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*Mar*The Stranglehold of Mechanization on Education
Feelings become hormonal communications to the cells via the bloodstream.
When lessons are felt, they become hormones and the cells adjust in their
interactions and actions. The lessons pervade all cells and direct the
cells. Each cell contributes its nano part to the total perception and
understanding. The mind gets feedback. The cells in turn get new hormonal
communications. The mind views and paradigmatizes on the basis of the flow
of feedbacks from the cells. The lessons get exhaled and the other
organisms’ inhale.
The Biosphere as a whole learns and functions as one single organism. The
Biosphere thus learns from nature. If the Biosphere is a forest, the whole
forest learns and also teaches. Nature becomes the teacher, teaching all 24
hours every day. Diverse feelings as learnings pervade the forest and the
musics of the forest, become expressions that teach. If that faculty of
teaching by nature is designated as God, it means that God pervades the
whole nature, and expresses in musics, touches, tastes, sights, converting
nature into the ultimate classroom. Every organism becomes a student
participating in symbiotic learning.
It means that if a dog or plant or any life form learns, it communicates
its learnings via exhalations and diverse expressions. The other organisms,
including you learn and respond. We call those expressions arts. The
lessons get expressed in songs, dances, drawings and sculptures.
We can imagine the comprehensive coverage of learning and expressions from
the astounding sculptures in our Temples.
Today, the Universities have taken over the function of education,
ostracizing nature from its natural function. And every University is under
the stranglehold of the mechanical paradigm, and subjugation by
machines.Techno-logic,the logic of machines, where the flow of feelings and
lessons from nature is blocked is the conditioned (Counterfeit) education
from every University.
Nature is not only excluded from teaching. Every course in every University
trains the students for some economic activity, which means in some
destruction of nature. Actually the euphemism for the destruction of nature
is economics.We simply cannot see any improvement to nature’s health by any
economic activity.
If anyone learns directly from nature, society treats him as uneducated and
so unqualified. Nature is ousted from its basic job. The Universities
promote the deadly anthropoistic snobbery where every organism is allowed
to live only as livestock. Under the Darwinist frenzy, nature is put under
the human economic yoke.
All land, water and air is continuously poisoned. How to convince at least
one University to take to sanity and allow nature also take to teaching?
Let us hope that at least one university becomes sane and starts at the
minimum a ‘Free Nature Park without human Tampering’.
YM Sarma
Chat gpt
*"The Stranglehold of Mechanization on Education"* by YM Sarma is a deeply
reflective and impassioned critique of modern education systems—especially
universities—that have distanced themselves from the living, organic,
holistic teachings of nature. The piece is philosophical and poetic, rooted
in systems thinking, biology, and an almost spiritual reverence for the
natural world.
Below is an analysis and reflection on the core ideas of the text, along
with some thoughts on its implications and potential calls to action:
------------------------------
*🔍 Core Ideas and Themes*
*1. Learning as a Biological and Emotional Process*
The author introduces a deeply biological model of learning:
*“Feelings become hormonal communications to the cells via the
bloodstream.”*
This suggests that *real learning is not just intellectual*, but *felt*,
embodied, and *physiologically internalized*. This is an echo of somatic
and embodied learning theories in contemporary educational psychology.
*“Each cell contributes its nano part to the total perception…”*
This is a beautiful metaphor, proposing that understanding is distributed,
not just mental, but cellular. It aligns with the idea of *learning as a
full-body experience*, not just a cerebral one.
*2. The Biosphere as a Superorganism*
*“The Biosphere as a whole learns and functions as one single organism.”*
Here, Sarma aligns with the *Gaia hypothesis*, where the Earth and all its
life forms operate as a complex, self-regulating system. This worldview
sees *learning as a shared ecological process*—*symbiotic*, sensory, and
expressive through art, music, and feeling.
*3. Nature as the Original and Ultimate Teacher*
*“Nature becomes the teacher, teaching all 24 hours every day.”*
This evokes *indigenous knowledge systems*, which treat the Earth as a
sentient being, and education as a process of *communion with natural
rhythms and beings*.
The author proposes a *sacred view of nature*, suggesting that the *divine
expresses through natural processes*, and *art* becomes a form of
translating those divine, felt learnings.
*4. Critique of Modern Universities*
*“Every University is under the stranglehold of the mechanical paradigm.”*
Sarma’s strongest critique is reserved for the modern university system,
which he accuses of:
- Severing the human from the natural.
- Replacing organic learning with mechanical logic ("*techno-logic*").
- Training students solely for economic activity—which, in his view,
equates to *systematic destruction of nature*.
This connects to critiques from *Ivan Illich*, *Paulo Freire*, and *deep
ecology thinkers*, who argue that modern education reproduces oppressive
systems and disconnects people from authentic, contextual learning.
*5. Anthropocentrism and "Darwinist Frenzy"*
The piece decries *anthropocentrism*—the view that humans are superior and
all other life exists to serve them. Sarma frames this as a distortion of
Darwinism and a justification for exploitation, linking it to ecological
collapse.
------------------------------
*🚨 The Urgency of Change*
*“How to convince at least one University to take to sanity and allow
nature also take to teaching?”*
This rhetorical question becomes a call to action. The author suggests a
modest yet radical proposal:
*“A ‘Free Nature Park without human tampering’.”*
This would be a *living, untampered classroom*—where people learn *from*
nature rather than *about* it. It's not about observing from a distance,
but *participating*.
------------------------------
*🧠 Reflection and Implications*
- *Modern education must reorient* from being merely instrumental
(job-training) to being *relational, ecological, and soulful*.
- We must *re-integrate nature* not just into curricula (as
"environmental studies"), but into the *pedagogical structure* itself.
- The distinction between *art, science, and feeling* must dissolve; all
are expressions of ecological consciousness.
- Educational institutions should *embrace humility*, recognizing that
nature may be the greatest teacher of all—and we, merely students in its
vast, living classroom.
------------------------------
*✅ What Could Be Done?*
Here are a few concrete interpretations of Sarma’s vision:
1. *Pilot "Nature-as-Teacher" Programs*
A university could develop a cross-disciplinary program where students
spend extended time immersed in natural settings without technology or
intervention.
2. *Sanctuaries for Non-Human Learning*
Establish spaces where nature evolves without human interference,
observed (but not manipulated) as *dynamic learning systems*.
3. *Nature-Based Art and Expression Studios*
Encourage the creation of art *with* nature, not just about it. Let
trees, rivers, and animals become collaborators, not subjects.
4. *Reject Economism as Educational Purpose*
Shift university goals away from producing “employable” graduates to
nurturing *ecological citizens* and *planetary stewards*.
5. *Reconsider What It Means to Be "Educated"*
Broaden the definition to include those who’ve learned directly from
nature, even without formal credentials.
------------------------------
*💬 Final Thought*
Sarma’s essay is a lament, a critique, and a prayer—for *reconnection,
reverence, and reform*. It demands that we *de-mechanize the mind* and
*re-sacralize
education*, aligning it once again with the wisdom of the Earth.
If even one university listened, it could become a lighthouse for a
different kind of future.
------------------------------
Would you like this adapted into a formal article or blog post? Or would
you like help crafting a proposal to a university based on these ideas?
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