Sir, You added so many fresh points,increasing the standard of my modest write up.Feel like adding more to every observation of yours,observation by observation but just now I do not have the emergy.Thank You very much Sir. YM
On Thu, Jul 4, 2024 at 8:25 AM Rajaram Krishnamurthy <[email protected]> wrote: > Nature Teach Us > > One thing I’ve realized is that nature can only teach what you are open to > discovering. Since everyone approaches nature from their own unique > perspective, you’ll find the lessons are driven by what you are personally > looking for. Nature will teach you different things depending on your > goals. It can teach you how to think more clearly & scientifically, or > enhance your sense of spiritual connection, or even achieve personal > success. It all starts with having an attitude that aligns with your own > personal interests. Every moment we spend in nature is an opportunity to > make amazing discoveries about ourselves and the world we live in. Simply > being surrounded by birds & plants has amazing beneficial effects for the > mind & body. > > 1. Naturalist intelligence is a recognized learning style that relates to > observing patterns in the natural world and having empathy for animals. > These are inherent human skills that anyone can develop by having > adventures outside, tracking animals, harvesting plants & herbs, and > connecting with the birds. But naturalist intelligence is not just about > knowing things related to plants, trees & birds. It’s also about your > larger capacity to observe patterns and tune into your physical > surroundings in all areas of life. > > 2. A lot of the therapies that help people to overcome learning challenges > are focused around providing meaningful sensory stimulation. I also really > struggled with focus and attention. It opened up a whole new world of > discovery that has dramatically transformed my mental clarity and capacity > to learn faster by watching & listening carefully. Along with the increases > in overall awareness that come from being surrounded by nature, you’ll > notice that your ability to focus will also really improve. ( I called it a > vocation and driving literally and mentally with myself with my family) > Nature teaches focus by first quieting your mind of the distractions, and > then captivating or sharpening your attention through curiosity. Nature is > filled with so many unique sights, sounds & smells to tantalize your > senses. There’s something around every turn to captivate your awareness. > This is how nature will teach you a kind of organic scientific focus that’s > driven by your own developing curiosity rather than the external desire to > get good grades or achieve status. > > 3.One of the simplest things to do outside is be still & meditate. Whether > in the midst of the sea at Kanyakumari Hall or Aurobindo of Pondicherry, or > on the bridges of Kedarnath, or Ramakrishna Math Calcutta, or Mumbai Gate > close your eyes and the silence is golden with without the sound around. > Have you ever noticed that it’s difficult to be distracted by thoughts when > your mind is being stimulated by a rich tapestry of sounds, colours & > experiences? This is a natural state of meditation. No difficult > techniques… just pure nature. > > 4 Authenticity is one of the big secrets to success in life. Nature > teaches authenticity by giving you opportunities to be alone with yourself > in a truly non-judgemental environment. This is why it’s absolutely > critical to get in touch with your own unique path. Nature doesn’t pretend > to be something it’s not. There’s no judgement. Just the pure freedom to be > yourself as you are. Nature is filled with so many amazing mysteries and > beautiful moments that inspire the mind. SILENT VALLEY makes you cool and > calm. Sringeri Tungabhadra would make you still when crossing over towards > the Mutt. Kodai Rd water falls would play a low tone whisper music. > Darjeeling may speak a lot of stories with you. We have nature all around > us; we need only a perception. It’s also filled with the unfiltered > realities of life & death in the forest. Western ghats while walking > through to the chirping of the birds. I was spending an hour in the > wonderful Garden of Singapore as well as the natural parks of the USA. > > 5 Nature teaches us how to be grateful and appreciate the positive > things in life. This is especially apparent when we have moments of > hardship and pain. Even amidst all the problems of life… we discover that > birds are still singing, the sun is still shining, and somehow life goes > on. It doesn’t change the fact that life is going to knock you around… but > gratitude does enable you to embrace all parts of life with greater balance > and harmony. Nature on the other hand, helps us to slow down out of the > whirlwind and tune our minds with the positive things in life. Nature > teaches emotional freedom by providing a better strategy for dealing with > the challenges of life. It helps you to realize there’s a fluidity to your > perspective that lets you see things from all different angles. This is > true freedom. > > 6 Drinking a hot cup of herbal tea made from wild-crafted plants; after > stopping your car at the hair pin bend of Ooty in front of the tea-estate; > while coming down the Tirupati steps, sitting on the bricks of Chandra Giri > valley. Bear chested, a dhothi and a upper garment where no one knows you; > aloft the sky; pacifying your minds. Or sitting around a crackling fire in > the dark winter. (Bon fire of the hotel Shimla). The result is you begin to > have a greater capacity for self-reflection and gain the ability to look at > yourself with less judgmental eyes. At the highest levels, you can > experience a unity with your surroundings that simply feels like pure love, > without any attachments or conditions. > > 7 It’s very common for people to report that nature improves their > sense of spiritual connection. Sivananda ashram small walls places you > nearer Paramasivam. The more you look at nature and connect with the > outdoors, the more you sense there must be some kind of intelligent order > and truth behind it all. Questions about the purpose of life gradually > become replaced by a feeling of faith and inner peacefulness. > > 8 Our scriptures teach a lot on nature; and B G teaches us 3 kinds > of the nature; from the script I read:” CHAPTER XIV The Three Qualities > of Nature > > KRISHNA: "I will explain further the sublime spiritual knowledge superior > to all others, by knowing which all the sages have attained to supreme > perfection on the dissolution of this body. They take sanctuary in this > wisdom, and having attained to my state they are not born again even at the > new evolution, nor are they disturbed at the time of general destruction. > > 9 "The great Brahman is my womb in which I place the seed; from that, O > son of Bharata, is the production of all existing things. (1) This great > Brahman is the womb for all those various forms which are produced from any > womb, and I am the Father who provideth the seed. The three great qualities > called sattva, rajas, and tamas -- light, or truth, passion or desire, and > indifference or darkness -- are born from nature, and bind the imperishable > soul to the body, O thou of mighty arms. Of these the sattva quality by > reason of its lucidity and peacefulness entwineth the soul to rebirth > through attachment to knowledge and that which is pleasant. Know that rajas > is of the nature of desire, producing thirst and propensity; it, O son of > Kunti, imprisoneth the Ego through the consequences produced from action. > The quality of tamas, the offspring of the indifference in nature, is the > deluder of all creatures, O son of Bharata; it imprisoneth the Ego in a > body through heedless folly, sleep, and idleness. The sattva quality > attaches the soul through happiness and pleasure, the rajas through action, > and tamas quality surrounding the power of judgment with indifference > attaches the soul through heedlessness. > > 10 "When, O son of Bharata, the qualities of tamas and rajas are > overcome, then that of sattva prevaileth;tamas is chiefly acting when > sattva and rajas are hidden; and when the sattva and tamas diminish, then > rajas prevaileth. When wisdom, the bright light, shall become evident at > every gate of the body, then one may know that the sattva quality is > prevalent within. The love of gain, activity in action, and the initiating > of works, restlessness and inordinate desire are produced when the quality > of rajas is prevalent, whilst the tokens of the predominance of the tamas > quality are absence of illumination, the presence of idleness, > heedlessness, and delusion, O son of Kunti. > > 11 "If the body is dissolved when the sattva quality prevails, the > self within proceeds to the spotless spheres of those who are acquainted > with the highest place. When the body is dissolved while the quality of > rajas is predominant, the soul is born again in a body attached to action; > and so also of one who dies while tamas quality is prevalent, the soul is > born again in the wombs of those who are deluded. > > 12 "The fruit of righteous acts is called pure and holy, appertaining > to sattva; from rajas is gathered fruit in pain, and the tamas produceth > only senselessness, ignorance, and indifference. From sattva wisdom is > produced, from rajas desire, from tamas ignorance, delusion and folly. > Those in whom the sattva quality is established mount on high, those who > are full of rajas remain in the middle sphere, the world of men, while > those who are overborne by the gloomy quality, tamas, sink below. But when > the wise man perceiveth that the only agents of action are these qualities, > and comprehends that which is superior to the qualities, he attains to my > state. And when the embodied self surpasseth these three qualities of > goodness, action, and indifference -- which are coexistent with the body -- > it is released from rebirth and death, old age and pain, and drinketh of > the water of immortality." > > 13 ARJUNA: "What are the characteristic marks by which the man may be > known, O Master, who hath surpassed the three qualities? What is his course > of life, and what are the means by which he overcometh the qualities?" > > 14 KRISHNA: "He, O son of Pandu, who doth not hate these qualities > -- illumination, action, and delusion -- when they appear, nor longeth for > them when they disappear; who, like one who is of no party, sitteth as one > unconcerned about the three qualities and undisturbed by them, who being > persuaded that the qualities exist, is moved not by them; who is of equal > mind in pain and pleasure, self-centered, to whom a lump of earth, a stone, > or gold are as one; who is of equal mind with those who love or dislike, > constant, the same whether blamed or praised; equally minded in honor and > disgrace, and the same toward friendly or unfriendly side, engaging only in > necessary actions, such an one hath surmounted the qualities. And he, my > servant, who worships me with exclusive devotion, having completely > overcome the qualities, is fitted to be absorbed in Brahman the Supreme. I > am the embodiment of the Supreme Ruler, and of the incorruptible, of the > unmodifying, and of the eternal law, and of endless bliss." > > 15 Thus in the Upanishads, called the holy Bhagavad-Gita, in the science > of the Supreme Spirit, in the book of devotion, in the colloquy between the > Holy Krishna and Arjuna, stands the Fourteenth Chapter, by name --The Three > Qualities of Nature > > K Rajaram IRS 3724 4724 > > On Wed, 3 Jul 2024 at 20:23, [email protected] <[email protected]> > wrote: > >> Sparkling & Dancing leaves in the evening sun and wind. >> >> On Wed, Jul 3, 2024, 8:18 PM Markendeya Yeddanapudi < >> [email protected]> wrote: >> >>> >>> >>> -- >>> *Mar*Nature, the Great Professor >>> >>> >>> >>> The living of life, is living in nature, as nature, in the Biosphere, as >>> the Biosphere, then in the planet earth, as the planet earth and ultimately >>> as the vacuum, the great abstract phenomenon of perception and >>> understanding. With your eyes you can see just 00.0037% of the totality. >>> With the eyes you always see the 3D shapes. This basically false seeing >>> happens only on the surface of the earth, that too only up to about ten or >>> fifteen miles into the troposphere. From the stratosphere on, in the entire >>> universe, your eyes are useless or no longer mislead you into the false 3D >>> seeing. >>> >>> If you can see everything, atoms, paricles, nothing etc, then you cannot >>> see the 3D shapes including yourself. You enter the great abstract arena of >>> perception and understanding, teaming up emotionally and perceivingly with >>> every other life form in continuous hormonal interaction. Real learning is >>> always feeling and emotional embedment, in the internal hormonal >>> communication, developing liaison with the internal hormonal communications >>> of the other organisms. The Hormones of the organisms of the Biosphere team >>> up into one single organism. >>> >>> The basic paradigms of perception and understanding of all organisms >>> fuse, creating the great paradigm dynamics in the troposphere among the >>> organisms of the Biosphere.Breathing, smelling, sensing, perceiving, >>> understanding and learning becomes the great collegial team up of all >>> organisms. Learning is mainly and only feeling, that too as a member of the >>> Biosphere, as the Biosphere. >>> >>> Today by cutting the gigantic emotional macro and anatomical connect to >>> the Biosphere and nature, and employing technology to do the studentship, >>> we have maimed ourselves almost completely. >>> >>> It is time for every university, to maintain huge nature parks where >>> nature is completely free, with absolutely no human tampering. A student >>> can enter that park and practice teaming up with the organisms of the >>> Biosphere. What all he/she has to do is to close the eyes and make the mind >>> blank. After the practice of the blank mind or simply Dyana, brilliant >>> revelations start flashing into one, engulfing the total internal hormonal >>> communication system. Every organism develops close emotional bond with the >>> student. The basic paradigms of perception and understanding develop from >>> the great abstract arena of nature. They free one from the Cartesian >>> paradigms. >>> >>> The concept of education of nature is emotional and physical growth with >>> health and rapture of every organism. Nature becomes the great sacred >>> professor. Actually it becomes your own body, where your hormonal and >>> nervous systems govern the reasoning of your mind. Wound to any part of >>> nature automatically communicates into you, just like the pain you >>> experience when there is even small prick on your body now. The same effect >>> takes you over, for the whole nature as your own body. >>> >>> Ecology is actually The Macro Biology and Zoology, with nature as one >>> single organism. >>> >>> As it is we are repudiating our componentship in nature and the >>> Biosphere.We have to assume the scientific mind wherein we must believe >>> that we are outside observers of nature or as not part of the Biosphere. >>> And we have to become the economic man, who destroys nature to live the >>> economic life. We have created a very big world of lunacy. >>> >>> We drag the tiny tot from its emotional enrichment with nature directly >>> and put it in the Cartesian galley to row the mechanized lessons for life. >>> We have become so mad, we assume that the destruction of nature is economic >>> development! >>> >>> YM >>> >>> Chat GPT >>> >>> >>> >>> ### Nature, the Great Professor >>> >>> >>> >>> **Integration with Nature** >>> >>> >>> >>> Living authentically means living as part of nature, embracing the >>> biosphere and the planet Earth. To truly understand life, one must move >>> beyond the limited perception of the world provided by our senses, >>> particularly vision. Our eyes can only perceive a tiny fraction of reality, >>> and they often deceive us with the illusion of three-dimensional shapes. >>> This illusion is confined to the surface of the Earth and the lower parts >>> of the atmosphere. Beyond the troposphere, traditional vision becomes >>> useless, freeing us from these deceptions and allowing entry into a broader >>> realm of perception and understanding. >>> >>> >>> >>> **Holistic Learning** >>> >>> >>> >>> Real learning is a deeply emotional and physical process, driven by >>> internal hormonal communication and interaction with other life forms. Each >>> organism in the biosphere contributes to a collective emotional and >>> perceptual network. This network creates a dynamic paradigm of >>> understanding that is constantly evolving through the interconnected >>> experiences of all organisms. >>> >>> >>> >>> **Emotional and Sensory Education** >>> >>> >>> >>> To reclaim this holistic form of education, modern universities should >>> create large, untampered nature parks. In these spaces, students can >>> practice deep mindfulness (Dyana), making their minds blank to receive >>> insights from nature. This practice allows for emotional bonding with other >>> organisms and fosters a deeper understanding that transcends Cartesian >>> paradigms. The natural environment itself becomes the ultimate professor, >>> guiding students through direct, sensory, and emotional experiences. >>> >>> >>> >>> **Reconnecting with Nature** >>> >>> >>> >>> When students engage deeply with nature, they experience personal growth >>> and health in harmony with the environment. They learn to feel wounds to >>> nature as personal pain, reinforcing the understanding that all life is >>> interconnected. This holistic perspective redefines ecology as a >>> macro-biology and zoology, viewing nature as a single, interconnected >>> organism. >>> >>> >>> >>> **Critique of Modern Education and Technology** >>> >>> >>> >>> Modern education often disrupts this natural connection by isolating >>> students from their environment and emphasizing mechanical and >>> technological learning. This approach undermines the emotional and physical >>> enrichment provided by nature. Current economic models further exacerbate >>> this disconnect by valuing the destruction of nature as economic progress, >>> a notion that is fundamentally flawed. >>> >>> >>> >>> **Proposed Educational Reforms** >>> >>> >>> >>> - **Nature Parks in Universities**: Establish untouched nature reserves >>> where students can practice mindfulness and connect emotionally with the >>> biosphere. >>> >>> - **Sensory and Emotional Learning**: Emphasize learning through direct >>> experience and emotional engagement with nature rather than through >>> detached, mechanical methods. >>> >>> - **Holistic Health and Growth**: Foster education that promotes >>> physical, emotional, and spiritual well-being in harmony with the >>> environment. >>> >>> >>> >>> ### Further Reading and Exploration >>> >>> >>> >>> 1. **"The Hidden Life of Trees" by Peter Wohlleben**: Explores the >>> complex interconnections among trees and other organisms in forests, >>> emphasizing the importance of these relationships. >>> >>> 2. **"The Overstory" by Richard Powers**: A novel that delves into the >>> lives of various characters whose experiences with trees change their >>> perspectives on life and nature. >>> >>> 3. **"Last Child in the Woods" by Richard Louv**: Discusses the >>> importance of connecting children with nature and the benefits of outdoor >>> play for emotional and physical health. >>> >>> >>> >>> These sources provide deeper insights into the themes of >>> interconnectedness, holistic education, and the critique of modern >>> technological and economic paradigms. >>> >>> >>> >>> >>> >>> >>> >> -- *Mar* -- You received this message because you are subscribed to the Google Groups "Thatha_Patty" group. 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