Basic Mathematics

Author(s): L C Jain
Publisher: Rajasthan Prakrit Bharti Sansthan Jaipur

Page 67

CHAPTER 6.
TRANSMISSION AND INFLUENCE
In view of the earlier material, a study into the transmissions and influences of mathematical knowledge, in harmonious phases, between ancient, medieval civilization and Jaina School may be pursued. The period between the-5th century and +5th century is regarded as a dark period in history of Indian mathematics, although the wave of search and effect of the truth, non-violence and work rights appears to be in full swing throughout the world.
The neighbourhood of the Christian era brought with it a scientific awakening through an unprecedented mathematical abstraction at several centres of the world, simultaneously, in the sense, that similar ideas travelled to diametrically opposite parts of the world in an incredibly short span of time. 111
(a) Problem
The problem, therefore, is concerned with that of origination of a few sources as well as that of the connecting links which joined the mathematicoscientific world through some motivation. Indians developed their philosophies for motivating Satyam Sivam Sundaram, and the Jainas developed their Karma theory for its mathematical study. The set theoretic approach was adopted, and the functional or otherwise structures were allotted measures in symbols through a cosmographic geometry. 112
(b) Egypt and Jaina School
The question arises, what did the Greeks learn from the prevalent dead mathematics of the Egyptians (in c.-5th century)? Waerden113 opines that the Greeks might have learnt their method of multiplication and calculus of fractions. This calculus, however, could not be a basis for
Cf. Needham and Ling, Op. cit, vol. I, 1954, Cambridge, pp. 153-55, & vol. 111. 1959, p, 146 et seq.
112. Cf. T. P., op. cit.
113. Cf. Science Awakening, op. cit.
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