CARTECIAN GRINDING EDUCATION
The headline and the contents were quite different. A question
arose, as to do we really have that kind of education? A Cartician
adjective was a fact of life. What is the cartesian theory?
The term "Cartesian theory" typically refers to concepts developed by the
French philosopher René Descartes, particularly his ideas related to
mathematics, philosophy, and science. Here are a few key aspects:
1. *Cartesian Coordinates*: In mathematics, Descartes introduced the
Cartesian coordinate system, which uses pairs of numerical coordinates to
specify points on a plane. This system bridges algebra and geometry,
allowing for the graphing of equations.
2. *Cartesian Dualism*: In philosophy, Descartes is known for his
dualistic view of mind and body. He posited that the mind (or soul) is a
non-physical substance distinct from the body, leading to significant
discussions about the nature of consciousness and existence.
3. *Method of Doubt*: Descartes is famous for his method of systematic
doubt, where he sought to discard all beliefs that could be doubted,
ultimately arriving at the conclusion "Cogito, ergo sum" ("I think,
therefore I am") as an indubitable truth.
WHAT IS GRINDING?
*Grounding* can be understood both generally and theoretically, depending
on the context:
*Generally*
In everyday language, grounding refers to the process of establishing a
basis or foundation for something. This can mean providing support or
context for ideas, beliefs, or practices. For example, grounding a
discussion in evidence or personal experience helps to make it more robust
and relatable.
*Theoretically*
In philosophical contexts, grounding has a more specific meaning. It often
refers to the relationship between different types of entities or truths,
such as:
1. *Metaphysical Grounding*: This involves the idea that certain facts or
entities are dependent on or derived from more fundamental facts or
entities. For example, one might say that the properties of a particular
object are grounded in its physical structure.
2. *Epistemic Grounding*: This refers to the justification of beliefs,
where a belief is considered grounded if it is supported by evidence or
reason.
3. *Moral Grounding*: In ethics, grounding can pertain to the foundations
of moral values and principles, examining what makes certain actions right
or wrong.
What is the technical and real basis of education in any
nation?
The technical and real basis of education in any nation encompasses various
elements that contribute to the overall framework and effectiveness of the
educational system. Here’s a breakdown of these components:
*Technical Basis*
1. *Curriculum Design*: A well-structured curriculum that outlines the
content, skills, and competencies to be taught. It should be aligned with
national standards and responsive to societal needs.
2. *Pedagogical Methods*: The teaching strategies and approaches employed
by educators, which can include traditional lectures, collaborative
learning, project-based learning, and technology integration.
3. *Assessment and Evaluation*: Systems for measuring student learning
outcomes, including standardized testing, formative assessments, and
performance evaluations. These are crucial for understanding educational
effectiveness.
4. *Teacher Training and Professional Development*: Ongoing training
programs to equip educators with the skills and knowledge necessary to
teach effectively and adapt to changes in the educational landscape.
5. *Technology Integration*: The use of digital tools and resources to
enhance learning experiences, promote engagement, and prepare students for
a technology-driven world.
*Real Basis*
1. *Cultural Context*: Education should reflect and respect the cultural
values, traditions, and languages of the nation, fostering a sense of
identity and belonging among students.
2. *Economic Factors*: The availability of resources, funding, and
infrastructure plays a critical role in shaping educational opportunities.
Economic stability often correlates with better educational outcomes.
3. *Social Equity*: Addressing disparities in access to education based
on socio-economic status, gender, and other factors is essential for
creating an inclusive educational environment.
4. *Political Will and Policy*: Effective education systems often depend
on strong governmental support and policies that prioritize education,
including legislation and funding initiatives.
5. *Community Involvement*: Engaging families and communities in the
educational process can enhance support for students and contribute to a
more holistic educational experience.
*Conclusion*
The effectiveness of a nation’s education system relies on a harmonious
interplay between technical components and real-world factors. By
addressing both the structural and contextual elements, nations can work
towards creating an education system that is equitable, relevant, and
capable of meeting the needs of its citizens.
Then all the systems are based on the needs of people. People
generally 90% are following only YOU AND I DUALITY. Duality is an overall
system. May be erroneous to deal with. However, advaitham is a far reaching
principle; es for the normal people generally found today. They are after
wealth and elevation, name and fame. So, they need only qualifications to
react pragmatically in this life. There the need depends only on the
cartesian theory. Focussed to read Newton whether right or wrong. Forced
only to read Darwin. E=Mc2 only. Is there anyone willing to read advaitham?
I wrote so many parts; how many did one read? Cartesian is liked. People
are grounded by the generations. USA Indian origin Grandson reads only as
all arose from Greece. If he reads advaitham by nature, will you give in
marriage to my grandson, your granddaughter? NO. Pragmatically, we are ergo
sum cogito only.
K Rajaram IRS 181024
On Fri, 18 Oct 2024 at 05:47, Markendeya Yeddanapudi <
[email protected]> wrote:
>
>
> --
> *Mar*The Cartesian Grinding-Education
>
>
>
> Every Year in India, it is reported that between 18000-19000 students
> commit suicide unable to live the shame and pressure of being branded as
> failures with low grades or marks sheet, which functions as the hot
> branding iron applied on them for life. They have to carry that stupid
> paper everywhere when they apply for a job or for admission into another
> cartesianed and mechanized school or college.
>
> We do not realize that they are really heroes and heroines,refuging to
> interpret the gigantic universe in terms of the 00.0037% of the visible 3D
> spectrum, and that they are trying to expand the horizon of perception and
> understanding, with the whole universe as the paradigmatic base of their
> education. They desperately need the free and healthy nature, to make them
> connect to the paradigms existing in them. They can only feel and
> understand. They cannot accept emotionally the mathematical reductionism
> and the techno-logic, the logic of the feelings less machines. They can
> feel educated and enlightened only in the great college of nature where
> every life form is a student studying along with them. They just cannot
> accept the counterfeits the modern schools and colleges, where students are
> separated from nature and trained to kill nature, as they are prepared for
> economic activity which involves the continuous killing of nature. These
> discounted and discredited as below average or failures cannot submit to
> the rigmarole of getting grinded and forced into the 00.0037% jail.
>
> In their mother’s womb they grew from Zygote on holistically, with the
> great universe, the mother’s womb as the paradigmatic connecting base, each
> cell of them splicing into two purposeful cells after Autopoesis or
> complete audit of the mini universe which a cell is. When they arrived as
> baby as birth into the bigger womb of nature, they arrived with the faculty
> of perceiving and understanding emotionally and not mechanically. For the
> new baby the whole nature is the connecting paradigmatic base of perception
> and understanding, based on breathing, feeling and sensing. It needs nature
> and not the stupid classroom of a school for real and meaningful education.
> For it meaning is feeling and sensing and not mechanical mugging.
>
> It gets grinded into mathematics. We are told that absolute zero or the
> situation, where there is completely no movement of molecules and atoms
> cannot exist in the whole universe. But can two plus two is equal to four
> exist? It means that one unit two, with the exact number of particles,
> atoms, molecules etc merges with another two which is exactly the same down
> to the level of the particles and merges totally and precisely becoming the
> precise and exact four. The assumption is that the surrounding
> electromagnetic spreads, atoms, molecules etc leave these two twos
> undisturbed to play the game of addition. The whole of mathematics,
> addition, substraction, multiplication and division is based on the
> assumption that the cauldron of continuous change the universe allows this
> mathematics. We assert that absolute zero cannot exist. But we bludgeon
> with the assumptions of mathematics-addition, substraction, multiplication,
> division etc, to the child which lives in holistic emotions.
>
> No feeling and emotion can be quantified unless assumptions are put. You
> cannot tell your happiness in liters, miles or kilos. But we drill
> mathematics into the tiny tot.
>
> If you have to live in wild nature, you eat when you need and through away
> your wastes into nature which automatically recycles. You continuous feel
> and rapture and you cannot even conceptualize mathematics.
>
> Today, we count measure, judge and worry, basically unnatural things.
>
> How to revive nature into the freedom of nature? How are we to become
> natural, join the below average or branded as failures and become really
> sane?
>
> Can we expect any university to leave the mechanization frenzy, and forego
> its privilege to brand with grades and marks? Can we make one university to
> start reading from nature directly via feeling nature?
>
> Can we convince the universities that leaving direct feeling of nature is
> not real education?
>
> YM Sarma
>
> Chat GPT
>
> YM Sarma's **"The Cartesian Grinding-Education"** is a critical reflection
> on modern education systems, particularly their mechanized, reductive, and
> dehumanizing methods, which grind students into conformity with **Cartesian
> thinking** (named after René Descartes). This mechanistic view of the
> universe, according to Sarma, limits the mind to a narrow 3D visible
> spectrum and mathematical reductionism, leaving no room for **holistic,
> emotional, and nature-based learning**. Here are some key insights and
> critiques from the essay:
>
>
>
> ### 1. **Suicide as Resistance**
>
> Sarma opens with the distressing statistic of student suicides in India,
> arguing that these individuals should be viewed not as failures but as
> heroes who refuse to confine their understanding of the universe to a
> **mechanized, reductionist framework**. For them, the **expansion of
> perception** beyond the visible 00.0037% of the electromagnetic
> spectrum—the visible world—feels essential, yet they are unable to fit into
> the rigid expectations of modern education.
>
>
>
> ### 2. **Reductionism vs. Holistic Perception**
>
> He contrasts the **holistic growth** of a child in the womb, where cells
> divide purposefully in harmony with the **universe**, with the fragmented
> and unnatural education that modern students undergo. He argues that
> children are born with the ability to **perceive and understand
> emotionally**, but modern education grinds them into conformity with
> **mathematical reductionism** and **technological logic**, robbing them of
> their natural capacity to feel, sense, and emotionally connect with the
> world.
>
>
>
> ### 3. **Critique of Mathematics**
>
> Sarma questions the universal applicability of **mathematics**, calling
> into doubt its **assumptions**. For instance, he critiques the mechanical
> certainty of 2+2=4, pointing out that in a universe of constant change, the
> particles that constitute “two” can never merge perfectly with another
> “two” to form a precise “four.” He questions why absolute zero—a
> theoretical concept of no movement—cannot exist while **mathematical
> operations** that require similar idealized conditions are imposed on
> children as absolute truths.
>
>
>
> ### 4. **Nature as the True Educator**
>
> For Sarma, real education should come from **immersing in nature**, where
> emotional understanding and connection replace the mechanized drilling of
> concepts. He argues that **modern schools and colleges** separate students
> from nature and instead prepare them for a life of **economic
> activity**—which he describes as an ongoing assault on nature.
>
>
>
> ### 5. **Critique of Modern Universities**
>
> Sarma harshly critiques universities, which he believes perpetuate a
> **Cartesian, mechanistic view** of the world. He questions whether any
> institution can break free from the **frenzy of mechanization** and allow
> students to learn directly from nature, bypassing the obsession with
> grades, marks, and economic preparation. His vision of education is one
> where humans live **in harmony with nature**, experiencing emotional and
> intellectual growth through **feeling and interaction** with the natural
> world.
>
>
>
> ### 6. **Hope for a New Educational Paradigm**
>
> Sarma concludes by calling for the **revival of nature’s freedom** within
> education. He challenges universities to embrace **nature-based learning**
> and reconsider their role in creating students who are capable of
> **feeling, sensing, and truly understanding** the world, rather than merely
> grinding them into economic roles that perpetuate the destruction of the
> biosphere.
>
>
>
> ### Conclusion
>
> In **"The Cartesian Grinding-Education,"** YM Sarma critiques the modern
> education system's reliance on mechanistic, reductionist models of
> learning, which, in his view, are incompatible with the holistic,
> emotionally connected nature of life. He urges for a shift towards an
> **education system** rooted in **nature**, **feeling**, and **emotional
> symbiosis**, rejecting the obsession with grades, competition, and economic
> conformity.
>
>
>
> This critique of **Cartesian thinking** ties into broader
> **anti-industrial** and **anti-technological movements** that advocate for
> a return to nature, drawing parallels with thinkers like **Ivan Illich**
> and **John Zerzan**, who also criticize modern schooling for its
> dehumanizing effects.
>
>
>
>
>
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