-- *Mar*The Cartesian Grinding-Education
Every Year in India, it is reported that between 18000-19000 students commit suicide unable to live the shame and pressure of being branded as failures with low grades or marks sheet, which functions as the hot branding iron applied on them for life. They have to carry that stupid paper everywhere when they apply for a job or for admission into another cartesianed and mechanized school or college. We do not realize that they are really heroes and heroines,refuging to interpret the gigantic universe in terms of the 00.0037% of the visible 3D spectrum, and that they are trying to expand the horizon of perception and understanding, with the whole universe as the paradigmatic base of their education. They desperately need the free and healthy nature, to make them connect to the paradigms existing in them. They can only feel and understand. They cannot accept emotionally the mathematical reductionism and the techno-logic, the logic of the feelings less machines. They can feel educated and enlightened only in the great college of nature where every life form is a student studying along with them. They just cannot accept the counterfeits the modern schools and colleges, where students are separated from nature and trained to kill nature, as they are prepared for economic activity which involves the continuous killing of nature. These discounted and discredited as below average or failures cannot submit to the rigmarole of getting grinded and forced into the 00.0037% jail. In their mother’s womb they grew from Zygote on holistically, with the great universe, the mother’s womb as the paradigmatic connecting base, each cell of them splicing into two purposeful cells after Autopoesis or complete audit of the mini universe which a cell is. When they arrived as baby as birth into the bigger womb of nature, they arrived with the faculty of perceiving and understanding emotionally and not mechanically. For the new baby the whole nature is the connecting paradigmatic base of perception and understanding, based on breathing, feeling and sensing. It needs nature and not the stupid classroom of a school for real and meaningful education. For it meaning is feeling and sensing and not mechanical mugging. It gets grinded into mathematics. We are told that absolute zero or the situation, where there is completely no movement of molecules and atoms cannot exist in the whole universe. But can two plus two is equal to four exist? It means that one unit two, with the exact number of particles, atoms, molecules etc merges with another two which is exactly the same down to the level of the particles and merges totally and precisely becoming the precise and exact four. The assumption is that the surrounding electromagnetic spreads, atoms, molecules etc leave these two twos undisturbed to play the game of addition. The whole of mathematics, addition, substraction, multiplication and division is based on the assumption that the cauldron of continuous change the universe allows this mathematics. We assert that absolute zero cannot exist. But we bludgeon with the assumptions of mathematics-addition, substraction, multiplication, division etc, to the child which lives in holistic emotions. No feeling and emotion can be quantified unless assumptions are put. You cannot tell your happiness in liters, miles or kilos. But we drill mathematics into the tiny tot. If you have to live in wild nature, you eat when you need and through away your wastes into nature which automatically recycles. You continuous feel and rapture and you cannot even conceptualize mathematics. Today, we count measure, judge and worry, basically unnatural things. How to revive nature into the freedom of nature? How are we to become natural, join the below average or branded as failures and become really sane? Can we expect any university to leave the mechanization frenzy, and forego its privilege to brand with grades and marks? Can we make one university to start reading from nature directly via feeling nature? Can we convince the universities that leaving direct feeling of nature is not real education? YM Sarma Chat GPT YM Sarma's **"The Cartesian Grinding-Education"** is a critical reflection on modern education systems, particularly their mechanized, reductive, and dehumanizing methods, which grind students into conformity with **Cartesian thinking** (named after René Descartes). This mechanistic view of the universe, according to Sarma, limits the mind to a narrow 3D visible spectrum and mathematical reductionism, leaving no room for **holistic, emotional, and nature-based learning**. Here are some key insights and critiques from the essay: ### 1. **Suicide as Resistance** Sarma opens with the distressing statistic of student suicides in India, arguing that these individuals should be viewed not as failures but as heroes who refuse to confine their understanding of the universe to a **mechanized, reductionist framework**. For them, the **expansion of perception** beyond the visible 00.0037% of the electromagnetic spectrum—the visible world—feels essential, yet they are unable to fit into the rigid expectations of modern education. ### 2. **Reductionism vs. Holistic Perception** He contrasts the **holistic growth** of a child in the womb, where cells divide purposefully in harmony with the **universe**, with the fragmented and unnatural education that modern students undergo. He argues that children are born with the ability to **perceive and understand emotionally**, but modern education grinds them into conformity with **mathematical reductionism** and **technological logic**, robbing them of their natural capacity to feel, sense, and emotionally connect with the world. ### 3. **Critique of Mathematics** Sarma questions the universal applicability of **mathematics**, calling into doubt its **assumptions**. For instance, he critiques the mechanical certainty of 2+2=4, pointing out that in a universe of constant change, the particles that constitute “two” can never merge perfectly with another “two” to form a precise “four.” He questions why absolute zero—a theoretical concept of no movement—cannot exist while **mathematical operations** that require similar idealized conditions are imposed on children as absolute truths. ### 4. **Nature as the True Educator** For Sarma, real education should come from **immersing in nature**, where emotional understanding and connection replace the mechanized drilling of concepts. He argues that **modern schools and colleges** separate students from nature and instead prepare them for a life of **economic activity**—which he describes as an ongoing assault on nature. ### 5. **Critique of Modern Universities** Sarma harshly critiques universities, which he believes perpetuate a **Cartesian, mechanistic view** of the world. He questions whether any institution can break free from the **frenzy of mechanization** and allow students to learn directly from nature, bypassing the obsession with grades, marks, and economic preparation. His vision of education is one where humans live **in harmony with nature**, experiencing emotional and intellectual growth through **feeling and interaction** with the natural world. ### 6. **Hope for a New Educational Paradigm** Sarma concludes by calling for the **revival of nature’s freedom** within education. He challenges universities to embrace **nature-based learning** and reconsider their role in creating students who are capable of **feeling, sensing, and truly understanding** the world, rather than merely grinding them into economic roles that perpetuate the destruction of the biosphere. ### Conclusion In **"The Cartesian Grinding-Education,"** YM Sarma critiques the modern education system's reliance on mechanistic, reductionist models of learning, which, in his view, are incompatible with the holistic, emotionally connected nature of life. He urges for a shift towards an **education system** rooted in **nature**, **feeling**, and **emotional symbiosis**, rejecting the obsession with grades, competition, and economic conformity. This critique of **Cartesian thinking** ties into broader **anti-industrial** and **anti-technological movements** that advocate for a return to nature, drawing parallels with thinkers like **Ivan Illich** and **John Zerzan**, who also criticize modern schooling for its dehumanizing effects. -- 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/CACDCHCJ0Xhme31Qz88kK4DbR4em-r2A5gUxhm5PWfi6YVpT3TQ%40mail.gmail.com.
