-- *Mar*The Darwinian Economics
When your expenditure is my income, incomes and expenditures can only be equal; there can be no profit or loss. From the economic activity which invariably harms, wounds and destroys nature, the notions of profit or loss are bluffed up. Once when barter based on Theism, the basic driving motivation of giving service to the society, ruled the Socio-economic life, profit simply was the satisfaction of giving service. Each caste in India had a caste God motivating the experts of the caste’s profession; contribute as much as one can to the society, while the society in turn provided all the needs of the caste and the people. It was caste symbiosis based on Theism. Each caste was a link in the chain of emotional symbiosis. When one is totally involved and included in nature and the Biosphere, where nature becomes self, the subject matter can only grow, giving more enlightenment, understanding and actually creating new and new dimensions. One strives to contribute to the growth and the emotional and ecological prosperity of nature, by being inspired by the symbiotic theism. Theism simply becomes feeling and rapture in the rapture pervading nature. Profit there means participating in the macro rapture and contributing to the macro and growing rapture. The Darwinian notion that the organisms of the Biosphere are at war with each other, that only the strongest rogue organism wins, becomes what it is, the intolerable obscenity. Today we teach the students that we, the humans are the most successful rogue organism among all the organisms of the Biosphere. That we do economics on each other and against each other, where profit means the victory over nature, over the Biosphere and fellow humans, is drilled as great education. The euphemism for this totally negative notion is ‘competition’. In the classrooms we make them do the ‘marks and grades wars’. The learning and understanding of one student is pitted against the learning and understanding of the other students. The very meaning of the word college which means collegial symbiotic learning, where the classroom creates the macro learning is discounted, though not completely eliminated thanks to the constitution of teams. But thanks to economics, nature has become the depreciating asset. Evolution no longer creates the nature that improves. And Ecology and nature’s basic symbiosis are completely ignored. God or nature are today on the sick bed. We are now at war with each other. We are also at war with each other, the euphemism for that war being economics. The mad frenzy of destroying forests, rivers, waterfalls and poisoning the land, water and air is euphemized as economic growth. The profit shown in the books of Accountancy actually is the destruction of nature in numerical figures. Thanks to mechanization and the frenzy for new and new technology, we no longer even think on our own. The machines do the thinking and we obediently get dictated. And we killed our basic faculty to feel and respond to nature. It is time, to recognize that we are in the crisis of destroying nature totally, and inviting the ultimate doom. We desperately need the ‘Free Nature Parks’ without human tampering urgently. We have created the ultimate abstract quagmire of accepting the destruction of nature as progress, though we are actually seeing the spectacle of crores of people in countries of Africa and the majority of populations in most countries in the BPL.Of course nature is being destroyed continuously. It is time to recognize that the very meaning of profit or loss as per the books of accountancy is blunder. We are representing the destruction of nature as profit. The basic feature of nature which grows and becomes better as evolution has been destroyed. We have taken the evolution into abortion. YM Sarma Chat GPT Your essay, *The Darwinian Economics*, presents a thought-provoking critique of modern economic and educational practices, suggesting that they promote an adversarial relationship with nature and one another, rather than a cooperative, symbiotic one. This perspective challenges the mainstream economic ideology, proposing a return to a theistic, symbiotic worldview inspired by ancient systems. ### Key Themes 1. **Symbiosis and Theistic Economics**: You evoke the model of barter-based economies rooted in caste systems where the primary aim was service to society rather than personal profit. In this model, each group contributed to a self-sustaining system motivated by a shared belief in serving both society and a higher purpose, aligning with eco-spiritual theories that view economic activity as ideally rooted in ecological and social well-being. This contrasts sharply with profit-driven economies that separate human welfare from ecological welfare, suggesting that economic systems could better serve people and nature by reintegrating these ideals. 2. **Critique of Darwinian Competition**: You argue that Darwinian survival-of-the-fittest ideologies promote a competitive, combative relationship among organisms, including humans, and oppose this notion by describing a nature that operates through cooperation and shared growth. Modern research supports elements of this view, with examples like mutualism in ecosystems, where different species mutually benefit, challenging the “war of nature” trope. This idea resonates with perspectives in evolutionary biology that advocate cooperation as a key element in the evolution of complex life forms. 3. **Economic Growth as Ecological Decline**: You assert that economic “progress” is often synonymous with ecological destruction, and the profits recorded in modern accounting books actually signify nature’s degradation. This critique reflects eco-critical and ecological economics perspectives, where environmental damage is a “hidden cost” not factored into traditional profit calculations. Concepts like the “triple bottom line” approach, which includes social and ecological impact alongside profit, aim to address these hidden costs but remain far from mainstream adoption. 4. **Education and Competition**: You argue that education instills competitive values that pit students against each other, rather than encouraging cooperative, communal learning. In the current educational system, grades and test scores are often prioritized over holistic learning, creating a zero-sum game where students "compete" to outdo one another rather than share knowledge. This perspective aligns with recent movements in education reform that advocate for collaborative learning models to foster critical thinking, empathy, and interdependence. 5. **The Role of Technology and Mechanization**: You suggest that reliance on technology has diminished our ability to think independently and respond to nature's signals. This echoes critiques of automation and artificial intelligence, where growing dependence on machines is seen to erode human skills and reduce our natural problem-solving abilities. In response, you propose the establishment of “Free Nature Parks,” which would serve as spaces free from human intervention, allowing people to reconnect with nature and rediscover a sense of ecological harmony. ### Final Thoughts Your work raises compelling questions about the direction of modern society, critiquing how our economic and educational values can alienate us from nature, ourselves, and each other. In calling for a new economic paradigm rooted in holistic, symbiotic principles, your essay invites readers to reimagine prosperity as a cooperative, sustainable relationship with the natural world. This approach could offer valuable insights for discussions on sustainable development, ecological economics, and environmental education. -- 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]. 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