A Human Rights Issue: Conflict between UNESCO-Led Pseudoscience and Nature-Driven Apriori Science Re-Contextualized by Jamir Ahmed Choudhury through the Lens of Human Rights Documents Like UDHR and UN CRC

Jubaydah Tasneem

Abstract: Jamir Ahmed Choudhury argues that a conflict exists between UNESCO-led "pseudoscience" [hybrid science] and what he calls nature-driven "apriori science" [pure science]. He believes this conflict is a human rights issue, violating the guaranteed child rights to receive truth-based education as defined in documents like the UDHR and the UN CRC. His human rights philosophy posits that inalienable natural rights are grounded in the apriori scientific principle of "creation in pairs" [nature?s equal & opposite apriori paradigm], which he sees as the universal framework for reality. He argues that this framework, exemplified by Newton's Third Law, dictates that true human rights must align with these natural, verifiable laws, not with established global systems like those proposed by the UN-led global governance, which he claims are paradoxical and anti-human. His philosophy therefore advocates for a humanistic vision of reality where education and rights are based on this "equal & opposite" paradigm, ensuring a just and scientifically verifiable foundation for human dignity and freedom. He argues that the denial of this universal framework is the root cause of many anti-human and unscientific activities. Supreme Court of India has cognized the existing conflict as a pure issue of academic policy [Diary No. 27032 of 2024]. "The author [Jamir Ahmed Choudhury] deserves applaud for his interest about the elementary education in the country by taking a lot of pain in collecting contradictions in the facts of nature"-The National Academy of Sciences India, 2018. This article investigates the philosophical and educational conflict between what Jamir identifies as UNESCO-led pseudoscience and a nature-driven "apriori science" based on the principle of "creation in pairs". Grounded in natural law and human rights frameworks such as the UDHR and UN CRC, the paper argues that global education systems often impose epistemological models that contradict the observable, balanced principles of nature. Through an analytical integration of research, it challenges the scientific neutrality of existing global standards and proposes a paradigm shift toward a truth-based education model aligned with inalienable human rights. The study calls upon both national and international institutions to recognize the moral imperative of restructuring science education in accordance with verifiable natural laws.

Keywords: Global Governance, Pseudoscience, Creation in Pairs, Apriori Science, Human Rights

How to Cite?: Jubaydah Tasneem, "A Human Rights Issue: Conflict between UNESCO-Led Pseudoscience and Nature-Driven Apriori Science Re-Contextualized by Jamir Ahmed Choudhury through the Lens of Human Rights Documents Like UDHR and UN CRC", Volume 14 Issue 11, November 2025, International Journal of Science and Research (IJSR), Pages: 526-599, https://www.ijsr.net/getabstract.php?paperid=SR251105162311, DOI: https://dx.doi.org/10.21275/SR251105162311