My dear Gopala 1 (കൃത്യമായി, പക്ഷേ ഹനുമാൻ കുരങ്ങൻ ഒരു നല്ല പാട്ട് പാടിയാൽ അത് തെറ്റാണോ?)
2 (ഒരുപക്ഷേ, പക്ഷേ കുരങ്ങനോ പാട്ടിൻ്റെ അർത്ഥമോ ഒരു കഴുതയ്ക്ക് മനസ്സിലായാൽ പ്രശ്നം പരിഹരിക്കപ്പെടും.) 3 (ഓ, നിങ്ങൾ മനസ്സിലാവാതെ കേട്ടുകൊണ്ടിരിക്കുന്ന അതേ പാട്ടാണോ?) 4 (കുരങ്ങ് തോന്നുന്നതെന്തും പാടിയേക്കാം, പക്ഷേ ശ്രോതാക്കൾക്ക് മനസ്സിലാകുന്നിടത്തോളം അത് നല്ലതാണ്. എന്നാൽ ഒരു കഴുതയുടെ കഴിവില്ലായ്മയെ പോലും പരിഗണിക്കുന്നത് എന്തുകൊണ്ട്?) 5 (ശരിയാണ്, പക്ഷേ കുരങ്ങൻ പാടുമ്പോൾ, നിങ്ങൾ മാത്രമല്ല ഇത് കേൾക്കുന്നത്! പതിവുപോലെ ഉറങ്ങുകയാണോ?) 1 (krithyamaayi, pakshe hanumaan kurangan oru nalla paattu padiyaal athu thettano?) 2 (orupakshe, pakshe kurangano paattinte ardhamo oru kazhuthaykku manasilaayaal prashnam pariharikkappedum.) 3 (oaa, ningal manasilaavaathe kettukondirikkunna athe paattaano?) 4 (kurangu thonnunnathenthum padiyekkam, pakshe shrothaakkalkku manasilaakunnidatholam athu nallathaanu. ennaal oru kazhuthayude kazhivillaaymaye polum pariganikkunnathu enthukondu?) 5 (shariyaanu, pakshe kurangan padumbol, ningal maathramalla ithu kelkkunnathu! pathivupole urangukayaano?) 1 (Exactly, but if the Hanuman monkey sings a good song, is it wrong?) 2 (Maybe, but the problem will be solved if the monkey or the song’s meaning is understood by an ass .) 3 (Oh, is that the same song you’ve been listening to without understanding ?) 4 (The monkey might sing whatever it feels, but as long as the listeners understand, it’s fine.But why would the inability of an ass be even considered?) 5 (True, but when the monkey sings, it’s not just you listening! May be sleeping as usual?) K RAJARAM IRS 23125 On Thu, 23 Jan 2025 at 17:20, 'gopala krishnan' via KeralaIyers < [email protected]> wrote: > Sir, > > "Vayil thonniyathu Kothaikku pattu" . What more to say about Mr Rajaram. > Gopalakrishnan > > On Thursday 23 January, 2025 at 10:42:24 am IST, Narayanaswamy Iyer < > [email protected]> wrote: > > > > Dear folks > > The diabolic nude dancing duo are at it again at their most shameless > exhibition of crass stupidity and woeful ignorance of reality. > > One brain-dead partner solemnly sermonises without a trace of irony:- > > *"Nature draws and drags you into wonderful experiencing.....**The whole > flora and fauna function as your physical body*.*......**Today education > has no feeling and experiencing content in the curriculums.*" > > The other aged imbecile moron responds irrelevantly in unthinking > knee-jerk fashion:- > > "*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*." > > What this irrelevant ranting and rambling has to do with the subject under > discussion, i.e. "Experience vs. Scholarship", is anyone's guess. > > S Narayanaswamy Iyer > > > On Thu, Jan 23, 2025 at 12:14 PM Rajaram Krishnamurthy < > [email protected]> wrote: > > 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. > > > > -- > On Facebook, please join https://www.facebook.com/groups/keralaiyerstrust > > We are now on Telegram Mobile App also, please join > > Pattars/Kerala Iyers Discussions: https://t.me/PattarsGroup > > Kerala Iyers Trust Decisions only posts : https://t.me/KeralaIyersTrust > > Kerala Iyers Trust Group for Discussions: > https://t.me/KeralaIyersTrustGroup > --- > You received this message because you are subscribed to the Google Groups > "KeralaIyers" 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/keralaiyers/CAL5XZooh_jxaLRevgWKSLzOO%2BuY1ikCM6V9eRiQzwrQPH%2Bx-AQ%40mail.gmail.com > <https://groups.google.com/d/msgid/keralaiyers/CAL5XZooh_jxaLRevgWKSLzOO%2BuY1ikCM6V9eRiQzwrQPH%2Bx-AQ%40mail.gmail.com?utm_medium=email&utm_source=footer> > . > > -- > On Facebook, please join https://www.facebook.com/groups/keralaiyerstrust > > We are now on Telegram Mobile App also, please join > > Pattars/Kerala Iyers Discussions: https://t.me/PattarsGroup > > Kerala Iyers Trust Decisions only posts : https://t.me/KeralaIyersTrust > > Kerala Iyers Trust Group for Discussions: > https://t.me/KeralaIyersTrustGroup > --- > You received this message because you are subscribed to the Google Groups > "KeralaIyers" 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/keralaiyers/CAL4idhPtrk8b4vmgYMMSFxjtCL2sdG3hWTkYtEg9R%3DbPjQPwGQ%40mail.gmail.com > <https://groups.google.com/d/msgid/keralaiyers/CAL4idhPtrk8b4vmgYMMSFxjtCL2sdG3hWTkYtEg9R%3DbPjQPwGQ%40mail.gmail.com?utm_medium=email&utm_source=footer> > . > > -- > On Facebook, please join https://www.facebook.com/groups/keralaiyerstrust > > We are now on Telegram Mobile App also, please join > > Pattars/Kerala Iyers Discussions: https://t.me/PattarsGroup > > Kerala Iyers Trust Decisions only posts : https://t.me/KeralaIyersTrust > > Kerala Iyers Trust Group for Discussions: > https://t.me/KeralaIyersTrustGroup > --- > You received this message because you are subscribed to the Google Groups > "KeralaIyers" 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/keralaiyers/817450802.2227546.1737632996554%40mail.yahoo.com > <https://groups.google.com/d/msgid/keralaiyers/817450802.2227546.1737632996554%40mail.yahoo.com?utm_medium=email&utm_source=footer> > . > -- You received this message because you are subscribed to the Google Groups "Thatha_Patty" group. 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