The words that were told and the rice that was packed
சொல்லிக் கொடுத்த சொல்லும் கட்டிக் கொடுத்த சோறும்
Experiences and the scholarships
Teenage delusion
Teenage refers to the period of adolescence from the age of thirteen to
nineteen. This period, when a child has matured a little from childhood and
is a little short of reaching adolescence, should be passed with caution.
During this period, when the body's hormones start to change, the mind will
suffer from a lot of confusion due to the changes that occur in the body.
The world will appear new. There will be a jump in actions and behavior.
There will be a reckless courage to achieve anything. Along with this,
unnecessary problems also come, which is why this period causes fear in the
minds of parents.
At least girls will get news about the changes in their bodies and their
flowering, at least to some extent, from home or from their relatives.
However, it must be said that the situation of boys has not improved in
this regard. Because no father openly talks to his son about the changes in
his body. That is why boys start to learn about their physical changes from
the outside. Due to this, most boys end up getting unwanted information and
wrong beliefs. To avoid this, if parents talk to their children gently,
such problems will not arise.
ntil then, the child who used to hold hands and wrap his legs around his
body will suddenly start acting independently. He will start choosing food
or clothes according to his own wishes. At that moment, parents should
understand that a separate world has started to form for them. If parents
enter that world as friends, there will be no resentment on either side.
Instead, they will mentally distance themselves from parents who do not
respect their self-choice and treat them as children. Parents should learn
to handle their adolescent children by understanding the changing times.
Children of this age will be more concerned about their appearance. That is
why the worship of movie heroine images and the desire to change to a ‘size
zero’ physique like the heroines is a big deal for them. At this age when
the attraction of the opposite sex is high, a girl who used to look at her
father as a hero will start looking at men outside. A boy who used to love
his mother will start looking for his mother’s image in other women. This
is natural.
Teachers, after their parents, spend the most time with children of this
age. The image of a teacher/teacher is the first thing that sticks in their
mind. Then their speech, actions, and behavior begin to attract them. They
compare everyone’s actions with their favorite teacher. This is not
dangerous as long as they are of the same size. However, the danger lies in
the teacher/teacher trying to take advantage of this. Nowadays, the way
teachers behave sexually with students is a hot topic.
Adolescents always have the desire to present themselves as a ‘super
character’ to their friends. Similarly, they will try to show that the
teacher or teacher whom everyone likes is closer to them than others. In
such cases, if a clear teacher points out the child’s activities and
changes their unwanted thoughts, no problem can arise. Teachers should
first be taught how to handle adolescent children.
The conversation will go on about movie heroes/heroines. They will talk
about their style, clothes, and accessories in a sarcastic manner. Then,
instead of criticizing it, we should move on and teach them to move on. If
we only criticize it, their thinking will remain that. Parents should first
understand this.
Similarly, there will always be thoughts about physical appearance. Parents
should explain that health is more important than beauty. For that, parents
should first be health care providers and role models. Children who are
starving to become size zero should be advised about fitness and they
should also exercise together.
Children with physical disabilities should be made to understand that they
are not important to achieve. Their self-confidence should not be damaged.
They should be encouraged without hindering any of their efforts. If it is
not possible, it should be clearly explained. Discussions should be avoided.
Teenagers should be careful in establishing their circle of friends.
Parents should help them with this. It is also wrong to ignore their
children's friends. It is also wrong to be too inquisitive. Parents should
teach them to be selective in their friends. At all times {FROM A
BLOGGER] K Rajaram IRS 23125
On Thu, 23 Jan 2025 at 06:52, Markendeya Yeddanapudi <
[email protected]> wrote:
>
>
> --
> *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.
>
>
>
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