Persian Heritage Journal article: The “Clash of Civilizations” Paradigm

The Persian Heritage Journal has published an article by Kaveh Farrokh and Javier Sánchez Gracia:

Farrokh, K., & Gracia, J.S. (2017). The “Clash of Civilizations” paradigm and the portrayal of the “Other”. Persian Heritage, 85, pp.12-14.

Spanish historian Dr. Javier Sánchez Gracia of the University of Zaragoza during the book signing of his recent text “Imperios de las Arenas: Roma y Persia Frente a Frente” (Empires at the sand: Rome and Persia Face to Face). The book signing above occurred during the “Feria del Libro de Zaragoza” book fair in Zaragoza, Spain on April 23, 2017.

As averred to in the initial parts of the Farrokh-Gracia article (page 12):

It was the late Professor Samuel Huntington (1927-2008) whose New York Times Bestseller “The Clash of Civilizations and the Remaking of World Order” proposed two main premises: (1) that all wars are the result of a “Clash of Civilizations” and that (2) there has been a hostile long-term “East (mainly “Islamic” & “Middle East”) vs. West” dynamic. Bernard Lewis, who first coined the “Clash of Civilizations” myth in his article “The Roots of Muslim Rage” (penned for the September 1990 issue of the Atlantic Monthly) defined the dynamic as thus: the “Islamic World” (itself a simplistic concept) has been at war with the “West” for centuries.”

[Right] Professor Bernard Lewis, original architect of the “Clash of Civilizations” thesis (Source: The Commentator); [Left] The late Professor Samuel Huntington (1927-2008) at the Annual World Economic Forum, Davos, 2008 (Source: Public Domain; Logo “Clash of Civilizations”: Fabius Maximus). Huntington adopted Lewis’ thesis by claiming that (1) the “East” and the “West” have always been isolated from one another (with no civilization links) and that (2) East-West relations have always been only characterized by war and hostility throughout history.

As cited in the Farrokh-Gracia article (page 13) note that the “Clash of Civilizations” myth has resurrected a …

“… racial image … and … transferred this to the Ancient World to justify it. So, for example the late John Philippe Rushton of the University of Western Ontario, produced volumes of studies claiming to have proven that persons of “whiter” complexion (and Chinese descent) are more intelligent than persons with darker complexion. Despite the fact that the scientific validity of Rushdon’s studies have been seriously questioned by top international experts in the field of intelligence studies, Eurocentrist and racialist activists continue to cite his works. What is significant is how works such as those of Rushdon are used by Eurocentrists to promote the “Clash of Civilizations” myth.”

The late Canadian (British-born) Psychology Professor John Philippe Rushton (1943-2012) (Source: SPLC) who claimed to have found “scientific” evidence linking complexion and intelligence. His viewpoint was duly expressed at the 2000 American Renaissance conference (cited in the SPLC – Southern Poverty Law Centre) “Whites have, on average, more neurons and cranial size than blacks… Blacks have an advantage in sport because they have narrower hips — but they have narrower hips because they have smaller brains.” In practice, mainstream scientists, intelligence experts, neurologists and academics overwhelmingly reject the late Rushton’s claims, however Eurocentrists who believe in the “Clash of Civilizations” continue to cite his (unsubstantiated) claims. For more on the late professor’s views visit the Southern Poverty Law Centre website …

As noted in the Farrokh-Gracia article (page 13):

There are also several positive references to ancient Iran in the Classical sources, such the role of Cyrus the Great in his governance and especially religious and cultural freedoms. Eurocentrists … made a point at dismissing all ancient sources citing Cyrus in a favorable light as “ancient propaganda” … claiming that the “East” (ergo: Persia) had no contributory role [in the evolution of human rights] … when in effect ancient Greece (and the later Roman Empire) were influenced by several innovations in Persia such as the postal system and Royal road, aqueduct systems, the water wheel, etc. Put simply: the “West” and “East” have mutually influenced each other in highly constructive ways over the millennia in the fields of arts, architecture, technology, communications, theology and mythology, and culture. This information exposes the fraudulent nature of the Eurocentrist “Clash” myth

“Clash of Civilizations”? One of the lecture slides from Kaveh Farrokh’s Fall 2014 course at the University of British Columbia Continuing Studies Division “The Silk Route: Origins and History [UP 829]”. The slide above – Left: Reconstruction of a European Renaissance Lute; Right: Moor and European play their respective Oud-Lutes in harmony (from the Cantingas of Alfonso el Sabio, 1200s CE) – note that Oud-Lutes were derived from the Iranian Barbat and Tanbur originating in pre-Islamic Persia.”

For more on links between “East and West” download the following in

Farrokh, K. (2016). An Overview of the Artistic, Architectural, Engineering and Culinary exchanges between Ancient Iran and the Greco-Roman World. AGON: Rivista Internazionale di Studi Culturali, Linguistici e Letterari, No.7, pp.64-124.

PhD Dissertation by Sheda Vasseqhi (University of New England; academic supervision team Academic advising Team: Marylin Newell, Laura Bertonazzi, Kaveh Farrokh): Positioning Of Iran And Iranians In Origins Of Western Civilization.– see also News Release …

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 …)

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 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.

Education in the Parthian and Sassanian Empires

The article below by Ahmad Tafazzoli entitled Education in the Parthian and Sassanian Empires” was originally published in the Encyclopedia Iranica on December 15, 1997 and last updated on December 9, 2011. The article is also available in print (Vol. VIII, Fasc. 2, pp. 179-180).

Kindly note that the pictures/illustrations and accompanying descriptions of these inserted below do not appear in the original Encyclopedia Iranica posting.


No concrete evidence on education in Parthian times has survived. It may be postulated, however, that it was similar to education in the Sasanian period. Information about the latter period is confined mainly to education of princes, the nobility, the clergy, and administrative secretaries (dabīrs). Most peasants were illiterate, but most urban merchants were probably acquainted at least with writing and calculation (Christensen, Iran Sass., p. 416).

The required education for a child of a noble or an upper-class family is described in the Pahlavi treatise Xusraw ud Rēdag (Pahlavi Texts, ed. Jamasp-Asana, pp. 27-38): writing, religious instruction, physical education, and training in courtly arts. A noble child would begin attending school (fra-hangestān) at the “proper age,” between five and seven years (Wizīrkard, p. 177; cf. Ṭabarī, I, pp. 815, 855: Ardašīr at seven years, Bahrām V at five years) and would have completed general training and religious studies by the age of fifteen years (Andarz ī Pōryōtkēšān, par. 1; Pahlavi Texts, ed. Jamasp-Asana, p. 41). At school he would learn to write and would memorize the yašts, Hādōxt, Bayān Yasn, and Vidēvdād, the same training provided for a future hērbed (religious teacher). In addition, he would listen to the Zand, the Pahlavi translation of the Avesta. Astrology was also part of the curriculum (Xusraw ud Rēdag,pars. 8-10, 14). The education of a certain Mihrām-Gušnasp, son of a noble Sasanian family who later converted to Christianity and was martyred, was similar. He was said to have been initiated into Middle Persian literature and the Zoroastrian religion at an early age. He could recite the yašts and hold the barsom at the age of seven years (Hoffmann, p. 94; Christensen, Iran Sass., pp. 413-14). According to Abū Manṣūr Ṯaʿālebī (Ḡorar, p. 712), Šīrōya (later Kavad II, r. 628 C.E.) read Kalīla wa Demna at school.

1-Avestan Literature

A copy of the Avestan Videvdad Sadeh with illustrations housed at the British Library (RSPA 230, ff. 151v–152r) (Source: Maia Atlantis). The text above was originally copied in 1647 in Yazd, Iran.

The account of the education of Dārāb given in the Šāh-nāma (Moscow, VI, pp. 359-60, vv. 93-103; cf. Ṯaʿālebī, Ḡorar, p. 394; cf. Xusraw ud Rēdag, pars. 11-12) probably reflects Sasanian norms: He first learned the Avesta and Zand and was then trained in riding, archery, polo, and the military arts. It was customary to entrust the education of a prince, especially a crown prince, to a tutor, in some instances far from the court. For example, at the end of the Arsacid period Bābak sent Ardašīr (224-40) at the age of seven years to the argbed Tīrī, who was probably commander of the fortress of Dārābgerd (see DĀRĀB ii), to be educated (Ṭabarī, I, p. 815; Balʿamī, ed. Bahār, p. 876). Writing (dibīrīh), riding (aswārīh), and other skills were parts of his education (Kār-nāmag, ed. Antia, chap. II, p. 5 par. 4). Ardašīr himself, while at the court of the last Arsacid king, Ardavān (see ARTABANUS), had trained princes in horsemanship and hunting (Ṯaʿālebī, Ḡorar, p. 475). Bahrām V (Bahrām Gōr; 421-39), whose education was said to have been entrusted to Monḏer, Arab ruler of Ḥīra in Mesopotamia, was instructed by various tutors (moʾaddeb) in writing, archery, riding, and law. His general education is reported to have finished at the age of twelve years, after which he continued training in archery and riding until he attained mastery (Ṭabarī, I, pp. 855-57; Meskawayh, pp. 78-79; Dīnavarī, ed. Guirgass, p. 53; Ṯaʿālebī, Ḡorar, p. 541; Šāh-nāma, Moscow, VII, pp. 270-71; Balʿamī, ed. Bahār, pp. 929-30).

A noble education also involved learning to play musical instruments and sing, games like chess and backgammon, and general information about wines, flowers, women, and riding animals (Xusraw ud Rēdag, pars. 13, 15, 57-58, 62-63, 66, 69-93, 96, 99-100). When Ardašīr was relegated by Ardavān to service in the royal stable, he reportedly amused himself by playing the lute (ṭanbūr) and singing (srōd-wāzīg; Kār-nāmag, ed. Antia, chap. 3, p. 11 par. 2; cf. Šāh-nāma, ed. Khaleghi, II, p. 30, VI, p. 178, about Rostam and Esfandīār respectively).

2-Goddess Chista

An artistic interpretation of the ancient Iranian Goddess of knowledge and science, Cheesta (Source: Mojarradat). The Avesta makes clear that women are equal to men in receiving education: there is a reference for example to the worship of frauuaṣ̌is (choices) of aēθrapaitinąm aēθriianąm narąm nāirinąm (teachers, of students—male [and] female) (Y. 26.7).

Ferdowsī’s description of the education of Prince Sīāvaš by Rostam in Zābol provides a model of princely education in Sasanian and probably Parthian times as well. The prince was not only trained in horsemanship, archery, hunting, and the arts of war but also learned social etiquette, ceremonial rites, conduct on festive occasions, and delivery of orations. The results of his education were later apparent in the skills in archery, polo, and hunting that he exhibited when he lived at the court of Afrāsīāb (Šāh-nāma, ed. Khaleghi, II, pp. 207, 289-94).

There is some evidence that in the Sasanian period women attended school, at least for general religious studies, though probably in relatively small numbers (Kotwal and Kreyenbroek, pp. 18, 38, 43); the main part of their training, however, consisted of domestic skills learned at home (Dēnkard, ed. Madan, I, p. 935; Christensen, Iran Sass., p. 418). There is one piece of evidence suggesting that some women were well versed in Sasanian civil law (Bartholomae, p. 35; Christensen, Iran Sass., p. 418).

Three terms for “school” are attested in Pahlavi books: frahangestān, lit., “place of education” (Xusraw ud Rēdag, par. 8; Kār-nāmag, ed. Antia, chap. 2, p. 8 par. 21); dibīrestān, probably a school for training scribes and secretaries (Andarz ī Ādurbād, pars. 58, 129, in Pahlavi Texts, ed. Jamasp-Asana, pp. 63, 69; Xwēškārīh ī Rēdagān, pars. 1, 3, 5, 23, in Junker, pp. 15, 16, 20; Sad dar naṯr, chap. 51, p. 37); and hērbedestān, evidently a school for religious studies (Andarz ī Pōryōtkēšān, par. 8, in Pahlavi Texts, ed. Jamasp-Asana, p. 43; Andarz ō kōdakān, par. 25, in Junker, p. 20). The general term for “teacher” was hammōzgār, for “religious teacher” hērbed, and for “instructor” frahangbed (Dēnkard, ed. Madan, pp. 274, 757; cf. Ṭabarī, I, p. 1063: moʾaddeb al-asāwera “instructor of horsemen”).

3-Yasna-Yazd 1630

A newly discovered Yasna manuscript announced on the Bibliographia Iranica on June 26, 2015 by Shervin Farridnejad (Source: Bibliographia Iranica). This discovery was first announced by Dr. Saloume Gholami on Facebook. Professor Alberto Cantera and his colleagues at the Avestan Digital Archive (ADA) project have been working to publish the manuscript and make it available for public access. This manuscript originally belongs to the Dinyar family of Yazd, Iran and has been dated to c. 1630.

The sources provide scanty information on educational methods. In two Pahlavi treatises (Xwēškārīh ī Rēdagān and Andarz ō kōdakān) that have survived in Pāzand, the duties of boys at school, at home, and on the way from home to school are described (Junker, pp. 15-21). Physical punishment was administered at school (cf. Zādspram, chap. 27, p. 97 par. 8; Pahlavi Texts, ed. Jamasp-Asana, p. 130, par. 9, where beating with a very long stick is mentioned).


(For cited works not found in this bibliography and abbreviations found here, see “Short References.”)

C. Bartholomae, Zum sassanidischen Recht IV, Sb. der Heidelberger Akademie der Wissenschaften 13, Heidelberg, 1922/5.

G. Hoffmann, Auszüge aus syrischen Akten persischer Märtyrer, Leipzig, 1880.

H. F. J. Junker, ed., Ein mittelpersisches Schulgespräch, Sb. der Heidelberger Akademie der Wissenschaften 3/15, Heidelberg, 1912.

F. M. Kotwal and P. Kreyen-broek, The Hērbedestān and Nērangestān I, Paris, 1992.

Meskawayh, Tajāreb al-omam I, ed. A. Emāmī, Tehran, 1366 Š/1987.

Sad dar naṯr, ed. B. N. Dhabhar, Bombay, 1909. Wizīrkard ī dēnīg, ed. P. Sanjana, Bombay, 1848.

Piece of carved wood suggests Persian taught maths in Japan 1,000 years ago

The report posted below on October 6, 2016 by Gabriel Samuel of Britain’s Independent newspaper was first released by the Japan Times on October 5, 2016.

Kindly note that excepting the first image, all other images and accompanying descriptions are from Kaveh Farrokh’s Fall 2014 course on the Silk Route at the University of British Columbia.


The piece of wood was discovered in the 1960s but as only now been fully analysed Nara National Research Institute for Cultural Properties.

Archaeologists have unearthed a piece of wood revealing ancient Japan was a “cosmopolitan” nation “where foreigners were treated equally”, including details of one Persian man teaching maths more than a millennium ago.


Scientists analysed carvings on the wood using infrared imaging technology, which appeared to name a Persian lecturer who worked at a facility where government ministers were trained in the former Japanese capital of Nara.

Previous discoveries have revealed Japan had direct trade links with Persia as early as 600AD, but this is the first time it has been suggested a Middle Eastern official may have been employed in the country at that time.


Sassanian influences upon Japanese arts: the case of the metalwork plate of Shapur II hunting lions (Hermitage Museum, St. Petersburg – Inv. S-253) and motif-parallels in Japanese textile arts (Source: Fall 2014 course on the Silk Route at the University of British Columbia).

Akirhiro Watanabe of the Nara National Research Institute for Cultural Properties, who led the survey, suggested the man was likely to have taught mathematics due to Persia’s renowned expertise in the subject. As noted by Watanabe to the Japan Times:

Although earlier studies have suggested there were exchanges with Persia as early as the 7th century, this is the first time a person as far away as Persia was known to have worked in Japan… This suggests Nara was a cosmopolitan city where foreigners were treated equally”.

Throughout the 17th century, thousands of Persian merchants were known to travel to the city of Nagasaki for the purposes of trade, but it is now believed the ties between the two countries date back far earlier.


Sassanian and Soghdian merchants were actively trading with China, a process that led to Iranian links with ancient Korea and Japan (Source: Fall 2014 course on the Silk Route at the University of British Columbia).

Nara was the capital of Japan between 710 and 784, before it was shifted to Kyoto and later to present-day Tokyo.

A vast ancient tomb with colourful painted murals opened to the public at a museum in the Nara Prefecture last week, another impressive find by the local archaeological surveying team.

Last month, archaeologists were left baffled by the remarkable discovery of ancient Roman coins while excavating the ruins of Katsuren Castle on Okinawa Island recently.

The four copper coins were originally thought to be a hoax before their true provenance was revealed through detailed scanning.