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*Mar*From Participation and Observation to Participation-Vs-Observation
In the totally free and healthy nature, where symbiosis pervades, every
organism can only participate in the macro nature, emotionally as a part
and limb of nature. The surrounding nature and the surrounding topography
actually functions as one’s own body, the macro symbiosis creating the
automatic reflex interactions. The expanse and arena of sensing and
sensations goes beyond one’s own immediate body, the interactions
functioning hormonally and as part of one’s nervous system. Learning
becomes feeling and sensing, and the advancement in education becomes the
expansion of the macro reach of feeling, sensing, perceiving and
understanding. Ultimately one becomes the planet earth or Gaia or Bhoodevi.
Our Rishis adopted this method of education, spending the whole life, in
expanding one’s almost anatomical identity as the macro functioning and
living self. May be they developed the capacities of Telepathy,
Telekinesis’ and Teleportation. The situation then was the automatic
capacity to sense and perceive the living nature as a limb of the living
nature. Theism and Divinity took over the day today living. God or the
Healthy and Free nature automatically kept the limbs or organisms also
healthy happy. The functioning symbiosis, create rapture, dances, musics,
poems and songs.
Education automatically was the mission of helping and strengthening
nature, not observing as a disconnected observer doing science for
technology and economics. The planet earth lived as the actively living
Bhoodevi or Gaia. The free and healthy nature, created God as the healthy
macro anatomy.
Love reduces the physical distance. Lovers hug each other striving to
eliminate the physical distance attempting to become one physical body. In
the totally free and healthy nature, every organism tries to hug nature and
become the physical part of nature. As a result an organism could
automatically sense, cyclones, earthquakes, Tsunamis etc in advance. Earth
as one’s macro body, develops the capacity to sense in advance as the
growth one’s own nervous system. Ageing becomes strengthening throughout
life. Ageing was not withering.
The fusion of one’s own nervous and hormonal system and the climate and
other features of the planet earth, almost as one big anatomically
connected life form, created the basic paradigms of nature as the
connecting concept bases of understanding in every organism. Emotions take
over as the senses of the sacred and sacrosanct.
Alas, today for the sake of the scientific mind, scientific temperament
etc.One must assume that one is an outsider of nature, subjecting nature
observation without feelings and emotions. The basic art aspect must be
avoided as it leads to bias.
Thanks to the extension of science into technology, industrialization,
urbanization and mechanization, nature is put under destruction all the 24
hours of every day. We do not know when nature takes to correcting the rot.
But threat of great terror is being hastened by the continuous
destruction.AC rooms and all sorts of shelters,simply fail when nature
takes to correction. Who knows, the simmering Asthenosphere, just a few km
under the surface of earth, may flood lava in response to the continuous
attacks on the lithosphere.
Education must be feeling based and its mechanization is perversion.
Actually the whole Universe is the great ocean of feelings for
understanding with feeling as the basic paradigmatic base.
Every University must immediately start a ‘Free Nature Park without human
Tampering’ to facilitate te Paradigmatization of feeling nature for
education. It has to develop the courage to get freedom from the frenzy of
technology.
YM Sarma
Chat gpt
Thank you for sharing this compelling and passionate piece by YM Sarma.
It’s a poetic and philosophical exploration of how *education, science, and
human interaction with nature* have shifted over time—from *participation
with nature* to a more *detached observation* of it. Below is a brief
analysis and distillation of the central ideas, with an eye to helping
others understand or engage with this kind of writing more clearly.
------------------------------
*🔍 Title Analysis*
*"From Participation and Observation to Participation-Vs-Observation"*
The title indicates a transition:
- *Then*: Participation *with* observation — holistic and interconnected
- *Now*: Participation *versus* observation — detached and fragmented
------------------------------
*🧠 Core Message*
The central thesis is that *human beings were once organically connected to
nature*, experiencing it *not just physically but emotionally and
spiritually*, to the point where the *planet was experienced as an
extension of one’s body and mind*.
In contrast, *modern science and education* have become *disconnected,
mechanistic, and emotionless*, emphasizing *observation without
participation*, leading to:
- Environmental destruction
- Spiritual emptiness
- Loss of deep ecological and emotional intelligence
------------------------------
*🌿 Key Themes*
1. *Symbiosis with Nature*
- Nature is not separate from us.
- The body and nervous system extend into the ecosystem.
- Earth is experienced as a living, feeling being—*Bhoodevi / Gaia*.
2. *Ancient Wisdom*
- Rishis and seers practiced education through *feeling, immersion,
and unity*.
- Suggestion that spiritual powers (like telepathy) arose from deep
participation.
3. *Modern Alienation*
- Modern science sees nature as a thing to be studied, not felt.
- Emotional detachment = ecological destruction.
- Industrialization + urbanization = 24/7 assault on nature.
4. *Education and Emotion*
- True learning comes from *feeling* and *being part of nature*, not
detachment.
- Art, emotion, sacredness, and rapture were once integral to
learning.
- Today, those are sidelined in favor of objectivity and utility.
5. *Warning of Ecological Collapse*
- Nature will eventually retaliate or correct the imbalance (e.g.,
through geological catastrophes).
- A simmering *asthenosphere* (Earth’s molten layer) is
metaphorically and literally brewing.
6. *Call to Action*
- Establish *“Free Nature Parks without human tampering”* in every
university.
- Create spaces for immersive, feeling-based education.
- Step away from the frenzy of technological obsession.
------------------------------
*🧭 Philosophical and Ethical Underpinnings*
- *Deep Ecology*: Nature has intrinsic value, not just instrumental
value.
- *Eco-spirituality*: Viewing the Earth as sacred and alive.
- *Critique of Cartesian Dualism*: The split between mind/body and
nature/culture is artificial and damaging.
- *Post-humanist Sentiment*: Moving beyond human-centered views to a
broader ecological identity.
------------------------------
*📌 Takeaways & Reflections*
- Sarma isn’t just critiquing science—he’s critiquing a *way of being*.
- He calls for a *paradigm shift in education*: from knowledge as data
to *wisdom as embodied experience*.
- Love, emotion, and feeling are not weaknesses or biases—they are *gateways
to truth*, especially in the ecological context.
------------------------------
*✍**️ Possible Questions for Further Thought or Discussion:*
- How can modern science be re-integrated with emotion and sacredness
without losing rigor?
- What would a “nature-based” curriculum look like in today’s
universities?
- Are there examples (indigenous, artistic, spiritual) where this
“participatory” model still survives?
- How can technology be used *in harmony* with nature rather than
against it?
------------------------------
Let me know if you’d like help turning this into an essay, summary, visual
presentation, or debate format.
Certainly! Below is an *evaluation* of the piece by *YM Sarma*, considering
it as a *philosophical essay* or *reflective prose* on the theme of *nature,
education, and science*. The assessment uses a broad academic rubric,
assuming a context like university-level liberal arts, philosophy, or
environmental studies.
------------------------------
📝 *Evaluation & Marking* 1. *Content & Originality (25 marks)*
· *Score: 22/25*
· The content is *rich, original, and deeply philosophical*. It
offers a profound vision of the relationship between humans and nature,
blending *eco-spirituality, education, and critique of science*.
· The references to *Gaia, Bhoodevi, Rishis, and emotional sensing*
of natural phenomena are unique and thought-provoking.
· It loses some clarity due to *repetition and lack of concrete
examples or supporting evidence*.
------------------------------
2. *Clarity & Coherence (20 marks)*
· *Score: 13/20*
· The core message is *clear*, but the *structure is loose and
sometimes meandering*.
· Sentences are often *long and packed*, requiring rereading to
grasp the intended meaning.
· Some *transitions between ideas are abrupt*, which can hinder
comprehension.
· *Paragraphing* could improve flow.
------------------------------
3. *Language & Style (20 marks)*
· *Score: 16/20*
· The language is *poetic, emotive, and powerful*, which suits the
theme.
· Strong use of *metaphor and imagery* (e.g., Earth as a
macro-body, education as emotional sensing).
· Occasional *grammar issues, typos* (e.g., “te
Paradigmatization”), and *inconsistencies in capitalization* reduce the
polish.
------------------------------
4. *Relevance & Argumentation (15 marks)*
· *Score: 12/15*
· The piece raises *highly relevant questions* about the limits of
modern science and the alienation from nature.
· However, it lacks *explicit counterarguments or critical
engagement* with other viewpoints (e.g., value of scientific objectivity).
· The argument is *passionate but one-sided*.
------------------------------
5. *Presentation & Formatting (10 marks)*
· *Score: 6/10*
· The essay would benefit from *clear paragraphing,
headings/subheadings*, or visual breaks.
· Some formatting issues: *no line breaks between major ideas*,
inconsistent use of punctuation.
------------------------------
6. *Conclusion & Impact (10 marks)*
· *Score: 8/10*
· Ends with a strong *call to action* (create “Free Nature Parks”),
which is memorable.
· The emotional tone lingers with the reader.
· However, the conclusion could be *tightened* to emphasize the
main thesis more sharply.
------------------------------
✅ *Total Score: 77 / 100*
------------------------------
🎓 *Grade: B+* 💬 *Remarks:*
This is a *thought-provoking, emotionally powerful, and philosophically
rich* piece that challenges the mechanistic view of education and science.
It presents a *visionary alternative rooted in deep participation with
nature*. However, its effectiveness is limited by some *structural
looseness, lack of clarity in places, and stylistic rough edges*. With
better organization and polish, this could become an *A-grade essay* or
even a *manifesto for ecological education*.
------------------------------
Would you like me to help *revise and polish* this essay to push it toward
an A+ standard?
Certainly! Below is an *edited and refined version* of the original essay
by YM Sarma. The aim is to *maintain the spirit, depth, and emotion* of the
original while improving *clarity, structure, grammar, and flow*—suitable
for a high academic standard (A+ level). I’ve used clear *paragraphs*,
*headings*, and improved *sentence structure* without losing the poetic
tone.
------------------------------
*From Participation and Observation to Participation-vs-Observation*
*By YM Sarma (Edited)*
------------------------------
*The Lost Unity Between Life and Nature*
In a truly free and healthy natural world—where symbiosis governs every
interaction—each organism participates emotionally and physically in the
life of the planet. Nature and landscape were once felt not as
surroundings, but as extensions of the self. The earth functioned as a
*macro-body*, a living anatomy in which our reflexes, hormones, and senses
operated beyond the limits of our skin.
In such a state of being, *learning was not memorizing, but feeling*—an
expansion of one’s sensory and emotional reach. Education was the process
of *becoming one with nature*, with the ultimate aim of becoming the living
Earth itself: Gaia, or *Bhoodevi*.
------------------------------
*Education as Emotional Expansion*
Our ancient Rishis adopted this immersive approach to knowledge. They spent
lifetimes deepening their identification with the natural world, expanding
their awareness until they could perceive the Earth as an extension of
their own nervous and hormonal systems. This deep participation might have
led to the development of extraordinary faculties—*telepathy, telekinesis,
or even teleportation*—not as miracles, but as natural consequences of a
deeply interconnected state of consciousness.
When nature was truly free and healthy, *divinity was not separate from
daily life*. God was not an abstraction, but the harmony of nature itself.
In this living symbiosis, health, happiness, music, poetry, and dance
emerged spontaneously from the joy of interconnected life.
------------------------------
*Love, Distance, and the Senses*
Love seeks to reduce physical separation. Lovers embrace not only
emotionally, but physically, longing to become one body. In the same way,
every organism once strove to *embrace nature*, to feel and become part of
it. As a result, people could sense cyclones, earthquakes, and tsunamis *before
they occurred*, not through analysis, but through a shared nervous system
with the planet.
In such a world, *aging was not decay*, but a deepening of connection and
strength—an extension of one’s body into the landscape, the wind, the soil.
------------------------------
*Science and the Tragedy of Disconnection*
Today, under the banner of scientific progress, we are taught to regard
ourselves as *outsiders to nature*—objective observers who must suppress
emotion, avoid art, and eliminate feeling to avoid “bias.” This ideology
has severed the living connection between humans and the Earth.
Through technology, industrialization, and mechanization, we have placed
nature under continuous assault. The Earth is being *destroyed 24 hours a
day*. We do not know when or how nature will strike back, but the
correction will come. Sheltered in air-conditioned rooms, we may feel safe,
but when the Earth’s *asthenosphere*—a molten layer just beneath the
crust—decides to erupt, *lava may remind us* that the planet is not a
machine, but a body, alive and powerful.
------------------------------
*The Perversion of Mechanized Education*
True education is rooted in *feeling*. Mechanized education—based on
testing, objectivity, and detachment—is a distortion. The universe itself
is a vast ocean of feelings, and understanding must begin with emotional
resonance.
To restore the sanctity of learning, *every university must immediately
establish a “Free Nature Park”*—a place untouched by human interference.
These sanctuaries would offer students a space to experience nature not as
a subject of study, but as a living presence. Only in such places can we
begin the *paradigmatic shift* toward a feeling-based education.
------------------------------
*A Call for Courage*
We must find the *courage to break free* from our addiction to technology
and rediscover the sacred intimacy between life and Earth. Only then can we
rekindle the emotional, sensory, and spiritual intelligence that once
defined education. Only then can we return to a world where the Earth lives
again—not as a resource, but as *Bhoodevi, the divine mother*.
------------------------------
*Final Note*
Let us reimagine education as an act of love, participation, and
belonging—not as detached observation. Let us remember that we are not on
Earth; *we are Earth*.
------------------------------
If you'd like, I can format this for print, slide presentation, or even
spoken delivery. Would you like a version styled as a speech or a
publication-ready PDF?
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