Sorry, I have to call you "Arivuketta mundam" but my parentage and culture
does not permit to write so. Please stop your responses which exposes you as
most uncultured.Gopalakrishnan
On Monday 11 August, 2025 at 02:13:56 pm IST, Rajaram Krishnamurthy
<[email protected]> wrote:
Read back what you write ; is it meaningful?; as usual exposure of your
navadwara shut foolishness. ARIVU KETTA MOODHI I did answer which you may not
understand as your clay matter is so poor Kr
On Mon, 11 Aug 2025 at 13:06, gopala krishnan <[email protected]> wrote:
Mr. Rajaram,You are not answering my questions. beating about the bush as
usual. Now too you have showed your foolishness in the statement- "so stop all
your 9 holes and rest"
Foolish Rajaram,
Even basic you don't know. If one closes his nava dwaras he will die- Have
ultimate rest. First you take rest. Not by closing Navadwaras. Your hot brain
requires rest which will prevent such nonsense writings .Gopalakrishnan
On Monday 11 August, 2025 at 10:56:55 am IST, Rajaram Krishnamurthy
<[email protected]> wrote:
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 themanifestation of the perfection already in man” — this is a
very famousquotation of Swami Vivekananda.
This quotation was originallypart of a letter written to Singaravelu Mudaliyar
(Kidi) from Chicago, UnitedStates, dated 3 March 1894. The letter was later
published as a prose in theComplete Works of Swami Vivekananda and was named
What we believe in.
First let’s quote the relevantportion from the prose What we believe in. Swami
Vivekananda wrote in thatletter.
Education is the manifestationof the perfection already in man.
Religion is the manifestationof the Divinity already in man.
Therefore, the only duty ofthe teacher in both cases is to remove all
obstructions from the way. Handsoff! as I always say, and everything will be
right. That is, our duty is toclear the way. The Lord does the rest.
Section 01: Current educationsystem
In another article, we havediscussed that Viekananda was not satisfied with
India’s education system. Hecalled the education system “a clerk-making
machine”. He told, this educationsystem does not teach one to “stand on his own
feet”. He also told, thiseducation system does not produce “man of
originality”. More than that thiseducation 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 thingthat his grandfather is a lunatic, the third thing
that all his teachers arehypocrites, the fourth that all the sacred books are
lies! By the time he issixteen he is a mass of negation, lifeless and boneless.
And the result is thatfifty years of such education has not produced one
original man in the threePresidencies.
Section 02: Actual education – Man-making education
So, according to SwamiVivekananda, what is the definition and scope of “actual
education”?
Swamiji wanted to see“man-making education. In a lecture delivered at Madras
(currently known asChennai), he clearly told—[Source]
We have wept long enough. Nomore weeping, but stand on your feet and be men. It
is a man-making religionthat we want. It is man-making theories that we want.
It is man-makingeducation 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 andentirely a
negative education. A negative education or any training that isbased 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 itbook-learning? No. Is it diverse knowledge? Not even
that. The training bywhich the current and expression of will are brought under
control and becomefruitful is called education. Now consider, is that education
as a result ofwhich the will, being continuously choked by force through
generations, iswell-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 isslowly making man a machine? It is more blessed, in my
opinion, even to gowrong, impelled by one’s free will and intelligence than to
be good as anautomaton. Again, can that be called society which is formed by an
aggregate ofmen 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
beingslaves 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
beenthe eternal fountain-head of learning.
Section 03: Perfection in man
In the section one above wehave discussed Swami Vivekananda’s views on current
education system. In thesection two above, we have shown, according to Swamiji,
the main objective ofeducation is “man-making”. Now in thisthird section we’ll
discuss why and how did he conclude that “education is themanifestation of
perfection already in man”?
Swamiji believed
All perfectionis there already in the soul. But this perfection has been
covered up bynature; layer after layer of nature is covering this purity of the
soul.
He also told
Every individual has inhimself perfection. It lies within the dark recesses of
his physical being.
Remembering Shvetashvatara Upanishad‘s verse शृण्वन्तु बिश्वे अमृतस्य पुत्रा
(Shrinwantu VishweAmritasya Putra), his reaction was
“Children of immortal bliss” —what a sweet, what a hopeful name! Allow me to
call you, brethren, by thatsweet name — heirs of immortal bliss — yea, the
Hindu refuses to call yousinners. Ye are the Children of God, the sharers of
immortal bliss, holy andperfect 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 thedelusion that you are sheep; you are souls immortal,
spirits free, blest andeternal; ye are not matter, ye are not bodies; matter is
your servant, not youthe servant of matter.
According to SwamiVivekananda, “here”, “exactly here”, education should work.
Human soul isalready 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 shouldwork to remove the barrier, the obstacle, the
cloud, so that one becomes ableto realise his perfect real nature.
In other words, the tool orthe system or the process that helps someone to
realise his inherentperfection, his real nature, that is education.
And that is, in SwamiVivekananda’s words—
“Education is themanifestation of the perfection already in man“
Scholarly interpretations
O. P. Dhiman in his bookFoundation of Education wrote—[Source]
Swami Vivekananda’seducational philosophy is a reflection of his general
philosophy of life. Hismain contention is that education is the manifestation
of divinity alreadyexisting in man. He believes that knowledge resides within
the individualhimself. He simply discovers or realises it. “Perfection is
already inherent inman, and education is the manifestation of the same.” In
fact, his educationalphilosophy is built upon the bed-rocks of Vedanta. He was
revolutionary in thefield of education and touched every aspect of it.
Vikekananda criticised theexisting system of education.
As we have already notedabove, Vivekananda believes that education is the
manifestation of theperfection already existing in man. To him, education is
not the amount ofinformation, put into one’s brain, which may be there
undigested all one’slife. It is, rather a life-building assimilation of ideas.
He says, “If youhave assimilated five ideas and made them ,as your character,
you have moreeducation than any man who has got by heart the whole library. If
educationwere identical with information, the libraries would be the greatest
sages inthe world and encyclopaedias, the greatest Rishis.”
Swami Vivekananda has definededucation thus, “It is the manifestation of divine
perfection already reachedin man”. He further observes, “The education which
does not help the commonmass of people to equip themselves for life, which does
not bring out strengthof character, a spirit of philosophy and the courage of a
lion—is it worth thename? 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. Inother words, real education is meant for character formation,
and intellectualand vocational development in the child.
It is very interesting to notehere that a self realised personality is
automatically and constantlyestablished in a positive state of mind. We often
have a very superficialmeaning of self-realisation. For majority of people
“self-realisation” means developmentof 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 thecapacity of attaining the ‘perfection’, as
Swami Vivekanand has said,“education is the manifestation of perfection already
in man.” “Now questionarises what does perfection mean?” Attaining perfection
is to know about thedivinity of one’s own “self”. Swami Vivekanand has said,
“one who does not havefaith in himself (his divine nature) is an atheist.” Thus
education has the responsibility to introduceman/child with his divinity.
K RAJARAM IRS 11825
On Mon, 11 Aug 2025 at 06:17, Markendeya Yeddanapudi
<[email protected]> wrote:
--
MarDestinyor Continuation
Supposeyou can see everything with your eyes, atoms, quarks, leptons,
theirtransformations 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 asthe 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 ofthe Universe. The grand Microcosm creates diverse
Macrocosms, which after manyprocesses joins the Microcosm.
Thereis a cosmic process creating Macrocosms out of the Microcosm, and the
Macrocosmreturning to the Microcosm. Actually at the ultimate fundamental level
there isonly the Microcosm, the Macrocosms sprouting and ending out of the
Microcosm.Everything is foundationed on consciousness which has no 3D shape.
Thedirecting force of these processes is the macro consciousness, which
createsmany limb entities of limb consciousness. On our earth every life form
is alimb of consciousness, participating in the macro consciousness processes
onour Earth. Earth as the emotional Bhoodevi or Gaia is real.
Thediverse processes happen in symbiosis, with every process as a limb
process,coordinating with the gigantic grand symbiosis of the Universe. And you
findthat 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.
Whenyou realize that you are a process, then the words birth and death
getradically a different meaning. The interacting process created you as birth
andthen after the completion of your process function, subsumes you into the
grandsymbiosis which we call death. You cannot recognize yourself as a 3D
body,which is actually giving view of just 00.0035% of the totality.
TheUniverse is the totality of the gigantic number of limb processes,
theMicrocosm creating Macrocosms, containing mini Macrocosms,
calledMolecules,matters,planets,Moons going round the planets, planets going
round stars,stars living in their Galaxies…,all governed by the foundational
processes ofthe Microcosm.
Wecan 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 andstruggle 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 asa Hologram.
Todaytrying 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 freeand healty nature, untampered by us and a student cannot feel
education at all.
Lifemust be recognized as the diverse processes of feelings. It is not
mechanicalat all. Births and Deaths are part of the feeling of transformations.
TheMechanical Approach has now become murderous, destroying or torturing
everyorganism of the Biosphere, robbing the very basis of births, deaths
andre-births and re-deaths.
Educationis 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!!!
EveryUniversity must immediately start a ‘Free Nature Park’ without any human
tampering,so that real education gets a chance. Just pay attention to your
ownconsciousness and enjoy at least briefly, freedom form mechanization.
YMSarma
Chatgpt
It sounds like YM Sarma’s piece is weaving together philosophy, physics,
andecology into a kind of manifesto about how we perceive ourselves in
theuniverse.
At its core, it’s making several interlinked points:
1. Weare processes, not static things
o If you could truly see reality down to thequark, you wouldn’t find a solid
“you” — just flows of energy and matterpassing through.
o Life is participation in a grand, interdependentsymbiosis of processes in
the cosmos.
2. Microcosm–Macrocosmcycle
o The “Microcosm” (fundamental particles,energies, consciousness) gives rise
to “Macrocosms” (planets, stars, livingbeings, galaxies).
o These macrocosms eventually dissolve back intothe microcosm.
3. Consciousnessas the foundation
o Beyond the physical, there’s a “macroconsciousness” that expresses itself
through all “limb consciousnesses” —individual beings.
o Earth (Gaia) is seen as a conscious entity inthis framework.
4. Critiqueof mechanistic thinking
o Modern science and education often frame lifepurely 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 adisconnection from life’s
symbiotic balance.
5. Acall for reconnection
o Education should include direct, untamperedimmersion in nature — “Free
Nature Parks” where humans don’t interfere.
o Conscious attention to one’s own awareness isseen as a way to temporarily
step outside mechanization.
It’s almost like a blend of systems theory, Easternphilosophy, deep ecology,
and a warningagainst industrial reductionism. The imagery of microcosm
andmacrocosm ties it to ancient philosophical traditions, while the critique
ofeducation and technology grounds it in a modern ecological crisis.
If you want, I can also reframe this text into a clear, structuredphilosophical
essay while keeping its poetic depth intact — so it’seasier to follow without
losing the essence. That would make the argumentsharper and more persuasive.
Alright — I’llapproach this like I’m grading a piece for a
philosophy–science–ecologyseminar, 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 ofEvidence / 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. PersuasivePower & 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 andprofound, but could be significantly stronger with
clearer structure, tighterargumentation, and fuller integration of scientific
references.)
If you like, Ican show you a rewritten version that would likely score 90+,
keepingall the depth but making it flow logically like a
top-tieracademic–philosophical essay. That would make it both more persuasive
and moreaccessible.
Here’s arefined, structured version of YM Sarma’s piece — keeping the poetic
depth, butarranging it so that the logic flows more clearly and the reader can
engagewithout getting lost.
Destiny or Continuation — A Process View of Life
By YM Sarma(edited for clarity)
1. Seeing Beyond the Self
If you couldtruly see reality with unclouded eyes — not just the surface of
things, but thedance of atoms, quarks, leptons, and the transformations between
them — youwould not find a fixed “you.”
Instead, you would see streams of matter and energy flowing into and out of
thebody you call “yours,” blending and exchanging with the larger processes
ofnature. Life, then, is not an object, but a process — one limb in the
vastsymphony of processes that make up the universe.
2. The Cycle of Microcosm and Macrocosm
At the mostfundamental level, there is only the Microcosm — the
subatomicfoundation of reality. From it arise the Macrocosms: molecules,
planets,stars, galaxies, and living beings.
These Macrocosms are temporary configurations, destined to dissolve back
intothe Microcosm. The Microcosm gives birth to the Macrocosm, and the
Macrocosmreturns to the Microcosm — an endless cycle of emergence and return.
3. Consciousness as the Foundation
Underlying thisprocess is consciousness — not shaped in three dimensions, but
pervasiveand 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 invarious traditions as Bhoodevi or Gaia. Earth is not a
mere rockin space, but a living, feeling entity engaged in its own processes.
4. Symbiosis as the Law of Nature
Every processin nature is a limb-process, harmonizing with the grand symbiosis
of theuniverse. 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 thepulse of a heartbeat.
When we realize that we too are such processes, the words birth and deathtake
on new meaning: birth is the moment the universal process takes yourcurrent
form; death is the moment that form dissolves back into the whole.
5. The Loss of Process Awareness
In moderntimes, the ability to feel oneself as a process of nature is often
dismissed as“unscientific.” The dominant mode of education is Cartesian —
treatinglife as a mechanical arrangement of parts, to be analyzed and
controlled.
Students are trained to think like machines, to separate themselves fromnature,
and to treat the living biosphere as raw material. The result is ageneration of
skilled destroyers — capable of technological mastery but unableto live in
symbiosis with the Earth.
6. The Cost of Mechanistic Thinking
Thismechanistic worldview has become deadly. It disrupts the cycles of birth
anddeath, tears apart ecological relationships, and robs future generations of
thevery basis of life.
Education, in its current form, is complicit — producing year after year
ofgraduates who see nature not as a partner, but as a resource to exploit.
7. Restoring the Feeling of Life
If life isunderstood as a process of feeling — an interplay of consciousness
withconsciousness — 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 canwitness and
feel nature’s self-organizing processes.
8. A Call to Conscious Participation
To live is toparticipate 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
naturewithout the intent to manipulate, we can briefly escape mechanization
andrejoin the living process from which we came.
This versionkeeps Sarma’s imagery and spiritual depth but gives each core idea
its ownsection so that the reader can follow the progression from perception
→process → consciousness → symbiosis → critique → call to action.
If you want, Ican also produce a condensed 1-page version so it reads like a
powerfulphilosophical manifesto. That would make it even sharper and more
persuasive.
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