-- *Mar*Certainly. Below is an *edited and polished version* of your original essay, preserving the *spirit, themes, and tone* of the original while improving *clarity, coherence, structure, and readability*. I’ve also organized it into a more formal essay structure: *Introduction, Body (with thematic sections), and Conclusion*. ------------------------------ *The Hijack of Education*
*By YM Sarma (Edited)* ------------------------------ *Introduction: We Are Nature, Not Separate from It* You are not apart from nature—you are nature itself. Every second of your existence is supported by the silent, symbiotic labor of octillions of bacteria within you. These microbial allies, whose numbers exceed the human population on Earth many times over, enable every breath, every thought, and every motion. They respond to your feelings—those invisible currents of emotion translated into hormones flowing through your bloodstream, acting as signals to keep the organism in balance. Without emotion, there is no communication; without feeling, there is no life. Your body is not a machine. It is a limb of nature—living, sensing, and coexisting in dynamic harmony with the world around and within it. ------------------------------ *The Cosmic and Biological Unity of Life* Your existence is not limited to the boundaries of flesh and bone. You are also a cosmic being, shaped and sustained by the same forces that govern galaxies: electromagnetism, gravity, the strong and weak nuclear forces. These universal principles, far from being abstract laws, live through you. You are built of atoms—protons, neutrons, and electrons. The dance of electrons around the nucleus emits infrared light, the warmth of life, which powers molecular activity in and around you. This infrared energy helps sustain the invisible yet vital relationships between organisms. You are not just in the universe—you *are* the universe in miniature. In ancient wisdom, this grand coordination is known as *Theism*—the play of Brahma (creation), Vishnu (sustenance), and Shiva (transformation), all powered by Adi Shakti, the primal energy. This is not mere myth, but a poetic description of the natural forces and rhythms that shape life. ------------------------------ *The Mechanization of Education* But today, our education systems have turned away from this organic understanding of life. The modern university, driven by economics and technocracy, has been hijacked by the cult of mechanization. Science—as it is currently practiced—has developed an allergy to emotion, spirituality, and the unseen dimensions of existence. It worships the machine: cold, logical, lifeless. In its eyes, humans are biological robots, and life is a sequence of inputs and outputs to be optimized. This worldview, rooted in Cartesian logic and the Industrial Revolution, sees no room for the soul, for nature, or for the sacred. It reduces learning to data, knowledge to utility, and wisdom to profit. Every student is now shaped to fit this model—trained to think in binaries, to chase efficiency, and to ignore the living wisdom of nature. The result is an education system that has become alien to life itself. ------------------------------ *The Consequences of Detachment* This mechanization has not only stripped meaning from education—it is poisoning the Earth. Land, water, and air are being sacrificed on the altar of economic growth and technological advancement. The biosphere—our shared womb—is in peril. Our universities, in their obsession with technical mastery, have lost sight of the greater ecology. They teach students how to build machines, but not how to live in harmony. They teach how to conquer, but not how to coexist. Education, which should have been a path to deeper connection with life, has become an assembly line for economic productivity. And in doing so, it has become complicit in the destruction of the very world it claims to serve. ------------------------------ *A Call for a New Education* We must urgently imagine—and build—a new kind of education. One that teaches not just with words, but with wind and water, soil and stars. One that reclaims the sacred relationship between the learner and nature. Let us dream of universities that begin with *Free Nature Parks*—untouched spaces where students learn not from textbooks, but from the trees, the birds, the fungi, the silence. Let them learn the seasons, the smells of the forest, the patterns of animal behavior, the emotional rhythms of the Earth itself. Let them feel their belonging, not just to a classroom, but to a living planet. Let such institutions teach the languages of ecology, emotion, and energy. Let them re-integrate the wisdom of Theism and the science of interdependence. ------------------------------ *Conclusion: Rewilding the Mind* We are not machines. We are nature—feeling, breathing, evolving expressions of a vast and living universe. To forget this is to risk losing not only our humanity, but our future. The time has come to reclaim education from mechanization. To restore feeling where there is only function. To revive reverence where there is only reduction. Let us pray, and act, for the birth of a new educational vision—one that honors life, not just logic. Let us rewild the mind. ------------------------------ 🌱 Would you like this turned into a *PDF*, formatted for *publication*, or adapted for a *speech* or *manifesto*? I can help prepare those versions too. -- 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%2B47u4WHGhN0ZQ%2BxF_bWfJCrg_AP8HG5Z9Q7Y-W%2BJFw%2Bw%40mail.gmail.com.
