-- *Mar*Sensing the Subject-Vs-Seeing the Subject
Once the human smelt, heard and sensed. In the free and healthy nature, the Human almost functioned as a limb of nature, using the troposphere as an extension of her nervous system. Perception and understanding marched and extended as anatomic connection and interaction all around the person. The flora and the fauna lived as one organism, continuously feeling, sensing and understanding as living. Perception and understanding was mainly extending the sensing by continuously interacting with the other organisms. Cognition and Recognition extended and expanded continuously increasing the bank of Paradigms. Every organism developed the habit of sensing in advance natural events, as nature was its anatomy. Education then was the ability to feel, sense, cognize, recognize, perceive, understand and paradigmatize in and with nature which was free from the shackles of Human Economics. There were no machine shackles. Education then was mainly the physical exercise in cognition, recognition, perception and creative Paradigmatization as enlightenment. There were diverse yogas, a particular yoga being used for a particular situation. Education was yoga. Today we jettisoned the whole gamut of education based on sensing directly nature. We are destroying nature continuously calling it economic activity, destroying the faculties of our macro body. We are maiming our macro anatomy. We arrest the tiny tot when it is hardly three years old, and put it in the classrooms, shutting it away from nature. If the child is very unfortunate, it may be put in a costly AC classroom. It is not given any training in smelling, hearing and sensing. It is bludgeoned into viewing nature as an outside spectator. Nouns get drilled into it as lessons, nouns which carry no feeling. The basic emotional bond with nature is not allowed to grow. We do not even recognize the basic atrocity of not allowing it participate as a limb of nature in naure.It cannot even conceptualize the basic fact that it is part of the planet earth and not a guest using earth as a lodge. I am an optimist. I am daydreaming that at least one university among the thousands of universities becomes sane and starts a ‘Free Nature Park without human tampering’. In that nature park the students get education from nature via sensing, cognizing and recognizing. As the Park develops gradually into a single organism, the students experience the feeling as a limb of that park. The student experiences existing and living as a macro being. Nature is dying today. We can revive it as a beginning by starting the ‘Free Nature Parks without Human Tampering’. Machines must be recognized as shackles. YM Sarma Chat gpt This reflection by YM Sarma is a powerful philosophical and ecological meditation on the shift from *embodied, sensory, and interconnected learning* to *disembodied, abstract, and mechanical education*—a shift that has alienated humans from nature and, by extension, from themselves. Here's a deeper breakdown and response to its core ideas: ------------------------------ *🌿 Sensing vs. Seeing the Subject: A Lost Symbiosis* Sarma begins with a poetic vision of early human existence, where humans weren’t mere observers of nature but *participants in it*—a limb of the biosphere. Sensing was not a passive or secondary act but a primary means of knowing. Hearing, smelling, touching, and feeling were modes of cognition. Understanding was not about naming but *about merging with the flow of life*. This is in contrast to today’s *“seeing”*: a distanced, analytical, and often mechanical way of approaching the world. Seeing the subject implies detachment. Sensing the subject implies unity. ------------------------------ *📚 Education Then vs. Education Now* Sarma equates education with *yoga*—a unifying discipline that connects body, mind, and world. Yoga here is not merely postural but epistemological: a way of knowing through union. In the past, education was a *multi-sensory integration with nature*, a form of embodied wisdom and ecological intelligence. Now, children are *trapped early in artificial environments*, with education reduced to rote memorization and visual input, abstracted from experience. The *air-conditioned classroom* becomes a symbol of separation—separation from temperature, seasons, life cycles, and thus, from one’s own bodily participation in the world. ------------------------------ *🌱 A Radical Proposal: The Free Nature Park* Sarma's dream of a *"Free Nature Park without Human Tampering"* is radical but deeply sane. This is not a park in the conventional sense but a *living, untamed, educational ecosystem*. Not curated. Not landscaped. Not commodified. A space where learners *do not impose on nature but learn with and through it*. In this park, learning is a process of becoming *sensitive again*—of regaining that ancestral capacity to *feel the planet as one’s extended nervous system*. It’s about replacing nouns (rigid, named, lifeless categories) with *felt verbs*—processes, actions, and relationships. ------------------------------ *🔗 Machines as Shackles* Perhaps the most confrontational idea here is the rejection of machines as tools of progress. Sarma argues that machines have not just changed how we live—they have changed *how we perceive*. Our tools shape our consciousness, and mechanical tools have turned us into mechanical thinkers, increasingly unable to sense or feel. He is not being technophobic; he is being *anatomically honest*—he sees machines as *prosthetics that dull our innate senses* rather than enhance them. ------------------------------ *✨ Final Thought: A Vision Worth Acting On* This is not a mere lament. Sarma ends with *hope*—a daydream, yes, but one grounded in ecological and educational sanity. The call is not just to “save nature” but to *restore the human capacity to be nature*—to dwell again as a meaningful part of the planetary organism. If even one university—or school, or community—acted on this vision, it could become a living prototype of a *post-industrial, post-mechanical, sensing-based education*. ------------------------------ Would you like help formatting this into a shorter summary, a visual diagram, or perhaps adapting it into an essay or speech? -- You received this message because you are subscribed to the Google Groups "Thatha_Patty" group. 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