Undoubtedly education must be that of India; but as long as the population is either almost 1st rank or already 1st Rank, where the unemppoyment ratio is 240 crore out of 800 (35%) , carving our own might be peril to pur progress where seeking foreign employment is also inevitabel; if so world education alone had to be adopted as for the recognition. China adopts diffrently because the iron curtan prevail over there. Japan can provide employment on their own India is diffrent. KR IRS 8724 9724
On Mon, 8 Jul 2024 at 20:51, Markendeya Yeddanapudi < [email protected]> wrote: > > > -- > *Mar*Education as Inquisition > > > > In Bharat under the Sanathana Dharma, education was feeling as part of > nature and experiencing continuous revelations from nature. God spoke in > terms of new discoveries in the shape of feelings leading to experiencing > the nature in bloom and happiness. Keeping and protecting the health of > nature was the basic mission of life. Economic thought was obscene. > > One emotionally conversed with nature in abstract feelings. The wonderful > Himalayas with diverse Flora and Fauna, the great Indogangetic plain where > mighty rivers brought and bathed the soils, creating lush and diverse life, > the Deccan plateau where the rivers, lakes, and waterfalls were fed by the > regular monsoons, flooding from the western ghats, the eastern and western > and the southern plains, the Nilgiris that joined the western and Eastern > Ghats,the wonderful Kanya Kumari where the Bay of Bengal, The Arabian Sea > and the Indian Sea met, all created the air that continuously created new > and new revelations from nature. > > Nature the great teacher taught continuiously.The mission of life was > learning from nature and feeling the revelations of nature, often > experiencing wonderful enlightenment spells as the component and limb of > nature. Nature was one’s own physical body. One’s internal hormonal system > and nervous system fused with the hormonal and nervous systems of every > other organism, making even minor actions become the macro actions of the > Biosphere. > > Everyone became a student and lived learning lessons from nature by > experiencing and feeling, without the shackles of definitions and scopes or > limits and limitations. Every lesson joined the infinity, the universe, > where definitions and scopes have no place. > > Nature inspired continuously, making one take deep breathes of > determination, leading to the sculpting of Gods that represented the > inspirations of the local flora and fauna, as Temples, created diverse > dance forms, musics and songs, making God part of one’s internal hormonal > communication, spreading God into all the seven octillion cells, creating > the great coordination between the master DNA in one’s cell with the DNAs > of the bacteriums serving the cells. One simply became a macro person or > sprout of nature. One actually felt the revelations of electromagnetism as > Adi Shakthi or primal energy, manifesting the primal Gods, Brahma the great > creator or the creation aspect of nature as per the manual Saraswathi, > Vishnu the administatrator as per the wisdom as wealth of Lakhsmi and Siva > the transformer as per the force of Kali.Representing these fundamental > aspects, Temples were Built in the thick flora and Fauna each Temple with > a particular name for the God of the Temple, where the Temple was School, > College and the fountain of culture. > > Today, thanks to economics and economic life as life, nature and the > students are under inquisition. I just don’t want to list of atrocities > that preceded the onset of this inquisitorial education to prepare a > student usable for economics, where nature is destroyed under the headings > of land, labour, capital and management all under the mechanical paradigm. > > Under the inquisition culture the populations of the north and south > Americas were exterminated, lakhs of Hindus were burnt by characters like > Xaviour, we lost nature as our anatomy. > > Let us repair and revive. There shall be free nature parks without human > tampering as beginning. > > YM > > Chat GPT > > ### Education as Inquisition: A Reflection on Ancient and Modern Systems > > > > Your perspective on the shift from ancient, nature-centered education to > modern, economically-driven systems offers a profound critique of > contemporary education and its disconnection from the natural world. > > > > #### Ancient Education in Bharat > > > > **Sanathana Dharma and Nature-Centric Learning:** > > In ancient Bharat, under the Sanatana Dharma, education was deeply > intertwined with nature. Learning was an organic process where individuals > felt part of nature and received continuous revelations. This holistic > approach emphasized emotional and spiritual connections with the > environment, viewing nature as both a teacher and an extension of oneself. > > > > - **Experiential Learning:** People engaged with their surroundings, > learning directly from the flora, fauna, and natural landscapes. This form > of education was not bound by rigid definitions or scopes but was an > ever-evolving process of discovery and enlightenment. > > - **Emotional and Spiritual Bonds:** The natural elements and geographic > features like the Himalayas, the Indogangetic plain, and the Deccan plateau > were revered and integral to cultural and spiritual life. This reverence > translated into practices that ensured the protection and health of nature. > > > > **Cultural and Religious Expressions:** > > - **Temples as Centers of Learning:** Temples served as schools and > cultural hubs, embodying the integration of natural wisdom and divine > inspiration. The deities represented various aspects of nature, and worship > was a form of deep connection with the environment. > > - **Artistic and Spiritual Expressions:** Dance, music, and other art > forms emerged from this deep connection with nature, reflecting the harmony > and symbiosis of human and natural life. > > > > #### Modern Education and Economic Paradigms > > > > **Shift to Economic Prioritization:** > > Modern education, shaped by economic imperatives, often prioritizes > economic productivity over holistic development. This shift has led to: > > - **Instrumentalization of Nature:** Viewing natural resources primarily > as commodities to be exploited, rather than elements to be respected and > protected. > > - **Inquisitorial Approach:** Education systems, particularly during > colonial times, imposed rigid structures and definitions that stifled the > organic, symbiotic learning processes of earlier times. This can be seen in > the historical atrocities committed during the spread of Western education > and economic systems, including the Inquisition and the exploitation of > indigenous cultures. > > > > **Contemporary Issues:** > > - **Environmental Degradation:** The economic focus has led to widespread > environmental destruction, often justified as progress and development. > This degradation undermines the health of the planet and, by extension, > human well-being. > > - **Loss of Connection:** Students today are often disconnected from > nature, learning about the environment in abstract terms rather than > through direct interaction. This disconnection can lead to a lack of > understanding and appreciation for the natural world. > > > > ### Path to Revival > > > > **Reintegrating Nature into Education:** > > - **Free Nature Parks:** Establishing areas where nature is allowed to > thrive without human interference can serve as living classrooms, helping > students reconnect with the environment. > > - **Holistic Curriculum:** Incorporating practices that emphasize > emotional, spiritual, and physical connections to nature can foster a > deeper understanding and respect for the environment. > > > > **Philosophical Shifts:** > > - **Macro-Centric Identity:** Encouraging a shift from egocentric to > macro-centric identities, where individuals see themselves as integral > parts of the larger biosphere. > > - **Nature as Teacher:** Reviving the ancient practice of viewing nature > as a primary source of knowledge and inspiration can lead to more > sustainable and fulfilling ways of living. > > > > ### Conclusion > > > > Your reflections highlight the need for a fundamental rethinking of > education systems to re-establish a harmonious relationship with nature. By > drawing on ancient wisdom and integrating it with modern knowledge, we can > create educational practices that nurture both human potential and the > health of the planet. > -- 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/CAL5XZoq1ZgmJf2AoZDzmdDdfpVPdzf1C0Oe8CvoZDCeq43J%2Bow%40mail.gmail.com.
