who received his Ph.D. from Harvard warned darkly about a newly reconstructed “Persian Empire” that was about to dominate the Middle East.

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The Tomb of Cyrus the Great at Pasargadae where Alexander paid his respects. The tomb is a UNESCO World Heritage site (Source: Public Domain).

Such ahistorical nonsense and geographical mishmash never seems to die. In a recent Time article called “The Iran Paradox,” the current dean of Harvard’s (and Tuft’s) Fletcher School of Law and Diplomacy continued this unfortunate precedent. About Iran he wrote that “the inheritors of that [i.e. Cyrus the Great’s] imperial tradition are today’s Shi’ite Iranians, and their present-day ambitions for the Middle East…will roil the already tense region deeply over the next few years.”

cyrus-cylinder-New

The Cyrus Cylinder housed at the British Museum (Source:  Angelina Perri Birney).

Of course there once were mighty Persian empires. The Book of Daniel tells of the great “empire of the Medes and Persians whose laws alter not.” In the sixth century BCE, Cyrus created a vast multi-ethnic and multi-religious empire whose organi­zing principle was acceptance and support of local customs and beliefs. About 539-538 BCE, the ruler spelled out that policy in the famous “Cyrus cylinder” of Babylonia, which many Iranians today proudly claim was the world’s first universal declaration of human rights. One can argue about Cyrus’ motives, but no one can argue with the success of his program.

Cyrus Koresh Kourosh street in Jerusalem

When History goes beyond Politics: Koresh or Cyrus street in Jerusalem. There is currently no street named Cyrus or Koroush in Tehran, the capital of Iran today. There is also an “Iran” street in Israel.

But all that happened over 2,500 years ago. What is the relation of Cyrus’ vast empire to the current Islamic Republic and its clumsy foreign policy? None. In the past there were great Persian empires, whose armies burned Athens and humbled mighty Rome. But the last of those empires disappeared over 1,400 years ago with the victory of the in­vading Arab Muslim armies over the Zoroastrian Sassanians. Since then, Iran has either been a province of larger empires or a country confined roughly to its present-day borders. Its history for the last 200 years has been anything but imperial. More often it has been invaded, divided, threatened, manipu­lated, and exploited by outside powers.

5a-schultz-spiegel

Journalism and Academia join to promote Eurocentricism: Matthias Schultz of Spiegel Magazine (July 15, 2008) and Harry de Quetteville of the Daily Telegraph (July 16, 2008) wrote parallel articles attacking the legacy of Cyrus the Great and his ancient legacy; both publications even criticized the people of Iran for appreciating the historical memory of Cyrus. See responses to the Spiegel article and the Daily Telegraph.

Iran today remains home to many monuments and memories of imperial glory, each a veritable Ozymandias. Iran retains only what British historian Michael Axworthy properly calls “the empire of the mind.” From time to time Iranian politicians will recall Iran’s past glories and issue bombast about reconquering territory lost centuries earlier. Such state­ments, however, ignore reality and are nothing but whistling past the graveyard in an attempt to conceal the Islamic Republic’s current weaknesses.

cyropaedia-thomas-jefferson-copy

Thomas Jefferson’s copy of the Cyropaedia (Picture Source:  Angelina Perri Birney). Like many of the founding fathers and those who wrote the US Constitution, President Jefferson regularly consulted the Cyropedia – an encyclopedia written by the ancient Greeks about Cyrus the Great. The two personal copies of Thomas Jefferson’s Cyropaedia are in the US Library of Congress in Washington DC. Thomas Jefferson’s initials “TJ” are seen clearly engraved at the bottom of each page.

What our Fletcher colleague calls “Shi’ite Iranians” are in no way the inheritors of Cyrus’ imperial tradition. Instead, the Islamic Republic today operates from a position of weakness caused by both cultural isolation and its own diplomatic ineptitude. It has managed to alienate almost all of its neighbors with the exception of chaotic Syria and tiny, land­locked Armenia. When the Islamic Republic’s rulers allowed a mob to trash Saudi diplomatic premises in January 2016, and then made only a grudging apology, they only further isolated themselves from much of the Arab world. Iran’s foreign influence today is feeble, and consists mostly of backing factions in the most dysfunctional places, including Lebanon, Iraq, and Yemen. Contrast such ineptitude with the skills of Cyrus and his successors. Such a performance by his compatriots would make Cyrus the Great, if he were alive, turn over in his grave, as Yogi Berra would say.

6-Evil Immortals

Eurocentricism meets Hollywood: cartoon-like portrayal of ancient Iranians in the movie “300” – For more on this topic read here – and for more on Eurocentricism, consult here…

The persistence of such shallow pseudo-scholarship, especially among those associated with one of the world’s greatest universities, is inexplicable—unless perhaps the moon is always full over Cambridge and Somerville. Those presenting such an account of current events are certainly not learned in their subject. Instead, in order to argue for a questionable policy (for example, “a proactive approach to the Iranian challenge”) they repeat the empty phrases (“inheritors of an imperial tradition”) they have heard and that at first blush seemed profound. On closer examination, however, such ideas are only hollow catchphrases with no bases in scholarly history or geography. They also insult the memory of Cyrus the Great.

Professor Muhammad A. Dandamayev: Achaemenid Education System

The article below by  Muhammad A. Dandamayev on the Achaemenid Education System was first published on-line on December 15, 1997 in the Encyclopedia Iranica and Last Updated: December 9, 2011.

Kindly note that a number of pictures displayed in the article below are from Kaveh Farrokh’s lectures at the University of British Columbia’s Continuing Studies Division Stanford University’s WAIS 2006 Critical World Problems Conference Presentations on July 30-31, 2006 and Farrokh’s textbook  Shadows in the Desert: Ancient Persia at War-Персы: Армия великих царей-سایه‌های صحرا-).

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Little is known of the training of children during the Achaemenid period. In two Elamite documents from Persepolis drafted in the 23rd regal year of Darius the Great (499 B.C.E.) “Persian boys (who) are copying texts” are mentioned (Hallock, nos. 871, 1137); the texts in question are records of the issue of grain to twenty-nine individuals and wine to sixteen. It is possible that the boys were learning Persian cuneiform script, which was probably known only to a few scribes, as it was used mainly for royal triumphal inscriptions. Most of nobles and highly placed Persian civil servants were literate, and writing played part in standard Persian education. The Persians also used foreign scribes (writing chiefly in Aramaic) in the state chancery.

Stylus The oldest known “Pen” or Stylus (discovered in Bondul Tepe, Fars province, Iran), dated to the Middle Elamite era (c.1550-1000 BCE). This was used for inscribing mud tablets (Source: CAIS).

Greek sources provide some idea of typical Persian education. According to Herodotus, Persian boys were not allowed into the presence of their fathers until the age of five years; until then they lived among the women. From ages five to twenty years they were trained in horsemanship, swordsmanship, archery, and telling the truth (Herodotus, 1.136). Persians regarded lying as the worst of offenses, whereas prowess in arms was the mark of manliness. Xenophon wrote in Cyropaedia that until the age of sixteen or seventeen years the sons of Persian nobles were brought up at the royal court, practicing riding, archery, throwing the spear, and hunting.

cyrus-cylinder-New[Click to Enlarge] The Cyrus Cylinder (The British Museum)

The ancient Persians were also instructed in justice, obedience, endurance, and self-restraint (1.2.2-12, 7.5.86, 8.6.10; cf. idem, Anabasis 1.9.2-6; Strabo, 15.3.18). Clearly, apart from ethical guidance, the aim of Persian education was to produce efficient soldiers. This conclusion is confirmed by the tomb inscription of Darius the Great:

Trained am I both with hands and with feet. As a horseman I am a good horseman. As a bowman I am a good bowman both afoot and on horseback. As a spearman I am a good spearman both afoot and on horseback” (DNb 40-45; Kent, Old Persian, pp. 139-40).

In Alcibiades (attributed to Plato, 1.120-23) it is noted that Persian princes were assigned at the age of fourteen years to four eminent Persians, called respectively the “wisest,” “most just,” “most temperate,” and “bravest,” who tutored them in the worship of the gods, government, temperance, and courage respectively. Plutarch (Artaxerxes 3.3) mentioned a priest who taught “the wisdom of the Magi” to Cyrus the Younger (q.v. vi).

cyropaedia-thomas-jefferson-copyThomas Jefferson’s copy of the Cyropaedia (Picture Source:  Angelina Perri Birney). Like many of the founding fathers and those who wrote the US Constitution, President Jefferson regularly consulted the Cyropedia – an encyclopedia written by the ancient Greeks about Cyrus the Great. The two personal copies of Thomas Jefferson’s Cyropaedia are in the US Library of Congress in Washington DC. Thomas Jefferson’s initials “TJ” are seen clearly engraved at the bottom of each page.

There is practically no information on education in the eastern satrapies of the Achaemenid empire, but the evidence for Babylonia and Egypt, where traditional educational systems continued under Persian rule, is extensive. In both provinces formal education was restricted to boys. Reading and writing, as well as some grammar, mathematics, and astronomy, were taught in scribal schools. In Achaemenid Babylonia literacy also was widespread among the non-Iranian population; scribes were numerous and included the sons of shepherds, fishermen, weavers, and the like. Many school texts have survived from Mesopotamia. They include Sumerian-Babylonian dictionaries, tablets with cuneiform signs, and collections of examples of grammatical usage and exercises (Oppenheim, pp. 244-49). The literacy rate was even higher among the Achaemenid military colonists in Elephantine in Egypt (qq.v.), where witnesses to contracts in Aramaic usually signed their own names (Naveh, p. 22). Darius I ordered the restoration of the medical school at Sais in Egypt. It seems, however, that among the Egyptians education remained the privilege of the nobility: The Egyptian dignitary Ujahorresne declared that there were no children of “nobodies” among the students in this medical school (Posener, pp. 1-2, 22).

Bibliography

Boyce, Zoroastrianism II, pp. 181, 212-13, 261.

R. T. Hallock, Persepolis Fortification Tablets, Chicago, 1969.

S. W. Hirsch, The Friendship of the Barbarians. Xenophon and the Persian Empire, Hanover, N.H., 1985, pp. 85-87.

J. Naveh, The Development of the Aramaic Script, The Israel Academy of Sciences and Humanities, Proceedings 5/1, Jerusalem, 1970.

A. L. Oppenheim, Ancient Mesopotamia. Portrait of a Dead Civilization, Chicago, 1977.

G. Posener, La premieàre domination perse en Égypte, Cairo, 1936.