FLOWER OF NATURE
If it is taught that it is a beautiful flower of nature, then it will
gradually identify every flower as its team member. Gradually it teams up
with nature, converting nature as the paradigmatic base of understanding
and its perception is with the lens of its being a limb and part of
nature. Then it strikes me,” what is the anatomy of a flower in nature?
A flower's anatomy includes both vegetative (non-reproductive) and
reproductive parts. Key components include petals, sepals, stamens (male
reproductive parts), and pistils (female reproductive parts). These parts
are typically arranged in whorls around a receptacle, the base of the
flower.
Here's a more detailed look:
Sepals: These are leaf-like structures that protect the developing bud.
Petals: Often brightly colored, they attract pollinators.
Stamens: The male reproductive parts, consisting of an anther (where pollen
is produced) and a filament (supporting stalk).
Pistil: The female reproductive part, composed of the stigma (where pollen
lands), style (tube connecting stigma to ovary), and ovary (where eggs are
produced).
Receptacle: The base of the flower where all the parts attach.
Peduncle: The stalk that supports the flower.
Flowers can be classified based on the presence or absence of these parts
(complete vs. incomplete) and whether they have both male and female parts
(perfect vs. imperfect).
The Blooming Stage: Flowering in Full Glory
The blooming stage is the most iconic part of a flower’s life cycle, when
it opens to reveal its colors, scents, and intricate structures to attract
pollinators. This is the moment when flowers fulfill their reproductive
role, as they rely on insects, birds, or wind to carry pollen from one
plant to another. The bloom stage is often short but spectacular, and its
timing is heavily influenced by the plant’s environment.
Pollination: Flowers may rely on specific pollinators such as bees,
butterflies, hummingbirds, or even bats, and they have evolved
characteristics (color, scent, shape) to attract these pollinators. Some
flowers, like sunflowers, are self-pollinating, while others depend on
cross-pollination to produce seeds.
In Different Climates:
Tropical Climates: In tropical regions, flowers like the hibiscus bloom
year-round, as the consistent warmth and rain allow for continuous
reproduction. The bright, large flowers are often pollinated by
hummingbirds and insects.
Temperate Climates: In temperate zones, flowers like roses and cherry
blossoms bloom in spring, timed to take advantage of warmer weather and
longer daylight hours. These flowers often attract bees and butterflies for
pollination.
Deserts: Flowers in desert environments, like cacti and the desert
marigold, tend to bloom after a rare rainfall, taking advantage of the
brief but intense window of opportunity when the environment is more
favorable for pollination.
5. The Death Stage: The End of the Bloom
After a flower has bloomed and pollination has occurred, it begins to wilt
and die. The petals fall off, and the plant’s energy shifts from flowering
to seed production. This stage marks the end of the flower’s life cycle but
sets the stage for the next generation of plants.
Seed Formation and Dispersal: Once pollination has successfully occurred,
the flower begins to form seeds, often housed in a fruit or pod. These
seeds are then dispersed by wind, water, or animals to start the cycle over
again.
In Different Climates:
Cold Climates: In temperate climates, many flowers die back in the winter,
with seeds lying dormant until the next spring, when favorable conditions
allow them to germinate.
Rainforests: Flowers in the rainforest often produce seeds quickly, as they
must compete with other plants for sunlight and space. These seeds may be
dispersed by animals, such as monkeys or birds, that carry them away from
the parent plant.
Deserts: In desert regions, flowers may drop seeds that remain dormant in
the hot, dry soil for years until the next rainfall triggers germination.
6. The Impact of Climate on Flower Life Cycles
The life cycle of a flower is heavily influenced by the climate in which it
grows. Here are some key differences based on climate:
Tropical Climates: Flowers in tropical rainforests often grow year-round,
as the warm and humid environment provides continuous conditions for
growth. Flowering plants like orchids, lilies, and hibiscus thrive in this
environment, with some blooming throughout the year.
Arid Climates: In desert environments, flowers have adapted to survive long
periods without water. Many desert plants only bloom after rare rains, and
their seeds may lie dormant for months or even years. Flowers like cacti
and desert poppies are perfect examples of how flowers have evolved to
thrive in extreme conditions.
Temperate Climates: Flowers in temperate regions, such as tulips,
daffodils, and roses, tend to follow a more seasonal life cycle, blooming
in spring and summer, then dying off during the colder months. The timing
of blooming is often synchronized with the change in seasons, ensuring that
flowers bloom during optimal weather conditions.
The life cycle of a flower is a beautiful and complex journey that varies
greatly depending on the environment in which it grows. From the
germination of seeds in the warm, moist soil of the tropics to the bloom of
flowers in the dry, arid deserts, flowers have adapted to thrive in diverse
climates and ecosystems across the globe. By understanding the stages of a
flower’s life cycle and how it interacts with its environment, we gain a
deeper appreciation for the resilience and beauty of these incredible
plants. Whether you're in a lush rainforest or a stark desert, flowers are
always ready to bloom, bringing color, fragrance, and life to the world.
YES INDEED THE LAST PARA ABOVE IS APLUS POINT. HOWEVER, LIFE OF A
BEAUTY FLOWER DOES NOT LAST A DAY TO A YEAR. AND THAT NATURE ALONE KILLS
ALL THE FLOWERS ALSO. AFTER BEING TAUGHT ABOUT THE FLOWER AND WATCHING WHO
WILL GET THE IDEA OF SURVIVAL TO EXIST? FLOWERS ARE NEEDED FOR THE SHORT
TERM PURPOSE OF GROWTH OF NATURE AAS 100 YEARS GROWTH AND WAITING MAY DELAY
THE EXPANSIONS OF THE NATURE OTHERWISE. WHAT IS FOOD FOR SURVIVAL IS ALSO
THE FOOD TO BE DESTROYED IN THE LIVER. WE ENDEAVOUR BUT NATURE ALONE CAN
SURVIVE. K RAJARAM IRS 17825
On Sun, 17 Aug 2025 at 07:36, Markendeya Yeddanapudi <
[email protected]> wrote:
>
>
> --
> *Mar*As a Flower of Nature
>
>
>
> For a tiny tot, its mother, father and the immediate family members in its
> home, then its teacher at the primary level, function as the paradigmatic
> bases of understanding and perception. If it is taught that it is a
> beautiful flower of nature, then it will gradually identify every flower as
> its team member. Gradually it teams up with nature, converting nature as
> the paradigmatic base of understanding and its perception is with the lense
> of its being a limb and part of naure.Its basic perception and
> understanding gets connected to nature and the expanse and horizon of
> understanding will be as nature. Nature becomes its family, actually its
> anatomy, and it lives to adjust and synchronize with nature.
>
> Education will become the advancement in feeling and sensing nature, its
> personal identity, as an achievement of nature, as the basic foundation of
> its identity gets embedded as a flower of nature.
>
> Then can we inflict economics on nature and view as an outside observer to
> do science and the feelings-less technology on nature? Life means activity,
> which automatically is as a limb and part of nature. A healthy limb or a
> very beautiful flower needs a healthy connecting body. In the totally free
> nature, where there is no human tampering automatically you participate
> with nature, in its life, climbing trees, swimming in pools,lakes,rivers
> and seas, dancing and carousing and singing, every bit of perception and
> understanding turning artistic as a part of nature only and not as an
> outside disconnected observer to do science.
>
> Actually seeing automatically synchronizes with the other limbs of sensing
> and perception, as the spell of the free and healthy nature, takes one into
> the gigantic invisible nature,( 99.9965% of the totality), where knowing is
> by feeling and not by seeing.
>
> Can we create big spaceships as mini earths, to do deep space travels? We
> cannot live outside earth as a part of tat planet. And we cannot instantly
> mutate to suit that plane and return to earth by changing into our parent
> mutation. We may be able to the interplanetary, intersteller, and even
> inter galactic travel only via feelings. We have to recognize as fact that
> the air carries our feelings and perceptions and that our understanding
> travels as smell and sound messages in the troposphere. Air is not
> mechanical. It is emotional carrying the message of feelings.That is why
> ideas strike us from nowhere.
>
> Science and technology robbed us of our very basic connection to nature.
> We are not living. Machines are doing our living, perceiving and
> understanding and we are indifferent, even when nature is destroyed
> continuously as economic activity. Destruction of nature is so much
> accepted by us, we call it progress.
>
> But how long can we go on destroying nature to do economics.We are now
> reaching the end of economics as nature is getting exhausted. We are seeing
> the terrible spectacle of fighting for Alaska and Greenland, to mine away
> and destroy the vital ice cover.
>
> Today the Humans are led by maniacal mad leaders, out to destroy and kill
> nature.
>
> It is for the Universities to stem the catastrophe. As a beginning every
> University must start a ‘Free Nature Park without Human Tampering’.
>
> YM Sarma
>
> Chat gpt
>
> Thank you for sharing this thought-provoking and poetic reflection, *"As
> a Flower of Nature"*, by YM Sarma. It reads as a philosophical and
> emotional plea for a return to a more organic, nature-connected existence,
> and a deep critique of the alienation brought about by modern science,
> technology, and economics.
>
> Here's a breakdown and some reflections on the key ideas:
> ------------------------------
>
> *🌿 1. Early Education as Rooted in Nature*
>
> Sarma suggests that the way a child is first taught to understand the
> world—through close family and early education—forms the *"paragmatic
> base"* (possibly meant to be *"paradigmatic base"*) of perception. If a
> child is told they are a "flower of nature," then:
>
> - They learn to identify with nature, not as separate from it.
> - They see themselves as *part of an ecological whole*, not as a
> dominator or external observer.
> - This leads to a form of education that is not just about knowledge
> acquisition, but about *synchronization with nature*—a sensory,
> emotional, and existential process.
>
> *Reflection:*
> This is a profound call to shift from a mechanistic model of education
> toward one that nurtures *feeling, connection, and identification with
> the natural world*.
> ------------------------------
>
> *🔬 2. Critique of Detached Science and Economics*
>
> The essay questions whether science and economics, developed through
> detachment and objectification of nature, can truly guide humanity anymore:
>
> - It asks whether we can “inflict economics on nature” without
> destroying it.
> - The dominant view of humans as *external observers*—disconnected
> from what they study—is seen as flawed.
> - Nature isn’t something to be *used*, but something to *feel with*,
> to *be part of*.
>
> *Reflection:*
> This is aligned with ecological and indigenous epistemologies, where
> knowledge is not abstracted from life but deeply embedded in lived
> experience, reciprocity, and care.
> ------------------------------
>
> *🚀 3. Futility of Technological Escapism*
>
> The author criticizes space colonization fantasies:
>
> - "Can we create big spaceships as mini earths…?” he asks.
> - We cannot mutate ourselves to live on other planets, and the
> implication is that *any such attempt is a delusion born of detachment*
> .
> - Instead, *interstellar travel* is metaphorically reimagined as
> travel through *feeling and connection*, not machines.
>
> *Reflection:*
> Rather than escaping Earth, the call here is to *inhabit it more fully*,
> with reverence and deep connection. There’s a poetic shift from material
> travel to spiritual or emotional interconnectedness.
> ------------------------------
>
> *🌬️ 4. Air as an Emotional Medium*
>
> An especially poetic idea: that *air is not mechanical*, but *emotional*:
>
> - It “carries our feelings,” smell and sound messages.
> - Understanding and perception are not solely visual or rational; they
> are deeply *sensory and atmospheric*.
>
> *Reflection:*
> This resonates with metaphysical or animist views where elements of nature
> (like air) are alive and communicative. It challenges the Cartesian split
> between mind and matter.
> ------------------------------
>
> *⚠️ 5. The Crisis of Modernity*
>
> The author warns that:
>
> - We are reaching the *end of economics*, as the ecological
> foundations it relies on are being exhausted.
> - Humanity, led by “maniacal mad leaders,” is facing an impending
> catastrophe.
> - The destruction of nature has become so normalized that it's *called
> progress*.
>
> *Reflection:*
> This is not a new critique but one that is gaining urgency with climate
> change, biodiversity loss, and resource exhaustion. The piece expresses
> both despair and a plea for transformation.
> ------------------------------
>
> *🏞️ 6. A Call to Action for Universities*
>
> The piece ends with a call:
>
> “Every University must start a ‘Free Nature Park without Human Tampering’.”
>
> *Reflection:*
> This is both symbolic and practical. It’s a proposal to reclaim spaces of
> wild, untamed nature, not just for research or recreation, but as
> *pedagogical,
> spiritual, and restorative zones*.
> ------------------------------
>
> *💡 Summary*
>
> *"As a Flower of Nature"* is a poetic manifesto, blending ecological
> philosophy, emotional wisdom, and a sharp critique of mechanistic
> modernity. It proposes a radical reorientation:
>
> - From *observation to participation*
> - From *consumption to connection*
> - From *progress to presence*
> - From *economic exploitation to ecological reverence*
>
> It’s a powerful reflection that deserves deeper engagement in ecological
> education, philosophy, and public discourse.
> ------------------------------
>
> Would you like me to:
>
> - Help summarize this for a presentation or article?
> - Turn it into a visual or conceptual diagram?
> - Extract quotes or themes for further writing or debate?
>
> Let me know how you'd like to build on this.
>
>
>
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