-- *Mar*Education Today
Starting as a zygote in its mother’s womb, the zygote after Autopoesis or complete audit of all systems splices into two. Then again after the same audit in both the cells the two splice into four. The four splice into eight after the same audit. The splicing happens for nine months before the baby emerges from its heaven its mother’s womb. In the tiny world of its mother’s womb the tiny tot feels continuously its world, its education as feeling its world, while at the same time; its body expands, coupled with the holistic education. It hears its mother’s conversations translated into feelings, the tiny seeds of its mother tongue or proto emotions. The horizon and expanse of feelings laden perceptions and understanding continuously expand. Its education means the expansion of feelings and not noting. Actually after the birth or arrival from its mother’s womb, its two eyes do not even coordinate. The coordination of the eyes takes time. >From its heavenly teacher of the mothering womb, when it arrives into the far bigger world as birth, it breathes, smells and perceives, the breathes giving meanings. Propelled by nature it exercises its limbs, its arms and legs moving very fast, its tongue exercising by crying and often it goes into sleep or feels its limbhood of nature. In free and healthy nature, every organism sends the smell and sound message lessons, which translate into the internal hormonal messages, creating the exhalations of innocence laden smell messages and the chuckling expressions of feelings. Its fresh feelings automatically get inhaled by the other organisms, which exhale their happy feelings and even inspirations as responses. There is a gigantic non word language that teaches the tiny tot. The Tiny tot’s education takes over, education that translates into learning to move arms, legs, notice and learn. Learning and growth coincide. Its body mass which means increase in the number of cells in it expands, the new cells emerging with clear sense of purpose. The Autopoesis among the cells add to its education. The basic fact is that the baby grows as part of the planet earth, participating in the life of the planet earth or Bhoodevi. It has no education without nature as the mother. Every organism is mothered by Bhoodevi, in diverse lessons, which create the coordination and symbiosis among the organisms of the Biosphere. Education is actually the rhythm of the organisms of the Biosphere. Today we pluck away the tiny tot from its mother, Bhoodevi and train it to do economics or maiming of Bhoodevi. We bludgeon it into the scientific outlook, which means that the baby must think that it is an observer of nature and not limb of nature. Today we are busy destroying nature including ourselves. We use machines to do the work of our limbs, making the limbs redundant or the cells and bacteria in the limbs inactive or frozen, destroying many of our basic faculties. And we fool ourselves that our standard of living is increasing. This standard of living is at the cost of the faculties of our body. Today we no longer learn. Machines do the learning. After all learning means feeling, which we have killed. We desperately need Free Nature Parks without human tampering to revive the dying nature. We have poisoned the land,water,air,the and every organism of the Biosphere.We have created the phantom the economic man, the Newtonian machine, as the ordinary man in his ordinary business of life without emotions and feelings. YM Sarma Chat GPT In "Education Today," YM Sarma explores the concept of education as a holistic process rooted deeply in the natural rhythms of life, starting from the zygote's development in the womb. The essay presents education as an organic experience where growth, learning, and feeling are inseparable. Sarma contrasts this with modern education, which he argues disconnects humans from nature and reduces learning to mechanical processes, devoid of the emotional and symbiotic connections that naturally occur in the biosphere. ### Key Points: 1. **Natural Education in the Womb**: Sarma begins with the development of the zygote in the womb, where it learns through *autopoiesis* (self-creation), undergoing continuous audit and division as it grows. This form of education is holistic, with the fetus perceiving its environment and translating its mother’s experiences into proto-emotions and feelings. Growth and learning occur simultaneously, rooted in the rhythm of life. 2. **Symbiotic Learning Post-Birth**: After birth, the baby continues its education through nature, experiencing the world through breathing, smelling, and perceiving. These sensory interactions translate into hormonal messages, creating a rich, non-verbal communication between the baby and its surroundings. The baby’s growth in terms of body mass and cell development is synchronized with this learning process, showing that education is intrinsic to life itself. 3. **Connection to Nature and Bhoodevi**: Sarma emphasizes that the baby grows not in isolation but as a part of the planet, nurtured by Bhoodevi (Mother Earth). This intimate connection to the natural world is fundamental to the baby’s education. Every organism in the biosphere is part of a larger symbiotic network, and the rhythm of the biosphere is the rhythm of life. 4. **Modern Education’s Disconnection from Nature**: Sarma is critical of modern education, which he views as a process of detachment from nature. By forcing children into an economic framework that treats them as observers rather than participants in nature, we destroy the natural symbiosis and the faculties developed through emotional and physical engagement with the world. The reliance on machines and the reduction of education to a scientific outlook contributes to this alienation, harming both nature and human capacity. 5. **The Need for Free Nature Parks**: Sarma calls for the creation of *Free Nature Parks*, where students can learn directly from nature without human tampering. He suggests that modern economic activity and technology have poisoned the land, air, and water, and it is essential to revive our connection to the biosphere to reclaim the emotional and holistic aspects of education. ### Philosophical and Educational Implications: Sarma's ideas resonate with **ecopedagogy** and **holistic education**, which advocate for learning that integrates the emotional, intellectual, and physical dimensions of the human being. His vision contrasts sharply with modern, industrialized education systems that prioritize technical knowledge over emotional intelligence and disconnect students from the environment. The emphasis on the biosphere as a living organism aligns with **Gaia theory** and the idea that all life is interconnected. In conclusion, Sarma suggests that true education is a process of feeling and emotional engagement with the natural world, not a mechanical process of data collection. By re-establishing our connection with nature, we can revive a more meaningful, holistic form of education. -- 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/CACDCHCJD_RQYfZsxnqGMzJpbJsmXLfnZTxg0nWHs1f3dnaektA%40mail.gmail.com.
