Sir, Your response is actually diverting from the basic objective of my write up.It is fortifying the cartesian and mechanical paradigm.I am advocating for the totally free nature without human tampering and cartesian contamination.But you are putting my essay into the same quagmire. YMS
On Thu, Sep 25, 2025 at 6:37 AM Rajaram Krishnamurthy <[email protected]> wrote: > *Traditional Education vs Modern Education: Key Differences* > > *Feature* > > *Traditional Education* > > *Modern Education* > > Focus > > Rote learning, memorisation, cultural values, religious instruction > > Critical thinking, problem-solving, skill development, global citizenship > > Knowledge Imparted > > Emphasis on core subjects (reading, writing, arithmetic), history, > religion, and cultural knowledge > > Science, technology, engineering, math (STEM > <https://www.extramarks.com/blogs/diversity-and-inclusion-in-stem-education/>) > subjects, communication, collaboration, and 21st-century life skills > > Teaching Methods > > Teacher-centered lectures, rote memorisation, limited student interaction > > Student-centered learning, interactive activities, project-based learning, > technology integration > > Curriculum > > Standardized curriculum with little room for variation > > Flexible curriculum that can be adapted to individual student needs and > interests > > Assessment > > Standardized tests, emphasis on memorisation and recall > > Formative and summative assessments, focus on understanding, application, > and critical thinking > > Learning Environment > > Strict classroom setting, limited resources > > Collaborative learning spaces, technology integration, access to a wider > range of resources > > Teacher Role > > Strong foundation in core subjects, cultural awareness > > Facilitator, coach, guide > > Benefits > > Strong foundation in core subjects, cultural awareness > > Prepares students for the ever-changing world, fosters innovation and > creativity > > Drawbacks > > Can be rigid and unaccommodating of individual learning styles > <https://www.extramarks.com/blogs/types-of-learning-styles/>, may not > prepare students for real-world challenges > > Overreliance on technology, potential for distraction, may not provide a > strong foundation in core subjects > > *How Extramarks Promotes Modern Education?* > > Extramarks offers students access to experienced educators, a well-rounded > curriculum, and innovative teaching methods > <https://www.extramarks.com/blogs/innovative-teaching-methods/>, all > aimed at ensuring academic success. With carefully planned syllabus for > each subject, students can expect a thorough learning experience. Known for > its interactive digital resources, diverse curriculum options, and > personalised attention, Extramarks is recognised as a leading educational > platform in India. Extramarks achieves this through a variety of features, > including: > > - *Smart Class Plus* > > Through Extramarks Smart Class Plus, schools can upgrade their technology, > bringing them in line with top educational institutions. This flagship > product enhances learning by integrating advanced technology into > classrooms. > > - *Assessment Centre* > > The Assessment Centre > <https://www.extramarks.com/schools/assessment-centre> is a platform to > streamline assessment processes and improve educational outcomes. > > - *School Integrated Program* > > With the School Integrated Program > <https://www.extramarks.com/schools/school-integrated-program>, > Extramarks offers complete in-school classes for competitive exam > preparation, such as JEE and NEET. > > - *Extramarks Learning App* > > The Learning App gives students access to classroom lectures anytime, > anywhere, along with curated practice questions and other features to > enhance learning. To learn more, click here > > Additionally, Extramarks promotes parent involvement by facilitating > communication with the school and helps with simplifying school management > processes. > > AND FOR ALL THESE MONEY IS NEEDED AND COMPETITON MAKES EDUCATION HIGHLY > COMMERCIAL. K RAJARAM IRS 25925 > > > > On Thu, 25 Sept 2025 at 06:04, Markendeya Yeddanapudi < > [email protected]> wrote: > >> >> >> -- >> *Mar*Commercialized Education >> >> >> >> There is not one University in the whole world, that trains the students >> in emotionally relating to nature under the basic paradigm, that the >> student is part of nature, part of the planet earth, and that the basic >> objective of education is to continuously expand the horizon of perception >> and understanding, until the student reaches cosmic dimensions. There is >> simply no mention of the need for the student to study to relate to nature >> and sense from nature in symbiosis. >> >> Every University is actually a Commercial undertaking, which is wedded to >> the idea of profit. Actually when your income is my expenditure, when >> incomes and expenditures can only be equal, then there can be no profit or >> loss at the macro level. Still the student is exhorted to get trained in >> getting profit, which can be quantified. It simply means that the student >> must get trained to get more from nature than what is given to nature. >> Nature has to be drained continuously, of its very vitals and vitality. The >> student has to mutate into the economic man, the subject of Newtonian >> mechanics, with the cultivated indifference to every emotional relationship >> with nature. >> >> Secondly the student must try to win in competition with everyone else >> following the only religious text of Social Darwinism, the text that >> advocates success to the rogue. The competition is in exploiting nature and >> in disabling nature of its innate faculties. >> >> And the mechanical temperament, where all emotional approach and >> emotional intelligence is removed, functioning as and like a machine, is >> the outlook prized and actually awarded with all sorts of prizes. The >> student must be a noting machine and must add to the computerized memory in >> the Brain. The exhortation is that the very gene of the DNA is selfish, and >> that all organisms are at war with each other. >> >> The net result is very clear and vivid before all of us. All land, water >> and air is poisoned and is being poisoned continuously, the vitals of the >> lithosphere are dug up for all sorts of minerals, for all sorts of >> Buildings, constructions,roads,rails etc continuously assault the basic >> soil bacteria, euphemized as great advancement and development. >> >> We are trained as education to lose all empathy. There shall be only the >> scientific or mechanical mentality. >> >> Let us hope and pray that at least one University takes to ecological >> paradigm. Let us hope tat it trains its students in emotionally relating to >> nature and not adopt the Unrelating mechanized attitude. >> >> Let us pray that the University will start the ‘Free Nature Parks without >> human tampering’, so that students realize that they also are part of the >> planet earth and that the Biosphere represents the emotional dimension of >> the planet earth. Every planet, star and galaxy must be having many >> emotional dimensions, and emotions must be part of Geography on earth, and >> also in the Cosmos. We are trying to contact aliens in the other worlds. We >> are trying for emotional equations and not for mechanical assembling. >> >> Let there be initiatives, for starting ‘Free Nature Movements’. >> >> YM Sarma >> >> Chat gpt >> >> This essay, *Commercialized Education* by YM Sarma, presents a powerful >> critique of the modern educational paradigm—particularly universities—and >> their alignment with economic and mechanical worldviews, rather than >> ecological or emotional ones. Here's a breakdown and reflection on its core >> themes and implications: >> ------------------------------ >> >> *🔍 Core Arguments* >> >> 1. *Disconnection from Nature* >> Sarma argues that *no university teaches students to emotionally >> relate to nature* or to see themselves as part of the planetary >> ecosystem. The prevailing educational model isolates human beings from the >> natural world, training them to *exploit rather than empathize* with >> it. >> 2. *Commercialization of Education* >> Universities are portrayed as *profit-driven enterprises*, focused on >> producing economically efficient individuals, not emotionally intelligent, >> ecologically aware beings. Education, instead of being a path to wisdom >> and >> harmony, becomes a tool for economic gain. >> 3. *Exploitation as a Value* >> Students are indoctrinated into a *competitive, extractive mentality*, >> where success is defined by how much one can take from nature and others. >> This aligns with *Social Darwinism*, a misapplication of natural >> selection to justify ruthless competition and disregard for empathy. >> 4. *Mechanization of the Mind* >> The author laments the *mechanical temperament* that education >> encourages—training students to become emotionless machines focused on >> data >> accumulation and performance, not reflection or connection. >> 5. *Ecological and Emotional Blindness* >> The result is a poisoned planet—air, water, and soil degraded—and a >> population *bereft of empathy*, operating under a "scientific" yet >> disconnected mindset. >> 6. *A Hope for Change* >> Sarma ends with a *vision for a different kind of university*: one >> that embraces an *ecological paradigm*, establishes *‘Free Nature >> Parks’*, and recognizes *emotions as central to human and planetary >> life*. This vision includes acknowledging the *emotional geography* >> of Earth and potentially the cosmos. >> >> ------------------------------ >> >> *🧠 Reflections and Analysis* >> >> - *Philosophical Depth*: >> Sarma's argument echoes deep *ecophilosophical traditions*—from Arne >> Naess’ *Deep Ecology*, which sees intrinsic value in all living >> beings, to the *Gaia Hypothesis*, which views Earth as a >> self-regulating, living system. >> - *Critique of Social Darwinism*: >> The author rightly calls out *Social Darwinism* as a flawed, harmful >> ideology. It’s historically been used to justify inequality, colonization, >> and ecological destruction. >> - *Mechanical vs. Emotional Intelligence*: >> The essay pits *mechanical intelligence* (data, logic, utility) >> against *emotional intelligence* (empathy, intuition, connection). >> Sarma advocates for a *rebalancing*, not a rejection of science, but >> a *re-integration* of emotional awareness into learning. >> - *Call to Action*: >> The plea for a university that integrates *emotional, ecological, and >> cosmic consciousness* is idealistic, but it raises a *fundamental >> question*: >> >> *What is education for?* >> Is it merely to produce labor for markets, or to cultivate stewards of >> life? >> ------------------------------ >> >> *🌱 Suggestions Inspired by the Essay* >> >> 1. *Curriculum Reform*: >> - Introduce *eco-literacy* and *emotional intelligence* as core >> subjects. >> - Embed *field immersion* in untamed nature as part of all >> disciplines. >> - Integrate *philosophy of science, ethics, and systems thinking* >> across the curriculum. >> 2. *‘Free Nature Parks’ Concept*: >> - Establish protected, *non-commercial natural zones* tied to >> universities, where no manipulation is allowed—just observation and >> communion. >> 3. *New Metrics of Success*: >> - Shift from grades and salaries to *ecological impact*, *community >> well-being*, and *inner development* as indicators of success. >> 4. *Transdisciplinary Learning*: >> - Collapse the rigid boundaries between science, art, ecology, and >> spirituality to foster *wholeness in learning*. >> >> ------------------------------ >> >> *🕊 Final Thought* >> >> This essay challenges us to rethink not just how we educate, but *why*. >> If education continues to create people who excel at exploiting nature and >> each other, then we are not educating—we're programming. Sarma’s call is >> not for regression into mysticism or anti-science sentiment, but for a >> *reunion >> of mind and heart*, of intellect and empathy. >> >> If one university dared to lead this shift, perhaps others would follow. >> And maybe then, we wouldn’t just *know* the world—we’d *feel* it too. >> ------------------------------ >> >> Would you like help adapting this into a formal article, a presentation, >> or perhaps using it as part of an ecological curriculum proposal? >> >> Here's a detailed *evaluation*, *marking*, and *grading* of the original >> essay *"Commercialized Education"* by YM Sarma based on standard >> academic criteria for reflective or critical essays at the university level >> (undergraduate or early postgraduate). >> ------------------------------ >> 📋 *Evaluation Criteria* >> >> *Criterion* >> >> *Max Marks* >> >> *Awarded Marks* >> >> *Comments* >> >> 1. *Clarity of Thesis / Argument* >> >> 10 >> >> 7 >> >> The essay presents a strong and passionate central thesis: modern >> education is disconnected from nature and overly commercialized. However, >> the argument is *sometimes vague* or *diffused*, lacking precise >> definition of key terms (e.g. “mechanical temperament”). >> >> 2. *Structure and Coherence* >> >> 10 >> >> 5 >> >> The essay lacks formal structure—no clear introduction, body, and >> conclusion. Ideas are repeated or loosely connected. The flow can feel >> *stream-of-consciousness* rather than logically built. >> >> 3. *Depth of Insight / Originality* >> >> 10 >> >> 8 >> >> The perspective is *original*, especially in emphasizing emotional >> relationships with nature. There are *thought-provoking insights* (e.g. >> emotional geography, cosmic dimensions). >> >> 4. *Use of Evidence / Examples* >> >> 10 >> >> 4 >> >> The essay uses *generalizations*, not specific evidence, examples, or >> academic references. There is a lack of *data, case studies*, or >> citations that would strengthen the critique. >> >> 5. *Language and Style* >> >> 10 >> >> 6 >> >> The language is *expressive and impassioned*, but there are *grammatical >> issues, awkward phrasing*, and inconsistent tone. At times poetic, at >> other times unclear. Some sentences are *overly long or ambiguous*. >> >> 6. *Relevance and Significance* >> >> 10 >> >> 9 >> >> The topic is *highly relevant* in the context of climate crisis, >> education reform, and ecological awareness. The essay raises *urgent >> philosophical questions* that matter. >> >> 7. *Grammar, Spelling & Mechanics* >> >> 10 >> >> 5 >> >> There are *typos*, punctuation issues, and inconsistent capitalization >> (e.g. “tat” instead of “that”, “unrelating” instead of “unrelational” or >> “disconnected”). Editing is needed. >> >> 8. *Conclusion / Call to Action* >> >> 10 >> >> 7 >> >> The essay ends with a *clear, hopeful vision*, calling for a new kind of >> university. The conclusion is emotionally strong, but could be *more >> sharply defined* or grounded in actionable steps. >> ------------------------------ >> 📊 *Total Marks: 51 / 80* >> >> To convert this into a grade out of 100, we scale it up: >> >> *51 ÷ 80 × 100 = 63.75 ≈ 64/100* >> ------------------------------ >> 🎓 *Final Grade: B (Upper Second Class / 2:1)* >> ------------------------------ >> 🧾 Summary Feedback *Strengths* >> >> · Deep passion and *moral urgency*. >> >> · Raises *unique philosophical points* about emotional >> connection with nature. >> >> · Visionary and *idealist tone* is refreshing in an often >> mechanistic discourse. >> *Areas for Improvement* >> >> · Needs better *structure and clarity*. >> >> · *Grammatical errors* and awkward sentence construction detract >> from the message. >> >> · Should include *real-world examples*, references to thinkers >> (e.g., Aldo Leopold, Rachel Carson, Satish Kumar), or ecological models to >> support arguments. >> >> · Could benefit from a *stronger academic tone* if aiming for >> scholarly publication. >> ------------------------------ >> ✅ Suggestions >> >> If this essay were being submitted for academic evaluation or publication: >> >> · *Revise* with clearer structure (Intro – Body – Conclusion). >> >> · *Edit* for grammar and sentence clarity. >> >> · Include *citations* from ecological, educational, or >> philosophical texts. >> >> · Possibly reframe in the form of a *manifesto*, which suits the >> tone and passion. >> ------------------------------ >> >> Would you like help polishing the essay into a version ready for >> submission, publication, or public sharing (e.g. in a magazine or >> ecological journal)? >> >> >> >> -- >> 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/CACDCHCLpgy3CevYUkLSfO_vOk5Ko0z0VPw4iBZMi1Qp_aenkeg%40mail.gmail.com >> <https://groups.google.com/d/msgid/society4servingseniors/CACDCHCLpgy3CevYUkLSfO_vOk5Ko0z0VPw4iBZMi1Qp_aenkeg%40mail.gmail.com?utm_medium=email&utm_source=footer> >> . >> > -- *Mar* -- You received this message because you are subscribed to the Google Groups "Thatha_Patty" group. 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