Rajaram Sir, You are defending the Cartesian catastrophe that is destroying nature,which is euphemized as education and hijacked every University. YMS
On Sat, Jan 24, 2026 at 8:33 AM Rajaram Krishnamurthy <[email protected]> wrote: > “Without education alone, a nation cannot arise (or rise) > > > > A nation cannot truly rise or develop without education because education > is the foundation of progress. It shapes people’s thinking, skills, and > values, which are essential for national growth. > > First, education creates skilled human resources. Doctors, engineers, > teachers, scientists, and administrators are all products of education. > Without educated citizens, a nation cannot build industries, improve > technology, or provide quality services. An uneducated population limits > productivity and slows economic development. > > Second, education promotes good governance and democracy. Educated > citizens understand their rights and responsibilities. They can question > injustice, choose good leaders, and participate meaningfully in national > decision-making. Without education, people are more vulnerable to > manipulation, corruption, and poor leadership, which weakens a nation. > > Third, education encourages social development and unity. It teaches > tolerance, discipline, and respect for diversity. Education reduces social > problems like crime, poverty, and inequality by creating awareness and > opportunities. A society without education often struggles with > superstition, conflict, and backward traditions. > > Finally, education drives innovation and national competitiveness. In a > globalized world, nations compete through knowledge, research, and > creativity. Countries that invest in education advance faster, while those > that neglect it remain dependent on others. > > Education is not the only factor in nation-building, but without > education, no nation can truly rise. It is the backbone of economic growth, > political stability, and social progress. A nation that ignores education > risks stagnation and decline. > > Kerala has achieved high levels of literacy and education, but > economic advancement requires more than education alone. Kerala’s education > system has focused mainly on general education and social awareness rather > than technical and industrial training. The state also faces geographical > limitations such as limited land availability and environmental > sensitivity, which restrict large-scale industrial development. In > addition, strong labor unions and higher wage expectations sometimes > discourage private investment. A large number of educated Keralites migrate > to other states and foreign countries in search of better employment, > leading to a brain drain. This means that the benefits of education are > not fully used within the state. On the other hand, some less-educated > states have focused more on manufacturing, infrastructure, and industrial > investment. However, Kerala performs better than most states in health, > life expectancy, and overall human development. Thus, Kerala proves that > education improves quality of life, but economic growth also needs > industrial and policy support. > > “Why Education Does Not Automatically Lead to Good Economics” > > We are often told a simple story: > > Get educated, and economic prosperity will follow. > > More colleges, more degrees, more growth. > > But today, I want to question this assumption. > > Education does not automatically correlate with good economics. > > This statement may sound uncomfortable—but it is necessary. > > Education Raises Potential, Not Guaranteed Outcomes > > Education gives us knowledge, credentials, and confidence. > > But economics depends on productivity, opportunity, and institutions. > > Across the world—and especially in developing countries—we see: > > Highly educated youth who are unemployed or underemployed > > Degrees that do not match job requirements > > Rising frustration despite years of schooling > > If education alone created prosperity, graduate unemployment would not > exist. > > The Problem of Degree-Centered Thinking > > We have slowly confused education with certificates. > > Degrees multiply, but skills often do not. > > Jobs demand experience, adaptability, and problem-solving—while many > educations systems reward memorization. > > As a result: > > Education becomes inflationary > > Degrees lose economic value > > Youth feel betrayed by a system that promised success > > Education that does not translate into real capability cannot sustain a > strong economy. > > Institutions Matter More Than Classrooms Alone > > Economists point out that strong economies depend on: > > Rule of law > > Innovation > > Entrepreneurship > > Efficient markets > > Without these: > > Educated people migrate > > Talent is wasted > > Knowledge remains unused > > History gives us clear examples: > > Societies with brilliant scholars but weak institutions failed to convert > learning into prosperity. > > Swami Vivekananda Saw This Clearly > > Long before modern economists, Swami Vivekananda warned us: > > “Education which does not help the common mass of people to equip > themselves for the struggle for life is not education.” > > He did not reject education—he rejected empty education. > > He believed true education must: > > Build character > > Create strength > > Enable self-reliance > > In today’s language, Vivekananda argued for productive human capital, not > mere certification. > > When Education Does Support Good Economics > > Let me be clear: > > This is not an argument against education. > > Education contributes to good economics only when: > > It aligns with industry and innovation > > It values skills along with theory > > It encourages entrepreneurship and creativity > > It is supported by strong institutions > > When education meets opportunity, economics flourishes. > > Education is necessary, but it is not sufficient. > > A nation does not grow rich simply by producing graduates. > > It grows when education becomes useful, relevant, and empowering. > > As students, our task is not just to earn degrees, but to develop: > > Skills that create value > > Minds that think independently > > *Courage to build, not just apply* > > Only then will education truly correlate with good economics. > > Hence even without education any nation may advance; but with > proper fame of minds and thought process applying all together, and > sponging on Govt and companies but throwing their real worth contributions > alone nation becomes colorful in economics. > > K RAJARAM IRS 24126 > > On Sat, 24 Jan 2026 at 05:08, Markendeya Yeddanapudi < > [email protected]> wrote: > >> >> >> -- >> *Mar* >> >> Real Education-Vs-Economic Education >> >> Real Education is experience. It is participation in nature as nature. >> Lessons are felt. One partners with nature as a limb of nature. The freer, >> healthier, the luxuriance and the prolific the flora and the fauna, the >> greater the educating experience. Every organism acts, reacts and interacts >> with each other including you, filling the troposphere with the lessons >> filled air. Your five senses, your Panchangams coordinate and join nature >> creating them as parts of the great macro flow of education. >> >> A limb needs every other limb to be healthy and active and responsive. As >> a limb of nature you need the free and healthy nature to experience >> education. As a healthy limb in the healthy nature, perception and >> understanding becomes automatic and reflexive. >> >> Suppose with your eyes you can see everything, atoms, particles, >> molecules, their interactions and participations, actually see the >> Microcosm functioning. Then you enter the arena of the foundation of >> quantum physics ending up with the generation of diverse consciousness. It >> will be difficult to locate yourself as ‘the you’, as diverse experiences >> overlap. You confront yourself as processes. >> >> Now suppose a University starts a ‘Free Nature Park’ without any >> tampering whatever and allows total freedom to nature. Suppose a few >> students, overcoming the urban fear of free nature, accept that nature has >> the basic and fundamental right for freedom, enter that forest. The >> University of course will not leave them from some bond to some of its >> courses based on cartesianism and economic orientation.Today, every course >> in every university strives for economic fitness so that its students >> become employable in some business or industrial unit. Every economic >> activity of course harms nature. >> >> Now these students despite the long rope of the economics oriented course >> round their neck, find natural education evolving in them. That evolution >> of education from nature comes into direct conflict with the course for >> which they entered into the university. Freedom to nature becomes part of >> their internal hormonal communication of their bloodstream; education from >> the free nature enters their blood circulation. >> >> They experience the conflict between economics and nature’s ecology. The >> Economics oriented course demands that they become Mr Hyde. But nature >> trains them to be Dr Jekyll. They find that they have to confront the >> majority all Hydes. >> >> The Jekylls have one advantage, nature partners with them as they know >> how to be the limb of nature, unlike the Hydes whose connection to nature >> is cut by economics and who have to participate in the Darwinian Socialism. >> The Ecologist Dr Jekyll in them fights the Darwinian Socialism of Mr Hyde >> in them, the case of two persons occupying one physical body. >> >> If the Jekylls win, then nature wins. But if the Hydes win nature dies >> and Hydes too die with nature. As it is the Hydes are participating in mass >> suicide via economics. >> >> YM Sarma >> >> -- >> 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/CACDCHCJh8Ln813xfcqF2zw-H23t0gE64EvyM%3Di6i4y1CMuFQdw%40mail.gmail.com >> <https://groups.google.com/d/msgid/thatha_patty/CACDCHCJh8Ln813xfcqF2zw-H23t0gE64EvyM%3Di6i4y1CMuFQdw%40mail.gmail.com?utm_medium=email&utm_source=footer> >> . >> > -- *Mar* -- 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/CACDCHCJ7p03i21386QHQJa1yEoPuJy%2BkpHObCN9HbaFkN%3DSWxg%40mail.gmail.com.
