PARTICIPATION OBSERVATION AND PARTICIPATION VS OBSERVATION 1 A well thought out idea distinguishing the modern science and ancient Rishis as ethnographic observations as participants scientists being an analyzer, vs I teach you as a participant, but you have to observe what you learnt of the erstwhile education. PARTICIPANT CUM OBSERVER, in one role is in the action mode; another PARTICIPANT INSIDE THE RING, DOING THE ACTION AS DIRECTED, IS BEING SUPERVISED BY ANOTHER PARTICIPANT OUTSIDE THE RING, WHO IS ALSO ACTING; BUT THE LATTER HAS NO DIRECT PERCEPTION AND HENCE, DEDUCTIONS MIGHT BE RIGHT OR WRONG. SIMILARLY, PARTICIPANT ACTING UNDER THE INSTRUCTION OR MAY BE, ON HIS OWN, MAY HAVE SELF-OBSERVATIONS OF HIS OWN NATURE, HENCE MIGHT BE LEAD ON ANY DIRECTION.
2 One who underwent the pain alone may observe the system of pain, and the resultant of the pleasure. One who is in action must draw the conclusion on own. But it needs the right type of knowledge. Anything erroneous, spoil the system and society as their innumerable observations and innumerable participation, churning the society, with cross thoughts. Unlimited focus is as dangerous as limited observation deduced by conditional clauses framed by the science or groups, where freedom is curtailed. In short, every action might produce different observation and consequential deductions, running parallel or against, churning society into depth of the confusions. 3 In that case, the secret was revealed in B G 5000 years ago; Karmanyevadikarste ma pakleshu kathachana. In action refrain from action; where non-acting, be hard core acting inaction; it meant that keep doing your swa dharma; let water flow in its own direction. If you try to build a dam, maybe Uttarakhand might happen. TO BE OR NOT TO BE? DO IT AS BRAHMAM. NOT AS BRAHMA. PARTICIPANT OR OBSERVER OPR BOTH OR NONE, (ONLY 4 STATUS) ACTION WITHOUT SELFISH ENDS ALONE IS NEEDED. K RAJARAM IRS 6825 On Wed, 6 Aug 2025 at 06:03, Markendeya Yeddanapudi < [email protected]> wrote: > > > -- > *Mar*From Participation and Observation to Participation-Vs-Observation > > > > In the totally free and healthy nature, where symbiosis pervades, every > organism can only participate in the macro nature, emotionally as a part > and limb of nature. The surrounding nature and the surrounding topography > actually functions as one’s own body, the macro symbiosis creating the > automatic reflex interactions. The expanse and arena of sensing and > sensations goes beyond one’s own immediate body, the interactions > functioning hormonally and as part of one’s nervous system. Learning > becomes feeling and sensing, and the advancement in education becomes the > expansion of the macro reach of feeling, sensing, perceiving and > understanding. Ultimately one becomes the planet earth or Gaia or Bhoodevi. > > Our Rishis adopted this method of education, spending the whole life, in > expanding one’s almost anatomical identity as the macro functioning and > living self. May be they developed the capacities of Telepathy, > Telekinesis’ and Teleportation. The situation then was the automatic > capacity to sense and perceive the living nature as a limb of the living > nature. Theism and Divinity took over the day today living. God or the > Healthy and Free nature automatically kept the limbs or organisms also > healthy happy. The functioning symbiosis, create rapture, dances, musics, > poems and songs. > > Education automatically was the mission of helping and strengthening > nature, not observing as a disconnected observer doing science for > technology and economics. The planet earth lived as the actively living > Bhoodevi or Gaia. The free and healthy nature, created God as the healthy > macro anatomy. > > Love reduces the physical distance. Lovers hug each other striving to > eliminate the physical distance attempting to become one physical body. In > the totally free and healthy nature, every organism tries to hug nature and > become the physical part of nature. As a result an organism could > automatically sense, cyclones, earthquakes, Tsunamis etc in advance. Earth > as one’s macro body, develops the capacity to sense in advance as the > growth one’s own nervous system. Ageing becomes strengthening throughout > life. Ageing was not withering. > > The fusion of one’s own nervous and hormonal system and the climate and > other features of the planet earth, almost as one big anatomically > connected life form, created the basic paradigms of nature as the > connecting concept bases of understanding in every organism. Emotions take > over as the senses of the sacred and sacrosanct. > > Alas, today for the sake of the scientific mind, scientific temperament > etc.One must assume that one is an outsider of nature, subjecting nature > observation without feelings and emotions. The basic art aspect must be > avoided as it leads to bias. > > Thanks to the extension of science into technology, industrialization, > urbanization and mechanization, nature is put under destruction all the 24 > hours of every day. We do not know when nature takes to correcting the rot. > But threat of great terror is being hastened by the continuous > destruction.AC rooms and all sorts of shelters,simply fail when nature > takes to correction. Who knows, the simmering Asthenosphere, just a few km > under the surface of earth, may flood lava in response to the continuous > attacks on the lithosphere. > > Education must be feeling based and its mechanization is perversion. > Actually the whole Universe is the great ocean of feelings for > understanding with feeling as the basic paradigmatic base. > > Every University must immediately start a ‘Free Nature Park without human > Tampering’ to facilitate te Paradigmatization of feeling nature for > education. It has to develop the courage to get freedom from the frenzy of > technology. > > YM Sarma > > Chat gpt > > Thank you for sharing this compelling and passionate piece by YM Sarma. > It’s a poetic and philosophical exploration of how *education, science, > and human interaction with nature* have shifted over time—from *participation > with nature* to a more *detached observation* of it. Below is a brief > analysis and distillation of the central ideas, with an eye to helping > others understand or engage with this kind of writing more clearly. > ------------------------------ > > *🔍 Title Analysis* > > *"From Participation and Observation to Participation-Vs-Observation"* > > The title indicates a transition: > > - *Then*: Participation *with* observation — holistic and > interconnected > - *Now*: Participation *versus* observation — detached and fragmented > > ------------------------------ > > *🧠 Core Message* > > The central thesis is that *human beings were once organically connected > to nature*, experiencing it *not just physically but emotionally and > spiritually*, to the point where the *planet was experienced as an > extension of one’s body and mind*. > > In contrast, *modern science and education* have become *disconnected, > mechanistic, and emotionless*, emphasizing *observation without > participation*, leading to: > > - Environmental destruction > - Spiritual emptiness > - Loss of deep ecological and emotional intelligence > > ------------------------------ > > *🌿 Key Themes* > > 1. *Symbiosis with Nature* > - Nature is not separate from us. > - The body and nervous system extend into the ecosystem. > - Earth is experienced as a living, feeling being—*Bhoodevi / Gaia*. > 2. *Ancient Wisdom* > - Rishis and seers practiced education through *feeling, immersion, > and unity*. > - Suggestion that spiritual powers (like telepathy) arose from deep > participation. > 3. *Modern Alienation* > - Modern science sees nature as a thing to be studied, not felt. > - Emotional detachment = ecological destruction. > - Industrialization + urbanization = 24/7 assault on nature. > 4. *Education and Emotion* > - True learning comes from *feeling* and *being part of nature*, > not detachment. > - Art, emotion, sacredness, and rapture were once integral to > learning. > - Today, those are sidelined in favor of objectivity and utility. > 5. *Warning of Ecological Collapse* > - Nature will eventually retaliate or correct the imbalance (e.g., > through geological catastrophes). > - A simmering *asthenosphere* (Earth’s molten layer) is > metaphorically and literally brewing. > 6. *Call to Action* > - Establish *“Free Nature Parks without human tampering”* in every > university. > - Create spaces for immersive, feeling-based education. > - Step away from the frenzy of technological obsession. > > ------------------------------ > > *🧭 Philosophical and Ethical Underpinnings* > > - *Deep Ecology*: Nature has intrinsic value, not just instrumental > value. > - *Eco-spirituality*: Viewing the Earth as sacred and alive. > - *Critique of Cartesian Dualism*: The split between mind/body and > nature/culture is artificial and damaging. > - *Post-humanist Sentiment*: Moving beyond human-centered views to a > broader ecological identity. > > ------------------------------ > > *📌 Takeaways & Reflections* > > - Sarma isn’t just critiquing science—he’s critiquing a *way of being*. > - He calls for a *paradigm shift in education*: from knowledge as data > to *wisdom as embodied experience*. > - Love, emotion, and feeling are not weaknesses or biases—they are > *gateways > to truth*, especially in the ecological context. > > ------------------------------ > > *✍**️ Possible Questions for Further Thought or Discussion:* > > - How can modern science be re-integrated with emotion and sacredness > without losing rigor? > - What would a “nature-based” curriculum look like in today’s > universities? > - Are there examples (indigenous, artistic, spiritual) where this > “participatory” model still survives? > - How can technology be used *in harmony* with nature rather than > against it? > > ------------------------------ > > Let me know if you’d like help turning this into an essay, summary, visual > presentation, or debate format. > > Certainly! Below is an *evaluation* of the piece by *YM Sarma*, > considering it as a *philosophical essay* or *reflective prose* on the > theme of *nature, education, and science*. The assessment uses a broad > academic rubric, assuming a context like university-level liberal arts, > philosophy, or environmental studies. > ------------------------------ > 📝 *Evaluation & Marking* 1. *Content & Originality (25 marks)* > > · *Score: 22/25* > > · The content is *rich, original, and deeply philosophical*. It > offers a profound vision of the relationship between humans and nature, > blending *eco-spirituality, education, and critique of science*. > > · The references to *Gaia, Bhoodevi, Rishis, and emotional > sensing* of natural phenomena are unique and thought-provoking. > > · It loses some clarity due to *repetition and lack of concrete > examples or supporting evidence*. > ------------------------------ > 2. *Clarity & Coherence (20 marks)* > > · *Score: 13/20* > > · The core message is *clear*, but the *structure is loose and > sometimes meandering*. > > · Sentences are often *long and packed*, requiring rereading to > grasp the intended meaning. > > · Some *transitions between ideas are abrupt*, which can hinder > comprehension. > > · *Paragraphing* could improve flow. > ------------------------------ > 3. *Language & Style (20 marks)* > > · *Score: 16/20* > > · The language is *poetic, emotive, and powerful*, which suits > the theme. > > · Strong use of *metaphor and imagery* (e.g., Earth as a > macro-body, education as emotional sensing). > > · Occasional *grammar issues, typos* (e.g., “te > Paradigmatization”), and *inconsistencies in capitalization* reduce the > polish. > ------------------------------ > 4. *Relevance & Argumentation (15 marks)* > > · *Score: 12/15* > > · The piece raises *highly relevant questions* about the limits > of modern science and the alienation from nature. > > · However, it lacks *explicit counterarguments or critical > engagement* with other viewpoints (e.g., value of scientific objectivity). > > · The argument is *passionate but one-sided*. > ------------------------------ > 5. *Presentation & Formatting (10 marks)* > > · *Score: 6/10* > > · The essay would benefit from *clear paragraphing, > headings/subheadings*, or visual breaks. > > · Some formatting issues: *no line breaks between major ideas*, > inconsistent use of punctuation. > ------------------------------ > 6. *Conclusion & Impact (10 marks)* > > · *Score: 8/10* > > · Ends with a strong *call to action* (create “Free Nature > Parks”), which is memorable. > > · The emotional tone lingers with the reader. > > · However, the conclusion could be *tightened* to emphasize the > main thesis more sharply. > ------------------------------ > ✅ *Total Score: 77 / 100* > ------------------------------ > 🎓 *Grade: B+* 💬 *Remarks:* > > This is a *thought-provoking, emotionally powerful, and philosophically > rich* piece that challenges the mechanistic view of education and > science. It presents a *visionary alternative rooted in deep > participation with nature*. However, its effectiveness is limited by some > *structural > looseness, lack of clarity in places, and stylistic rough edges*. With > better organization and polish, this could become an *A-grade essay* or > even a *manifesto for ecological education*. > ------------------------------ > > Would you like me to help *revise and polish* this essay to push it > toward an A+ standard? > > Certainly! Below is an *edited and refined version* of the original essay > by YM Sarma. The aim is to *maintain the spirit, depth, and emotion* of > the original while improving *clarity, structure, grammar, and flow*—suitable > for a high academic standard (A+ level). I’ve used clear *paragraphs*, > *headings*, and improved *sentence structure* without losing the poetic > tone. > ------------------------------ > *From Participation and Observation to Participation-vs-Observation* > > *By YM Sarma (Edited)* > ------------------------------ > *The Lost Unity Between Life and Nature* > > In a truly free and healthy natural world—where symbiosis governs every > interaction—each organism participates emotionally and physically in the > life of the planet. Nature and landscape were once felt not as > surroundings, but as extensions of the self. The earth functioned as a > *macro-body*, a living anatomy in which our reflexes, hormones, and > senses operated beyond the limits of our skin. > > In such a state of being, *learning was not memorizing, but feeling*—an > expansion of one’s sensory and emotional reach. Education was the process > of *becoming one with nature*, with the ultimate aim of becoming the > living Earth itself: Gaia, or *Bhoodevi*. > ------------------------------ > *Education as Emotional Expansion* > > Our ancient Rishis adopted this immersive approach to knowledge. They > spent lifetimes deepening their identification with the natural world, > expanding their awareness until they could perceive the Earth as an > extension of their own nervous and hormonal systems. This deep > participation might have led to the development of extraordinary > faculties—*telepathy, > telekinesis, or even teleportation*—not as miracles, but as natural > consequences of a deeply interconnected state of consciousness. > > When nature was truly free and healthy, *divinity was not separate from > daily life*. God was not an abstraction, but the harmony of nature > itself. In this living symbiosis, health, happiness, music, poetry, and > dance emerged spontaneously from the joy of interconnected life. > ------------------------------ > *Love, Distance, and the Senses* > > Love seeks to reduce physical separation. Lovers embrace not only > emotionally, but physically, longing to become one body. In the same way, > every organism once strove to *embrace nature*, to feel and become part > of it. As a result, people could sense cyclones, earthquakes, and tsunamis > *before > they occurred*, not through analysis, but through a shared nervous system > with the planet. > > In such a world, *aging was not decay*, but a deepening of connection and > strength—an extension of one’s body into the landscape, the wind, the soil. > ------------------------------ > *Science and the Tragedy of Disconnection* > > Today, under the banner of scientific progress, we are taught to regard > ourselves as *outsiders to nature*—objective observers who must suppress > emotion, avoid art, and eliminate feeling to avoid “bias.” This ideology > has severed the living connection between humans and the Earth. > > Through technology, industrialization, and mechanization, we have placed > nature under continuous assault. The Earth is being *destroyed 24 hours a > day*. We do not know when or how nature will strike back, but the > correction will come. Sheltered in air-conditioned rooms, we may feel safe, > but when the Earth’s *asthenosphere*—a molten layer just beneath the > crust—decides to erupt, *lava may remind us* that the planet is not a > machine, but a body, alive and powerful. > ------------------------------ > *The Perversion of Mechanized Education* > > True education is rooted in *feeling*. Mechanized education—based on > testing, objectivity, and detachment—is a distortion. The universe itself > is a vast ocean of feelings, and understanding must begin with emotional > resonance. > > To restore the sanctity of learning, *every university must immediately > establish a “Free Nature Park”*—a place untouched by human interference. > These sanctuaries would offer students a space to experience nature not as > a subject of study, but as a living presence. Only in such places can we > begin the *paradigmatic shift* toward a feeling-based education. > ------------------------------ > *A Call for Courage* > > We must find the *courage to break free* from our addiction to technology > and rediscover the sacred intimacy between life and Earth. Only then can we > rekindle the emotional, sensory, and spiritual intelligence that once > defined education. Only then can we return to a world where the Earth lives > again—not as a resource, but as *Bhoodevi, the divine mother*. > ------------------------------ > *Final Note* > > Let us reimagine education as an act of love, participation, and > belonging—not as detached observation. Let us remember that we are not on > Earth; *we are Earth*. > ------------------------------ > > If you'd like, I can format this for print, slide presentation, or even > spoken delivery. Would you like a version styled as a speech or a > publication-ready PDF? > > > > -- > 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/CACDCHC%2BPyArqBB%3Dfnbtp9Kg9MkyH%3DFQBvcDa5FMks%2BDRA3MU8Q%40mail.gmail.com > <https://groups.google.com/d/msgid/thatha_patty/CACDCHC%2BPyArqBB%3Dfnbtp9Kg9MkyH%3DFQBvcDa5FMks%2BDRA3MU8Q%40mail.gmail.com?utm_medium=email&utm_source=footer> > . > -- 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/CAL5XZoqkgoZzN8mEsq0woVLtToZ8Hugd_DEnOOwPfsawHsN2oA%40mail.gmail.com.
