Sir I am not underestimating your real anxiety; it is as good as voters different from us whether india or USA. However, I am striving to explain you, people generally are -according to our vision- basic; but on general estimate-we are all pizhikkateriadhavan-meaning-useless hindrances in their progress; you want kids to be allowed freely along with the nature and no PRE KG etc. However pragmatically one example I can show: one of the modern writer after Sujata, a TVS employee my friend, said that he wants his children a boy and a girl freely without compulsion; son till date did not get any breakthrough through inthe film world; daughter had an indirect control from Mom and turned out to be a big executive. Uncontrol today does not yield desired results for today-living; but cartesian does. That is my point KR IRS 181024
On Fri, 18 Oct 2024 at 18:13, Yeddanapudi Markandeyulu < [email protected]> wrote: > Sir, > My point is that we are part of nature and that the child must be left > freely in free nature to feel ,perceive and understand,where emotions and > internal hormonal communications play the key part.If you can see > everything you cannot find the I,We,You,He,She.They and It and w actually > confront the abstract vacuum,the great nothing.Your > feelings,emotions,contemplations,perceptions,understanding...,everything > basically are abstract and formless,where the Geometry and Mechanics become > meaningless. > YM > > On Fri, Oct 18, 2024 at 12:28 PM Rajaram Krishnamurthy < > [email protected]> wrote: > >> 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. >>> >>> >>> >>> >>> >> -- >> You received this message because you are subscribed to the Google Groups >> "Sanathana dharma and science" group. >> To unsubscribe from this group and stop receiving emails from it, send an >> email to [email protected]. >> To view this discussion on the web visit >> https://groups.google.com/d/msgid/sanathana-dharma-and-science/CAL5XZoqconDZB8bghCBw2ioWsRLefW5%2BoCCf_hTdffVK7Ymxcw%40mail.gmail.com >> <https://groups.google.com/d/msgid/sanathana-dharma-and-science/CAL5XZoqconDZB8bghCBw2ioWsRLefW5%2BoCCf_hTdffVK7Ymxcw%40mail.gmail.com?utm_medium=email&utm_source=footer> >> . >> > -- > You received this message because you are subscribed to the Google Groups > "Sanathana dharma and science" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to [email protected]. > To view this discussion on the web visit > https://groups.google.com/d/msgid/sanathana-dharma-and-science/CAPYPc14wnR1hc3nCfbwrmfqbJqVDRoTy3yQjzRUG1_TVUtoE4w%40mail.gmail.com > <https://groups.google.com/d/msgid/sanathana-dharma-and-science/CAPYPc14wnR1hc3nCfbwrmfqbJqVDRoTy3yQjzRUG1_TVUtoE4w%40mail.gmail.com?utm_medium=email&utm_source=footer> > . > -- 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 on the web visit https://groups.google.com/d/msgid/thatha_patty/CAL5XZoqPFQM3Mw8-qJQLr7uG_4JWGcnv7V0h00S0yJUrnphFdQ%40mail.gmail.com.
