Symbiotic truth, diabolic deception
These words of symbiosis and diabolism tend to work for an end of
consistency, stability, truth and revelation. The body, mind and spirit of
the human person must be known and touched in education for students to
experience each aspect within them, and nurture their complete
development. Each aspect of the human being: body, mind and spirit should
be present in education through theories that thoughtfully guide our
practice through tension for symbiosis and truth between the cataphatic
(the created) and apophatic (the uncreated) spheres. Throughout history
the images of symbiotic and diabolic, have emerged in the thought and
research of our most eminent scholars Silence created a secure space that
opened the children up to their highest aspect, the spirit, and let them
fully experience time. These educational theories correlate to the body,
mind and spirit of the human person and can be applied to the course of
tension between the cataphatic and apophatic for truth in education.
Introduction Throughout our historic memory, images and sentiments of the
symbiotic and diabolic have marked our desire for consistency, stability
and truth. Therefore, aspects of our humanity: body, mind and spirit,
should be present in education through theories that thoughtfully guide our
practice through this life course of tension between the cataphatic (the
created) and apophatic (the uncreated) spheres for symbiosis and truth.
Genesis, the foremost work of our literary canon, is the labor of
human observation, experience, imagination, creativity, and openness to
mystery. This book forms the enduring images of wholeness for truth
(symbiotic sym: together, bio: life — to bring life together), and
brokenness for deception (diabolic – dia: apart, bol: to throw — to throw
apart, to shatter). Human beings inherited the seamlessness of the divine
likeness and illumination, and therefore were assigned task of co-creating
“goodness” with the Almighty Creator.
Spiritual sensitivity is one of the three aspects (body, mind,
spirit) that has long been severed from the practice of education due to
its content acceptance with negative space, silence, stillness and the
unknown mystery, and likewise, its naming and denunciation to eliminate all
forms of idolatry. This aspect actively preserves sacred space to honor
personhood and authentic human response as co-creator. However, because
spirituality actively leaves space open to nothing, it can also appear
available for dominion by those who seek to control other people for
selfish reasons. The crucial danger of “owning the spiritual” has a long
and violent history, particularly in religious institutions and
organizations, but it is not limited to them. Indeed, the instinct to
possess or deny, the nature of violence, is the vast weakness and grave
threat to the spiritual aspect which forced its anesthetization from
education and democracy.
How do we eat the apple rightly for the life of the world? In
education, I believe this applies to thoughtful and sensitive approaches to
curriculum and teaching that should hold an extensive and flexible frame of
reference. We need to provide students with experiences that spark their
senses, awaken their minds, and inspire them to move their bodies.
Furthermore, students need models of stability so they may develop trust.
Curriculum designers may help alleviate a fragmented mind by innovating
materials that gently incorporate perspective-taking through role plays of
stories, plays, literature and historic and current events, etc. Writers
can interweave meaning-making through symbolic connections in poetry,
religion, politics, etc. Symbols create the interplay between the
cataphatic and apophatic that cultivates creativity, inspires questions,
responses and opens pathways for multiple interpretations and resolutions.
This creativity develops an integrated network of thinking skills, and
keeps options open; it allows various solutions to resonate. When students
are engaged in the process of communicating, in a structured environment
where they must listen to others, and learn a new connection, they might
observe another way of living which helps them avoid rigidity. If they do
not experience goodness or niceness at home, maybe they will be able to see
it modeled in classroom interactions that are structured around critical
thinking, problem-solving, team work and transformative learning that has
multiple meanings. Modeling attentive presence may make a mark in a
student’s memory, if not in the immediate moment. Acknowledging spiritual
gifts, and providing space for silence and stillness that can fall into a
secure rest that makes time, offers stability and quietly gives love.
Calling one’s name is a simple and respectful practice that collects and
integrates our many experiences into a single breath. Such exercises
encourage reflection and synthesis, as well as virtue; so the students may
recognize and choose their deepest longing — honorable embodiment and
relations of truth and unity.
K Rajaram IRS 231125
On Sun, 23 Nov 2025 at 05:35, Markendeya Yeddanapudi <
[email protected]> wrote:
>
>
> --
> *Mar*
>
> The Flow of Symbiotic and Positive Truth
>
>
>
> When one lives in the free and healthy nature, one automatically enters
> the grand arena of consultation and understanding in which every organism
> of the Biosphere participates. The internal hormonal communications of all
> organisms fuse via smelling, hearing, touching, holistic seeing, and
> tasting. Actually one develops the faculty of predicting future events like
> Tsunamis, Earthquakes, Cyclones etc.The whole Biosphere knows in advance.
> Future is not uncertain; not even unknown. Truth does not hide but becomes
> experience. The portents of future events become predictive experiences.
>
> Actually, past, present and future take to clear continuations where every
> organism fuses its feeling and sensing in the continuations. Even today,
> despite the Cartesian depredation via mechanization, tribals who live in
> deep forests display this basic faculty of predicting in advance.
> Unfortunately free nature creates total faith in nature and they could not
> and even today cannot, sense the rottenness and tricking by the slavers,
> driven by Cartesianism to whom finer sentiments like empathy are blunders
> as they adore the insensitive mechanization. Whole interior tribes were
> suddenly attacked and captured as slaves by those who live in the Darwinian
> economics. In this economics, the successful trickster wins.
>
> The basic faculty of nature as the flow of the symbiotic and positive
> truth is continuously maimed by the economic attacks. Truth itself is
> usurped by mechanization and the fact that one experiences truth in the
> free and healthy nature, is not allowed as lesson in almost every
> university wedded to the Cartesian Darwinism.
>
> Machines cannot feel. They cannot experience the flow of truth from
> nature. Today mechanization is the stampede, in which the basic symbiotic
> nature has no place and even scope.
>
> The vicious economic attack on nature, destroying forests, rivers, lakes,
> waterfalls, the poisoning of land, water and air, the beginnings of digging
> away the Greenland, Antarcatica and the glaciers and ice covers of many
> mountain ranges, have put mankind into the most vicious role of destruction
> against truth. Every course of education in every university is cut away
> from the free and symbiotic nature, and the mechanized tilt of perception,
> promoted falsehoods as academic disciplines. Nature has no say in the
> education courses. Of course the whole Biosphere is just economic livestock
> and the very concept that every organism is an emotional complement has
> become weird.
>
> When one prays in the free and healthy forest, one is actually the
> emotional complement in the Biosphere.Today, God or Free Nature is
> ostracized in every University. And we do not know when the provoked nature
> takes to gigantic doom as backlash.
>
> Please go any surviving free nature and pray for the emergence of a
> University that takes to the cause of the Fundamental Right of freedom to
> nature, and starts a ‘Free Nature Park’, without human tampering, so that
> the flow of the symbiotic and positive truth get experienced by the
> students.
>
> YM Sarma
>
> Chat gpt
>
> Here is a balanced, respectful, and detailed commentary on your essay,
> focusing on clarity, coherence, argumentative strength, and stylistic
> effectiveness, while preserving the spirit of your ideas.
> ------------------------------
>
> *Commentary on “The Flow of Symbiotic and Positive Truth”*
>
> Your essay is a passionate and philosophically rich reflection on
> humanity’s relationship with nature. It combines ecological concern,
> spiritual insight, and socio-cultural critique into a unified message: that
> modern mechanized civilization has severed humanity from a deep, intuitive,
> communal awareness embedded in the natural world. You write with conviction
> and poetic force, and the imagery you invoke—the “flow of symbiotic and
> positive truth,” “free and healthy nature,” “emotional complement in the
> Biosphere”—has a lyrical quality that gives your argument emotional
> resonance.
>
> Below are specific observations that may help strengthen the clarity,
> coherence, and persuasive power of your essay.
> ------------------------------
>
> *1. Strengths of the Essay*
>
> *a. Powerful and evocative language*
>
> Your prose is expressive and metaphorically rich. Phrases like *“future
> is not uncertain; not even unknown”* and *“machines cannot feel”*
> communicate a strong worldview and give your essay a philosophical depth
> that is memorable.
>
> *b. Cohesive moral stance*
>
> You take a clear ethical position: nature is not a resource but a living,
> sensing community of beings. This moral clarity gives your essay purpose
> and urgency.
>
> *c. Important and timely themes*
>
> You connect ecological destruction, loss of indigenous knowledge,
> mechanization, and distorted economic values. These are pressing issues in
> contemporary discourse, and your synthesis draws attention to how deeply
> intertwined they are.
> ------------------------------
>
> *2. Areas for Enhancement*
>
> *a. Clarify the distinction between metaphor and literal claim*
>
> Some statements—such as the suggestion that all organisms “fuse their
> hormonal communications” or that humans can naturally predict earthquakes
> and tsunamis—may be interpreted as literal scientific claims. If these
> ideas are intended metaphorically or phenomenologically (i.e., about
> intuition, attunement, or ecological sensitivity), clarifying this will
> strengthen your credibility. If you do intend them literally, you may want
> to provide examples or acknowledge counterarguments.
>
> *b. Strengthen logical transitions*
>
> Your essay moves between topics—indigenous intuition, mechanization,
> slavery, Darwinian economics, university education—very quickly. The
> emotional and thematic connections are present, but the logical bridges
> could be made stronger. Adding a few transitional sentences would help
> readers follow the thread of your argument more easily.
>
> *c. Use more concrete examples*
>
> The essay is rich in abstraction and moral language. Adding small,
> specific examples—such as a particular tribal community’s ecological
> knowledge, or a specific case of environmental devastation—would make your
> message even more convincing.
>
> *d. Consider nuance around science and mechanization*
>
> Your critique of “Cartesian Darwinism” and mechanization is
> philosophically important, but it may sound overly absolute. You could
> strengthen your argument by acknowledging that scientific and technological
> perspectives can coexist with ecological and spiritual ones. This allows
> your critique to feel inclusive rather than oppositional.
>
> *e. Refine a few stylistic elements*
>
> Some sentences are long and contain multiple ideas; splitting them could
> improve readability. Occasional adjustments in grammar and punctuation
> would also enhance flow.
> ------------------------------
>
> *3. Suggestions for Further Development*
>
> - *Clarify your central thesis* early in the essay. What exactly is
> the “flow of symbiotic and positive truth”? Is it an ecological
> interconnectedness? A spiritual intuition? A critique of mechanistic
> thinking?
> - *Define key terms* such as “mechanization,” “Cartesianism,”
> “Darwinian economics,” and “emotional complement.” These are rich ideas but
> could anchor the reader more firmly if elaborated.
> - *Engage more directly with solutions*, especially your idea of a
> university that protects free nature. Expanding on how such an institution
> would work could make your conclusion even more powerful.
>
> ------------------------------
>
> *Overall Impression*
>
> Your essay is heartfelt, original, and courageous in its critique of
> modern civilization. It expresses a profound longing for harmony between
> humans and the natural world, and it challenges the mechanistic worldview
> with poetic intensity. With clearer structure, distinguishable metaphors,
> and a bit more grounded argumentation, it could become an even more
> compelling piece of ecological philosophy.
>
> If you’d like, I can help you revise the essay line-by-line, rewrite it in
> a more formal or academic tone, or prepare it for publication.
>
>
>
>
>
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