-- *Mar*Nature’s Education-Vs-University Education
In free and healthy nature, every organism is your classmate in the great college of education which nature becomes. Every organism interacts with you and complements your perception, understanding and learning emotionally and hormonally. No organism can conceptualize the techno-logic of technology, based on the emotions absent logics of machines. The whole nature consisting of all the organisms of the Biosphere, proceed in evolution, the learning changing into many mutational and ecological links. Every machine becomes a cancer to the Biosphere. The soil bacteria via your heels and palms connect to every cell in every organism. The great green cover of the lithosphere consisting of diverse grasses, plants and trees, becomes the gigantic cover of emotions and feelings. Whether it is a small blade of grass, or a small plant or a big tree, they become really homes; homes of emotions to diverse organisms. They can never be the drab flats of Apartment complexes. They function as classrooms. Every organism gets connected to every other organism, emotionally in the fused macro internal hormonal communications. Actually the perceptions and understandings take to macro manifestations. In fact lonely learning becomes sickness. No organism, or no classmate in that great college of nature gets shackled by the anxiety to get good grades and marks and no slaughter called examinations. Today in every university the maiming of one’s macro body, that is, as part of nature, is standard curriculum. One can develop interest in any subject only when one teams up with nature in learning. But every course cuts most connections to nature, to enable the mechanization of the mechanical and emotions-less drilling of subjects. Nature actually becomes distraction, as the mechanization of learning the mechanized lessons becomes very difficult, as nature seeps its teaching through one’s basic faculties of seeing, hearing, smelling, touching and sensing along with the messaging classmate organisms. Nature’s education is based on two basic facts. We all fundamentally are composed of atoms. An atom consists of positive electricity or protons in the nucleus and negative electricity or electrons hovering round the nucleus and always trying to merge with protons in the nucleus. This constant struggle creates energy or photons whose energy is the ultimate maximum, 3, 00,000 km per second. Every organism learns through the medium of photons as the basic medium. Helping this education is quantum entanglement which takes learning into cosmic distances. Nature has a gigantic teaching, communication and information system, where mechanization has no place. There education is not divided into faculties, faculties with border fights. This University education needs one’s repudiation of teaching by nature via the photons and quantum entanglement and the emotional symbiosis as a member student of the Biosphere. It actually means absconding from real life. How to cure our Universities from their trans and frenzy for mechanization. And every university is a captive of profit greedy business establishments. YM Sarma Chat GPT The passage provided presents a thought-provoking critique of traditional university education in contrast to the education one might receive from nature. Here are the key ideas and concepts explored: 1. *Nature as an Organic Classroom*: The text compares nature to a grand "college" where every organism plays the role of a classmate. It emphasizes the interconnectedness of all life forms, where each interaction fosters learning. Emotions, hormonal responses, and intuitive connections with other organisms shape an educational experience that cannot be replicated in the mechanical environment of a university. 2. *The Emotions and Sensory Learning of Nature*: Nature’s education is deeply emotional and sensory, engaging faculties like seeing, hearing, touching, and smelling. Each organism, whether a small blade of grass or a large tree, contributes to this learning process. This is a stark contrast to the sterile, emotionless education of universities that prioritize technological learning over emotional or sensory development. 3. *Critique of University Education*: The text argues that university education, as it exists today, isolates students from the natural world. It mechanizes learning, focusing more on abstract concepts and less on real-world connections with living organisms. It implies that universities, motivated by profit, teach in ways that damage the student’s connection to nature and the holistic learning it offers. 4. *Nature’s Education through Photons and Quantum Entanglement*: The author highlights that everything in nature is fundamentally composed of atoms, with energy (photons) being a key medium of learning. The concept of quantum entanglement is introduced, suggesting that learning and communication in nature transcend earthly boundaries, linking all organisms in a vast, interconnected system. The energy of the universe, represented by photons traveling at the speed of light, is proposed as a medium of education in nature. 5. *The Problem of Mechanization in Education*: The passage suggests that the mechanized, compartmentalized structure of university education stifles the natural learning process that flows from the holistic, interconnected nature of life. It criticizes universities for prioritizing rigid academic structures and tests (like exams) over the emotional, sensory, and integrative experience of learning that nature provides. 6. *Nature's Education is All-Encompassing and Inclusive*: In nature, there are no artificial boundaries between fields of study. The division into separate academic faculties, each with its own focus, is seen as a flaw in the university system. Nature’s education, by contrast, is an all-encompassing experience where all knowledge is interconnected, and learning happens through harmonious, emotional, and physical interactions between organisms. *Conclusion:* The text argues for a return to a more holistic form of education, one that aligns more closely with nature’s teachings and less with the profit-driven, compartmentalized nature of contemporary university systems. It calls for an educational model that fosters emotional and sensory connections, emphasizes the interconnectedness of all life, and recognizes the vast, cosmic system of knowledge that nature itself embodies. The “cure” for the current state of universities, according to the passage, would involve rejecting the mechanization and commodification of learning in favor of a more integrated, nature-based approach to 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 visit https://groups.google.com/d/msgid/thatha_patty/CACDCHCLXjSPi6mMEeE9efDryF_AZjVrLqDnQai0TGVn%3DWU2Fqg%40mail.gmail.com.
