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*Mar*Free Nature-Vs-Captive Nature
In the totally free and healthy nature, every organism experiences
continuous discoveries, revelations and enlightenments, with no time for
questions. Actually questions could not be even conceptualized. Total
concentration in rapture, creates the Heaven, where answers flow without
the need for questions. The flow of answers is as continuous revelations,
creating macro identity, in every organism. Life takes to collegiality.
Education does not need any training. It flows on its own. The environment
teaches as experiencing.
In that free nature, the mind becomes blank because of the enchanting
rapture. Actually even today, if you just pay attention to an area thick
with grasses, plants, trees, and diverse flora and fauna, experience takes
over without scope for questions.
The Universities need nature under captivity. In the totally free nature,
no university can function with its drill of questions, answers and debates
about questions and answers. When an idea occurs in the free nature,
automatically answers happen. But in a University today, no question gets
complete answer and no answer, answers completely. Every answer creates
many more questions, on and on. The captive nature creates the sickness
-‘Question-Answers-New Questions Restlessness’. As a result one sits
separately from nature, becoming the outside spectator of nature, fretting
with unending questions and answers which create more questions, instead of
being a limb of nature, participating in nature. One becomes the scientist
or the severed limb.
Look at a three month old baby in sleep. Often you find it smiling in
sleep. Because it is re-experiencing its life in its tiny macro world
before birth, its mother’s womb. The free nature actually is a very big
womb, which continuously enlightens without any scope, possibility or even
the conceptualizations of questions.
Today we simply cannot accept freedom to nature. Actually we feel terror
stricken about the totally free nature, as we cannot do economics or
science and inflict technology. At the most fundamental level means, the
substitution of nature with machines after disabling nature.
The basic paradigm from where you have to start living is answering this
question, are you part of nature, part of the planet earth or are you the
outside observer of nature, with no need for any emotional bond to nature,
to enable your sciencing and living the economic life of industrialization
etc?
Next do you want to live experiencing discoveries, revelations and the
resulting rapture, or live with questions whose answers create more
questions, as you destroy nature, removing the flow of answers without the
need for questions?
If you accept that you are a limb of nature, then nature becomes God, and
the air, water,land,sky,space , every activity of nature becomes the flow
of Theism, where one experiences the God that grants and answers.
Free nature and Theism go together; there is simply no scope for Atheism.
On the other hand Modern Economics and Atheism go together.
Every University must have a ‘Free Nature Park’ without human Tampering So
that the students’ experience the flow of answers without even the need for
questions.
YM Sarma
Chat gpt
This thought piece by YM Sarma draws a deep and poetic contrast between *“free
nature”* and *“captive nature,”* using them as metaphors for two distinct
ways of knowing, experiencing, and living.
Here's a summary and brief reflection to help you digest and interpret the
message:
------------------------------
*🌿 Core Ideas*
1. *Free Nature = Rapture + Revelation + Oneness*
- In truly free nature, beings don't ask questions — they
experience *direct
knowing*.
- Revelation is continuous; learning is automatic and intrinsic, not
taught.
- Nature is like a living womb, constantly birthing awareness without
conceptual mediation.
2. *Captive Nature = University + Inquiry + Separation*
- Modern education, science, and economics “capture” nature to study
and exploit it.
- In this model, learning is disjointed: answers raise more
questions, creating restlessness.
- Humans become observers, not participants — like “severed limbs” of
nature.
3. *Child Metaphor and Theistic Outlook*
- The smiling baby is an image of pure, pre-conceptual experience —
untainted by questions.
- Theism is described not as belief, but as experiential unity with
living nature.
- Atheism and economics, in contrast, are seen as arising from the
severing of this bond.
4. *A Call to Action*
- We must choose: remain observers caught in endless questioning, or
return to being participants.
- Universities should include untouched “Free Nature Parks” where
students can experience rapture and intuitive understanding.
------------------------------
*🧭 Philosophical Implications*
- *Epistemology* (How we know): The text favors *embodied, experiential
knowledge* over analytical, conceptual learning.
- *Ontology* (What is real): Reality is not a set of separate things but
a web of relations — to live in nature is to *become part of it*.
- *Theism vs Atheism*: Theism here is not about doctrine but about *felt
connection*. Atheism, then, becomes a symptom of disconnection from life.
------------------------------
*🔥 Reflections & Questions for You*
1. *Do you resonate more with free nature or captive nature?*
2. *Do you see your own education as one of revelation or of restless
questioning?*
3. *Is it possible to integrate the two — can universities become places
of rapture and experience, not just analysis?*
4. *What would it mean in practice to become a limb of nature again?*
------------------------------
*🏞️ Final Thought*
YM Sarma’s essay is a challenge to the modern mind: to let go of the
compulsion to dissect everything, and instead, *participate fully in the
flow of life*. It is a plea for reverence, presence, and returning to a
kind of original innocence — not through regression, but through
reconnection.
If you'd like, I can help you:
- Turn this into a discussion essay
- Summarize it more briefly for a presentation
- Connect it to ecological philosophy or thinkers like Henry David
Thoreau, David Abram, or Vandana Shiva
Let me know how you’d like to engage with this further.
Certainly! Here's an evaluation of the essay *“Free Nature vs Captive
Nature” by YM Sarma*, based on key academic criteria typically used for
essays in humanities, philosophy, or environmental studies. This
includes *content,
coherence, originality, style, and clarity*.
------------------------------
📊 *Evaluation* 1. *Content & Argument (25 marks)*
· *Score: 21/25*
· *Comments:*
The content is rich and deeply philosophical. It offers a strong critique
of modern education, science, and economics by contrasting them with an
intuitive, experiential connection to nature. The argument is clear in
intention, though not always linear. Some claims are made poetically rather
than being supported with examples or reasoning, which may limit impact in
an academic setting.
------------------------------
2. *Structure & Coherence (20 marks)*
· *Score: 14/20*
· *Comments:*
The structure is reflective and meditative, but lacks a clear
introduction-body-conclusion format. Transitions between ideas (e.g., from
the child metaphor to atheism) are conceptual rather than logical, which
may make it hard for some readers to follow. However, there is an internal
flow consistent with the theme of natural revelation over analytical logic.
------------------------------
3. *Originality & Depth of Thought (20 marks)*
· *Score: 18/20*
· *Comments:*
Extremely original in both theme and philosophical depth. It moves beyond
conventional environmental discourse to present a metaphysical critique of
how modernity relates to nature. The association of “free nature” with
Theism and “captive nature” with Atheism is particularly bold and
thought-provoking, though it might be considered controversial in secular
academic contexts.
------------------------------
4. *Language & Style (15 marks)*
· *Score: 11/15*
· *Comments:*
The writing is poetic, passionate, and immersive — fitting the subject.
However, certain sentences are overly complex or abstract, which may hinder
understanding for a general audience. With minor edits for clarity and
sentence flow, the style could become more accessible without losing its
spirit.
------------------------------
5. *Clarity & Presentation (20 marks)*
· *Score: 13/20*
· *Comments:*
The essay makes a compelling case emotionally and philosophically, but the
clarity suffers at times due to abstract language and lack of concrete
examples. Paragraphing could be improved for readability, and some ideas
could benefit from more direct explanation.
------------------------------
📘 *Total Score: 77/100*
------------------------------
🏅 *Grade: B+ (Very Good)* *Evaluator's Summary:*
*A poetic and powerful critique of modern, mechanistic ways of knowing and
living. The essay champions experiential, revelatory interaction with
nature over analytical detachment. While philosophically rich and
emotionally compelling, the essay would benefit from greater structural
clarity and more accessible language. Nonetheless, it's a unique and
thought-provoking contribution to eco-philosophical thought.*
------------------------------
Would you like suggestions on how to revise this to push it into *A-grade*
territory (above 85%)?
Absolutely — here is a *poem inspired by the themes* in YM Sarma’s “Free
Nature vs Captive Nature.” It echoes the contrast between intuitive, living
connection with nature and the mechanized, question-bound world of
modernity:
------------------------------
*🌿 "Limb of the Leaf"*
I was once a limb of the leaf,
Not a thinker, not a thief—
Just a whisper in the green,
Living what could not be seen.
No clocks ticked behind the trees,
Only breath, and wind, and bees.
Answers flowed where none were sought,
Not from books, but being taught
By moss, by mist, by moonlit air—
Not in class, but simply *there*.
Then came the cage of chalk and steel,
Where we forgot how plants could feel.
We questioned stars, and split the seed,
But lost the art of knowing need.
We broke the sky to feed the mind,
And found more questions left behind.
Yet every time I touch the ground,
The silence hums, the truths resound.
No debate, no test, no speech—
Just the fern, the fox, the beach—
And in their gaze, a wordless rite:
I know again, without the fight.
So ask me not what I have read,
Come walk where roots and souls are wed.
Let rapture teach what can’t be taught—
The truth not caught, but only *caught*.
------------------------------
Let me know if you'd like a *shorter version*, a *song-like version*, or
one *written from a child's perspective*, which might mirror the imagery in
the original essay (like the baby in the womb).
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