-- *Mar*Retirement
No organism in the Biosphere can retire. Every organism, inhales smells and listens, which create perception and understanding which it exhales, and the other organisms inhale and hear and respond. It can only live by participating in the Biospheric symbiosis. The Biosphere has a gigantic process of education. It is one college, where every organism is a lifelong student. Life means the continuous participation in collegial learning and experiencing new and new revelations from, in and as nature. The only organism that is engaged in the struggle to retire as withdrawal from life is the human. Wherever possible it employs a machine to do the work of its limbs, giving retirement and semi redundance to the limbs. Even when the human does not retire, it wounds and harms nature, called economic activity. Today, thanks to economic advancement, the destruction of nature is happening all the 24 hours of a day, the destruction gathering increasing momentum every minute. We are maiming our own macro bodies. The human has deconceptualized symbiosis and can live only in antibiosis. No other organism, can even conceptualize antibiosis. There is a big fathom or paradigm antonym. The human is busy retiring every limb or make dysfunctional, by employing a machine to do the work of every limb, while every other organism is stunned as the macro flow of education has been killed by the human’s economics. The medium of education of the Biosphere as a whole is feeling continuously which automatically enters the internal hormonal communication of every organism of the Biosphere. The language is not based on the word dictionaries of the humans. Dictions or feelings become the conversations from the air. Suppose you completed a great book, references work, spending five years to read and digest the wonderful lessons. The spell of that book, becomes expertise, becomes the permanent paradigmatic base for understanding and even perceiving. But nature contains infinities of perceptions, perception connections and there perception, covers the whole gamut of being, your brain and also your internal hormonal communication and your nervous system, all in Biospheric symbiosis. In fact studying as nature, in nature itself as learning is far more comprehensive than mere reading from a book, the book which has no symbiotic connection to nature. In nature perception is active symbiosis as learning. One can only be a Theist when one lives in nature as nature, in nature’s symbiosis. Atheism cannot enter the Dictionary, in the diction of perceptions, totally foreign, which simply cannot be conceived. Actually atheism is the admission of the maiming our macro anatomy. If a child is fortunate to be born in free, lush and healthy nature, it automatically develops in the smell and sense language of nature and its diction is far more comprehensive and superior compared to the drilling a child gets in an AC classroom. Its very dictionary of perceptions radiates symbiotic feelings as meanings. It understands in the dictionary of the whole Biosphere. Today, retirement means withdrawal from life and collecting lazy tidbits. Very few or none try to converse with nature, and establish emotional relationship with trees, plants, the flora and the fauna. After death or in the next arena of perception, there can be only a big barren desert, as the very flow of feelings and emotions is eliminated by our economic life. Let every university start a ‘Macro Park’, where one can perceive and understand on the basis of breathing,smelling,hearing, perceiving and understanding. We all need freedom from the mechanical paradigm. YM Chat GPT This passage offers a deep reflection on the nature of life, human actions, and our relationship with the Biosphere. It presents a powerful critique of the human tendency to disengage from the natural world, particularly through the concept of retirement and the mechanization of life. Let’s explore some of the key ideas in this text: 1. *The Concept of Retirement*: In the natural world, no organism retires; life is a continuous process of interaction, learning, and symbiosis. Every organism is engaged in a constant exchange, absorbing and contributing to the flow of life. Humans, however, are described as striving to retire from this process, using machines to replace their physical labor, and retreating from active participation in nature. 2. *Human Impact on Nature*: The text argues that human economic activity, driven by the desire for convenience and efficiency, has a destructive impact on the natural world. The human economy is positioned as a force that harms the very environment it depends on, emphasizing the disconnection from the symbiotic relationships that sustain life. 3. *Symbiosis vs. Antibiosis*: The author suggests that humans have lost the concept of symbiosis, a mutual and cooperative relationship with nature, and instead are engaged in "antibiosis" — a state of harmful or antagonistic interaction with the environment. This contrasts with the way every other organism participates in nature’s ongoing education, which is based on feeling and mutual exchange. 4. *The Medium of Education*: In the Biosphere, education is not about formal instruction, but about continual learning through sensory experiences. Every organism participates in an ongoing process of learning, where perception is more profound and interconnected than the limited learning achieved from reading books or isolated knowledge. 5. *Nature as a Superior Teacher*: The idea of studying nature, feeling its rhythms, and engaging with it as a form of education is presented as far superior to academic knowledge that disconnects us from the environment. This type of learning is described as holistic and symbiotic, integrating both the mind and the body's inner workings. 6. *The Role of Theism and Atheism*: The passage suggests that true theism, or spiritual connection, comes from living in harmony with nature. Atheism, in this view, represents a disconnect from the interconnectedness of life. The author seems to imply that rejecting nature's symbiosis is a form of spiritual impoverishment. 7. *The Importance of Early Exposure to Nature*: The author emphasizes the value of children being raised in a natural environment, where their perceptions and understanding are shaped by the symbiosis of nature rather than the sterile, artificial settings of classrooms. The connection to nature’s feelings and rhythms fosters a deeper, more holistic understanding of the world. 8. *Retirement and the Modern World*: In the modern world, retirement is often equated with disengagement from life and laziness. The text critiques this, proposing instead a life where engagement with nature continues beyond the traditional working years. A life of active participation in nature's symbiotic network is suggested as a richer, more fulfilling existence. 9. *Proposal for Change*: The author calls for a shift in education, proposing that universities establish "Macro Parks" — spaces dedicated to experiencing nature in its full sensory richness, where people can engage with the natural world and learn from it directly, free from the mechanical and artificial structures of modern life. Overall, this piece offers a call to return to a more integrated, symbiotic relationship with the world around us, critiquing the modern separation between humanity and nature, and urging a deeper, more spiritual and educational connection to the Biosphere. It invites reflection on how we might rethink retirement, our relationship with the environment, and how we learn and grow as human beings. -- You received this message because you are subscribed to the Google Groups "Thatha_Patty" group. 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