The biosphere is currently experiencing a mass extinction event caused *by
human activities: *
Extinction rate
Extinctions are occurring at a rate that's more than 1,000 times higher
than the background extinction rate since 1900.
Causes
Human activities that are contributing to the extinction crisis include:
Habitat destruction: Who are those persons? Humans are responsible for
habitat destruction through a variety of activities, including:
Agriculture: Large-scale commercial farming and small-scale farms clear
forests to plant crops or graze livestock. (KR: are they university
students wholly?)
Urbanization: Natural habitats are converted to housing developments,
roads, office parks, strip malls, parking lots, and industrial sites. (KR:
can anyone confirm, that they are all Darwin students only? Statistically
housings, Roads and parking facilities needed by the population, if
undelivered, will this population extol the govt as saving grace of nature
and elect then again and again?)
Resource extraction: Mining and the energy sector (renewable and coal) are
responsible for habitat destruction. {KR: if tungsten industry is removed
nature survives; but those who opposes will remain happier as they did not
have the progress or money?}
Trawling: Altering the sea-floor due to fishing. {KR If one group of TN is
allowed fishing within a territory, in the Indian waters, they smuggle
goods to the next nation and if they are arrested and boats seized, Dravida
culture says that our nation shall over power the other nation sparing the
guilty; they also use trawlers; are they graduated from any university?}
Pollutants: Releasing pollutants into the environment. {KR are all those
people who throw their wastes into the ditch are only graduates of any
Darwin university?}
Other factors that contribute to habitat destruction include: climate
change, the spread of invasive species, and marine exploitation.
Habitat loss / restoration - Understanding Global Change
The exponential growth of the human population is a major driver of habitat
destruction. Most of the world's population growth is happening in or near
biodiversity hotspots, which makes conservation efforts more urgent
Pollution {KR who so ever they are caused are no educated only? Am I
right?}
Spread of invasive species {KR do professors do these acts?}
Over-harvesting {KR is that meaningful as happening only through the
educated?}
Climate change {KR Is Fengal under our control?}
Population growth (KR Again population growth in majority do occur only
from majority uneducated than university prompters}
HISTORY:
Biologically, a species is considered extinct when its last individual
dies. A ‘mass extinction’ goes beyond biology and incorporates
palaeontology and geology: it is the loss of at least 70% of species over
the long term (hundreds of thousands to millions of years) or when 10% or
more become extinct in less than a year.
While we are currently operating within a relatively safe margin, the
latest data paints a grim picture. It shows a disturbing acceleration in
the degradation of the biosphere, primarily due to pollution and global
warming. This underscores the importance of our international commitment to
the preservation of these life chambers. The potential for a mass
extinction is no longer a distant concept, but a tangible threat. It is a
stark reminder of the crucial role each of us plays in environmental
preservation and the urgency of our actions.
If this is the case, it would be the sixth in the history of our planet.
Nearly all palaeontologists and geologists agree that there have been five
mass extinctions in the history of life on Earth; they occurred
successively about 443, 370, 252, 201, and 65.5 million years ago. In all
of them, more than 70% of species disappeared. The third, the
Permian-Triassic extinction, stands out and is known in scientific jargon
as ‘The Great Dying,’ when 252 million years ago, the biosphere lost more
than 96% of its species.
The causes were climatic changes (glaciations and overheating), massive
volcanic activity, and meteorite impacts, sometimes a combination of these
factors. For example, it is believed that The Great Dying was caused by
volcanic eruptions that acidified the soil and sea and released huge
amounts of gases into the atmosphere, increasing its temperature by about
5ºC.
The most renowned of these extinctions is the fifth, known as the
extinction of the dinosaurs. About 65.5 million years ago, a meteorite over
10 km in diameter collided with the coast of the Yucatan Peninsula. The
energy released from this impact was cataclysmic, creating a shock wave
that obliterated any living being within hundreds of kilometres, triggering
massive tsunamis, and vaporizing thousands of tons of sulphurous rocks.
These events led to the acidification of the oceans and a prolonged period
of darkness, blocking the sun for years.
QUESTIONS:
All the questions raised above if answered, will show that the
nature created everything; nature becomes so turbulent and
throws its tantrums; human involvements do exist but all of them and that
too, in majority, are not even educated in schools. Hence oncourse
biosphere is getting destructive; but education cannot be a cause of
action; even if -may be a small percentage. We have to change wholly. “We”
includes a small percentage of university paramours also. But effective
destruction is caused by the majority and by itself, unconnected to
university alone.
K RAJARAM IRS 31224
On Mon, 2 Dec 2024 at 22:52, Markendeya Yeddanapudi <
[email protected]> wrote:
>
>
> --
> *Mar*The Extermination of the Biosphere
>
>
>
> From the Ecological Heaven, based on nature’s symbiosis, we now live today
> in the hell created by economics. And this hell is drilled as progress as
> education in every university, universities which are in the rat’s race for
> big ranking, with the branded MIT,Harward etc,in the first line in the
> jostling. They are getting good branding and good ranking on the basis of
> their contribution to the mechanical paradigm, that repudiates almost the
> very existence of Ecology and the emotional flows which emanate from the
> life forms. Emotions and feelings refuse to be quantified, with the
> dictums, precise; concise.accurate etc.One lived feeling the mixtures of
> diverse emotion flows of the diverse organisms of the Biosphere, the
> Ecological Heaven which the planet earth was once, before Rene Descartes
> struck with his mechanical paradigm.
>
> I am often reminded of the paradoxical episodes of tender love among the
> guard’s families of the extermination camps of Hitler, where some of those
> who actively participated in the killing wrote tender poetry! May be, they
> still carried the genes of the era, when poems and songs were the main
> languages of communication.
>
> There was a time, when all sciences were written in the epic form. In the
> epics the characters spoke in poems, songs and dances. Their lessons of
> science were not based on mathematical reductionism, but on emotional
> symbiosis and on stories of epics. All musics, called Ragas in India,
> duplicated the musics which the sounds of the flora and the fauna, which
> the ecological heaven created. Sciences were felt from nature, and the
> sciences were written as epics.
>
> Industrialization and the extinction or torture of life forms happened as
> the two sides of the coin. Today all economic life is based on harming,
> wounding or killing nature. The statisitics, the graphs etc of economic
> growth etc are actually the euphemisms that cover up the destruction of
> nature.
>
> But can we wish away and mathematics away and blind ourselves successfully
> from the economic hell which is taking nature into the abyss? Our education
> today governed by Descartes, Darwin and lately by Dawkin, has become the
> education to create the Darwinian rogues.
>
> YM Sarma
>
> Chat GPT
>
> YM Sarma's reflections in "The Extermination of the Biosphere" present a
> powerful critique of the modern education system, economic paradigms, and
> the mechanistic worldview that, according to him, have contributed to the
> destruction of nature and a disconnection from the emotional and symbiotic
> relationships inherent in ecological systems. The piece is layered, calling
> out the role of industrialization, the mechanistic and reductionist
> approaches in both science and education, and the erosion of a more
> holistic, emotionally aware view of life.
>
> Here are some key themes from the text:
>
> *1. Critique of Modern Economics and Education*
>
> Sarma positions today's globalized economy and its educational
> institutions—embodied by prestigious universities like MIT and Harvard—as
> complicit in perpetuating a model that exploits and degrades the biosphere.
> Rather than fostering holistic, life-affirming knowledge rooted in
> ecological awareness, these institutions focus on generating profit,
> advancing mechanical paradigms, and contributing to the very systems that
> harm nature.
>
> *2. The Loss of Symbiosis and Emotional Awareness*
>
> Sarma contrasts the modern worldview with an earlier, more connected
> understanding of the world, one where knowledge was intertwined with
> emotional and ecological symbiosis. He reflects on the holistic,
> non-reductionist sciences of earlier times, where science was experienced
> through poetry, music, and emotional resonance with nature, rather than
> abstract mathematical formulas. According to Sarma, modern science, heavily
> influenced by Descartes, Darwin, and Dawkins, has lost this emotional
> dimension and replaced it with mechanical, dehumanized perspectives that
> fail to understand or respect the interconnectedness of life.
>
> *3. The 'Mechanical Paradigm'*
>
> Sarma critiques the mechanistic worldview rooted in Cartesian
> philosophy—the idea that the world is a machine to be understood and
> manipulated through mathematics and logic. This reductionist view,
> according to Sarma, has led to the "extermination of the biosphere" as we
> exploit and destroy natural life forms without regard for their emotional
> and ecological significance.
>
> *4. Industrialization as a Force of Destruction*
>
> He sees industrialization as not just a technological revolution, but as a
> process that has been inextricably linked to the harm and extermination of
> the natural world. Economic growth statistics, according to Sarma, are
> euphemisms that mask the reality of ecological destruction.
>
> *5. The Paradox of Human Behavior*
>
> Sarma evokes the paradox of the guards in Nazi concentration camps who,
> while actively participating in systematic violence and extermination, were
> also capable of tender, human acts, such as writing poetry. This paradox
> exemplifies how human beings, even within destructive systems, still carry
> within them the echoes of a time when emotion and culture were central to
> existence. The guards, despite their participation in horrors, were also
> still human beings with the capacity for love, emotion, and creativity,
> highlighting a dissonance between their actions and their emotional or
> cultural capacity for beauty.
>
> *6. The Spiritual and Emotional Dimension of Science*
>
> By invoking the idea that ancient sciences were poetic and emotionally
> resonant, Sarma calls for a return to a more integrated understanding of
> life. He suggests that earlier cultures, particularly in India, understood
> the world through emotional and spiritual lenses, where music (Ragas) and
> stories were the means by which knowledge was passed down, not through cold
> facts or sterile mathematical models.
>
> *7. Rejection of Reductionism and the Darwinian 'Rogues'*
>
> Sarma rejects the reductionist view of human beings and life promoted by
> Darwin, and more recently by Dawkins, with his idea of "selfish genes."
> Instead of understanding humans and other organisms as part of a web of
> interdependence, these theories, in Sarma’s view, contribute to a culture
> of individualism and competition—a world where survival is about winning at
> the expense of others.
> ------------------------------
>
> Sarma's critique is ultimately a plea for a return to a more integrated,
> emotionally intelligent, and ecologically aware worldview. He laments the
> loss of a sense of symbiosis, where humans were once part of the natural
> world in a meaningful and reciprocal way, and he calls for an educational
> system that nourishes this connection rather than contributing to its
> erasure.
>
> In his view, the "hell" created by contemporary economics and education
> systems is one where nature is commodified and destroyed, where knowledge
> is disconnected from life, and where human beings are taught to exploit
> rather than nurture the biosphere. Sarma's vision is a profound reimagining
> of the relationship between humanity, knowledge, and nature, urging us to
> reclaim the emotional, spiritual, and ecological dimensions of existence.
>
>
>
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