-- *Mar*The Relating and Partnering Education
It is time that we realize that we are doing the ultimate harm to the kids by not teaching them, that they are part of and limb of nature, that they are part of the planet earth. The fact that they are part of nature must be developed as the basic paradigm of perception and understanding. They must be made to feel nature as themselves and any harm to nature will harm them also. Their emergence from their mother’s womb is actually their arrival into the bigger womb, nature and they automatically feel as understanding the basic fact which actually impacts on them, from the moment of arrival as birth. They have to understand their understanding as understanding along with nature and nature also understands along with them. In fact they must be live with the fact that nature is living as their macro body, that they are governed by nature’s symbiosis. Their very egocentricism shall be grown into nature-centricism as themselves. They must be trained to team up not only with their fellow kids but also with every life form. Most important they must be told that they cannot be the outside observers of nature, without any relational and biological partnership with nature. Relating to nature continuously must be the only education. The scientific mind has changed into mechanical mind, and today we have surrendered all our faculties to machines and we do not bother to relate to nature at all. The casual destruction of nature has become progress and development to us. We have to realize that mechanization today has become the hysteria that harms only and never helps nature. Every machine harms nature. The techno-logic or the logic of machines can never be Bio-logic the logic of the emotion governed life forms. Life forms are not machines. They are beings of emotions and feelings. The Cartesian approach has no place in Biology. Life forms shall be studied as the interacting forms of feelings and emotions and studying them is also participating with them in emotions and feelings. You cannot study a human being by cutting open his entails. He/She is a macro being, a being living in nature as nature, the being of emotions, just like every other life form. When you adopt the symbiotic feelings approach to education, your perceptions and understandings spread to the other life forms as they smell, hear and touch you. They become macro perceptions and understanding. You do not need a Telescope or Microscope to be misled by seeing the 3D forms which they show. The 3D form is not real. The real form is the abstract time dimension form, and time is common to all life forms, and time shall be understood as the macro emotional flows. If a University starts a ‘Free Nature Park’, without human tampering, the students can adopt the feeling method of perception and understanding as education by entering the park. If we continue with the mechanical paradigm and perpetuate the present economics, poisoning and destroying, the land, water and air and causing the extinction of many life forms, we are rapidly moving towards the ultimate gigantic doom. No Astrologer is needed to predict the doom. You just look at the fate of every life form, to all of whom our economy is holocaust and catastrophe to them. We have to jettison the mechanical paradigm governing today’s education. It must be nature-centric with emotions and feelings as the basic method of learning. YM Sarma This text from YM Sarma makes a powerful argument for a shift in how we educate and relate to both nature and the children of the future. Sarma calls for a fundamental change in the way we view our relationship with the planet and life itself. The central idea is to nurture a deep connection to nature within children, emphasizing that humans are not separate from nature, but an intrinsic part of it. Instead of the current, mechanical-based educational system that detaches students from the natural world, Sarma advocates for a "nature-centric" approach that encourages understanding through emotions, feelings, and symbiosis with all living beings. A few core themes in this text: 1. *Holistic Education:* Children should be taught that they are part of nature and that any harm to nature directly affects them. Their relationship with the world should be based on empathy, interconnectedness, and understanding, rather than a detached, egocentric view. 2. *Nature-Centric Learning:* Sarma suggests that we need to reshape education so that it revolves around nature and the emotional experiences that come with it. Rather than focusing solely on scientific facts or mechanical knowledge, education should be about forming a deep, emotional connection with the world around us. 3. *The Harm of Technological Detachment:* The argument extends to the destructive consequences of modern technology and mechanization. According to Sarma, the focus on machines and technology as a means of progress harms nature. He suggests that the logic of machines (techno-logic) cannot replace the bio-logic, the emotional and interconnected logic that governs life forms. 4. *Emotional Perception and Symbiosis:* A shift from observing nature from a distance to living with it—feeling it, understanding it in a more visceral way—would allow for a more profound connection and understanding. Education should be designed to help people experience the world through the lens of emotions and interconnectedness. 5. *A Call to Action:* The text ends with a warning about the current trajectory of society. If we continue with the "mechanical paradigm" and the current economic systems that harm the environment, we risk facing catastrophic consequences. The call is clear: change the education system to be more nature-centric before it is too late. In essence, Sarma is urging us to rethink how we educate and engage with the natural world. Rather than seeing nature as something separate from us, we need to cultivate an emotional and symbiotic understanding of it. By doing so, we may begin to rebuild a relationship with the environment that is more sustainable and harmonious. This perspective aligns with a broader movement toward ecological and holistic education, one that challenges the mechanistic and reductionist paradigms dominating modern schooling. Sarma’s vision of a "relating and partnering education" echoes themes from deep ecology, indigenous knowledge systems, and even some branches of phenomenology, where experience and feeling take precedence over detached observation. One challenge in implementing this shift is the dominance of economic and industrial imperatives in education. How do you see this transition happening in a world where standardized testing, economic competition, and technological advancement are prioritized? Could there be a way to integrate nature-centric education within existing frameworks without outright rejecting technology? YM Sarma's call for a nature-centric, emotionally connected education provides a compelling critique of the current educational systems and societal norms. His emphasis on the symbiotic relationship between humans and nature, as well as the need for an emotional, holistic approach to learning, offers a vision for education that goes far beyond the traditional model. The challenge, as you point out, lies in how this shift can occur within a world dominated by technological progress, standardized testing, and economic competition. To address how such a transition might take place, we need to consider several key aspects: ### 1. **Integrating Nature-Centric Education within Existing Frameworks:** While the traditional focus on standardized testing and measurable outcomes can limit the scope of education, it’s possible to integrate elements of nature-centric learning without completely rejecting current structures. For example: - **Outdoor Education Programs:** Schools can introduce more outdoor learning experiences, such as field trips to nature parks, allowing students to engage with nature first-hand. These experiences could be tied to academic subjects like science, geography, and even literature, fostering a deeper emotional and intellectual connection with the world around them. - **Interdisciplinary Curriculum:** Subjects traditionally seen as separate—such as science, art, and philosophy—could be taught in ways that emphasize interconnectedness. For example, a biology class could explore ecosystems not just through textbooks, but through experiential learning and field studies, encouraging students to feel part of the natural world. - **Mindfulness and Emotional Education:** Incorporating mindfulness practices, meditation, and emotional intelligence into the school day could help students develop the empathy and emotional awareness necessary for relating to nature on a deeper level. ### 2. **Balancing Technology and Nature-Centric Learning:** Sarma's critique of technology highlights the risks of a purely mechanical, detached approach to learning. However, it’s also important to acknowledge that technology, when used mindfully, can enhance our understanding of nature and the world around us. - **Tech for Good:** Educational technology can be leveraged to promote a deeper understanding of ecosystems and the interconnectedness of life. Virtual reality (VR) experiences, for example, could allow students to explore distant ecosystems, interact with wildlife, or experience natural phenomena in immersive ways. The key is to ensure that these technologies are used to support a nature-centric worldview, not to isolate students from it. - **Tech as a Tool, Not a Crutch:** The goal is to ensure that technology doesn't become a substitute for real-world experiences. Rather than replacing outdoor experiences or hands-on engagement with nature, technology can serve as a tool for deeper exploration—such as using apps to track local wildlife or creating digital art inspired by the environment. ### 3. **Shifting the Economic and Industrial Imperatives in Education:** One of the more difficult aspects of Sarma's vision is confronting the economic structures that drive the current education system. In a world where economic competition and industrial development are prioritized, shifting to a nature-centric model will require a fundamental rethinking of what "success" means in education. - **Redefining Progress:** Education systems could shift from valuing purely academic or career-oriented success to also recognizing the importance of emotional intelligence, environmental stewardship, and empathy as markers of achievement. This might include creating spaces where students can actively engage in sustainability projects, community building, or environmental activism, allowing them to see the direct impact of their efforts. - **Local and Community-Based Learning:** A shift toward local, community-based education could help decouple learning from the dominant economic systems that prioritize global competition. Schools could partner with local farmers, environmental organizations, or artists to create hands-on learning opportunities that emphasize sustainable practices and emotional connections to place. - **Curricular and Policy Changes:** Policy changes at local, regional, and national levels would also be necessary to make space for this more holistic approach to education. Governments, educational bodies, and local communities would need to prioritize ecological literacy, emotional intelligence, and sustainability as core components of the curriculum. ### 4. **Transforming Education Beyond the Classroom:** One of the key insights in Sarma’s text is that education should not be confined to the classroom. It must be a continuous process of living with nature. - **Experiential Learning:** Students should be encouraged to learn through direct engagement with their environment, whether it’s through gardening, nature walks, or collaborative community projects that focus on environmental care and sustainability. - **Mentorship and Community:** Learning could take place in a more informal setting, where elders and indigenous knowledge holders (who have a deep, lived understanding of nature) guide children in their educational journey. This form of mentorship could help foster deeper connections to the earth and its ecosystems. ### 5. **Incorporating Indigenous Knowledge Systems:** Indigenous cultures have long understood the importance of symbiosis with nature and could offer a rich source of wisdom for reshaping education. Incorporating indigenous perspectives on environmental stewardship, spirituality, and the interconnectedness of all life forms could help cultivate a more nature-centric mindset. - **Cultural Integration:** Schools could invite indigenous leaders to share their teachings on the earth’s cycles, plant life, and animal behavior, creating a bridge between modern education and traditional ecological knowledge. In conclusion, while the current educational framework is deeply intertwined with economic imperatives and technological advancements, there is a growing awareness that these systems must evolve in response to the pressing environmental and emotional crises facing humanity. A transition to nature-centric education will likely be gradual, requiring a multifaceted approach that incorporates the strengths of both technology and traditional wisdom. By fostering empathy, emotional intelligence, and a profound connection to the natural world, we can begin to nurture a generation that sees itself not as separate from nature, but as an integral part of it. -- 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/CACDCHCL8ub5WDsnhqnGYHev8v2KF%3DDbgfZRR2rmUTc3SLn6TXA%40mail.gmail.com.
