Tag Archives: Historical Education

Ethnically Turanian Safavids & Culturally Iranian Ottomans: two identical empires that mirrored one another

Pre-publication of chapter XXVII of my forthcoming book “Turkey is Iran and Iran is Turkey – 2500 Years of indivisible Turanian – Iranian Civilization distorted and estranged by Anglo-French Orientalists”; chapters XXVII, XXVIII, XXIX, XXX, XXXI and XXXII form Part Eleven (How and why the Ottomans, the Safavids and the Mughals failed) of the book, which is made of 12 parts and 33 chapters.  

Until now, 16 chapters have been uploaded as partly pre-publication of the book; the present chapter is therefore the 17th (out of 33). At the end of the present pre-publication, the entire Table of Contents is made available. Pre-published chapters are marked in blue color, and the present chapter is highlighted in gray color. 

In addition, a list of all the already pre-published chapters (with the related links) is made available at the very end, after the Table of Contents.

The book is written for the general readership with the intention to briefly highlight numerous distortions made by the racist, colonial academics of Western Europe and North America only with the help of absurd conceptualization and preposterous contextualization.

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Topkapı Palace, Ottoman Constantinople

Ali Qapu Palace, Safavid Isfahan

Western historiography enters a stage of exorbitant falsification when attempting to reconstitute the History of the Safavid dynasty of Iran (1501-1736). What stands at the forefront of the Western forgery and distortion of the History of Iran during the said period is the theory that the Safavid dynasty was ‘Shia’, and also that they ‘converted’ the Turanian population of 16th c. Iran to ‘Shia Islam’. Of course, such fictional conversion never took place, and the Safavid rulers would reject the fake division of Islam into two denominations, since they always proclaimed their Islamic authenticity and integrity, fully refuting the concept of a ‘divided Islam’.

However, this fake division is instrumental for the colonial distortion of History, because on this fallacy hinges the entire Western involvement in the Orient and the conflicts that the criminal and evil states of England, France and America generated across Afro-Eurasia. In order to fully and irreversibly embed the vicious divisive scheme of a supposedly bi-polar Islamic world revolving around two rival empires, namely the ‘Sunni’ Ottomans and the ‘Shia’ Safavids, the Western Orientalists, agents, explorers, diplomats, and statesmen invented the fallacy of the so-called “Safavid conversion of Iran to Shia Islam”.

Of course, at the time (: early 16th c.), the Western colonial powers did not have the chance to impose their false version of History on the Ottomans and the Safavids; they even had not developed Oriental studies properly speaking in their already established pernicious universities. At the time, History was in the making. The only thing that the colonial empires could do, and which they viciously did, was to frame the divisive plot and to pull their diplomatic strings in order to trigger as many Ottoman – Safavid wars as they could. The distortive interpretation and the evil misrepresentation of these facts would come later – in due course of time.

And the malignant fallacy ‘happened’ truly when it ‘should’ have; when the collapsing Ottoman and Iranian empires were eroded through colonial infiltration and evil subversion, then the colonial gangsters and the 19th c. Orientalists started carrying out the projection of the already preconceived forgery onto the Western powers’ local stooges, who by means of shameful bribery and high treason (termed as ‘scholarships for studies in Western Europe’) started diffusing pathetic nonsense and bogus-academic lies in their respective countries only to fit the needs of their masters, namely the colonial powers. At the last stage, the monstrous and murderous forgery of France and England was presented as “History” worldwide only because their colonial empires subjugated almost the entire world and imposed the racist Anglo-French intellectual-academic contamination.

So, the historical forgery that the Western academic murderers have been teaching for over two centuries in their bogus-universities as “Oriental History” is merely the coverage of their inhuman deeds, which plunged Afro-Eurasia into ceaseless local and regional wars, countless rebellions, and two world wars. But the original concept behind the inhuman diplomacy of England and France was already there at the beginning of the 16th c., when they started fallaciously calling Iran, namely a totally Turanian country, “Persia”; this was preposterous. Soon afterwards, they started also naming the Ottoman Empire “Turkey”, which is another expression of their evilness and forgery, because the Ottoman Empire was in reality the most anti-Turkic state in World History. 

No less than eight (8) times the Ottoman Empire and Safavid Iran came to war during the period of 235 years of Safavid rule over Iran. Actually, the wars started in 1514 and ended 1736 with the fall of the Safavids; of course, the historical fact of 8 wars does not mean in this case only 8 years consumed in wars! Most of these wars lasted many years. And actually, the Ottoman-Iranian wars did not end with the demise of the Safavid dynasty. Wars were resumed at the times of the Turanian Afsharid dynasty of Iran (1736-1796) and also during the period of the Turanian Qajar dynasty of Iran (1789-1925). So, from 1514 until 1823, in only 309 years, the Ottoman Empire and the Iranian Empire made eleven (11) wars one upon the other. In total, during 309 years, the two empires were engaged in wars against one another for no less than 81 years. About:

https://en.wikipedia.org/wiki/Ottoman%E2%80%93Persian_Wars

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

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

https://en.wikipedia.org/wiki/History_of_the_Russo-Turkish_wars

https://en.wikipedia.org/wiki/Russo-Persian_Wars

If one takes also into consideration the fact that both empires made many other wars with numerous neighboring empires (such as the Mughal Empire, the lately risen Russian Empire, and the Holy Roman Empire of the German Nation) and several colonial kingdoms (Spain, Portugal, France, England, etc.), one concludes easily why the two empires gradually collapsed. Furthermore, taking into account first, the diplomatically instigated and deliberately machinated twelve (12) wars between the Ottomans and the Russian Empire, which took place during a period of 350 years (1568-1918) and lasted for no less than 57 years, and second, the five (5) wars between the Iranians and the Russians, which occurred over the span of 177 years (1651-1828) and kept going for 19 years, one can plainly assess the evilness of the divisive intrigues that the Western European colonial diplomats instigated across Afro-Eurasia, and the unprecedented bloodshed that they caused.

Gate of Felicity (Bâbüssaâde), Topkapı Palace, Ottoman Constantinople

Chehel Sotoun Palace, Safavid Isfahan

Imperial Hall with the throne of the sultan, Topkapı Palace, Ottoman Constantinople

Central Hall, Chehel Sotoun Palace, Safavid Isfahan

Open recess (iwan) of the Yerevan Kiosk, Topkapı Palace, Ottoman Constantinople

Chehel Sotoun Palace, Safavid Isfahan

Scene from the Surname-ı Vehbi, located in the Topkapı palace, Ottoman Constantinople

Battle of Chaldiran (1514); Grand painting at the Chehel Sotoun Palace (despite the fact that the battle ended with Ottoman victory), Safavid Isfahan

The Third Courtyard of the Topkapı Palace in the Ottoman Constantinople, as depicted in a miniature of the Hünername, 1584

Chehel Sotoun Palace frescoes; Safavid Isfahan

Tiled room inside Harem, Topkapı palace, Ottoman Constantinople

Muqarnas of Chehel Sotoun Palace, Safavid Isfahan

Imperial Gate (Bâb-ı Hümâyûn) Topkapi Palace, Ottoman Constantinople

Paintings in the main hall of the Chehel Sotoun Palace, Safavid Isfahan

All the wars, which were machinated and instigated by the colonial English and French diplomacies, needed a sophisticated coverage, e.g. some fake reasons, which would ‘explain’ or ‘justify’ to anyone why these wars happened (or ‘had’ to happen). To be convincingly fake, these reasons were based on a total distortion of the identity of both empires, the Ottoman and the Safavid; these distorted identities, which ‘explained’ the Ottoman – Safavid wars to the average public opinion in Europe at the time, became later the vertebral column of the fallacious Western Orientalism and its entirely fake branches, namely Turkology and Iranology.

To describe the extent and the depth of the Western Orientalist fallacy, suffice it that I herewith state the following: a major topic for Turkologists to study should become the Safavid Empire of Iran as a Turanian state, because it was ethnically a Turanian Empire whereby the outright majority of the population used to speak diverse Turkic languages as their native tongues.

Similarly, a major topic for Iranologists to study should become the Ottoman Empire, because an overwhelmingly Iranian culture permeated the state to such extent that, when Mehmet II entered Constantinople on 29th May 1453 and proceeded to the Palace of the Eastern Roman Emperors, the first words that he uttered were neither in Ottoman Turkish nor in Medieval Greek nor in Arabic, but in the classical, literary language of all Turanians, i.e. in Farsi. 

The spider is curtain-bearer in the palace of Chosroes;

the owl sounds the relief in the castle of Afrasiyab.

These verses written c. 180 years before the conquest of Constantinople (1453) by the great Iranian poet Saadi (known as Saadi Shirazi, 1210-1291) reveal

– the absolutely identical nature of the Turanians and the Iranians,

– the common cultural background of all Iranian and Turanian nations, 

– key elements of the Iranian-Turanian apocalyptic and soteriological eschatology,

– the last moments of the ailing Iranian rule (Chosroes: the last major Sassanid emperor Khusraw Parvez; 570-628), and

– the Turanian revival of Iran (Afrasiyab).

(Tarih-i Ebu’l Fatih, Istanbul, 1330, p. 57)

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

Mehmed II, by uttering these verses, clearly indicated that he viewed his victory in terms of Iranian-Turanian culture and eschatology, before all the other eventual or hypothetical parameters involved in the topic (Palaeologi-Ottoman imperial family rivalry; Christian-Muslim religious conflict; Eastern Roman-Turkic ethnic quarrel; economic interests).

In fact, there should have never existed Turkology and Iranology within the context of Western Orientalism, if this unit of academic disciplines were to serve the true purpose of exploration and search for the historical truth. The reason is simple: Turan and Iran have always been an indivisible historical – cultural entity.

However, the false portrait of the Ottoman and the Safavid empires, which had been systematically produced by the 16th c. colonial powers, involved two dimensions of distortion of the reality, namely religious and ethnic. Then, 19th and 20th c. French and English academics and explorers misinterpreted the 16th c. Ottoman – Safavid wars that their countries’ duplicitous diplomats had instigated as of both, religious and ethnic, reasons; and in both cases, these scholars lied, pretty much like today’s Orientalists lie when presenting, teaching and propagating the following forgery: “Sunni Turkish Ottomans vs. Shia Persian Safavids”.    

In fact, at the beginning of the 16th c., with the exception of Eastern Iranians (namely the Tajik / Dari speaking populations), there was not one Persian ethnic alive; Iran had already been almost entirely Turanized at the ethnic-linguistic level. Farsi was a highly respected and widely used language of Literature, History, Spirituality, Art, Architecture and Culture that all the educated people felt obliged to learn in young age at the various madrasas of the cities, the towns and the villages of Iran. But in reality, Farsi was at the time a dead language like Latin in 16th c. Germany.

Only later and mainly during the 20th c., following the aggressive and extensive English involvement and the shameful colonial rule of Iran, which was carried out by local puppets, a ‘new’, systematized ‘modern education’ was imposed on all Iranians, the true, traditional Iranian History (based on Ferdowsi, Nezami Ganjavi and many other illustrious epic poets) was forcefully and calamitously replaced by the fake, materialistic, atheistic and evil Iranian ‘History’ of the Orientalists, and Farsi became obligatorily the meaningless ‘national’ language. These tasks have been completed by the pathetically ignorant, uneducated and charlatanesque soldiers, who were later called “Pahlavi dynasty shahs”.

The Universal Empire of Iran disappeared, and a fake, nationalistic, ‘Persian’ pseudo-kingdom was established only to implement the ensuing culturally anti-Iranian and ethnically anti-Turanian, nationalist tyranny. It was a villainous Freemasonic plot and eschatological conspiracy against Iran, involving many ulcerous English, French, American and other enemies of Imperial Iran, who postured as ‘friends’ of ‘Persia’ or ‘admirers’ of the ‘Persian civilization’. They only wanted to fool the Iranians and to insult Iran diachronically, after the absurd and abominable example given by ancient rascals like Herodotus and Aeschylus.

While the rocambolesque and even wacky Pahlavi pseudo-dynasty was in power, the criminal English colonials prepared their substitute, namely several pseudo-theologians, who composed pathetic theoretical systems, triggered absurd religious fanaticism, and engulfed the entire Iranian nation in colonial dilemmas and utmost confusion of political nature. Farsi, as the language of the systematized Western education, was indeed revivified particularly among the incessantly increasing urban populations, who started forgetting their native tongues, notably Azeri, Turkmen and other.

During the time of the Pahlavi bogus-Iranian ‘shahs’ (1925-1979), a ‘white’, nationalist terror was imposed on the misfortunate nation; the use of other languages was strictly prohibited. However, this linguistic revival is a fake, and it looks like an awakening of the mummy. The people, who speak Farsi as a native language in today’s Iran, are of Turanian ethnic origin in their outright majority; even worse, their culture is entirely Turanian–Iranian, and their most celebrated rulers and beloved emperors are all Turanians, like Shah Isma’il I, the founder of the Safavid dynasty.

This does not mean that there are not several genuine Iranian languages spoken today in Iran by native speakers; of course, there are many: they speak Baluch, Lori, Bakhtiari, Gorani, Faili, Kalhori, Gilani, Laki, Talysh, etc. But these ethno-linguistic groups represent rather small minorities in Iran. These populations are certainly of Iranian ethnic origin, but they share the common Iranian-Turanian culture with all the populations of Turanian ethnic origin in Iran and in many other countries.

The present situation in Iran looks strange and absurd to all the local victims of the diffusion of Western propaganda of educational-academic-intellectual character; in fact, the systematic propagation of the erroneous Western notion of ‘nation’ or ‘ethnic group’ triggered only troubles and conflicts. This noxious development relates to the inhuman intellectual perversion that is called ‘Enlightenment’ in the Western world. This consists in intellectual darkness and educational paranoia that caused numerous wars over the past 250 years.

For millennia, various ethnic groups -Iranian and Turanian- speaking different languages, shared always their common culture and tradition without feeling or caring about the unsubstantiated and otherwise nonexistent, fake borders and the evil division lines that the 18th c. Western European concept of ‘nation’ produced worldwide. This historical reality of Turanian-Iranian indivisibility was irrevocable within the universal Iranian Empire, which was the supreme blessing of God and the best present that the divine world had bestowed upon Mankind.

Whatever fallacy the Western Orientalists may eventually invent and include in their often nonsensical bibliography falls apart in the light of all historical sources and texts. If the modern Western academia and intellectuals cannot understand the true reality, this is due to their degenerate minds, the advanced rottenness of their decomposed educational and social structures, and the nauseating putrefaction of their moral core.

Then, the fabrication of the fake divide “Turks vs. Persians” helped the criminal colonial powers spread divisions among the Turanians of Western, Central, Southern and Northern Asia, and the Caucasus region. The parallel creation of the fake divide “Sunni Muslims vs. Shia Muslims” was instrumental in plunging the entire Islamic world in permanent strife. Then, the combined fallacy “Sunni Turkish Ottomans vs. Shia Persian Safavids” is an explosive mixture geared to prolong and perpetuate the catastrophic division of all the populations living between the Bosporus and the Indus River Delta.

However, if they destroy the evil deeds of the local puppets of the Anglo-Saxon colonial governments, these populations could triumphantly unite in a secular super-state of ca. 450 million people and thus become the new superpower and Western Asia’s real locomotive of nations. Alternatively, if the existing colonial divisions are allowed to further exist, they can trigger new fratricidal wars among the Turks, who are culturally Iranian, and the Iranians, who are ethnically Turks.

For all the aforementioned national divisions and historical distortions to be duly presented and propagated worldwide by the Western historical forgers in a complete manner, a key point had to be invented: the supposed Safavid conversion of Iran to ‘Shia Islam’. This Orientalist fallacy hinges of the misrepresentation of the mystical Safavid Order, which founded an entire empire for themselves: the Turanian Empire of Safavid Iran.

However, the falsification of the identity and the deeds of the Safavid Order would never be successfully undertaken worldwide, if the entire Western world was not already totally confused about two totally different issues, which were systematically presented to the average people of all the Western countries as supposedly ‘one’ by their religious, academic and intellectual authorities alike: spirituality and religion.

Nevertheless, spirituality and religion are totally distinct activities of the spiritual and the material hypostases of the human being.   

Sultanahmet Square in Ottoman Constantinople: the Eastern Roman hippodrome and Obelisk of Theodosius, which was transported from Luxor

Naqsh-e Jahan Square in Safavid Isfahan

Procession of the guilds in the hippodrome as per a miniature of the Surname-i Vehbi (1582)

Naqsh-e Jahan, the imperial square in Safavid Isfahan

Blue mosque (Sultan Ahmet Camii): built between 1609 and 1617

Blue mosque, part of the interior decoration

Blue mosque, the mihrab (center) and the minbar (right)

Shah Mosque (Masjid-e Shah): built between 1611 and 1629

The winter hypostyle

The dome

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FORTHCOMING

Turkey is Iran and Iran is Turkey

2500 Years of indivisible Turanian – Iranian Civilization distorted and estranged by Anglo-French Orientalists

By Prof. Muhammet Şemsettin Gözübüyükoğlu

(Muhammad Shamsaddin Megalommatis)

TABLE OF CONTENTS

PREFACE

CONTENTS

PART ONE. INTRODUCTION

CHAPTER I: A World held Captive by the Colonial Gangsters: France, England, the US, and the Delusional History Taught in their Deceitful Universities

A. Examples of fake national names

a) Mongolia (or Mughal) and Deccan – Not India!

b) Tataria – Not Russia!

c) Romania (with the accent on the penultimate syllable) – Not Greece!

d) Kemet or Masr – Not Egypt!

e) Khazaria – not Israel!

f) Abyssinia – not Ethiopia!

B. Earlier Exchange of Messages in Turkish

C. The Preamble to My Response

CHAPTER II: Geopolitics does not exist.

CHAPTER III: Politics does not exist.

CHAPTER IV: Turkey and Iran beyond politics and geopolitics: Orientalism, conceptualization, contextualization, concealment

A. Orientalism

B. Conceptualization

C. Contextualization

D. Concealment

PART TWO. EXAMPLE OF ACADEMICALLY CONCEALED, KEY HISTORICAL TEXT

CHAPTER V: Plutarch and the diffusion of Ancient Egyptian and Iranian Religions and Cultures in Ancient Greece

PART THREE. TURKEY AND IRAN BEYOND POLITICS AND GEOPOLITICS: REJECTION OF THE ORIENTALIST, TURKOLOGIST AND IRANOLOGIST FALLACIES ABOUT ACHAEMENID HISTORY

CHAPTER VI:  The fallacy that Turkic nations were not present in the wider Mesopotamia – Anatolia region in pre-Islamic times

CHAPTER VII: The fallacious representation of Achaemenid Iran by Western Orientalists

CHAPTER VIII: The premeditated disconnection of Atropatene / Adhurbadagan from the History of Azerbaijan

CHAPTER IX: Iranian and Turanian nations in Achaemenid Iran

PART SIX. FALLACIES ABOUT THE EARLY EXPANSION OF ISLAM: THE FAKE ARABIZATION OF ISLAM

CHAPTER XVIII: Western Orientalist falsifications of Islamic History: Identification of Islam with only Hejaz at the times of the Prophet

PART ELEVEN. HOW AND WHY THE OTTOMANS, THE SAFAVIDS AND THE MUGHALS FAILED  

CHAPTER XXVIII: Spirituality, Religion & Theology: the fallacy of the Safavid conversion of Iran to ‘Shia Islam’

CHAPTER XXIX: Selim I, Ismail I, and Babur

CHAPTER XXX: The Battle of Chaldiran (1514), and how it predestined the Fall of the Islamic World

CHAPTER XXXI: Ottomans, Safavids and Mughals: victims of their sectarianism, tribalism, theology, and wrong evaluation of the colonial West

CHAPTER XXXII: Ottomans, Iranians and Mughals from Nader Shah to Kemal Ataturk

PART TWELVE. CONCLUSION

CHAPTER XXXIII: Turkey and Iran beyond politics and geopolitics: whereto?

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List of the already pre-published chapters of the book

Lines separate chapters that belong to different parts of the book.

CHAPTER X: Iranian and Turanian Religions in Pre-Islamic Iran 

https://www.academia.edu/105664696/Iranian_and_Turanian_Religions_in_Pre_Islamic_Iran

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CHAPTER XI: Alexander the Great as Iranian King of Kings, the fallacy of Hellenism, and the nonexistent Hellenistic Period

https://www.academia.edu/105386978/Alexander_the_Great_as_Iranian_King_of_Kings_the_fallacy_of_Hellenism_and_the_nonexistent_Hellenistic_Period

CHAPTER XII: Parthian Turan: an Anti-Persian dynasty

https://www.academia.edu/52541355/Parthian_Turan_an_Anti_Persian_dynasty

CHAPTER XIII: Parthian Turan and the Philhellenism of the Arsacids

https://www.academia.edu/105539884/Parthian_Turan_and_the_Philhellenism_of_the_Arsacids

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CHAPTER XIV: Arsacid & Sassanid Iran, and the wars against the Mithraic – Christian Roman Empire

https://www.academia.edu/105053815/Arsacid_and_Sassanid_Iran_and_the_wars_against_the_Mithraic_Christian_Roman_Empire

CHAPTER XV: Sassanid Iran – Turan, Kartir, Roman Empire, Christianity, Mani and Manichaeism

https://www.academia.edu/105117675/Sassanid_Iran_Turan_Kartir_Roman_Empire_Christianity_Mani_and_Manichaeism

CHAPTER XVI: Iran – Turan, Manichaeism & Islam during the Migration Period and the Early Caliphates

https://www.academia.edu/96142922/Iran_Turan_Manichaeism_and_Islam_during_the_Migration_Period_and_the_Early_Caliphates

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CHAPTER XVII: Iran–Turan and the Western, Orientalist distortions about the successful, early expansion of Islam during the 7th-8th c. CE

https://www.academia.edu/105292787/Iran_Turan_and_the_Western_Orientalist_distortions_about_the_successful_early_expansion_of_Islam_during_the_7th_8th_c_CE

CHAPTER XIX: The fake, Orientalist Arabization of Islam

https://www.academia.edu/105713891/The_fake_Orientalist_Arabization_of_Islam

CHAPTER XX: The systematic dissociation of Islam from the Ancient Oriental History

https://www.academia.edu/105565861/The_systematic_dissociation_of_Islam_from_the_Ancient_Oriental_History

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CHAPTER XXI: The fabrication of the fake divide ‘Sunni Islam vs. Shia Islam’

https://www.academia.edu/55139916/The_Fabrication_of_the_Fake_Divide_Sunni_Islam_vs_Shia_Islam_

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CHAPTER XXII: The fake Persianization of the Abbasid Caliphate

https://www.academia.edu/61193026/The_Fake_Persianization_of_the_Abbasid_Caliphate

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CHAPTER XXIII: From Ferdowsi to the Seljuk Turks, Nizam al Mulk, Nizami Ganjavi, Jalal ad-Din Rumi and Haji Bektash

https://www.academia.edu/96519269/From_Ferdowsi_to_the_Seljuk_Turks_Nizam_al_Mulk_Nizami_Ganjavi_Jalal_ad_Din_Rumi_and_Haji_Bektash

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CHAPTER XXIV: From Genghis Khan, Nasir al-Din al Tusi and Hulagu to Timur

https://www.academia.edu/104034939/From_Genghis_Khan_Nasir_al_Din_al_Tusi_and_Hulagu_to_Timur_Tamerlane_

CHAPTER XXV: Timur (Tamerlane) as a Turanian Muslim descendant of the Great Hero Manuchehr, his exploits and triumphs, and the slow rise of the Turanian Safavid Order

https://www.academia.edu/105230290/Timur_Tamerlane_as_a_Turanian_Muslim_descendant_of_the_Great_Hero_Manuchehr_his_exploits_and_triumphs_and_the_slow_rise_of_the_Turanian_Safavid_Order

CHAPTER XXVI: The Timurid Era as the Peak of the Islamic Civilization: Shah Rukh, and Ulugh Beg, the Astronomer Emperor

https://www.academia.edu/105267173/The_Timurid_Era_as_the_Peak_of_the_Islamic_Civilization_Shah_Rukh_and_Ulugh_Beg_the_Astronomer_Emperor

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Download the chapter (text only) in PDF:

Download the chapter (pictures & legends) in PDF:

Renaissance, Colonialism, Anti-Christian Western European Politics, Fake Historicity, Political Nations and Historical Education – Part II

The present article consists in a brief outlook of the nature of the diverse educational systems either in the rising and falling imperial realms or in the chaotic and worthless republics that lack sanctity, legitimacy, and humanity. Here you will find its second part. For the first part, go there:

and

https://www.academia.edu/46845737/Secular_Education_Oriental_Empires_Cultural_Nations_Spirituality_Religion_and_Theology_down_to_Renaissance_Part_I

XI. Renaissance Education: the pseudo-Christian doctrine that caused all the Colonial Crimes

Contrarily to what happened in the Antiquity, during the Christian times, and across the Islamic world, Education in Western Europe, starting with Renaissance (15th c.), became the tool of a new, rising social class against the then ruling Christian clerics, feudal lords, and monarchs. As a matter of fact, Western Europe was always a multi-divided world whereby, after the termination of the Constantinopolitan popes (752 CE), the fake Christian authority was continually challenged by the surviving sects and underground groups of ‘heretics’, namely the Arians, the Christian Gnostics, the Paulicians, the Bogomils, the Manicheans, the Cathars, the Templars and many others.

King Peter I of Macedonia (927-969) known as Pop Bogomil
The Cross of the Cathars
Burning the Knights Templar: a critical page of the barbarian European History
Knights Templar Playing Chess 1283
Knights Templar
The Pansophia tree of the Rosicrucian Order, 1604
Physica Metaphysica et Hyperphisica: a legendary Rosicrucian treatise of the 18th c.
Paracelsus’ Aurora thesaurusque philosophorum 1577

After having kept people far from education, the Renaissance popes, while expecting an overwhelming educational-intellectual challenge from their opponents, decided to create their own system of fallacious education, counterfeit intellect, and distorted science. This is what they had prepared for long, gathering and translating Islamic scientific manuscripts through contacts with either Omayyad Andalusia or Abbasid Baghdad or the Eastern Roman Empire. Renaissance and colonization of the rest of the world go hand in hand. In fact, colonization was the means by which the pseudo-popes of Rome diffused their fallacy, deception, and delusion worldwide.

The School of Athens by Raffaello: example of delusional Art and Fake History that epitomizes the entire Renaissance

Education in the multi-divided post-Renaissance societies of Modern Times is the supreme form of human slavery. Contrarily to the educational systems that existed throughout the ages, the modern world’s delusional and warlike education was geared to produce deceitfully educated slaves. The conquistadores were indeed slaves, who after having learned a forged History, after having studied fallacious sciences, and after having been intoxicated with narratives about their fake-Christian faith, with the delusion of the white supremacy, with the falsehood of European civilization, and with exorbitant hatred of the other nations, notably the Muslims, sailed overseas to conquer the world and enslave all the other nations for the sake of their own masters.

Cholula Massacre by Cortes in Mexico: exclusively due to the racist paranoia, delusional world view, and fake History of Renaissance
The criminal Western Europeans: the ‘conquistadores’ colonials
Cortes, the Conquest of Mexico, the destruction of the Aztec Empire: a crime against the Mankind, due to the evil theories, world view, and education of Renaissance
The Fall of Tenochtitlan
Pizarro and Atahualpa: the destruction of the Inca Empire triggered an enormous bloodshed for which the criminal pseudo-Christian gangsters of Vatican and Spain will certainly be detrimentally punished.
European barbarians and their evil deeds
The massacre undertaken by the Spaniards during the Toxcatl Festival
Evil European barbarians enjoy the spectacle during one of the many thousands of massacres that they committed and for which they will pay with their ultimate extermination.

The educational system of the Western European colonial powers was thus fully weaponized and, instead of being used to unify human societies in freedom, it served to unify all the nations of the world in slavery. It was a worse indoctrination, but since it did not involve a religion or theology as foundation, it did not produce a doctrinal culture but a radical fanaticism, endless wars, and internal strives. Within such an environment it was only a matter of time for the conquistadores’ ancestral culture to get decomposed and for them to stay with no culture at all. The same happened of course worldwide, because the colonial gangsters diffused and imposed the conditions of their slavery, the elements of their counterfeit education, and their lawless laws across all continents. 

XII. Incompatibility of Spirituality, Religion and Human Culture with Western European Politics and Colonialism

Following the devious Western European theoretical systems of Classicism and Enlightenment and the ensuing changes in the systems of governance that took place in America and France, Education played a pivotal role in the formation of what we call ‘modern states’, which are genuinely failed structures from the first moment of their inception.

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The totally delusional perception of the Ancient Hebrews, Greeks, and Romans by Modern Europeans: the example offered by Nicholas Poussin’s paintings

Nicolas Poussin, The Adoration of the Golden Calf
Nicolas Poussin, Landscape with Saint John on Patmos
Nicolas Poussin, Apollo and the Muses
Nicolas Poussin, Dance to the Music of Time
Nicolas Poussin, Et In Arcadia Ego
Nicholas Poussin, Blind Orion searching for the Rising Sun

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The godless religions that are revealed through the lines of the constitutional documents of the new states demonstrate clearly that the erroneous selection (by devious Western Europeans) of a system of governance, which had already failed in Ancient Greece and Rome, namely the ‘politics’, could never generate a successful social organization and secure effective governance for these states. For a very good reason: politics is a system suitable for cities-states (‘polis’ in Ancient Greek means ‘city’).

Cesare Maccari, Cicero denounces Catiline – 1888: the evilness of the public debates and unholy deliberations is a curse and an anathema for the Mankind.

One could argue that the system is good only for countries with up to 50000 people, but still we have full historical proof that those states failed already in the Antiquity. In addition, politics in Ancient Greece and Rome involved discrimination against the women and the slaves, whereas in the Ancient Oriental empires there were no slaves and women were not discriminated. In fact, ‘politics’ is synonym for discrimination, racism, evilness, and it cannot happen otherwise. The inhumanity of politics cannot be mitigated in any manner, anytime anywhere and under any circumstances whatsoever.

Politics is the foundation of every racism. Politics without racism simply do not exist.

Politics is not suitable for either a city-state or a bigger country; as system of governance, politics is an insult against any religion of any nation, not because in Ancient Greece or Rome the local politics were unrelated to religion, but because politics is tantamount to lewdness, insolence and blasphemy. Ancient empires, Christian kingdoms, and Islamic caliphates had no politics; this was so because of the moral standards of those societies whereby people valued the sanctity of human life and the transcendentally ensured social order.

Oljaitu, the Ilkhanid Turanian Emperor of Iran (1304-1316), was also known as Muhammad Khoda-bandeh: he offers a splendid example (one of the many existing) of secular governance of an Islamic state. He was born Buddhist to a Nestorian Christian Mongolian mother, he became Christian, and then adhered to Islam. Religion is not compulsory according to the Quran, and therefore Shariah is only a matter of recommendation and advice.

XIII. Politics is unrelated to Secularism

Politics does not mean secularism; politics is tantamount to Satanism. There have been many secular empires, kingdoms, caliphates, khanates and sultanates throughout History. Accepting the existence spiritual world is a human quality. Spirituality is fully compatible with secular social life; theology is not. Secularism guarantees the personal communication of the human or a group of humans with the divine world. Theology brings about the end of the religion, because theologians cannot fathom the spiritual universe and therefore eliminate transcendence by means of verbosity, formality, rationality, doctrinal rhetoric, and governmental tyranny. In fact, politics and theology are the two faces of the same coin: that of Satan.

The evilness of politics was early noticed in the cursed city of Athens before 2400 years, when in 415 BCE Alcibiades and his blasphemous supporters cut the heads of the Hermae statues. Hiding this fact from people worldwide, the sacrilegious gangsters, who tyrannize the modern world, did not have any other target in their useless heads than the Satanization of the Mankind.

Consequently, Education within a modern state governed by politics consists in a sheer indoctrination system, which helps tyrannically impose the vicious dogmas that nonsensical ‘theoreticians’, ‘philosophers’, ‘intellectuals’ and ‘ideologists’ composed on the basis of their ignorance and mental perversion. Since Ancient Greece was the terrain of “division in society, disunity among the various tribes, and clash among the various philosophers”, it is only normal that Ancient Greece -projected onto Modern European and North American societies through the disreputable works of 18th – 20th c. philosophers and academics and through their inclusion in Modern Education- brought about the revival of all the divisions, the disunity, the dissensions, the clashes and the civil wars that had happened in the past three centuries.

The aforementioned chaotic situation of Western European and North American politics was diffused / imposed worldwide by means of Western colonialism. In striking contrast with what Western academia and intellectuals propagate, the worst aspects of Western colonialism are neither the economic exploitation of the colonized nations, nor the military warfare, arms sales, and the ensuing bloodbath, nor the local governance by means of corrupt politics. In fact, the most vicious aspects of the Western colonization of the entire world are its academic, intellectual, scientific, educational, ideological, behavioral, and cultural dimensions.

XIV. Politics, Colonization, Nationalism, Political Nation, Fake History, and Education

The modern, distorted connotation of the word ‘nation’, which originates from the sphere of Western politics, and its subsequent diffusion worldwide were put in relief because of the forged History that the colonial academia elaborated for all the nations of the world. Historical nations were thus turned to ‘political nations’ that have nothing in common with true History as described in all the historical texts and sources. ‘Political nations’ are delusional entities that never existed in real History; their pathetic nationalisms only reflect the dogma of the prefabricated local ‘National History’, which is taught in the fallacious educational system of the colonial puppet-countries as per the colonial guidance of the local pseudo-professors, bogus-intellectuals, and bribed journalists.

The colonial puppets at the local level study in the colonial metropolises only to return back home and diffuse the disastrous politics, the calamitous economics, and the fake History that they studied in France, England, America, etc., only to cause further damage to their lands by implementing the colonial plan in every dimension and on every occasion. As per the local, regional and worldwide needs of the colonial regimes, the various fake nationalisms, based on the local educational systems and their absurd and ludicrous contents, generate fallacious visions of a fictional past and of otherwise nonexistent glories, paranoid theories in support of these visions, delusional concepts, nonsensical aberrations, and schizophrenic interpretations of World History (as mad as the idea that the Chinese terracotta army was sculpted by Ancient Greeks)!

In this manner, …

one political nation is magnified to ultimately reach the borders that their colonial masters drew for them (like those of fake Yugoslavia after WW I), …

Fake Yugoslavia in 1918

another political nation is divided with no reason (like Albania – with Albanians living today in Kosovo, Montenegro, Macedonia, Serbia, and Albania), …

False borders of Albania in 1918

a third political nation is given a fake name (like fake Greece, whereas the correct name would be ‘Eastern Roman state’ or Romania/Ρωμανία), …

Fake state of Greece in 1828 – more than 1000 years after the last Greek had disappeared

a fourth political nation is given a totally fake identity (like the totally non-Arab ‘Arab Republic of Egypt’, whereas the country’s correct national name is either Kemet, i.e. the country’s ancient name, or Masr, namely the state’s real name in the constitutional chart), …

Fake state of Masr, an Ottoman province which cannot use its name at the international level, and has therefore to be called ‘Egypt’ to please the fancy of its colonial masters.

a fifth political nation’s name is monstrously distorted (instead of ‘Iran’, turned to ‘Persia’ – only to hide the reality that Iran’s population is Turanian and not Persian in its majority), …

In 1925, the entire Iran was transformed into a nationalistic monarchical or theocratic tyranny after the colonial interference of the English who generated the fake Pahlavi dynasty out of thin air. The transformation of the Turanian-Iranian Empire into a monstrous dictatorship explains why for 400 years the colonial Westerners were calling Iran by the misnomer ‘Persia’ (Fars): they wanted to engulf the empire into sectarian divisions and permanent discord.

and a sixth political nation’s fallacious name consists in sheer usurpation of the historical name of another country (as in the case of Abyssinia, which was ludicrously masqueraded in the 1950s, being re-baptized as ‘Ethiopia’, which is the name that the Ancient Greeks and Romans used to describe the Cushitic kingdoms of Ancient Sudan to which the Semitic Abyssinians are totally unrelated), and so on, and so on.

Abyssinia was a tiny state in 1840; its colonial expansion (1840-1950) produced the modern state of Fake Ethiopia, which proved to be the world’s foremost genocidal and most criminal state.

On another occasion, as per the colonial needs, 5-6 different nations are taught another style of fake story; their ignorant, tribal elites, after being duly bribed, are instructed that, although their languages, religions and scripts are different, they -all- constitute just ‘one nation’! This case comes out of thin air, and it is viciously called ‘Kurdistan’, as the supreme stage of colonial distortion.

XV. Nationalisms, Education, Historicity, and Historical Claims

Nationalisms are based on political nations’ false educational systems and on the historical forgery that pupils are taught in the schools. They then create among average people a false feeling of historicity; this erroneous feeling can be an exaggerated or minimized or distorted vision of the true historical reality. However, because this situation melds the heart and the mind, it hits the subconscious of the mass in every political nation, thus generating enormous fanaticism, extreme negativity, degenerate passions, and sick reactions.

Nationalisms constitute the representation of the blind, dark and evil side of every person’s character. As a matter of fact, all -personal, communal and national- complexes of inferiority, all the traumas, all the vices, and all the elements of psychosis come to surface, when a pattern of these delusional beliefs is subject to questioning – let alone rejection. Then, we can safely claim that political nations’ educational systems and nationalisms help only promote the bestialization of the Mankind.

Fake historicity helps transfer the issue from the initial educational level to the political, diplomatic and international levels whereby historicity takes another form, being transformed into ‘historical claim’. Most of the historical claims of today’s pseudo-historical nations originate from monstrous distortions of the historical past in the educational systems (and the nationalisms) of the political nations that express these claims.

And in any case, all the political nations of modern times are pseudo-historical, because the historical nations were not governed by the mendacity and the evilness of politics, but they represented totally different concepts of history, governance, society, nation and territorial sanctity.

XVI. Historical Education and its Importance opposite False Historical Claims

This brings us to the topic of the importance of historical education in modern states. With strong educational background, with correct orientation of the educational system, and with accurate, pertinent, wide teaching and deep learning of History, modern countries can turn down false claims of neighbors and fake pretensions of enemies. In this regard, foe identification plays an enormous role. In most of the cases, neighboring countries are not unfriendly and enemies are not genuine; they are aptly to become so by the colonial powers, which implement their inhuman and evil agendas through proxies.

All the false claims of neighboring countries and all the fake pretensions of antagonistic governments are customarily instigated by France, England and the US; these colonial regimes implement disastrous schemes worldwide, while also promoting arms sales and further deepening the divisions among various nations at the local and the regional levels. They are the true enemy.

If the government of a country proves to be unable to understand this fact, it definitely and irrevocably destroys the country and it ultimately plays the game of the evil colonial powers, thus jeopardizing its own country’s future. There have been plenty of examples in this regard: Saddam Hussein’s Iraq, Gadhafi’s Libya, Ali Abdallah Saleh’s Yemen, al-Bashir’s Sudan, etc. Soon, we will have more examples: the Ayatollah regime of Iran, Mubarak’s – Morsi’s – el-Sisi’s Egypt, Erdogan’s Turkey, etc.

Political nations’ historicity and historical claims contain tons of distorted pieces of historical info that are aptly used to support demands, to gain impressions, and to influence the public opinion. If studying your enemy is the key to anticipating their move in the field and in preventing their next move in diplomacy, scrutinizing your enemy’s history is a prerequisite for thwarting their falsely founded historical claims.

Since the entire World History has become an enormous battlefield where historical interpretations, synthetic approaches, conceptualization efforts, attempts of different contextualization, and diverging terminological proposals are constantly introduced in order to present distinct perspectives of historical narrative that best suit the needs of the colonial powers, all countries that are not well prepared -at the academic, intellectual and educational levels- to refute opposite arguments end up losing territories or totally disappearing. Countries that are unprepared to engage in academic and intellectual battles are already failed states.

And this is the primary meaning of the term ‘failed state’: a state, government, establishment and society that failed to first learn in depth their past and then to identify its distortions within the Western European and North American pseudo-historical dogma which is diffused through their disreputable and criminal universities, schools, publishing houses, libraries, museums, research institutes, embassies and proxies worldwide.

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