-- *Mar*Experience-Vs-Scholarship
Free and healthy nature draws and drags you into wonderful experiencing. It becomes the ultimate book where the contents directly get digested, and covers the whole gamut of your internal hormonal communication. You become nature that lives. Nature functions as the big womb that nurtures your physical, intellectual, emotional, perceptional and understanding growth.Learning, living and growing become one. The whole flora and fauna function as your physical body. You paradigmatize as the planet Earth or as the living Bhoodevi. If you close your eyes and make your mind blank, the free nature converts you as part of its healthy and happy anatomy. You enter the freely and happily functioning Ecology. Your perception and understanding as experiencing, develops into diverse natural faculties, unlike the faculties of our universities, where faculties are determined for the convenience of administration. But direct learning in free nature, as free nature, makes one join the healthy and lush growth, and one achieves the wonderful macro understanding. You experience learning, along with every other organism, and communication with them becomes breathing, smelling, hearing and seeing with the strength of Siva, as Siva. Today education has no feeling and experiencing content in the curriculams.You cannot have any emotional and intellectual connection with any and every other organism of the Biosphere. What is worse, you inflict every atrocity on every organism for your scholaring and noting without experiencing. Empathy towards the organisms on which you inflict diseases, tortures and horrible pains for experimentation, is bias, the sin of science. The objective of your scholaring is to reduce it into technology and convert it into diverse machines, machines which are incapable of basic empathy. The fundamental requirement is divorce to nature, and become an outside manipulator of nature. Originally learning was emotional expression and all learning was presented as drama, dance, poem and song.Galieo expressed his discovery that the earth is round as a drama. The emotional content as personal perception leading to emotional experience was the main ingredient in the presentation of learnings. Any text that does not evoke and provoke emotions was not learning at all. The epic mode was adopted for the science findings once. Today a student is separated from the Biosphere, bludgeoned to become an observer and mere noter of the established facts. That education actually is partnering with nature has become a weird notion and such people are called cranks. Today we are destroying nature, employing the whole gamut of destructive technology driven, motivated and propelled by the dismal cult, economics for getting commercial profit. The falsehood profit is bludgeoned on all. There can be really no profit or loss at the macro level, when my income is your expenditure, and when incomes and expenses must be equal. Profit simply means the destruction of nature without compensating nature for the destruction. And today we are destroying nature with more and more vigour,euphemizing it as development. Education as experiencing the free and healthy nature is killed completely. It is for the Universities to revive the real education and stop their slavery to the business and commercial vandals. I wish that at least one University develops the guts. For a beginning it can start ‘The Free Nature Parks without our tampering’, where nature exists on the terms of nature and where there is no technology at all. YM Sarma Chat GPT This text presents a powerful critique of contemporary education, highlighting the disconnect between modern academic systems and the natural world. The author, YM Sarma, emphasizes that traditional learning—once deeply interconnected with emotional and experiential knowledge—has been replaced by a sterile, detached, and mechanized approach. In this critique, the author contrasts "Experience" with "Scholarship" in a profound way, suggesting that true learning occurs when one is in tune with nature, rather than through rigid, administrative structures that treat nature as an object to be manipulated. Here’s a breakdown of the key ideas: 1. *Nature as a Source of Learning*: The author stresses that the natural world offers a direct, immersive form of education. Nature’s processes, its beauty, and its ecosystem contribute to a holistic form of learning, one that nurtures all aspects of human growth—physical, intellectual, emotional, and perceptual. This kind of learning is continuous and organic, aligning with nature’s rhythms. 2. *Critique of Modern Education*: Modern education, according to the author, lacks emotional engagement and fails to foster a deep connection with the biosphere. Students are disconnected from the natural world, learning from a detached perspective rather than experiencing it in a full, embodied way. The curriculum has become a series of disconnected facts, and science, which was once presented through emotional and dramatic expression, is now mechanized and impersonal. 3. *Ethical Concerns*: The text criticizes the ethical implications of modern science, particularly experimentation that causes suffering to living organisms. The “bias” in science is seen as a lack of empathy toward other forms of life. This disconnection is tied to a broader issue: the reduction of nature to a resource to be exploited for commercial gain. The author argues that this is a betrayal of both ethical and ecological principles. 4. *Profit and Environmental Destruction*: The idea of profit is scrutinized—profit in this context refers not just to financial gain, but to the destruction of nature without compensation. This, the author claims, is the driving force behind technological and economic practices that harm the environment. The notion of "development" is seen as a euphemism for environmental destruction. 5. *A Call for a New Approach to Education*: The author urges universities to reclaim their role as centers for true learning, not just institutions for technological advancement and commercial profit. One suggestion is the creation of "Free Nature Parks," spaces where nature exists without human interference or technology. These spaces would be places where learning is experiential and integrated with the natural world, allowing for an emotional and intellectual connection to the environment. *The Contrast between Experience and Scholarship:* - *Experience*: Involves immersion, emotional engagement, and holistic learning that integrates the body, mind, and spirit with nature. It is living and growing within the world rather than observing from the outside. - *Scholarship*: In the modern sense, is viewed as disconnected, intellectual, and detached. It is about collecting and categorizing facts without emotional or experiential engagement with the subject matter. In essence, the text is a passionate call to bring back a more holistic, experiential form of learning, one that sees knowledge as something lived and felt, rather than something to be separated from and analyzed from a distance. The author critiques the current state of academia and the commercialization of nature, urging a return to an educational model that values empathy, emotional connection, and the living world. -- 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/CACDCHCJpoDsehpLG6-k5qf-QJttG9CSHq4XiKk_3i0PqpEqEMQ%40mail.gmail.com.
