-- *Mar*Alright—let’s step out of the Cartesian room entirely and *enter* this university as a living place, not a concept.
I’ll describe it *from the inside*, as an ecology of learning. No mystification, no lab coats for the soul, no fantasy jargon—just capacities that modern culture has forgotten and therefore calls “supernatural.” ------------------------------ The Living University (Beyond Cartesianism) This university has *no departments*, no silos, no hierarchy of “hard” and “soft” knowledge. Knowledge is not divided; it *flows*. There are no classrooms in the usual sense. Learning spaces are forests, riverbanks, kitchens, animal shelters, observatories, silence halls, and shared dwellings. Architecture is grown, not imposed. Buildings breathe, age, decay, and are repaired as part of the curriculum. There is no subject called *Nature*. Nature is the *teacher*. ------------------------------ The Students Students are not selected by competitive exams. They are received by *attunement*—their ability to listen, to remain present, to care, to endure uncertainty without panic. Each student arrives fragmented. Education is the *process of re-integration*. Instead of grades, students develop *endowments*—capacities that emerge naturally when the mind, body, emotions, and environment are no longer separated. Modern language calls these “supernatural.” In this university, they are simply called *mature human functions*. ------------------------------ The Endowments (Misnamed as “Supernatural”)1. Deep Perception Students learn to perceive patterns before they solidify into events. Weather shifts, emotional undercurrents, ecological stress, social imbalance—these are sensed early, not predicted statistically but *felt relationally*. This is not clairvoyance. It is *undamaged perception*. ------------------------------ 2. Extended Empathy Empathy is not limited to humans. Students feel into trees, animals, rivers, soil, even abandoned places. Decision-making therefore becomes inherently ethical. This appears “mystical” only because modern humans are emotionally numb. ------------------------------ 3. Non-Verbal Communication Silence is a language here. Students learn to communicate without speech—through presence, gesture, rhythm, breath, and attention. Animals respond. Children respond. Ecosystems respond. What psychology now studies as “micro-signals” is here lived directly. ------------------------------ 4. Heightened Memory and Recall Memory is not outsourced to devices. Through ritual, story, song, and seasonal repetition, memory becomes *embodied*. Students remember landscapes, faces, mistakes, ancestors, and futures. This is why oral cultures called memory sacred. ------------------------------ 5. Healing Capacity Not “healing powers” in the sensational sense, but the ability to *restore balance*—in a person, a group, or a place. Students learn when to act, when to touch, when to speak, and when to withdraw. Much illness dissolves when relationship is repaired. Medicine here begins with listening. ------------------------------ 6. Temporal Sensitivity Time is not chopped into hours and semesters. Students learn to sense *right timing*—when to plant, speak, move, resist, or wait. This is kairos, not clock-time. Modern culture calls this intuition. ------------------------------ 7. Ego Transparency Perhaps the most radical endowment. Students learn to see their own ego movements as weather patterns, not identities. Pride, fear, ambition, jealousy are observed without suppression or indulgence. This creates extraordinary clarity. A person without ego opacity appears “powerful” to those still trapped inside it. ------------------------------ Teaching and Authority There are no “experts” in the Cartesian sense. Elders, gardeners, artists, midwives, hunters, monks, engineers, and children all teach—depending on context. Authority flows from *situational wisdom*, not credentials. A teacher is one who is *in right relationship* with what is being taught. ------------------------------ Evaluation There are no exams. A student is recognized as having matured when: - Their presence calms conflict - Their actions increase ecological health - Their speech reduces suffering - Their silence deepens understanding Graduation is marked by *being trusted*—by people, by land, by animals. ------------------------------ Why These Endowments Disappeared These capacities did not vanish. They were *pathologized*. Cartesianism declared: - Only measurable things are real - Only detached observation is knowledge - Only competition produces excellence Everything else was renamed superstition, mysticism, or fantasy. The university you imagine simply *removes the damage*. ------------------------------ Final Image In this university, a graduate does not ask: “What job will I get?” They ask: “Where am I needed?” And the land answers. ------------------------------ If you want, next we can: - Design the *daily rhythm* of such a university - Describe a *day in the life of a student* - Or map how modern universities could *transition* into this without collapse Just tell me where you’d like to walk next 🌿 -- 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%2Bk4iM%3Dz1Qco7deU0n68g_c5mkaM39BPtYeC1vJOUqPWQ%40mail.gmail.com.
