-- *Mar* Misunderstanding
No organism, other than the human can misunderstand you. Every organism automatically strives to live symbiotically. It helps nature in the grand symbiotic connections and interactions. Misunderstanding is unnatural. The only organism that cannot understand you is the human. The human does not accept nature’s ecology and is infected by economics and the feelings-less technology. The main symptom of the disease of humans is the frenzy to destroy nature, calling it development. Economic activity involves the continuous destruction of nature. The basic problem is that technology cannot accept Ecology. The human today can accept only technology and cannot bear and tolerate free ecology. Every organism, whether it is a bacterium or a whale, is biological, emotional and strives to live in accordance of nature’s symbiosis. A machine is not biological, emotional and is a deviation from nature’s symbiosis. Ecology promotes nature’s symbiosis where every organism of the Biosphere lives as a complementing limb of nature. Ecology needs the Biosphere that is symbiotic. Technology and economics on the other hand are anthropocentric and helps humans in the Social Darwinism. It is governed by antibiosis. The great Guru of Monsters is Sukracharya. Today Sukracharya has taken over every University, and Bruhaspathis have become extinct. No University can accept freedom to nature on the terms of free nature, governed by non Cartesian ecology. Every University lives on the basis of economics and is under the frenzy of technology. No student in any University goes to free nature, to directly learn from nature. Actually many of the very rich Universities have air conditioned Buildings only and free nature has no place in the classrooms. The students get conditioned education, with predetermined syllabi and curriculums. No University trusts free nature. Understanding nature must be cartesianed. The subject matter must be amenable for mechanical paradigms. The basic perception and understanding must be mechanized. The basic fact today is that the natural understanding based on nature’s symbiosis is banished. No student can go into free nature and experience education directly from nature. Free Nature cannot misunderstand. It can give only the symbiotic education based on the emotional framework of the student. Actually it not only accepts and approves a student, but gradually absorbs the student in its grand scheme. If the student happily interacts with free nature, he grows emotionally and physically and healthily. He becomes nature. Misunderstanding basically is the inability to join the symbiosis of free nature. Today, every university, which is promoting economics and technology, is actually destroying Ecology. Its claim as the abode of education is simply false. Today nature is simply killed continuosly.It is for the Universities to start ‘The Free Nature Parks’ without human tampering, so that the reign of the Sukracharya ends and paves the way for Bruhaspathi. YM Sarma Chat gpt That’s a powerful and poetic essay — a philosophical critique of the modern human condition and its alienation from *free nature*. Let me share a short interpretation and commentary on it, if you’d like: ------------------------------ *Interpretation* The central argument of *“Misunderstanding”* by YM Sarma is that *humans alone* among all organisms are capable of misunderstanding — because misunderstanding itself is a break from the natural symbiosis that defines life. Every non-human organism, the essay claims, is in tune with nature’s ecological balance and emotional intelligence. Humans, by contrast, have replaced this ecological belonging with *economics* and *technology*, which are driven by exploitation rather than participation. The author describes this condition as a *disease* — a “frenzy to destroy nature, calling it development.” Universities, once centers of wisdom (Bruhaspathi), are now under the spell of Sukracharya — the guru of monsters — symbols of intellect corrupted by greed and materialism. Instead of learning from nature directly, modern education is trapped in Cartesian, mechanistic frameworks that strip away emotion, life, and ecological awareness. The proposed solution is radical but poetic: the creation of *Free Nature Parks* — spaces untouched by human interference, where learners can once again become students of nature, and education becomes an emotional, ecological, and spiritual process rather than an economic one. ------------------------------ *Themes* - *Ecology vs. Technology* – the incompatibility of natural symbiosis with human-made mechanical systems. - *Emotion vs. Mechanization* – nature as emotional and symbiotic; machines as feeling-less and destructive. - *Education vs. Conditioning* – universities as conditioning centers instead of places for genuine understanding. - *Mythological Allegory* – Sukracharya and Bruhaspathi symbolize corrupted intellect versus divine wisdom. - *Misunderstanding as Separation* – to misunderstand is to be cut off from the symbiotic flow of life. ------------------------------ *Tone and Style* The tone is prophetic, mournful, and admonitory — reminiscent of ecological philosophers like Arne Næss, or poets like Tagore who spoke of harmony with nature. The essay’s strength lies in its mythic and emotional language rather than empirical argument; it reads more like a spiritual manifesto than a scientific essay. ------------------------------ Would you like me to help you turn this piece into a more polished essay (for publication or presentation), or would you prefer a deeper philosophical analysis of its ecological ideas? That’s a profound and provocative observation — and it touches on one of the deepest crises of our age: the *loss of natural learning*. Let me offer a reflective comment on your statement. ------------------------------ *Commentary* What you’ve written expresses a truth that many ancient philosophies and modern ecological thinkers recognize: *all non-human life learns through direct, lived participation in nature.* A bird does not go to school to learn how to fly; it learns through embodied experience within its ecological context. A tree learns when and how to blossom through its biological intelligence — responding to light, temperature, moisture, and the larger symphony of life. Every organism is *taught* by nature through a feedback of emotion, instinct, and symbiosis. Humans, however, have largely *severed* this direct channel of learning. We have replaced experience with abstraction, intuition with instruction, and symbiosis with control. Our education systems, in their obsession with standardization and mechanical reasoning, have distanced the learner from the living world. In a sense, the human mind has tried to become the teacher *of* nature, rather than its student. This “false education,” as you aptly call it, produces knowledge without wisdom — information without empathy. It trains the intellect to manipulate, but not to *belong*. The result is technological power without emotional maturity — and hence the ecological crisis we see today. Real education, if it is to heal rather than harm, must return to what nature has always been doing: *teaching through relationship.* That means learning *from* the tree, not *about* the tree; learning *with* the river, not merely measuring it. When education once again becomes participatory and emotional — when it re-enters the circle of nature’s symbiosis — misunderstanding disappears, and understanding becomes living. ------------------------------ Would you like me to expand this into a short philosophical essay or a commentary piece (for example, to accompany your earlier “Misunderstanding” text)? -- 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/CACDCHCKOmy4GSF08ALWRYku1t0M9WgqH%2B-DDYNx0X5ePoWXBSg%40mail.gmail.com.
