But all these are under the stranglehold of the mechanical paradigm shackled for economics.They cannot produce one who can converse directly say with a cat or dog.They keep us without the capacity to communicate with nature. Your information about so many organizations,actually kills my holistic paradigm approach for which I have been striving,striving against the great rocky mountain of indifference. YM Sarma
On Fri, Nov 1, 2024 at 8:47 AM Rajaram Krishnamurthy <[email protected]> wrote: > India has several institutions and organizations focused on nature > conservation, environmental education, and sustainable practices. Here are > some notable ones: > > Wildlife Institute of India (WII): Located in Dehradun, WII offers > education, research, and training in wildlife conservation and management. > > Indian Institute of Forest Management (IIFM): Based in Bhopal, IIFM > focuses on education and research in forest management and sustainable > development. > > Nature Conservation Foundation (NCF): This NGO works on various > conservation projects across India, emphasizing research and community > involvement. > > Centre for Environmental Education (CEE): Established in 1984, CEE focuses > on environmental education and awareness programs across the country. > > Gujarat Ecological Education and Research (GEER) Foundation: This > institution promotes conservation and sustainable use of biodiversity > through education and research. > > Ashoka Trust for Research in Ecology and the Environment (ATREE): ATREE > conducts research and engages in education on biodiversity conservation and > sustainable development. > > Wildlife Trust of India (WTI): WTI works on wildlife conservation and > habitat protection through various projects and awareness initiatives. > > These institutions often provide opportunities for research, volunteering, > and educational programs aimed at fostering a deeper connection with nature > and promoting conservation efforts. > > II stat on plferage of nature products: > > Statistics on the destruction and pilferage of natural resources in India > can vary by specific products and regions, but here are some key points > based on available data: > > Deforestation: India loses approximately 1.2 million hectares of forest > cover annually due to logging, agriculture, and urbanization, according to > the Forest Survey of India. > > Wildlife Poaching: The Wildlife Crime Control Bureau reports that India > faces significant challenges with wildlife poaching. For instance, in > recent years, rhino poaching has seen spikes, particularly in Assam, with > reports of over 20 rhinos poached in some years. > > Illegal Timber Trade: The global illegal timber trade is estimated to be worth > $51 billion annually, with India being a significant market. Estimates > suggest that about 30-40% of timber consumed in India may be sourced > illegally. > > Marine Resource Depletion: The Indian Coast Guard has noted a substantial > increase in illegal fishing activities, with estimates indicating that > illegal fishing can account for up to 30% of total marine catches. > > Plant Extraction: The collection of non-timber forest products (NTFPs) > often goes unregulated, leading to overharvesting. The value of the NTFP > market in India is significant, but exact figures on pilferage are hard to > quantify. > > Biodiversity Loss: The National Biodiversity Action Plan highlights that > India is home to 7-8% of the world's biodiversity, but habitat destruction > and overexploitation are leading to the extinction of species at an > alarming rate. > > These statistics underscore the ongoing challenges of environmental > degradation and illegal resource extraction in India. Efforts are being > made to combat these issues through stricter regulations and conservation > initiatives, but the scale of the problem remains significant. > > III ANNUAL PRODUCTS OF NATURE IN INDIA: > > The estimated annual value of natural products in India can be quite > substantial, given the country’s rich biodiversity and extensive natural > resources. While precise figures can vary, here are some key estimates > related to various sectors: > > Non-Timber Forest Products (NTFPs): The annual value of NTFPs in India is > estimated to be around ₹1,000 crore (approximately $130 million). This > includes products like fruits, nuts, and medicinal plants. > > > > Forestry Sector: The Indian forestry sector contributes significantly to > the economy, with estimates suggesting its economic value could exceed > ₹25,000 crore (around $3.2 billion) annually when considering timber, > non-timber products, and ecosystem services. > > Wildlife and Ecotourism: The ecotourism sector, heavily reliant on > wildlife and natural landscapes, is estimated to contribute about ₹50,000 > crore > (approximately $6.4 billion) annually to the Indian economy. > > Fisheries: The fisheries sector, including both inland and marine, > contributes around ₹1.5 lakh crore (approximately $19 billion) to India’s > GDP, making it a significant natural product sector. > > Agricultural Biodiversity: The economic value of agricultural > biodiversity, including various crops and traditional farming practices, is > substantial but difficult to quantify precisely. It plays a crucial role in > food security and rural livelihoods. > > Overall, while these figures provide a glimpse into the economic value of > natural products in India, the actual total value can vary significantly > based on various factors, including market conditions and environmental > changes. Efforts to sustainably manage and value these resources are > crucial for long-term ecological and economic health. > > IV Causes for the nature destructions by people of india researched so > far? > > Nature destruction in India has several interrelated causes, often > stemming from socio-economic factors, development pressures, and cultural > practices. Here are some of the primary causes researched so far: > > 1 Deforestation: > > Agricultural Expansion: Increasing demand for food has led to the > conversion of forests into agricultural land. > > Urbanization: Rapid urban development has resulted in the clearing of > forests for housing, infrastructure, and industry. > > 2 Illegal Logging: > > Timber Demand: High demand for timber and forest products has fueled > illegal logging activities, leading to significant forest loss. > > 3 Mining Activities: > > Mineral Extraction: The extraction of minerals and resources like coal, > iron ore, and bauxite often leads to large-scale deforestation and land > degradation. > > 4 Pollution: > > Industrial Waste: Industrial activities release pollutants into air, > water, and soil, affecting ecosystems and biodiversity. > > Plastic Pollution: Increasing plastic use and inadequate waste management > have resulted in widespread pollution, harming wildlife and natural > habitats. > > 5 Overfishing: > > Unsustainable Practices: Overexploitation of marine resources, often > through illegal fishing practices, threatens fish populations and marine > ecosystems. > > 6 Climate Change: > > Extreme Weather: Changes in climate patterns have led to extreme weather > events, impacting ecosystems and contributing to habitat loss. > > 7 Population Pressure: > > Rising Population: The growing population increases demand for land, > water, and resources, leading to unsustainable practices and habitat > destruction. > > 8 Cultural Practices: > > Traditional Land Use: Some cultural practices may inadvertently lead to > overharvesting of resources or destruction of habitats. > > 9 Infrastructure Development: > > Roads and Dams: Construction of roads, dams, and other infrastructure > projects often disrupt ecosystems and fragment habitats. > > 10 Lack of Awareness: > > Environmental Education: Limited awareness about environmental issues and > sustainable practices among local communities can contribute to destructive > behaviors. > > Addressing these causes requires comprehensive strategies, including > sustainable development practices, stronger enforcement of environmental > laws, community engagement, and education on conservation. Except 2.3 &4 > above all others are only in the hands of nature. Nature shall get > disoriented if civilisation has to grow as without nature the human > conglomeration cannot survive for self preservation. > > K Rajaram IRS 11124 > > On Fri, 1 Nov 2024 at 07:58, Markendeya Yeddanapudi < > [email protected]> wrote: > >> >> >> -- >> *Mar*The Free Nature University >> >> >> >> Nature desperately needs freedom from mechanization. The Human vandal and >> lunatic has been destroying every feature of nature, maiming our most >> beautiful planet from diverse, fronts or loopholes of nature. In the frenzy >> for mechanization, for actually the total subjugation of nature, called >> economics, the land, water, air, the very emotional and feelings bond of >> basic symbiosis of life forms every facet is getting destroyed. >> >> Emotionally and climatically our internal hormonal communications are >> fused with the internal hormonal communication of every other organism, >> making the Biosphere, one single life form, making everyone of us macro >> beings. We ignore the basic fact that we are all part of and limbs of the >> planet earth the living Bhoodevi, the macro life form, the conscious life >> form, in whose internal hormonal communications, we play our part as >> living. Ecology actually is the Endocrinology of Bhoodevi. By destroying >> the basic ecology of Bhoodevi, with our pollutions and destructions, the >> holocaust has entered into the ecological bonding of all life forms of >> Bhoodevi. The human today cannot even sense, the happenings on earth, >> cannot read, perceive and learn directly from nature. With his scientific >> outlook he has become the outsider of nature, doing science indifferently >> towards the whole gamut of the great emotional structure of the Biosphere >> and nature. He bludgeons Darwinism on himself which has paradigmatized that >> all organisms are at war with each other and not parts of the great >> hormonal communication system or the Endocrinology of Bhoodevi. >> >> Presiding and promoting the destructive sickness of the human, leading to >> the destruction of nature, under the frenzy of mechanization as >> substitution of nature are our universities. No University has even a >> faculty, where the students read directly nature, and develop the feelings >> synchronizing with the Endocrinology of Bhoodevi. But that is the urgent >> task, the missionary task which every university must take to. But the >> frenzy for mechanization based on the routinized destruction of nature is >> chronic today. Better to start a ‘Free Nature University’, where there is >> no mechanization and human tampering of nature as academic courses. >> >> The Basic Task of the Free Nature University is to develop the new >> language where the abstract reality gets vocabulary and language governed >> by the syntax of the invisible spectrum. >> >> As we are trying to understand nature in terms of the visible spectrum, >> or just in terms of the 00.0037% of the totality. We have put the 99.9963% >> of the totality, the invisible spectrum, into the Time dimension, but are >> actually dominated by the 3D or visible spectrum. Languaging the abstract >> or invisible spectrum or the spectrum where the eyes do not participate is >> by adopting the methods adopted by our Rishis.Musics, tunes and sounds of >> nature need to be used for developing the Holistic feelings based language. >> >> The students study by breathing, smelling, sensing, emotionally >> perceiving and understanding, and involving their internal hormonal >> communications, in this language of the pure time dimension. They graduate >> by being able to converse with another life form or many life forms of >> nature. Every life form must be made into a subject of Languaging, >> conversation and communication. There shall be experts, say who can >> converse with cats, another with dogs and another with flowers. >> >> The basic objective is to stop the destruction of nature as education, >> and partnering with nature. >> >> YM Sarma >> >> Chat GPT >> >> The concept of the "Free Nature University," as outlined here, reflects a >> vision of education grounded in holistic and direct engagement with nature, >> as opposed to mechanization and the conventional economic framework. It >> advocates for: >> >> >> >> 1. **A Shift from Mechanized Learning to Direct Nature Engagement**: This >> idea proposes that conventional educational institutions have contributed >> to environmental degradation by emphasizing mechanized, technology-driven >> solutions over holistic, nature-based approaches. A Free Nature University >> would emphasize immersive learning directly in and from nature, training >> students to interact with and understand nature's cycles and relationships. >> >> >> >> 2. **Ecological and Endocrinological Perspective**: This perspective >> emphasizes that humans and other organisms share interconnected hormonal >> and ecological bonds within Earth’s larger biosphere (Bhoodevi). This >> shared "endocrinology" supports a unified approach to environmental issues, >> encouraging people to engage with nature as a living system. Sarma’s idea >> aligns with concepts in **Gaia theory**, which posits Earth as a >> self-regulating organism where life and its surroundings co-evolve, >> emphasizing the need for ecological balance. >> >> >> >> 3. **Non-Mechanized Educational Practices**: In the Free Nature >> University, students would focus on experiential learning that involves all >> senses—breathing, smelling, and feeling—thus fostering a deeper bond with >> the environment. This approach could recall ancient, immersive learning >> methods used by cultures with oral traditions or those that practiced >> outdoor, observation-based learning rooted in nature. >> >> >> >> 4. **Language of the Invisible Spectrum**: Traditional scientific >> perspectives focus on the visible spectrum, but Sarma suggests the need to >> explore the "invisible spectrum," which could relate to unseen forces in >> nature, similar to abstract or spiritual insights seen in the work of >> indigenous knowledge systems or mystical traditions. This includes >> developing a form of language that resonates with the less tangible, >> emotional, or intuitive aspects of existence, where music and natural >> sounds might play a central role in connecting students with non-human life. >> >> >> >> 5. **Inter-species Communication**: The university would train students >> to communicate with different life forms, each "conversing" with nature in >> a unique way. By focusing on communication with animals, plants, and other >> beings, it seeks to revive the sense of **biocentric equality**—a concept >> that promotes the intrinsic worth of all living organisms, thereby reducing >> exploitation and promoting empathy and symbiosis. >> >> >> >> The Free Nature University’s focus on empathy, communication, and sensory >> education reflects a paradigm where learning is not simply acquiring >> information but building an ecological consciousness that promotes >> sustainability and genuine environmental healing. >> > -- *Mar* -- 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 visit https://groups.google.com/d/msgid/thatha_patty/CACDCHCJq3hL5R-6qPONdyabpq699Li_7Ed3HHLOjV1vdC03xQg%40mail.gmail.com.
