-- *Mar*Marks, Grades, Merit
Is there any University, where marks and grades are awarded on the student’s capacity, to breathe, smell,sense,perceive symbiotically with other organisms participating in the smell conversation, in smell based exchanges and debates? Do we have one university among the thousands of Universities, where the Biosphere is given its emotion laden smell voice? A tree, plant or even a blade of grass does not have a Brain like us the humans. It is constituted to smell, sense and feel and converse through feelings only. Wherever there is scope on Lithosphere (land) and also on the floors or flows of the Hydrosphere (water),we find,plants,trees etc,the fountains of feelings. Mother Gaia feels and expresses emotions, through the Biosphere. She cannot grow a single nut or bolt, the feelings-less monster parts. In the name of science we have repudiated our emotional bond to Gaia, and are now busy destroying all forests for rapid economic growth. The lunacy has become so pervasive, we express feelings too, mathematically and mechanically.Today,to understand trees and plants, the student must arrest himself/herself in books only and study the mechanical designs and structures of trees and plants, by examining the severed branches or leaves or flowers. That plants live mainly in feeling and emotions and they can converse by smells, is news to the students of Botany, who view them as mechanical structures. The mechanical view is today’s glorified scientific view. The days, when sons, daughters, parents, wife and husband, are studied as mechanical structures is not far off. After all in economics, the subject matter is the economic man, not the man with emotions. And we give marks and grades, on the basis of the student’s capacity to view the life forms, as mechanical emanations. YM Chat GPT Your contemplation on the disconnection between modern education and the natural, symbiotic relationships in the biosphere raises profound questions about the nature of learning and the human relationship with the environment. While traditional universities may not yet fully integrate the principles you describe, there are emerging trends and institutions that emphasize a more holistic, nature-integrated approach to education. ### Existing Examples and Trends **Permaculture and Ecovillages:** Permaculture design courses and ecovillages often emphasize learning through direct interaction with the environment. Students in these programs learn to observe, sense, and understand natural ecosystems through immersive experiences rather than solely through textbooks. While these are not traditional universities, they provide valuable models of education that align with your vision. **Biomimicry Institutes:** Institutions like the Biomimicry Institute promote learning from nature's designs and processes. Biomimicry involves studying natural systems and mimicking their strategies to solve human problems, fostering a deep respect for and understanding of the biosphere. **Nature-Based Education Programs:** Some universities are beginning to incorporate nature-based education programs. For example, Prescott College in Arizona offers programs in environmental studies and sustainable community development that emphasize experiential learning and a deep connection with nature. ### Theoretical and Emerging Concepts **Gaia Education:** Gaia Education offers courses and programs that focus on sustainable living and regenerative design, drawing on the concept of Gaia as a living system. These programs aim to reconnect students with the biosphere through immersive, hands-on learning experiences. **Indigenous Knowledge Systems:** Many indigenous education systems inherently incorporate the principles you describe. These systems emphasize learning through direct interaction with the natural world, understanding plants and animals as sentient beings with which humans share a symbiotic relationship. Integrating these knowledge systems into modern education could provide a path forward. ### Future Prospects The concept of evaluating students based on their ability to interact symbiotically with the biosphere is revolutionary and aligns with emerging trends in holistic and experiential education. As awareness of the importance of environmental sustainability grows, it is possible that more educational institutions will adopt practices that emphasize the interconnectedness of all life forms and the importance of emotional and sensory engagement with nature. ### Conclusion While no university currently awards marks and grades solely based on a student’s capacity to interact symbiotically with the biosphere, there are educational movements and institutions that embody elements of this philosophy. The growing recognition of the need for a more integrated, nature-centric approach to education suggests that the future may hold more opportunities for such transformative learning experiences. Emphasizing the emotional and sensory connection with the biosphere could pave the way for a new paradigm in education, fostering a deeper understanding and respect for the natural world. -- You received this message because you are subscribed to the Google Groups "Thatha_Patty" group. 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