Politico Economic Darwinism-Vs-Ecological Symbiosis
We pluck the tiny tot from its ecological heaven when it is barely three
years old and bludgeon it into the school where the outlook must be molded
into the Cartesian and mechanical frame for social Darwinism. It gets
forced into the furnace, called class first etc, cooked in the economic
furnace for commercial brilliance. As it is actually trained in its
mother’s womb to continuously respond to the macro ecology of its mother’s
womb and grow into the baby while living as part of the tiny nature of the
womb, its natural biology is to be part of nature and relate emotionally
with every other life form.
When the tiny tot learns first to move very fast its hands and legs and
cries lustily to train its vocal cords, then moves, turns, sits and then
stands and takes faltering steps, it interacts continuously with every life
form of nature emotionally, if it is allowed to grow in nature and its
growth synchronizes with the living nature. It breathes smells, hears and
learns to sense and its internal hormonal communication gets trained into
Ecology. When you walk slowly in free and healthy nature, you relate and
interact with every other life form and your internal hormonal
communication system fuses with the internal hormonal communications of
every other organism via breathing, smelling and hearing, converting you
into a limb of nature. Nature accepts and approves of you and every life
form of nature gives importance and significance to you. Nature does not
allow you to develop the inferiority or superiority complex. It embeds the
spontaneous smile, the humor as life, enlarging the arena and reach of
emotional bonding.
Nature has no hot furnace to prove your intelligence and brilliance.
Nature makes you a tiny limb in the great chain of ecological and vibrating
links. Every other organism learns to accept and depend on your emotional
responses. Your very self definition becomes the macro nature. Your Biology
and nature’s ecology fuse.
You live with the lusty and passionate urge to create, and exchange your
creations of the other organism, synchronizing with the macro ecology
governed economy.
Today we live economic life as the total life. We destroy and destroy
nature as economic activity. We continuously disconnect our internal
hormonal communications from the fused internal hormonal communications of
the other organisms. We disconnect emotionally continuously and mechanize
continuously, as economic life.
We lose our very capacity to respond to a tiny beautiful and wonderful
flower, unable to bear its fragrant smile. We pluck it, make garlands of
those tiny tots of plants and worst of all felicitate some political and
economic thief by putting that garland on that crook. We drain ourselves of
all symbiotic and positive emotions, and convert this draining into
academics, to bludgeon as lessons.
Education today is not related to nature. It is adjusted to mechanics.
Let us hope that there will be at least one pioneering university that
again rehabilitates the Biosphere from economics.
YM Sarma
II education in line with the nature explained:
Is the Educational System 'Unnatural'?
There is more or less a common educational system across the globe today,
and it is generally based on the systems created by Anglo-Saxon cultures.
The culture of a region heavily influences its education system of course,
but since colonisation, many nations have discarded their indigenous
systems to adopt Western forms.
An unnatural Education System?
To take an analytical look at our existing educational system, let us set
up a hypothetical Kindergarten school.
We fix a certain curriculum for our Kindergarten.
We get three 5 year olds to join.
We now have three children, all aged 5 in our Kindergarten class. Let us
call them A, B and C
Nature does not let everyone develop at the same pace.
Considering this fundamental reality, let us say that Child A’s
intellectual development is commensurate with the curriculum we have set
for him and he is able to study with relative ease and score well.
Let us say that Child B is struggling a bit, because her mental
development will be commensurate with the curriculum a year later, when she
is six years old - that is how nature works.
Child C is struggling a great deal because his mental development, to be at
the level of the curriculum we have set, is going to happen in two years'
time when he is 7 years old.
A ‘Time and Plan’ based System
Essentially, regarding life as one big plan and completely disregarding
nature, we have put three children of differing capabilities together
simply because they are physically all of the same age, with no
consideration to their state of natural mental development.
The possible consequences:
Child A could develop pride and a superiority complex.
Child B and C could develop inferiority complexes.
Children who find it hard to perform according to set expectations which
their brains simply cannot match, will surely undergo stress.
Different subjects are thrust upon the children with absolutely no regard
to aptitude, and this contributes to stress.
By grouping children of different mental capabilities by age, we could be
creating a psychologically unhealthy, stressful environment, and breeding
states of mind that could be emotionally damaging. The trend then could
then continue all the way into higher education and beyond, into life
itself.
Every stage could become a contention and a competition, and the stress
would carry on throughout life. Successes lead to elation and failures lead
to depression. If we then add to it the expectations of being a winner all
the time, the issue gets compounded. Not everyone has the same
capabilities. Some people may simply have more grit and there is always an
element of luck too.
The expectations of society are set with age and the time bound stress can
reach levels that could impact mental and emotional health negatively. That
is perhaps not unexpected when one goes against nature.
Cultural Origins of the current educational system:
In many of my articles I mention the influence of climate/geography,
history and beliefs as primary bases of influence of the cultural
psychology of the people who reside there. In order for us to analyse how
the education system developed and to compare it with the ancient
traditional education system of India, it is once again necessary to take a
look at the primary causes of cultural development.
Geography and Culture:
Cultural Psychology develops over large periods of time, and naturally, the
longer it takes, the longer it lasts. Geography plays a crucial role in the
development of a culture and its philosophies.
In order to understand this, let us travel back in time to the 5th century
A.D, to Germany, Denmark and the Netherlands which were occupied by tribes
such as the Saxons, Angles and Jutes.
1 The winters were long and bitter, and of course there was no technology
of the sort that exists today. Life was mostly about surviving the coming
winter. There was limited time, perhaps restricted to a few summer months,
to build and repair shelters, hunt, gather and store food, and even fight
wars. Time and material management were inherently crucial to survival.
2 Psychologically, there would be an aversion in these cultures to
winter, since it is a killer. Winter however is cyclic, and the aversion
could have caused an anti-cyclic mentality which then becomes conducive to
linearity. The Anglo-Saxon culture, over time, shaped by events like the
industrial revolution, became a highly linear minded culture and sought to
conquer nature, which through its cyclic winters, appeared year after year
that one had to survive.
3 Nature is cyclic and any anti-cyclic mentality could then be
considered to be anti-nature. Another way of looking at it is that nature
is cyclic, not linear and a linear mentality could be anti-nature.
This is the premise on which Western Education Systems are based.
History: During the 5th and 6th century, these tribes (Angles, Saxons and
Jutes) migrate to Britain and conquer the Celts. Some Historians say that
they migrated due to harsh winters and wars and others say they were
invited by a British warlord called Vortigen to fight for him. In any case
the tribes settled in Britain and came to be known as the Anglo-Saxons.
After migrating to Britain, these tribes slowly gave up their pagan beliefs
and began to embrace Christianity. They accepted the one life concept of
Christianity. There could have been a peculiar psychological phenomenon at
play here. We have seen that due to harsh winters and limited time for
productivity for survival, these tribes would have developed time and
resource management attitudes and skills by default. One there is an
acceptance of a single life, such an attitude can be extrapolated to the
entire life where life becomes one grand plan. At the very least, their
psychology could become conducive to it for future events such as
technological and scientific events and the industrial revolution. We thus
see that Anglo-Saxon base nationals have bucket-lists - a list of things to
do before one die. Life becomes one grand plan based on age and things one
must do to live a life of fulfilment. Education of course, comes in first
and we have the system of Nurseries and Kindergarten beginning at ages 4
and 5 respectively. Technically the Western form of education could be said
to be adharmic, from the traditional Indian perspective and we will take a
deeper look at what this means.
III The Traditional Indian Educational System (Gurukulam):
The word ‘Dharma’ is, along with ‘Karma, what defines the soul of India.
Dharma can be defined holistically as ‘Righteous conduct in accordance with
nature’ The term ‘nature’ is extremely important here since it encompasses
not merely external nature such as wildlife, the land and seas etc but our
very internal nature - since we are all regarded as parts of nature.
Conduct has to be such that we find within ourselves, the equilibrium and
balance that maintains this universe. The word Dharma stems from the
Sanskrit root ‘Dhr’ which means ‘to maintain’. Thus anything that goes
against nature could be construed as ‘Adharmic’ or against Dharma. {so
western education system becomes adharmic}
The Indian education system was not based on age. It was simply
based on capability
judged by the Guru or the teacher. When a potential student was taken to
the Gurukula (School) for admission, the student would first be evaluated
and if found capable, would be granted admission. If not, the parents could
be asked to come back after a certain duration decided by the teacher. This
could range from months to a year or more. The aspirant would then be
evaluated again for admission. There was no categorising by age, and it was
normal for students with age variances to be grouped together to study. In
the epics, Lord Krishna and Sudama were class fellows in the gurukula of
guru Sandeepani. Sudama was much older than Krishna. This was a nature
based system following the system of dharma or accordance with nature. We
see this form in fields such as music, dance and sports all over the world.
We do not see reality shows that choose singers based on age, or
sportspersons competing only on the basis of the same age. However, it
stands in academics, and there seems to be no reflection about the issues
it causes. India has always been predominantly agrarian due to the climate
and geography. The monsoon was always looked forward to and it is a natural
and cyclic event. Indians developed a pro-nature and pro-cyclic mentality
which reflects in the dominant philosophies and beliefs of the land and in
many aspects of life including, of course, education. {so, the cycle of
education differs from place to place, not exactly summer vocation. Dec and
sept vocation.}
IV The Nature of Education: A verse in the Vishnu Purana, an
ancient Indian
scripture, states
‘Tat karma ya na bandhaya, Sa vidya ya vimuktaye.
Aayasayaaparam karma, vidya any shilpanepunam.’
This translates to:
That is karma (action) which does not bind. That is knowledge, which
liberates.
The action done in the course of one’s profession is not ultimate.
The knowledge gained to run one’s profession is secondary.
In the India of yore, there was a clear distinction between the two forms
of knowledge - that for enlightenment with the development of character,
and that for a profession. There was of course emphasis on the higher form
of knowledge and dharma was all pervasive and predominant. In essence, the
focus was on creating humans with character, honour and integrity through
dharma. The way of Vishnu is that of the individual who lives within
society, performs all their human duties and then strives for liberation.
The mark of Vishnu, worn by his devotees on the forehead is significant. It
is called the namam, and consists of a white crucible within which there is
a red vertical line. Red signifies nature (blood), and the material world,
and the vertical direction of the central line, signifies growth. The U or
V shaped white crucible represents the spirit and Dharma. Hence any
material activities that lead to growth, must be conducted within the
boundaries of Dharma. It essentially means that any material gain must be
done with integrity and with adherence to the laws of Dharma. (vaishnavism)
Similar red kumkumam and white vinboothi render the dharma white and red a
small portion of wealth blood red needed for life. (Saivism)
V In Western systems on the other hand, education is limited to the
knowledge of a profession or a skill. The aspects of human character,
integrity and responsibility are rarely considered. Of course, there are
several other issues with the education system such as too many subjects
with no regard to aptitude. One of the most contradictory aspects is, when
you have one teacher per subject, how do you expect a student to be
bombarded with several subjects? A good deal of thought must go into the
system since it is the arena from which future generations and intellect
arises.
VI So the only issue is as on date is, whether the system of education
pattern shall be run as shantiniketan or nly for career oriented, which is
a universal pattern. Is there any parent who will say that it is alright if
my son was placed in standard one at the age of 13 and completes the
education by 30 or 35? Is there any parent who will say that an advanced
system boy can marry any retarted aged woman or uneducated woman and lead a
kind life? Suppose the advanced educated girl in her prime youth will be
willing to marry the 35-year-old slow progressor? By the marriage age
standards of the modern days, the 35-year-old kid becoming an educated
adult, may rob off the elder parent age around 70 only. On the contrary,
the 3year old education-start-up, might finish the entire education, even
before parents’ age 50. The old nature education, if adopted in the modern
era of equality claim, would divide the society erratically; and if there
is no stress out of early driving modern patterns of education, there will
be another kind of stress in taking life at old age without being able to
compete properly. Thus, changing the pattern as Indianic, while
implementing it in the detached pattern with nature, would create different
moods and complexes, as wested education would create some kinds of
apprehensions. That is, Shantiniketan, no one studies today. Undoubtedly
McCauley spoiled the whole earth but it is too late to turn back.
K Rajaram IRS XXXXIV
---------- Forwarded message ---------
From: Markendeya Yeddanapudi <[email protected]>
Date: Thu, 10 Oct 2024 at 06:34
Subject: Politico Economic Darwinism-Vs-Ecological Symbiosis
To: Ravindra Kumar Bhuwalka <[email protected]>, ggroup <
[email protected]>, thatha patty <
[email protected]>, A. Akkineni <[email protected]>, dr
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Satyanarayana Kunamneni <[email protected]>, Nehru Prasad <[email protected]>,
Abhishek Pothunuri <[email protected]>, Abhinay soanker <
[email protected]>, <[email protected]>, viswanatham
vangapally <[email protected]>, <[email protected]>,
Ramanathan Manavasi <[email protected]>, Krishnamacharyulu Nanduri <
[email protected]>, Kunamneni Satyanarayana <[email protected]>,
Jayathi Murthy <[email protected]>, Anisha Yeddanapudi <
[email protected]>, Aparna Attili <[email protected]>, Padma
Priya <[email protected]>, Ramu S <[email protected]>, Ramamurti PV
<[email protected]>, Rangarajan T.N.C. <[email protected]>, Usha
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--
*Mar*Politico Economic Darwinism-Vs-Ecological Symbiosis
We pluck the tiny tot from its ecological heaven when it is barely three
years old and bludgeon it into the school where the outlook must be molded
into the Cartesian and mechanical frame for social Darwinism. It gets
forced into the furnace, called class first etc, cooked in the economic
furnace for commercial brilliance. As it is actually trained in its
mother’s womb to continuously respond to the macro ecology of its mother’s
womb and grow into the baby while living as part of the tiny nature of the
womb, its natural biology is to be part of nature and relate emotionally
with every other life form.
When the tiny tot learns first to move very fast its hands and legs and
cries lustily to train its vocal cords, then moves, turns, sits and then
stands and takes faltering steps, it interacts continuously with every life
form of nature emotionally, if it is allowed to grow in nature and its
growth synchronizes with the living nature. It breathes smells, hears and
learns to sense and its internal hormonal communication gets trained into
Ecology. When you walk slowly in free and healthy nature, you relate and
interact with every other life form and your internal hormonal
communication system fuses with the internal hormonal communications of
every other organism via breathing, smelling and hearing, converting you
into a limb of nature. Nature accepts and approves you and every life form
of nature gives importance and significance to you. Nature does not allow
you to develop the inferiority or superiority complex. It embeds the
spontaneous smile, the humor as life, enlarging the arena and reach of
emotional bonding.
Nature has no hot furnace to prove your intelligence and brilliance.
Nature makes you a tiny limb in the great chain of ecological and vibrating
links. Every other organism learns to accept and depend on your emotional
responses. Your very self definition becomes the macro nature. Your Biology
and nature’s ecology fuse.
You live with the lusty and passionate urge to create, and exchange your
creations of the other organism, synchronizing with the macro ecology
governed economy.
Today we live economic life as the total life. We destroy and destroy
nature as economic activity. We continuously disconnect our internal
hormonal communications from the fused internal hormonal communications of
the other organisms. We disconnect emotionally continuously and mechanize
continuously, as economic life.
We lose our very capacity to respond to a tiny beautiful and wonderful
flower, unable to bear its fragrant smile. We pluck it, make garlands of
those tiny tots of plants and worst of all felicitate some political and
economic thief by putting that garland on that crook. We drain ourselves of
all symbiotic and positive emotions, and convert this draining into
academics, to bludgeon as lessons.
Education today is not related to nature. It is adjusted to mechanics.
Let us hope that there will be at least one pioneering university that
again rehabilitates the Biosphere from economics.
YM Sarma
Chat GPT
The essay you shared, *"Politico Economic Darwinism-Vs-Ecological
Symbiosis"*, expresses a strong critique of modern education, economics,
and societal values that prioritize mechanization and Darwinian competition
at the expense of natural symbiosis and emotional connection with nature.
Here's a brief overview of its main themes:
### 1. **Ecological Symbiosis and Emotional Growth**:
The author emphasizes the importance of early childhood development in
natural environments. A child’s growth is framed as an emotional and
biological connection with nature. The child's interaction with the
ecosystem helps it develop internal hormonal communications and emotional
responses, making it a part of a larger ecological network.
This connection fosters a sense of belonging, emotional bonding, and a
natural urge to create, in harmony with the ecosystem. The author suggests
that nature nurtures emotional intelligence without the need for
competition or superiority complexes.
### 2. **Critique of Modern Education and Economic Life**:
The essay sharply criticizes the current education system, which it
describes as a "furnace" that molds children for mechanical, economic
purposes rather than fostering their natural emotional and biological
connections. By forcing children into this system, society suppresses their
emotional ties to nature, turning them into "economic men" focused solely
on competition and consumption, disconnected from ecological life.
The focus on **"Social Darwinism"** is highlighted as a destructive
philosophy where success is measured by economic and material achievements,
which alienates humans from their natural state and from other life forms.
### 3. **Call for Change**:
The author argues for a rehabilitation of the **Biosphere** and calls
for a revolutionary change in how we relate to nature, suggesting that at
least one university should take the lead in promoting symbiotic
relationships with nature rather than fostering economic exploitation. The
author envisions the reestablishment of emotional connections through
education, where people recognize themselves as "limbs" of the greater
natural system.
### 4. **Mechanization and Alienation**:
The essay laments the mechanization of life and education, where nature
and emotional learning are sidelined. The destruction of nature for
economic activity is framed as an alienation from our biological and
ecological roots, leading to a loss of empathy, creativity, and emotional
fulfillment.
The piece presents a holistic, ecological view that challenges the
prevailing systems of education and economics, advocating for a return to a
more integrated, symbiotic relationship with nature, emphasizing the
importance of emotional and biological connections.
--
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