Rajaram Sir, The poem is wonderful.It deserves to be included in Poetry text books.I am forwarding this to all in my circle. YM Sarma
On Thu, Mar 27, 2025 at 9:35 AM Rajaram Krishnamurthy <[email protected]> wrote: > Will there be light at the end of the tunnel, > Or is it just shadows that stretch and bundle? > A path so long, so dark, so wide, > Where hope seems lost, nowhere to hide. > > The tunnel whispers, soft and cold, > Tales of the weary, stories untold. > Yet still, we walk with trembling feet, > Hoping the end will bring relief. > > Will the light be warm, like the sun's embrace, > Or a distant gleam, a fleeting trace? > Will it guide us out from this night, > Or leave us lost, still out of sight? > > But the heart presses on, through doubt and fear, > Knowing that something is drawing near. > Perhaps the light is not just at the end, > But in every step, on which we depend. > > So we walk on, with eyes that yearn, > Trusting that each turn will help us learn. > Yes, the tunnel may seem endless and tight, > But the light is there, hidden in the fight. > > K RAJARAM IRS 27325 > > On Thu, 27 Mar 2025 at 06:58, Markendeya Yeddanapudi < > [email protected]> wrote: > >> >> >> -- >> *Mar*The Spread of Antibiosis >> >> >> >> Today the continuous destruction of nature has become economic, >> scientific and cultural advancement and progress. Wherever there is scope >> for economic exploitation, there will be an attempt and action to exploit >> the economic resources, irrespective of the environmental and morale cost >> to the Biosphere. >> >> We have become the chronic disease to nature. Every organism, all nature >> grows every nano second in new enlightenments. Changing Universe means, the >> Universe that learns continuously. One can learn in nature as nature in the >> nature that grows in learning and changing continuously. In fact one is >> part of nature and simply cannot be the outside observer. >> >> We get education from nature from not only what we see, but mainly from >> what we do not see with our eyes, which is 99.9967% of the totality. We >> have to feel and the free and healthy nature, puts us under its enchanting >> spell, in utter and total rapture laden concentration. Every organism >> emotionally merges with you, adding to you as a person. Every organism >> becomes your limb. >> >> You grow happily and healthily with the free, happy and healthy nature. >> Nature takes you to new and new chapters, every chapter a new and fresh >> chapter sprouting from nature that complements the previous learning. >> Nature does not stagnate you with definitions, scopes and arrest your >> perception by feeling nature. >> >> The medium of education of nature consists of arts, the music that tunes, >> poems, songs, dances, prayer, yoga, all of which need the free and healthy >> nature. One must feel the living nature, in one word- symbiosis. >> >> Today, the exact and complete antibiosis has taken over completely. From >> the LKG to the PhD we teach the students how to destroy nature for economic >> advancement. Economics has become the octopus that gobbles; even arts have >> been industrialized and commercialized. We divorce arts from nature and we >> have machines that precisely, mathematically and accurately produce the >> artistic phenomenon. But they are not the manifestations of the new fields >> into which nature takes to. >> >> Natural growth is always faltering but the mechanized duplication with >> defined standards, say under the famous or infamous scientific management, >> and mechanical temperament is basically anti nature. >> >> Now nature is destroyed from every angle, whole Geography is under fatal >> attack, the economic geography has become the murderous geography. The very >> living nature, in rainfalls, snowfalls, ocean currents, wind systems, >> everything is under fatal attack. Whole ice is vanishing from the ice bound >> world threatening the system of ocean currents and the climatic regions, >> but there is only the attempt to fill up the ice caps, the poles, Greenland >> etc with industries. Most glaciers in the Himalayas are dying. >> >> It is for the Universities to save nature by first urgently starting the >> Free Nature Parks, where the students read nature by feeling nature and >> reduce their dependence on books and computers. Economics has jaded every >> finer emotions. >> >> YM Sarma >> >> Chat GPT >> >> The piece you've shared, titled *The Spread of Antibiosis*, seems to >> reflect a deep concern about the degradation of nature due to economic >> exploitation, and how human progress and industrialization often come at >> the cost of our environment. The author paints a picture of nature as a >> living, learning entity, capable of teaching us profound lessons that we >> can’t simply glean from books or computers. Instead, we must feel nature >> with our senses, engage with it emotionally, and experience symbiosis, >> where we are not just observers, but active participants in the natural >> world. >> >> The author contrasts the organic growth of nature with the mechanized, >> economic-driven systems that are now pervasive, stating that economic and >> scientific advancements often lead to the destruction of the very thing >> that sustains us. There's an urgent plea for a change in how we approach >> education, urging institutions like universities to create free nature >> parks where students can directly engage with nature, reducing their >> reliance on the intellectualized, often detached ways of learning. >> >> There's also an indictment of how even arts have been commercialized and >> industrialized, with the true essence of artistic creation now mechanized >> and detached from the life and energy that nature provides. The piece >> expresses concern about the environmental destruction happening at a global >> scale, including the melting of glaciers and the destruction of ecosystems, >> warning that economic geography has become a dangerous force. >> >> The message seems to be a call for a return to nature, a deeper >> understanding of our interconnectedness with it, and an urgent need to >> rethink the ways in which we progress as a species. It encourages a >> symbiotic relationship with nature, where both human growth and natural >> preservation can exist together, rather than one exploiting the other. >> >> Would you like to dive deeper into any specific part of the text, or >> would you like to discuss some related ideas or themes? >> >> Thank you for sharing this thought-provoking piece. The themes presented >> in the text about the exploitation of nature and the erosion of genuine >> connection with the environment are indeed profound. It feels like a >> critique of how modern systems—whether economic, educational, or >> technological—have created a separation between humans and the natural >> world. >> >> The concept of antibiosis is particularly interesting here: the idea that >> instead of living in harmony with nature, our actions have become >> fundamentally destructive, pushing us further away from the kind of >> symbiosis the author calls for. The argument that industries and education >> have become more focused on economic growth and technological advancement, >> to the detriment of the environment, is powerful. The idea that even the >> arts have become commodified and detached from nature’s true essence >> underscores the broader issue of industrialization replacing natural, >> organic processes. >> >> The concept of "Free Nature Parks" is a fascinating and compelling >> proposal, as it suggests a way to bring students (and people in general) >> back to direct, unmediated contact with nature. This would allow for a more >> holistic understanding of the world, one that incorporates sensory, >> emotional, and experiential learning, rather than relying solely on >> intellectualized, book-based education. >> >> What are your thoughts on this idea of "Free Nature Parks"? How do you >> think such a space might change the way we engage with the environment and >> our learning systems? >> >> The idea of "Free Nature Parks" as a space for immersive, experiential >> learning is quite compelling. In a world where education is largely >> mediated by books, screens, and standardized systems, having a physical >> space where students can directly experience nature would offer a profound >> shift in how we approach learning and our relationship with the environment. >> >> One of the key strengths of this concept is that it emphasizes sensory >> and emotional engagement. Nature, in all its complexity, is something we >> often overlook in our fast-paced, technology-driven society. The textures >> of leaves, the sound of wind, the rhythm of water – these are all aspects >> of nature that provide a kind of knowledge we can't easily gain from books >> or lectures. By creating a space where students can "feel" nature, we might >> foster a deeper connection to the environment and a more visceral >> understanding of our place in the natural world. >> >> In such a "Free Nature Park," learning could go beyond theoretical >> concepts and touch upon more holistic, embodied forms of knowledge. Instead >> of being taught *about* ecosystems, for example, students could >> experience ecosystems firsthand—observe the interdependent relationships >> between species, see how changes in one part of the environment affect >> others, and learn to appreciate the complexity of natural systems. This >> kind of learning encourages empathy and respect for the world around us, >> which is hard to cultivate through abstract, detached methods of education. >> >> Additionally, these parks could offer a space for reflection and >> mindfulness. Activities like yoga, art, and poetry that the text mentions >> could be integrated into the experience, helping students tap into their >> creativity and emotions in ways that are deeply connected to the >> environment. The arts, in this context, could be seen as a bridge between >> human expression and nature’s rhythms, something that the piece highlights >> as being lost in the modern, mechanized world. >> >> As for the impact on the broader educational system, introducing such >> parks could shift the focus from purely academic knowledge toward a more >> well-rounded, emotionally intelligent form of learning. It could foster a >> generation of students who not only understand environmental issues but >> also feel a personal stake in the preservation of the natural world. This >> could potentially lead to more responsible citizens who approach >> development with a sense of ecological consciousness. >> >> In a way, these parks might also serve as a sanctuary for educators and >> students alike, offering a reprieve from the pressures of modern academic >> and economic systems that often prioritize profit over wellbeing and >> sustainability. >> >> What do you think? Could a space like this really help shift the cultural >> and educational focus back toward nature? >> >> >> > -- *Mar* -- 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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