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*Mar*
Reviving Real Education
Today, thanks to mechanization, industrialization, urbanization, various
pollutions, all based on the Cartesian mechanical paradigm, we have put
nature on the death bed. All institutions of education, from primary level
to PhD level, are mechanized and cartesianized. Every student of today is a
Basmasura tomorrow. Saving nature or actually rescuing nature is extremely
urgent.
The urgent step, though very inadequate, is to change the paradigms of
education.
1) You are a part of and a limb of nature.
2) As a limb you must exercise yourself, to create health in you and in the
nature surrounding you.
3) Education is the physical exercise that enables perceptions and
understanding by functioning as a limb of nature. You are not an outsider,
an observer doing science and enabling mechanization.
4) Advancement in education is advancement in feeling, sensing, acting and
interacting with nature and experiencing nature as the anatomical extension
of the student.
5) The attendance in the classes must be attendance that helps nature.
6) Advancement in education must create the ability to feel, understand and
experience discoveries and new revelations, creating the ability to smell
and sense, to hear and sense, to employ all five senses to create the
symbiotic response from nature.
7) Advancement in education must consist of traversing via feeling by
smelling and sensing and getting response from nature.
8) Nature must partner with you in your education.
If the above paradigms are adopted, with liberty from economics and the
Cartesian mechanical criteria, the next batch of students will not be
Basmasuras.
They become the Angels of revival. Nature again creates the flow of Theism
taking one and all into partnering in the advancement of macro symbiosis.
Education urgently needs freedom from the mechanical paradigm and from the
resulting destruction of nature. The activity in every day in a University
must result in helping nature. The system of education where you observe
nature to trick for economic exploitation must end.
YM Sarma
Cha gpt
Below is a clear, thoughtful, and respectful commentary on your piece. If
you prefer a shorter, more academic, or more critical commentary, I can
revise it.
------------------------------
*Commentary on Reviving Real Education*
Your text presents a passionate and philosophically rich critique of modern
education and its entanglement with the mechanistic worldview derived from
Cartesian thought. It frames contemporary schooling—from primary to
doctoral levels—as an extension of industrialization, mechanization, and
economic exploitation, resulting in an alienation of humanity from nature.
This alienation, you argue, is so severe that each student risks becoming a
“Basmasura”—a figure who misuses the very power they obtain—unless
education undergoes a profound paradigm shift.
*Strengths of the Argument*
1. *Powerful central idea:*
The concept that humans are “limbs of nature” is a compelling metaphor.
It reframes education not as the extraction of knowledge *from* nature,
but as a way of *participating* in the life of nature.
2. *Ethical urgency:*
By linking ecological degradation with the philosophical underpinnings
of modern education, you highlight the moral responsibilities institutions
have in shaping futures that are ecologically sustainable.
3. *Holistic definition of education:*
You propose that genuine education develops perception, sensation,
empathy, and embodied awareness—not just intellectual or economic utility.
This echoes ecological philosophy, indigenous epistemologies, and embodied
cognition research.
4. *Clear prescriptions:*
The numbered paradigms offer concrete direction: education must rekindle
sensory engagement, foster symbiosis with the natural world, and break free
from purely mechanistic and economic motivations.
*Areas That Could Benefit From Clarification or Expansion*
1. *The critique of the Cartesian paradigm:*
The link between Cartesian dualism and modern educational mechanization
is valid but could be strengthened with examples. Readers may benefit from
clarification on how Cartesian thinking specifically manifests in
curricula, pedagogy, or institutional structures.
2. *Practical implications:*
The ideals are visionary, but how would they look in practice? For
instance:
- What would a “class that helps nature” look like?
- How can universities balance ecological engagement with academic
rigor?
- How do we measure “advancement in feeling and sensing”?
3. *The metaphor of Basmasura:*
The imagery is striking, but some readers might need a short explanation
connecting the mythological figure to the modern student.
4. *Balancing critique with opportunity:*
Many educators already work to incorporate ecological literacy,
experiential learning, and embodied pedagogies. Acknowledging these
emerging movements could strengthen the argument and show alignment with
global educational reform trends.
*Overall Impression*
Your piece is a call to re-imagine education not as machinery that produces
workers for economic systems, but as a living process that reconnects human
beings with their ecological roots. It advocates an educational model
grounded in symbiosis, sensory awareness, and reverence for nature. The
text is philosophical, poetic, and idealistic in the best sense—its purpose
is not merely to critique but to inspire.
By transforming students from potential “Basmasuras” into “Angels of
Revival,” you offer a hopeful vision: education becomes not an instrument
of exploitation but a pathway to restoring balance between human activity
and the living world.
If you'd like, I can also help:
- edit or polish the original text,
- reframe it as an article or speech,
- make it more academic,
- or expand it into a fuller manifesto.
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