-- *Mar*The Horizon of Perception and Understanding
Suppose from LKG on you are drilled with the basic paradigm that you are part of nature, part of the planet Earth, part of the Solar System, part of the Milkyway, and part of the Universe. Suppose you are taught that education means the continuous expansion of the horizon of perception and understanding, starting with the local topography and expanding the arena of feeling as understanding, through every method of physical, emotional, hormonal and mental exercise. Automatically one understands that infinity means the infinity of paths of perception and understanding, all as self perception and self understanding. The very dictionary meaning of infinity becomes the infinity of perceptions and understandings. As one is continuously expanding one’s own self concept, one simply cannot cling to the safety and preservation of the immediate self body as self identity. One dares and courage becomes the hormonal communication routine. The symbiotic daring becomes learning via feeling the revelations of nature. And one cannot indulge in the Cartesian torture and murder of nature, and bluff to self and others that it is great education. Living becomes learning and expanding the arena of rapture of the Biosphere, where every life form becomes one’s own limb. In fact the internal hormonal communications of every organism fuse with the hormonal communications in every other organism, creating the macro flow of perception and understanding. The very horizon of perception and understanding becomes the macro Biospheric perception and understanding. One joins the macro experience of the flow of revelations and perceptions and understandings from nature, which gets the identity as God. Education must start with the training in feeling as part of nature and not with the drilling of disconnected bits of informations. It must be training in feeling one’s basic macro identity. The tiny tot then will select a bird, bee, or some animal as the LKG beginning of education. It learns to fuse its internal hormonal communications and feelings and emotions with the hormonal communication of its subject matter friends. The subjects of education become emotional buddies. The child learns to converse with its subject mate without spoken words. In fact new words of the child’s own develop, representing the emotional interactions. We have to realize that science and technology are the biggest tragedies and catastrophies that happened and are happening to nature. Can you show one machine that does not wound nature? We have to realize that emotions do not stay in one being but they spread into every other organism via breathing, smelling and sensing. We do not even understand the implications of the so called scientific approach, where one must enter the make believe world as the outside observer of nature, assuming that he/she is not a part of and participant in nature. One must simply repudiate one’s own living in life. One’s very natural expansion of one’s horizon of perception and understanding in and as nature must be repudiated. From anthropocentricism, we have shifted to egoism and now fast drifting into the abyss of the ultimate cartesianism of total surrender to machines, where emotions and feelings have no place. In fact you have no place as everything will be performed by machines. In the artificial world of economics, the human has become redundant to the human society. Economics has made the emotional biosphere redundant. In nature demand means the needs of nature. Supply means the automatic catering by nature in response to the demand. Demand and supply are the basic properties of nature. But thanks to economics, that process is made anthropocentric and from there part of the Newtonian mechanics. Free, lush and healthy nature is urgently and desperately needed. But in the words of PG Wodehouse we have developed the deportment of the buffalo chewing cud, totally indifferent to the extinction now happening. I get the message deluge into my cell phone, not to miss the latest one million G, having crossed the Gs from one G, to 2G to 3G, on and on. The murderous assault of machines on nature, the economic assault is now happening. YM Chat GPT ### The Horizon of Perception and Understanding **Expanding the Concept of Self** Imagine that from the earliest stages of education, children are taught to see themselves as integral parts of a vast and interconnected system: the local environment, the planet, the solar system, the galaxy, and the universe. This approach to education would emphasize: - **Continuous Expansion**: Education is about expanding the horizons of perception and understanding, starting from the local and moving outward. This involves physical, emotional, hormonal, and mental exercises to foster a deep connection with nature and the universe. - **Infinity as Perception**: Infinity is not just a concept of endlessness but represents infinite paths of perception and understanding. It signifies the endless ways one can perceive and understand the universe, each path offering new insights and revelations. **Transformative Learning** This educational model encourages students to: - **Dare and Explore**: With a broadened self-concept, students would learn to embrace courage and daring as part of their hormonal and emotional makeup. This symbiotic daring fosters a deeper connection with nature and a rejection of Cartesian dualism, which separates mind and body and often leads to the exploitation of nature. - **Symbiotic Learning**: Students would learn to live and learn as part of a larger biosphere, where every life form is seen as an extension of themselves. This fosters a sense of unity and empathy with all living beings. **Integration with Nature** In this model, nature becomes an integral part of education: - **Emotional Bonds with Nature**: Students begin by forming emotional connections with elements of nature, such as birds, bees, or plants. They learn to communicate and empathize with these life forms, developing unique ways of understanding and interacting with them. - **Macro Identity**: Education focuses on helping students feel their connection to the larger biosphere, promoting an understanding of themselves as part of a macro flow of perception and understanding. This macro perspective aligns with many spiritual traditions that see the universe as a unified whole. **Critique of Modern Science and Technology** The narrative critiques the current scientific and technological paradigm: - **Mechanization of Emotions**: Modern science often excludes emotions and subjective experiences, focusing instead on objective, mechanical explanations. This leads to a disconnect from the natural world and a reliance on machines. - **Environmental Impact**: The technological advancements, driven by economic motives, are seen as destructive to nature. There is a call to recognize and address the environmental degradation caused by such progress. - **Anthropocentric Economics**: The current economic system is critiqued for making humans redundant and disregarding the needs of the biosphere. The natural balance of demand and supply is replaced by human-centric economic models that exploit nature. **Call for Change** The narrative concludes with a call to action: - **Reconnecting with Nature**: There is an urgent need to return to a free, lush, and healthy natural environment. This requires a shift from the current technological and economic paradigms to a more harmonious relationship with nature. - **Awareness and Action**: Recognizing the lunacy of the current path and taking action to preserve and restore the natural world is essential for a sustainable future. ### Further Reading and Exploration 1. **"Braiding Sweetgrass" by Robin Wall Kimmerer**: This book explores the relationship between humans and nature, emphasizing the importance of reciprocity and emotional connection with the natural world. 2. **"The Web of Life" by Fritjof Capra**: Capra discusses the interconnectedness of all living systems and the importance of holistic thinking in understanding our place in the universe. 3. **"The Spell of the Sensuous" by David Abram**: Abram delves into the deep connection between language, perception, and the natural world, advocating for a more immersive and sensory engagement with nature. These sources provide further insights into the themes of interconnectedness, holistic education, and the critique of modern technological and economic paradigms. -- You received this message because you are subscribed to the Google Groups "Thatha_Patty" group. To unsubscribe from this group and stop receiving emails from it, send an email to [email protected]. To view this discussion on the web visit https://groups.google.com/d/msgid/thatha_patty/CACDCHC%2B2C4kTggra4D2y8%2BOyG070%2BKMbzbuzD9da0C5mU80TDg%40mail.gmail.com.
