dO NOT JALRA MUTTAL. I know you cannot read and absorb and on the contrary people in our group discuss the matter unlike your foolish thinking. You read only the first line so speedily and started your foolish write up. “Education is the manifestation of the perfection already in man” — this is a very famous quotation of Swami Vivekananda. This is the quote. Mr Sivaraman read it as education is the manifestation of perfection -----already in man. And expressed why he did not accept. As far as I am concerned Vivekanandar contents are 9 volumes of which you would not have seen, even the cover. ARTHA SASTRA ,BIRTHRHARI TIRUMULAR TREATISES, KAMBA RAAMAYANAA TREATIES ETC AS SANSKRIT TEXT MAY RENDER DIFFERENT MEANINGS AND WE MAY HAVE TO BE CAREFUL. Many quotes go wrong only because of thaat only. Vivekanandar never eulogised education at all had you read other contents. HE SAYS " AS I READ, (READING IS ONE'SS LIBERTY) EDUCATION IS THE MANIFESTATION OF THE ---------[WHOM] PERFECTION ALREADY IN MAN; NOT IN THE MAN; WE HAVE ALL THE TRI GUNAS; BUT WE ALLOW ONLY CERTAIN GUNAS TO SURFACE LIKE YOU ALWAYS EXPRESS YOUR FOOLISHNESS THAMASO. PERFECTION IS ALREADY IN MAN ; MAN INCLUDES WOMEN ALSO; AS YOU TEND TO BECOME MORE FOOLISH ALSO. EDUCATION ALL MAY GO THROUGH; BUT THAT EDUCATION IS THE RIGHT ONE WHICH BRINGS OUT THE PERFECTION IN MAN. Hence Mr Sivaraman is right in his observation too that education shall not bring in perfection; but that will awaken the perfection in aman. smje. If it does not then it is not the right type. I also wrote that education is not as you are thinking foolishly in your college. It may even be from space. A farmer as alearned from space so many learned sprang up from Vedic. Exercise makes perfect means that that which you think as exercise, and doing if it does not make you perfect, tyen what you are doing is not at all an exercise. We know it but not fools like you and so stop all your 9 holes and rest. Thank you fool
On Mon, 11 Aug 2025 at 10:14, gopala krishnan <[email protected]> wrote: > Mr. Rajaram, > > Why do you agree sir, You quoted swami Vivekananda. Agreeing with others > is not your nature . Abusing is your nature. *When I corrected the > Malayalam name Ezhuthachhan, you abused me just now.* > > So, you know very well you are corresponding with a *LEARNED SENIOR IAS > OFFICER RETIRED. *So bow to him. *You have no stamina to oppose him. You > want to be in his good books. * > > However I am very happy you know to respect at-lest certain people. Give > respect and take respect, Mr Rajaram. I know there is least chance you will > never improve in this life. > Gopalakrishnan. > > > On Monday 11 August, 2025 at 10:02:13 am IST, Rajaram Krishnamurthy < > [email protected]> wrote: > > > Yes Education may not be the be all and end all in perfection; yet > natural competence is arising only after the learning; that is my point; a > farmer ,uneducated cannot predict the weather, unless he is learned. > Education I meant is anywhere from nature, to Aranya to nalanda to to the > universities. However, the outcome of the education by whatever be the > system or pattern, shall raise the thought process. Where the mindset is > in the groove, is not the outcome of the education but the outcome of the > trigunas in nature. Guna karma vibhaga alone determines the thought process > applying the education as a tool. Again education is not only the modern > schooling but space may teach a lot as Rig Vedam arose. I have no gainsay > against your view of education as the only way to perfection. Thank u K R > IRS 11825 > > On Mon, 11 Aug 2025 at 09:45, Madras Sivaraman <[email protected]> > wrote: > > I really do not agree. Education is from outside a man or woman. It cannot > be a manifestation of the perfection in man.There are all kinds of > education. You learn to kill quickly in many ways by educating yourself on > the sensitive points on a human being when hit he dies.You learn surgery it > is not there in you. and so on.We did not know how to read or write unless > taught by someone from outside. > So how can it be a manifestation of the perfection ALREADY IN MAN. > > On Mon, Aug 11, 2025 at 9:22 AM Rajaram Krishnamurthy < > [email protected]> wrote: > > “Education is the manifestation of the perfection already in man” — this > is a very famous quotation of Swami Vivekananda. > > This quotation was originally part of a letter written to Singaravelu > Mudaliyar (Kidi) from Chicago, United States, dated 3 March 1894. The > letter was later published as a prose in the Complete Works of Swami > Vivekananda and was named What we believe in. > > First let’s quote the relevant portion from the prose What we believe in. > Swami Vivekananda wrote in that letter. > > Education is the manifestation of the perfection already in man. > > Religion is the manifestation of the Divinity already in man. > > Therefore, the only duty of the teacher in both cases is to remove all > obstructions from the way. Hands off! as I always say, and everything will > be right. That is, our duty is to clear the way. The Lord does the rest. > > Section 01: Current education system > > In another article, we have discussed that Viekananda was not satisfied > with India’s education system. He called the education system “a > clerk-making machine”. He told, this education system does not teach one to > “stand on his own feet”. He also told, this education system does not > produce “man of originality”. More than that this education system destroys > one’s faith and self-confidence. > > Quoting Swamiji’s own words > > The child is taken to school, and the first thing he learns is that his > father is a fool, the second thing that his grandfather is a lunatic, the > third thing that all his teachers are hypocrites, the fourth that all the > sacred books are lies! By the time he is sixteen he is a mass of negation, > lifeless and boneless. And the result is that fifty years of such education > has not produced one original man in the three Presidencies. > > Section 02: Actual education – Man-making education > > So, according to Swami Vivekananda, what is the definition and scope of > “actual education”? > > Swamiji wanted to see “man-making education. In a lecture delivered at > Madras (currently known as Chennai), he clearly told—[Source] > > We have wept long enough. No more weeping, but stand on your feet and be > men. It is a man-making religion that we want. It is man-making theories > that we want. It is man-making education all roundthat we want. > > In his The Future of India, the prose we have already mentioned in this > article, he wrote > > In the first place it is not a man-making education, it is merely and > entirely a negative education. A negative education or any training that is > based on negation, is worse than death. > > He wanted to see “man-making” education. This is how he defined education > and its scope > > What is education? Is it book-learning? No. Is it diverse knowledge? Not > even that. The training by which the current and expression of will are > brought under control and become fruitful is called education. Now > consider, is that education as a result of which the will, being > continuously choked by force through generations, is well-nigh killed out; > is that education under whose sway even the old ideas, let alone the new > ones, are disappearing one by one; is that education which is slowly making > man a machine? It is more blessed, in my opinion, even to go wrong, > impelled by one’s free will and intelligence than to be good as an > automaton. Again, can that be called society which is formed by an > aggregate of men who are like lumps of clay, like lifeless machines, like > heaped up pebbles? How can such society fare well? Were good possible, then > instead of being slaves for hundreds of years, we would have been the > greatest nation on earth, and this soil of India, instead of being a mine > of stupidity, would have been the eternal fountain-head of learning. > > Section 03: Perfection in man > > In the section one above we have discussed Swami Vivekananda’s views on > current education system. In the section two above, we have shown, > according to Swamiji, the main objective of education is “man-making”. Now > in this third section we’ll discuss why and how did he conclude that > “education is the manifestation of perfection already in man”? > > Swamiji believed > > All perfection is there already in the soul. But this perfection has been > covered up by nature; layer after layer of nature is covering this purity > of the soul. > > He also told > > Every individual has in himself perfection. It lies within the dark > recesses of his physical being. > > Remembering Shvetashvatara Upanishad‘s verse शृण्वन्तु बिश्वे अमृतस्य > पुत्रा (Shrinwantu Vishwe Amritasya Putra), his reaction was > > “Children of immortal bliss” — what a sweet, what a hopeful name! Allow me > to call you, brethren, by that sweet name — heirs of immortal bliss — yea, > the Hindu refuses to call you sinners. Ye are the Children of God, the > sharers of immortal bliss, holy and perfect beings. Ye divinities on earth > — sinners! It is a sin to call a man so; it is a standing libel on human > nature. Come up, O lions, and shake off the delusion that you are sheep; > you are souls immortal, spirits free, blest and eternal; ye are not matter, > ye are not bodies; matter is your servant, not you the servant of matter. > > According to Swami Vivekananda, “here”, “exactly here”, education should > work. Human soul is already perfect. Perfection is its nature. In Swamiji’s > words > > Perfection is man’s nature, only it is barred in and prevented from taking > its proper course. > > Exactly here education should work to remove the barrier, the obstacle, > the cloud, so that one becomes able to realise his perfect real nature. > > In other words, the tool or the system or the process that helps someone > to realise his inherent perfection, his real nature, that is education. > > And that is, in Swami Vivekananda’s words— > > “Education is the manifestation of the perfection already in man“ > > Scholarly interpretations > > O. P. Dhiman in his book Foundation of Education wrote—[Source] > > Swami Vivekananda’s educational philosophy is a reflection of his general > philosophy of life. His main contention is that education is the > manifestation of divinity already existing in man. He believes that > knowledge resides within the individual himself. He simply discovers or > realises it. “Perfection is already inherent in man, and education is the > manifestation of the same.” In fact, his educational philosophy is built > upon the bed-rocks of Vedanta. He was revolutionary in the field of > education and touched every aspect of it. Vikekananda criticised the > existing system of education. > > As we have already noted above, Vivekananda believes that education is the > manifestation of the perfection already existing in man. To him, education > is not the amount of information, put into one’s brain, which may be there > undigested all one’s life. It is, rather a life-building assimilation of > ideas. He says, “If you have assimilated five ideas and made them ,as your > character, you have more education than any man who has got by heart the > whole library. If education were identical with information, the libraries > would be the greatest sages in the world and encyclopaedias, the greatest > Rishis.” > > Swami Vivekananda has defined education thus, “It is the manifestation of > divine perfection already reached in man”. He further observes, “The > education which does not help the common mass of people to equip themselves > for life, which does not bring out strength of character, a spirit of > philosophy and the courage of a lion—is it worth the name? Real education > is that which enables one to stand on one’s own legs”. These words of Swami > Vivekananda give a very practical concept of education. In other words, > real education is meant for character formation, and intellectual and > vocational development in the child. > > It is very interesting to note here that a self realised personality is > automatically and constantly established in a positive state of mind. We > often have a very superficial meaning of self-realisation. For majority of > people “self-realisation” means development of all cognitive, affective and > psychomotor domains with which a child is born. But perhaps very few of us > realise that every normal human being has the capacity of attaining the > ‘perfection’, as Swami Vivekanand has said, “education is the manifestation > of perfection already in man.” “Now question arises what does perfection > mean?” Attaining perfection is to know about the divinity of one’s own > “self”. Swami Vivekanand has said, “one who does not have faith in himself > (his divine nature) is an atheist.” Thus education has the responsibility > to introduce man/child with his divinity. > > K RAJARAM IRS 11825 > > On Mon, 11 Aug 2025 at 06:17, Markendeya Yeddanapudi < > [email protected]> wrote: > > > > -- > *Mar*Destiny or Continuation > > > > Suppose you can see everything with your eyes, atoms, quarks, leptons, > their transformations and interactions, the whole Microcosm? Then you > cannot find yourself. You find atoms, energies etc moving out of you and > also moving into you, you as the process of life, continuously mixed up > with the other processes of nature. You confront the reality, that you are > also a process in the many processes of the Universe. The grand Microcosm > creates diverse Macrocosms, which after many processes joins the Microcosm. > > There is a cosmic process creating Macrocosms out of the Microcosm, and > the Macrocosm returning to the Microcosm. Actually at the ultimate > fundamental level there is only the Microcosm, the Macrocosms sprouting and > ending out of the Microcosm. Everything is foundationed on consciousness > which has no 3D shape. > > The directing force of these processes is the macro consciousness, which > creates many limb entities of limb consciousness. On our earth every life > form is a limb of consciousness, participating in the macro consciousness > processes on our Earth. Earth as the emotional Bhoodevi or Gaia is real. > > The diverse processes happen in symbiosis, with every process as a limb > process, coordinating with the gigantic grand symbiosis of the Universe. > And you find that you too are a limb process, continuously adjusting to the > other processes, and your life as coordination with those processes or > simply in one word, nature. > > When you realize that you are a process, then the words birth and death > get radically a different meaning. The interacting process created you as > birth and then after the completion of your process function, subsumes you > into the grand symbiosis which we call death. You cannot recognize yourself > as a 3D body, which is actually giving view of just 00.0035% of the > totality. > > The Universe is the totality of the gigantic number of limb processes, the > Microcosm creating Macrocosms, containing mini Macrocosms, called > Molecules,matters,planets,Moons going round the planets, planets going > round stars, stars living in their Galaxies…,all governed by the > foundational processes of the Microcosm. > > We can understand the grand processes between the Microcosm and the > various Macrocosms, by feeling as a part of these processes, or by adopting > the Cartesian logic and struggle with various TOEs, the Strings Theory, The > Loop Quantum Gravity Theory, The Various M Theories of the family of M > Theories, or viewing the Universe as a Hologram. > > Today trying to feel as a process of nature is almost removed by calling > it unscientific. You, as a process of feeling, as a limb of the other > processes, is discounted. Only the Cartesian approach and following the > logic of the machine is accepted, every student being bludgeoned into the > Cartesian approach. There is no free and healty nature, untampered by us > and a student cannot feel education at all. > > Life must be recognized as the diverse processes of feelings. It is not > mechanical at all. Births and Deaths are part of the feeling of > transformations. The Mechanical Approach has now become murderous, > destroying or torturing every organism of the Biosphere, robbing the very > basis of births, deaths and re-births and re-deaths. > > Education is made into the continuous killing of nature, not participating > in nature’s symbiosis. The Universities are creating every academic year > new corps of nature killers. It is called education!!! > > Every University must immediately start a ‘Free Nature Park’ without any > human tampering, so that real education gets a chance. Just pay attention > to your own consciousness and enjoy at least briefly, freedom form > mechanization. > > YM Sarma > > Chat gpt > > It sounds like YM Sarma’s piece is weaving together philosophy, physics, > and ecology into a kind of manifesto about how we perceive ourselves in the > universe. > > At its core, it’s making several interlinked points: > > 1. *We are processes, not static things* > > o If you could truly see reality down to the quark, you wouldn’t find > a solid “you” — just flows of energy and matter passing through. > > o Life is participation in a grand, interdependent symbiosis of > processes in the cosmos. > > 2. *Microcosm–Macrocosm cycle* > > o The “Microcosm” (fundamental particles, energies, consciousness) > gives rise to “Macrocosms” (planets, stars, living beings, galaxies). > > o These macrocosms eventually dissolve back into the microcosm. > > 3. *Consciousness as the foundation* > > o Beyond the physical, there’s a “macro consciousness” that expresses > itself through all “limb consciousnesses” — individual beings. > > o Earth (Gaia) is seen as a conscious entity in this framework. > > 4. *Critique of mechanistic thinking* > > o Modern science and education often frame life purely through > Cartesian, machine-like logic. > > o This removes the sense of being a feeling, living part of nature, > replacing it with abstraction and exploitation. > > o The result: destruction of the biosphere and a disconnection from > life’s symbiotic balance. > > 5. *A call for reconnection* > > o Education should include direct, untampered immersion in nature — > “Free Nature Parks” where humans don’t interfere. > > o Conscious attention to one’s own awareness is seen as a way to > temporarily step outside mechanization. > > It’s almost like a blend of *systems theory*, *Eastern philosophy*, *deep > ecology*, and *a warning against industrial reductionism*. The imagery of > microcosm and macrocosm ties it to ancient philosophical traditions, while > the critique of education and technology grounds it in a modern ecological > crisis. > > If you want, I can also *reframe this text into a clear, structured > philosophical essay* while keeping its poetic depth intact — so it’s > easier to follow without losing the essence. That would make the argument > sharper and more persuasive. > > Alright — I’ll approach this like I’m grading a piece for a > philosophy–science–ecology seminar, using the following criteria: > > *1. Clarity & Structure (20 marks)* > > - The text is rich in imagery and ideas, but it often moves quickly > from one concept to another without clear signposting. > - Some terms (Microcosm, Macrocosm, limb consciousness) are used > poetically but would benefit from clearer definitions earlier. > - Long paragraphs make it harder for the reader to follow the logical > flow. > *Score:* 12/20 > > *2. Originality & Depth of Ideas (30 marks)* > > - Strong integration of physics, metaphysics, and environmental ethics. > - The “process-based” selfhood concept is philosophically deep and > echoes both Buddhist anatta and systems theory, which is intellectually > valuable. > - The critique of Cartesianism is well-grounded in philosophical > tradition. > - The Free Nature Park proposal adds a tangible action step — rare for > philosophical pieces. > *Score:* 27/30 > > *3. Use of Evidence / Philosophical Anchoring (20 marks)* > > - Mentions modern physics theories (string theory, loop quantum > gravity, M-theory, holographic universe) but doesn’t link them explicitly > to the main argument — feels name-dropped rather than integrated. > - The ecological claims are powerful but mostly asserted rather than > supported with specific examples or data. > *Score:* 12/20 > > *4. Persuasive Power & Emotional Impact (20 marks)* > > - Passion is palpable — the tone makes the urgency of the ecological > crisis felt. > - The emotional connection to Gaia/Earth is strong. > - The call to action is vivid, but because of dense phrasing, some > readers may disengage before reaching it. > *Score:* 16/20 > > *5. Language & Style (10 marks)* > > - Lyrical, poetic, and metaphysical — which is a strength in > philosophical writing. > - However, occasional grammar and word choice issues slightly cloud > the message. > *Score:* 7/10 > > ------------------------------ > > *Total:* 74/100 > > *Grade:* *B* (Good — creative and profound, but could be significantly > stronger with clearer structure, tighter argumentation, and fuller > integration of scientific references.) > ------------------------------ > > If you like, I can show you *a rewritten version that would likely score > 90+*, keeping all the depth but making it flow logically like a top-tier > academic–philosophical essay. That would make it both more persuasive and > more accessible. > > Here’s a refined, structured version of YM Sarma’s piece — keeping the > poetic depth, but arranging it so that the logic flows more clearly and the > reader can engage without getting lost. > ------------------------------ > > *Destiny or Continuation — A Process View of Life* > > *By YM Sarma (edited for clarity)* > > *1. Seeing Beyond the Self* > > If you could truly see reality with unclouded eyes — not just the surface > of things, but the dance of atoms, quarks, leptons, and the transformations > between them — you would not find a fixed “you.” > Instead, you would see streams of matter and energy flowing into and out > of the body you call “yours,” blending and exchanging with the larger > processes of nature. Life, then, is not an object, but a process — one limb > in the vast symphony of processes that make up the universe. > > *2. The Cycle of Microcosm and Macrocosm* > > At the most fundamental level, there is only the *Microcosm* — the > subatomic foundation of reality. From it arise the *Macrocosms*: > molecules, planets, stars, galaxies, and living beings. > These Macrocosms are temporary configurations, destined to dissolve back > into the Microcosm. The Microcosm gives birth to the Macrocosm, and the > Macrocosm returns to the Microcosm — an endless cycle of emergence and > return. > > *3. Consciousness as the Foundation* > > Underlying this process is *consciousness* — not shaped in three > dimensions, but pervasive and foundational. > There is a *macro-consciousness*, of which every living being is a > *limb-consciousness*. On Earth, each life form participates in the > planetary consciousness — known in various traditions as *Bhoodevi* or > *Gaia*. Earth is not a mere rock in space, but a living, feeling entity > engaged in its own processes. > > *4. Symbiosis as the Law of Nature* > > Every process in nature is a limb-process, harmonizing with the grand > symbiosis of the universe. The motion of moons, the orbit of planets, the > life cycles of stars — all follow the same foundational laws that guide the > metabolism of cells or the pulse of a heartbeat. > When we realize that we too are such processes, the words *birth* and > *death* take on new meaning: birth is the moment the universal process > takes your current form; death is the moment that form dissolves back into > the whole. > > *5. The Loss of Process Awareness* > > In modern times, the ability to feel oneself as a process of nature is > often dismissed as “unscientific.” The dominant mode of education is > *Cartesian* — treating life as a mechanical arrangement of parts, to be > analyzed and controlled. > Students are trained to think like machines, to separate themselves from > nature, and to treat the living biosphere as raw material. The result is a > generation of skilled destroyers — capable of technological mastery but > unable to live in symbiosis with the Earth. > > *6. The Cost of Mechanistic Thinking* > > This mechanistic worldview has become deadly. It disrupts the cycles of > birth and death, tears apart ecological relationships, and robs future > generations of the very basis of life. > Education, in its current form, is complicit — producing year after year > of graduates who see nature not as a partner, but as a resource to exploit. > > *7. Restoring the Feeling of Life* > > If life is understood as a *process of feeling* — an interplay of > consciousness with consciousness — then education must nurture this > awareness, not suppress it. > One practical step: every university should establish a *Free Nature Park* > — an area of land where no human tampering is allowed, where students can > witness and feel nature’s self-organizing processes. > > *8. A Call to Conscious Participation* > > To live is to participate in the symbiosis of the universe. To die is to > merge back into it. Mechanistic logic alone cannot teach this truth — it > must be felt. > By paying attention to our own consciousness, by stepping into untamed > nature without the intent to manipulate, we can briefly escape > mechanization and rejoin the living process from which we came. > ------------------------------ > > This version keeps Sarma’s imagery and spiritual depth but gives each core > idea its own section so that the reader can follow the progression from > *perception > → process → consciousness → symbiosis → critique → call to action*. > > If you want, I can also produce *a condensed 1-page version* so it reads > like a powerful philosophical manifesto. 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