The Windmill and the Contribution of Persia

The article below is based on an excerpt from Kaveh Farrokh’s second text “Shadows in the Desert: Ancient Persia at War” (2007, Chapter 19: The Legacy of Persia after the Islamic Conquests, pages 280-281). For more on these topics, readers may consult the following link: Learning, Science, Knowledge, technology and Medicine

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The first water pumps and grain mills powered by wind-sails originated in modern northwest Iran in (circa) 6th -7th centuries CE during the late Sassanian era.

Model of an Iranian windmill housed in the German Museum in Munich (Source: Saupreiß in Allaboutlean.com).

The origins of the first wind-powered machine concept is attributed to Heron (10-70 CE), a Greek inventor who first built this device in his workshop in Roman-ruled Egypt. Heron’s design of the shaft and rotating blades were placed at the horizontal position.

Portrait of Heron as he appears in a 1688 German book translation of Heron’s “Pneumatics” (Source: Public Domain).

The Heron machine however never advanced beyond the prototype he had designed, as the Romans never exploited this for generating power or for agriculture. The Iranians however knew of this technology, thanks in part to the Sassanian Empire’s efforts to protect and preserve Greek scholarship and knowledge (see Jundishapur University)

Short video of an ancient windmill in Iran that remains operational to this day (Source: Youtube).

By the late Sassanian era the first true windmill had appeared in the northeastern regions of the Sassanian Empire (modern Khorasan and west Afghanistan). Modern scholarship is in agreement that Iranian engineers had completely re-designed Heron’s original machine for applied purposes. They had achieved this by inverting the shaft that held the blades, toward an upright position. The re-designed shaft and rotating blades were installed inside a mud-brick encased tower. This structure in turn had “air ducts” allowing for the air to enter and rotate the blades housed inside of it. The “sails” or “blades” were built of a very strong fabric – there were up to twelve of these inside each of these “towers” or structures. This new technology had been initially designed as a corn-mill.

Drawing of a Chinese windmill based on technology imported from Persia (Source: Carl von Canstein in GNU.org).

The Arabian conquests of the Sassanian Empire soon led the Caliphates to adopt the new windmill technology from the Iranians. By the 9th century CE, this technology had spread throughout the Caliphate’s realms and also eastwards into India, reaching China by the 13th century CE.

The Bidston windmill in Great Britain (Source: Fractal Angel in Geograph.org).

The Iranian windmill design appears to have reached Arab-ruled Spain as well, and later the British Isles by 1137 CE. It was the British (not the Dutch as is conventionally assumed), who effected significant changes to the original Iranian design. The British genius was in their combination of both the Greek (Heron) and Iranian (late Sassanian) technologies. The British post-mill had two axes of rotation:

(1) A vertical shaft for horizontal rotation allowing for the entire structure to be now rotated for harnessing the wind

(2) A horizontal shaft for vertical rotation of the sails (based on Heron’s original concept)

A Dutch windmill overlooking tulips (Source: win4000.com).

The British adaptation of the Iranian windmill soon spread across continental Europe all the way to Greece and the Aegean Sea. Europeans made other designs such as the smock mill and tower mill. The famous modern-day Dutch windmill can trace its ancestry to English, Iranian and Greek origins.

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

Is there really a “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 Academia.edu:

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 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.

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.”

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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.

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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.

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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.