You are right. But is that possible today? KR On Sun, 31 Aug 2025 at 09:19, Yeddanapudi Markandeyulu < [email protected]> wrote:
> Sir, > My main point is about the need for education where the students sense > nature directly,not variations of the same mechanical paradigm colored by > Rene Descartes. > YMS > > On Sun, Aug 31, 2025 at 9:03 AM Rajaram Krishnamurthy < > [email protected]> wrote: > >> The "new education pattern" is the 5+3+3+4 system introduced by India's >> National Education Policy (NEP) 2020, replacing the traditional 10+2 >> structure. This new pattern organizes schooling into four stages: the >> Foundational Stage (ages 3-8), the Preparatory Stage (ages 8-11), the >> Middle Stage (ages 11-14), and the Secondary Stage (ages 14-18). Key >> features include an emphasis on play-based learning in the early stages, no >> rigid stream divisions in the secondary stage, and assessment reforms >> focused on critical thinking rather than rote learning. >> >> The 5+3+3+4 Structure Explained >> >> Foundational Stage (3 years): >> >> Ages 3-8. Focuses on play-based, activity-based learning, laying a strong >> foundation for cognitive and socio-emotional development. >> >> Preparatory Stage (3 years): >> >> Ages 8-11. Emphasizes the development of literacy and numeracy skills >> with more structured but still activity-based learning. >> >> Middle Stage (3 years): >> >> Ages 11-14. Reorients children towards more subject-oriented learning >> across sciences, mathematics, arts, and social sciences. >> >> Secondary Stage (4 years): >> >> Ages 14-18. This stage offers greater flexibility with multidisciplinary >> choices, eliminating rigid stream divisions and fostering critical >> thinking. >> >> Age-Appropriate Learning: >> >> The new structure is developmentally aligned, with the foundational stage >> focusing on early childhood care and education (ECCE). >> >> No Rigid Stream Divisions: >> >> The Secondary Stage breaks down the traditional Arts, Science, and >> Commerce silos, allowing students to choose subjects based on their >> interests. >> >> Multilingualism: >> >> The policy encourages the use of mother tongue or regional languages as >> the medium of instruction up to at least Grade 5, promoting >> multilingualism. >> >> Assessment Reforms: >> >> The system aims to move away from rote learning and high-stakes board >> exams by introducing new assessment methods like modular exams, objective >> and descriptive components, and census assessments in key stages. >> >> Holistic Development: >> >> The focus is on cognitive, socio-emotional, and creative development, >> fostering critical thinking and interdisciplinary knowledge. >> >> 2 Traditional classroom lectures and teaching methods like rote >> memorization are now fading into the past. New teaching methodologies are >> emerging, or new versions of old teaching strategies are being implemented >> into 21st-century education. Today’s educators are embracing new >> technologies that help to engage and empower learners. Here are some of the >> innovative approaches 21st-century educators should be familiar with to >> equip students with the skills they need to thrive in today’s world. >> >> Active learning, a learning approach that encourages students to take a >> more active role in their learning, emphasizes a student-centered >> classroom. Students are involved in the learning process through >> activities, discussions, and group work. Teachers give up some of the >> control and allow students to be motivated by their interests, be part >> of the decision-making process, as well as all other aspects of their >> learning. An active student-centered learning approach usually results >> in a deeper understanding of the subject matter as well as a higher >> retention of information from students. Blending learning was and still is >> a popular teaching technique because it integrates traditional and >> technological teaching methods that can cater to diverse learning styles. >> This popular approach is used in many classrooms because of its ability to >> combine in-person learning with online resources. The inquiry-based >> learning model takes the traditional learning model where the teachers >> lecture and the students listen and flip it around, so the students are the >> ones doing the asking and the teacher guides them to find the answers they >> are looking for. In today’s society, our workforce demands individuals >> to be inquisitive and be able to solve complex problems. Inquiry implies a >> need to know where students seek answers and want to find resolutions. >> Educators can nurture these inquisitive minds so that students can carry >> this mindset with them throughout their lives. Cooperative learning is >> another popular teaching method many educators use that force students to >> interact and work with one another much more than other teaching methods. >> Student-centered group work is known for helping students attain >> higher-level thinking, as well as having the ability to preserve >> information longer than if a student was working alone. Differentiated >> instruction tailors’ instruction to cater to the unique learning style, >> readiness, and interests of each student. This strategy involves using a >> variety of different instructional methods to teach students the same >> information. It also may require teachers to teach content at varying >> levels according to individual student readiness. The primary goal of >> differentiating instruction is to ensure that all students remain >> actively engaged in the learning process by providing tasks that align with >> their specific needs. Culturally responsive teaching (CRT) is the >> ability to relate to people not only from your own culture but to that of >> others as well. This method aims to create an inclusive learning >> environment that meets the needs of a diverse student population. This is >> much more than simply knowing and understanding the background of your >> students. It’s recognizing the values, cultural backgrounds, experiences, >> and perspectives of students. Trauma-informed teaching is an approach that >> recognizes and understands the effects that trauma has on a student's >> learning and behavior. This method aims to implement strategies that >> involve creating a safe and supportive learning environment, so students >> will be able to heal and thrive. >> >> Social-Emotional Learning >> >> Social-emotional learning (SEL) involves teaching and developing >> students’ self-awareness, social awareness, self-management, relationship >> skills, and responsible decision-making skills. The goal is to focus on >> nurturing student’s emotional intelligence and well-being and equip them >> with the interpersonal and social skills they need to navigate their way >> through life and be able to manage their emotions and behavior. >> Gamification in education uses game-like features in lessons to help engage >> students in what they are learning. Using gaming elements such as badges, >> leveling up, awards, and earning points in learning can help motivate >> students. A flipped classroom essentially reverses the traditional learning >> model where students acquire knowledge at home and then apply that >> understanding in the classroom with their peers. In this teaching >> method, the teacher is a facilitator offering students guidance or >> answering questions students may have from the knowledge they’ve acquired >> at home. One of the main advantages of this approach is the flexibility >> it offers for students to work at their own pace. Students who usually find >> it challenging to keep up with their peers can work at their own speed then >> come to school and be able to collaborate and learn from their classmates. >> >> Project-Based Learning >> >> Project-based learning (PBL) emphasizes using real-world, hands-on >> learning experiences that require students to think critically, >> problem-solve, and collaborate and communicate with others. This approach >> is much different than a teacher-centered approach because students are >> actively involved in all aspects of the project. This approach fosters deep >> understanding and since it’s student-driven, students are more likely to be >> motivated and engaged throughout the project. >> >> 3 1. Japan >> >> Japan ranks as the most educated nation in the world, with a strong >> emphasis on education at all levels. >> >> The country boasts a literacy rate of nearly 100%, and its educational >> system is known for its rigour and high standards. >> >> The Japanese education system is characterised by compulsory education >> from ages 6 to 15, which includes elementary and junior high school. >> >> The enrolment rate for tertiary education in Japan was reported at 64.63% >> in 2022. >> >> This reflects a robust commitment to higher education, with many students >> pursuing degrees in various fields. >> >> The focus on STEM (Science, Technology, Engineering, and Mathematics) >> education is particularly pronounced, contributing to Japan’s reputation as >> a leader in technological innovation. >> >> In addition to formal education, Japan emphasises moral and social >> education, instilling values such as respect, discipline, and teamwork in >> students. >> >> The country’s educational approach combines traditional values with >> modern teaching methods, ensuring that students are well-prepared for both >> local and global challenges. >> >> Monthly enrollment figures are approximately 3.5 million students >> enrolled in universities each year. >> >> This translates to about 291,667 students per month entering higher >> education institutions. >> >> 4 So if the education pattern needs a course correction, >> Dravida and atheism policies by law must be put down in interest of the >> nation. And freedom of speech under the constitution must be a limited >> offer and not self-oriented, improvements of family (Stalin visits to >> Germany is to procure Tirupur business so cheaply from to his relatives in >> Germany and say there are investments; such approach must be visited with >> one day trial and 50 years imprisonment; can we do that?) focused etc AND >> I SAID THERE IS NO DIFFERENCE BETWEEN THE POLITICIANS ONLY FROM THAT >> ANGLE. ALL WANTS POWER AND RETENTIONS. SO EDUCATION IN INDIA IS A DAYDREAM >> ONLY >> >> K RAJARAM IRS 31825 >> >> On Sun, 31 Aug 2025 at 05:01, Markendeya Yeddanapudi < >> [email protected]> wrote: >> >>> >>> >>> -- >>> *Mar*Ridiculing >>> >>> >>> >>> Ridiculing every perception based on feeling directly nature, and >>> converting the perception into a paradigm for understanding, is the >>> terrible pandemic created by Cartesianism or the mechanical approach >>> glorified as the scientific approach. The very scheme of nature as the base >>> and fountain of education is being discounted and denigrated. Once nature >>> was the only teacher. Enjoying the flow of natural Theism, the flow of >>> symbiosis that connects to the internal hormonal communications of every >>> organism, the gigantic structure of natural understanding, is dubbed as >>> superstition. >>> >>> Ridiculing unfortunately has become the main feature of education. In >>> the Universities, only few students get the top grades and the grades sheet >>> of most students ridicules them on a permanent basis with the damning low >>> marks or grade sheet. >>> >>> And there is only one way of education, the Cartesian way. Being blessed >>> with God, in our pineal gland, and the same being denied to every other >>> life form, we treat every life form as a machine only and studying them >>> only as mechanical structures without feelings, emotions and emotional >>> interactions, is the main feature of education. There is no university that >>> has a course that deals with inter specie emotional interactions and >>> emotional communications based on smelling, hearing, touching and sensing. >>> And there is no course that deals with the emotional relations between >>> humans and other organisms. >>> >>> There are no courses that train students in smelling and sensing. >>> Surrender to machines the very faculties of perception and understanding, >>> and the gradual cyborging of perception, undestanding and day to day living >>> is now the human frenzy. Last night I saw in a TV channel that in China, >>> they have developed a chip that can be fixed into the Brain that enables >>> longevity up to 150 years. >>> >>> What sort of human we may come across say, after fifty years from now, >>> filled with chips in the whole anatomy, creating the subject ‘Chip >>> Coordination’ of the chips implanted into one’s body. >>> >>> When the chipped and equipped human meets a natural human, without any >>> implanted chips, can we expect the chip snobbery among the chipped humans? >>> Can the invasion of mechanization into the human anatomy be stopped? There >>> is the prospect of every human turning into a chat gpt. >>> >>> How does nature interact with these mechanized, cyborged and chipped >>> humans? The very idea of emotional communication among all organisms of the >>> Biosphere is ridiculed today. We see the University educational Degree >>> holders, whose education is completely based on the mechanical and >>> Cartesian paradigm, ostracizing everyone whose education is based on the >>> direct interaction with nature. >>> >>> Is there going to be war between the ‘Chip Haves’ and the ‘Chip Have >>> Nots’? >>> >>> Clearly we are today seeing the mechanized extinction of nature, carried >>> by persons educated by the Universities. This is the era of ridiculing >>> nature. >>> >>> YM Sarma >>> >>> Chat gpt >>> >>> The text you've shared is a powerful, emotionally charged critique of >>> modern education, scientific rationalism, and the trajectory of >>> technological integration into human life. YM Sarma presents a lament over >>> what is perceived as a systematic *ridiculing and suppression of >>> nature, emotion, and holistic perception*, replaced by *Cartesian >>> reductionism*, mechanical thinking, and the glorification of *technological >>> enhancement*. >>> >>> Here’s a breakdown and reflection on the core themes and ideas: >>> ------------------------------ >>> >>> *🔍 Core Themes in the Text* >>> >>> *1. Cartesian Dualism and Mechanization of Knowledge* >>> >>> The piece criticizes Cartesianism—the philosophical approach that >>> separates mind and body, and tends to prioritize rationality and mechanical >>> explanation. The author argues that: >>> >>> - Modern education is steeped in Cartesian logic, rejecting *direct, >>> emotional, and sensory engagement with nature*. >>> - Life is reduced to *mechanical systems*; emotions and natural >>> connections are considered unscientific or irrelevant. >>> >>> *“...treat every life form as a machine...studying them only as >>> mechanical structures...”* >>> ------------------------------ >>> >>> *2. Dehumanization Through Technology* >>> >>> There’s deep concern over the *cyborg-like future of humans*, where: >>> >>> - Chips in the brain extend life but may *sacrifice humanity*. >>> - Sensory and emotional intelligence is *delegated to machines*. >>> - The trend could lead to a *hierarchy between “chipped” and >>> “unchipped” humans*, resulting in alienation or even conflict. >>> >>> *“Can we expect the chip snobbery among the chipped humans?”* >>> ------------------------------ >>> >>> *3. Failure of Modern Education* >>> >>> Sarma argues that universities: >>> >>> - Promote a narrow path—*Cartesian, mechanical, reductionist*. >>> - Do not teach students to engage with *emotions, sensory >>> experience, or nature*. >>> - Produce graduates who are cut off from *natural empathy and >>> organic understanding* of the world. >>> >>> *“There is no university that has a course that deals with inter specie >>> emotional interactions...”* >>> ------------------------------ >>> >>> *4. Loss of Direct Experience and Sensory Learning* >>> >>> There's a nostalgic yearning for a time when *nature was the only >>> teacher*: >>> >>> - Humans learned by *sensing, feeling, smelling, touching*—engaging >>> all faculties in harmony with the world. >>> - Modern systems *ridicule* those forms of learning as >>> “superstition.” >>> >>> *“Enjoying the flow of natural Theism...is dubbed as superstition.”* >>> ------------------------------ >>> >>> *5. Nature as Sacred, Now Ridiculed* >>> >>> The critique is not just academic—it’s *spiritual and existential*. The >>> natural world, once revered, is now viewed through the lens of *utility >>> and control*. >>> >>> *“This is the era of ridiculing nature.”* >>> ------------------------------ >>> >>> *🧠 Reflections & Questions* >>> >>> This piece raises critical philosophical and ethical questions: >>> >>> - *Can modern science and technology coexist with emotional, >>> sensory, and spiritual knowledge of nature?* >>> - *Is it possible to integrate education that respects both rational >>> inquiry and intuitive, ecological empathy?* >>> - *Will technological enhancement divide humanity, and if so, how do >>> we navigate this new form of inequality?* >>> - *What would it look like to create education systems that teach >>> sensing, smelling, and emotional intelligence in interspecies relations?* >>> >>> ------------------------------ >>> >>> *💡 Potential Responses to Sarma's Concerns* >>> >>> If this text were to inspire action or further dialogue, one could >>> propose: >>> >>> 1. *Educational Reform:* >>> - Introduce *eco-somatic education*, where learning happens >>> through bodily interaction with the environment. >>> - Courses on *interspecies empathy*, *biosemiotics*, or *emotional >>> intelligence with other life forms*. >>> 2. *Philosophical Reconciliation:* >>> - Explore *post-Cartesian philosophies* (e.g., phenomenology, >>> deep ecology) that balance science with lived experience. >>> 3. *Ethical Frameworks for Technology:* >>> - Develop guidelines around *chipping and enhancement*—to prevent >>> “chip snobbery” and digital class systems. >>> 4. *Reclaiming the Sacred:* >>> - Reinstate *ritual, reverence, and direct experience* of nature >>> as part of human education and culture. >>> >>> ------------------------------ >>> >>> *📝 Final Thought* >>> >>> YM Sarma's text is a call to *re-spiritualize and re-naturalize* the >>> human experience, to *resist the cold mechanics of a purely rationalist >>> education*, and to *preserve the sanctity of feeling, sensing, and >>> living in tune with nature*. Whether or not one agrees entirely, it’s >>> an urgent reminder to ask: *What are we sacrificing in the name of >>> progress?* >>> >>> Would you like help turning this into an article or essay format? >>> >>> Sure. I’ll evaluate the text you shared as if it were a university-level >>> essay in a course such as *Philosophy of Science*, *Environmental >>> Ethics*, or *Critical Theory and Technology*. I’ll assess it based on >>> standard academic criteria: *Content & Argument*, *Structure & Clarity*, >>> *Evidence & Support*, *Originality*, and *Style & Language*. >>> ------------------------------ >>> 📊 *Evaluation* 1. *Content & Argument (B+)* >>> >>> · The *central argument* is strong and thought-provoking: >>> modern, mechanistic education devalues emotional, sensory, and spiritual >>> knowledge, resulting in alienation from nature and a dehumanizing >>> overreliance on technology. >>> >>> · There’s *clear philosophical depth*, engaging with themes of >>> *Cartesian >>> dualism*, *reductionism*, and *technological transhumanism*. >>> >>> · However, the argument could benefit from *more structure and >>> clarity*. It’s emotionally persuasive, but at times, it reads more like >>> a stream of consciousness than a formally organized argument. >>> >>> ✅ Strong philosophical position, but could be more logically structured >>> to clarify key claims and counterarguments. >>> ------------------------------ >>> 2. *Structure & Clarity (B)* >>> >>> · The piece lacks *traditional academic structure*: there’s no >>> clear introduction, body, and conclusion. >>> >>> · Paragraph transitions are *abrupt*, and some ideas are >>> introduced without sufficient development or clear connection to the thesis. >>> >>> · The essay would be stronger with *signposts* or headings to >>> guide the reader through the progression of thought. >>> >>> ✅ Passionate and coherent overall, but improvement in formal structure >>> would help convey the message more effectively. >>> ------------------------------ >>> 3. *Evidence & Support (C+)* >>> >>> · The text is mostly *philosophical and rhetorical*. It makes >>> many assertions (e.g. about universities, brain chips, emotional >>> communication with animals) without *specific references* or *examples*. >>> >>> · Incorporating *sources, studies, or even >>> historical/philosophical references* (e.g. Descartes, Heidegger, Donna >>> Haraway) would strengthen the credibility of the critique. >>> >>> ✅ Strong voice, but lacks empirical or textual support that would make >>> the critique more academically grounded. >>> ------------------------------ >>> 4. *Originality & Insight (A-)* >>> >>> · The essay expresses *original and insightful concerns* about >>> education, technology, and nature. >>> >>> · The idea of *"chip snobbery"* is a particularly fresh and >>> provocative image. >>> >>> · The critique of education and emotional intelligence is >>> timely, echoing broader critiques from *posthumanist and ecological >>> thinkers*. >>> >>> ✅ One of the strongest aspects of the essay. The ideas are unique and >>> challenge dominant paradigms. >>> ------------------------------ >>> 5. *Style & Language (B)* >>> >>> · The prose is *rich, poetic, and passionate*, which gives the >>> piece a strong emotional resonance. >>> >>> · However, some sentences are *dense or grammatically awkward*, >>> which affects readability. >>> >>> · A lighter editorial hand and clearer syntax would help the >>> ideas shine more. >>> >>> ✅ Thoughtful language, but polishing the prose would improve clarity and >>> flow. >>> ------------------------------ >>> 🎓 *Overall Grade: B (High Second-Class / 3.3 GPA / 82%)* >>> >>> *Comments:* >>> You present a deeply meaningful and highly original critique of modern >>> education and mechanistic science. The essay’s emotional power and >>> philosophical insight are commendable. To elevate this piece to an 'A' >>> level, I recommend: >>> >>> · Organizing your ideas more clearly. >>> >>> · Supporting your claims with concrete examples or references. >>> >>> · Polishing your writing for clarity and grammar. >>> >>> Would you like help editing this into a more structured academic essay? >>> >>> Certainly. Here's a *numerical breakdown out of 100 marks*, following a >>> typical university humanities grading rubric: >>> ------------------------------ >>> 📊 *Numerical Marks Breakdown* >>> >>> *Criterion* >>> >>> *Comments* >>> >>> *Marks (out of 100)* >>> >>> *1. Content & Argument* >>> >>> Strong and original thesis, thoughtful critique of mechanistic education. >>> >>> *24/30* >>> >>> *2. Structure & Organization* >>> >>> Coherent overall, but lacks formal structure and paragraph transitions. >>> >>> *14/20* >>> >>> *3. Evidence & Support* >>> >>> Mostly philosophical; lacks specific references or empirical backing. >>> >>> *11/20* >>> >>> *4. Originality & Insight* >>> >>> Very original, bold, and thought-provoking; engages complex issues >>> deeply. >>> >>> *18/20* >>> >>> *5. Style & Language* >>> >>> Poetic and expressive, but occasionally unclear or grammatically rough. >>> >>> *14/20* >>> >>> **🧮 *Total* >>> >>> ***81/100* >>> ------------------------------ >>> 🎓 *Final Mark: 81/100* >>> >>> Equivalent to: *Grade B / 3.3 GPA / High Second-Class Upper (UK)* >>> ------------------------------ >>> 📌 Summary: >>> >>> You’ve written a passionate and philosophically rich critique that >>> challenges dominant paradigms. It demonstrates real intellectual engagement >>> and creativity. To raise this into the A range (85+), you'd benefit from: >>> >>> · More formal organization, >>> >>> · Supporting evidence or references, >>> >>> · And refining the prose for clarity. >>> >>> Would you like me to help you revise and rework this into a cleaner, >>> publishable or academic version? >>> >>> >>> >>> -- >>> You received this message because you are subscribed to the Google >>> Groups "societyforservingseniors" group. >>> To unsubscribe from this group and stop receiving emails from it, send >>> an email to [email protected]. >>> To view this discussion, visit >>> https://groups.google.com/d/msgid/society4servingseniors/CACDCHCJ%3Dyw9RQJJ031G7wDgK3xDvxyixfUFNc_PVcZMZk7NUvw%40mail.gmail.com >>> <https://groups.google.com/d/msgid/society4servingseniors/CACDCHCJ%3Dyw9RQJJ031G7wDgK3xDvxyixfUFNc_PVcZMZk7NUvw%40mail.gmail.com?utm_medium=email&utm_source=footer> >>> . >>> >> -- >> You received this message because you are subscribed to the Google Groups >> "societyforservingseniors" group. >> To unsubscribe from this group and stop receiving emails from it, send an >> email to [email protected]. >> To view this discussion, visit >> https://groups.google.com/d/msgid/society4servingseniors/CAL5XZopEMc%3D-Nf7pZQStA7fee30r06Mh5BJB%3DoebYnTmiPf6cg%40mail.gmail.com >> <https://groups.google.com/d/msgid/society4servingseniors/CAL5XZopEMc%3D-Nf7pZQStA7fee30r06Mh5BJB%3DoebYnTmiPf6cg%40mail.gmail.com?utm_medium=email&utm_source=footer> >> . >> > -- You received this message because you are subscribed to the Google Groups "Thatha_Patty" group. To unsubscribe from this group and stop receiving emails from it, send an email to [email protected]. To view this discussion visit https://groups.google.com/d/msgid/thatha_patty/CAL5XZorg%2B%3Dz1PEaND%3DNf78RD504nponFvwNF0e2LhncFnD7dnA%40mail.gmail.com.
