RAPTOROUS REVELATION
I WAS STRUCK BY TESE WORDS RAPTURE AND REVELATION FROM THE ROOT
REVEALING. In the Christianity these 2 words are oft pronounced as
relating to Bible. But Vedas are based on these 2 words alone. Brahmam
revealed the Veda as RICS; the spread of the rapture decided the human to
hold to it. In order to comfort all where they have to be remembered,
decided to use it in action and in musical retentional forms of notes.
Utility was the final part. Today there is an article on power. Power was
is and will be the Vedas. ALREADY IN THE EXISTENCE. Action arose out of it.
for revelation: Sanskrit has many words.
विवृति f. vivRti revelation
उद्द्योत m. uddyota revelation
व्याकरण n. vyAkaraNa revelation
वेदश्रुति f. vedashruti Vedicr evelation
निरागम adj. nirAgama not founded on revelation
श्रुतविद् m. shrutavid knowing sacred revelation
श्रुत n. shruta oral tradition nor revelation
अप्रकटता f. apraka TatA absence of manifestation or
revelation
वेदावतार m. vedA vatAra revelation or handing down of the
veda
Buddi to Buddha is also a revelation. And that shines so bright
as truth is the rapture. THAMASO MA JYOTHIRGA MAYA BRING ME OUT OF THE
DARKNESS TO LIGHT IS THE RAPTURE. So, people in the darkness fill pages
without merit or substances while many in the light gets enlightened. 123
is so small; thatha patti and Keralam are so broad; sanatana dharma is so
far and wide. One can even to go to USA to study means that small well
shall not get the rapture one needs. Ignorants do make fun of it. But the
truth is in rapturous revelations agnimeele purohitam. K Rajaram IRS 25125
On Sat, 25 Jan 2025 at 06:27, Markendeya Yeddanapudi <
[email protected]> wrote:
>
>
> --
> *Mar*The Flow of Rapturous Revelations
>
>
>
> Revelations that automatically become rapture is the main characteristic
> of the Universe. The Universe simply is the great ocean of rapture. When
> one is in ultimate happiness and rapture, there is no situation that
> creates questions. If only we do not look at free and healthy nature
> without fear and suspicion and often dread, but relate to the universe,
> happily, we enter the ocean of rapture. We need to relate to nature,
> emotionally and paradigmatically.
>
> But our very education system has dragged us away from nature. The infant
> is bludgeoned to strive for marks and grades and it is trained to live only
> to impress others. The main method of impressing is by getting good marks
> and grades in the examinations. From LKG to PhD the main effort is to
> impress others. The entire life when there is lot of energy and great
> potential to take interest and relate to nature is usurped by the forced
> and coerced need to impress with grades and marks. The very capacity and
> faculty to relate to nature and directly learn, is destroyed and its place
> is replaced by anxiety, worry and ultimately fear of nature.
>
> From nature or Godcentricism, we reduced into Anthropocentricism, from
> there to egocentric Darwinism, from there into economic centricism and
> today into technocentricism,where nature has to exist for Robot, ruled by
> Robots, for Robots and of Robots. Economics has become the independent
> monster, that destroys nature comprehensively and emotions have no place in
> the Newtonized and monsterized economics.We do not even care to note that
> we are destroying nature continuously all 24 hours of every day. Every
> University with its various courses is helping this destruction from every
> angle, called faculty. Bruhaspathi is chased away by Sukracharya.
>
> Today, every student is convinced that impressing others and making lots
> and lots of money is total life. He looks at nature as economic resource
> and not as emotional home. He is trained to impress with good grades and
> marks sheet, which certifies that he is fit for economic activity or simply
> for the destruction of nature.
>
> He is made totally unaware of the fact, that every life
> form,grass,plant,tree,bird,bee,insect,animals,fish…,is his emotional and
> perception and understanding complement. Economic success or simply success
> in the destruction of nature is his only purpose and meaning of life. He
> believes in the Darwinized Gaia not in the loving and approving Gaia. He is
> bludgeoned with the basic paradigm that the Biosphere consists of life
> forms which are at the most deadly war with each other. Neurosis and benign
> hysteria automatically become the basic character of life. Economic success
> needs success in self marketing and so, the spending of total life to
> impress others and never relate to nature. He does not realize that
> economics today destroys Ecology and the Biosphere.
>
> Please ask yourself this simple question:’ after the advent of technology,
> is nature prospering or dying? Are you part of nature, or are you the big
> buffoon, that you are the outside user and spectator of the nature getting
> destroyed? Does education and life mean, participation in the destruction
> of nature?
>
> Can we hope for the emergence of one University which makes the subject
> matter of Economics, Ecology and Biology and Zoology etc as the extensions
> of Ecology? Can we hope for the birth of at least one sane university?
> There is desperate need to start ‘Free Nature Parks without human
> Tampering’so that the students can college with nature.
>
> YM Sarma
>
> Chat GPT
>
> This text reflects a deep and thought-provoking critique of the current
> educational and societal systems, pointing out how they are disconnected
> from the natural world. The writer highlights how modern education
> emphasizes academic success, economic achievement, and societal approval at
> the cost of fostering a genuine connection with nature and understanding
> the ecosystem.
>
> The author contrasts human-focused (anthropocentric) thinking with a more
> holistic, nature-centered approach, which they believe could lead to a
> greater sense of emotional and spiritual fulfillment. They argue that our
> modern system, driven by technology, economics, and self-interest, has led
> to the exploitation and destruction of the environment. This presents a
> call for a more integrated, ecologically aware system of education—one that
> promotes learning in harmony with nature, rather than contributing to its
> destruction.
>
> The rhetorical questions towards the end prompt introspection about one's
> role in this ongoing situation—whether people are passive spectators or
> active participants in nature’s decline. The call for a "sane university"
> where subjects like economics, biology, and ecology are taught as
> interrelated aspects of the environment is a plea for a shift in how we
> approach education and human existence.
>
> What are your thoughts on this view? Does it resonate with you?
>
>
>
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