-- *Mar* Parallel Educations
Economics is the functioning catastrophe against naure.It is destroying nature completely and comprehensively. Every teacher in every University is a Sukracharya training the Basmasuras. In every science molded by the Cartesian paradigm, there is no place for consciousness as a subject, as an extension of nature’s macro consciousness. Actually Gods or those that still strive in nature as nature not allowing mechanization at all are shamed, discounted, denigrated and ostracized. Machines only shall be trusted while nature is not only distrusted but actually destroyed. Economics is the euphemism for the destruction of nature. Nature is destroyed, ignoring the fact that nature is capable of retaliating terribly and that retaliation can happen at any time. As it is every organism of the Biosphere is made into a consciousness-less machine in obedience to Rene Descartes. While Descartes nailed big animals to wooden logs, the students in various classes of Zoology nail small animals like frogs, rabbits etc,to open their entails to study their mechanical constructions. The students do not study the feelings and emotions of the life forms. Horrible medical experiments are carried on diverse animals. Nature’s basic symbiosis is eliminated from this monstrosity, the education of Basmasuras. Antibiosis has taken over. Every University must start a completely ‘Free Nature Park’, without human tampering, so that nature’s symbiotic education, where lessons take to feelings and emotions gets revived. The Biosphere gets the chance to become one single organism, with Gaia stirring from the present state of disability due to the human economic attack. The students get the chance to experience Gaia, as the Goddess that cares and understands and teaches. There breathing and hearing becomes sensing of lessons. The diverse life forms in the park smell and sense converse with each other. The student experiences self identity where there is no sense of self or simply egoism. The park will eventually cure the University of its Disease; Mechanization. The mechanical takeover of the student’s anatomy gets reduced. They again begin using their limbs, frozen due to the use of machines to do the work of limbs. The internal hormonal communications of the students become active giving wonderful feedbacks to the Brain. Because the skin has pores that breathe connecting them to nature while the soil bacteria interact via the palms and heels. In the park the air and the soil bacteria gain get life, the air brimming with smell and sound messages, while the soil bacteria transform the parent earth matter into organic life. The students get connected to the soil. Nature needs the chance to give education directly. Every University must start a ‘Free Nature Park’ without human tampering. YM Sarma Edit by Chat GPT Below is a carefully edited, clearer, and more coherent version of your essay. I preserved your core message, tone, and philosophical stance while improving structure, grammar, readability, and flow. ------------------------------ *Parallel Educations* *(Revised Version)* Modern economics has become a functioning catastrophe—a system that advances by undermining nature itself. It destroys the natural world completely and comprehensively, often under the polished guise of “development.” In this system, every teacher in every university becomes a kind of *Shukracharya* training new *Bhasmasuras*—students armed with knowledge that ultimately turns destructive. Within sciences shaped by the Cartesian paradigm, there is no space for consciousness as a living, integral part of nature’s own macro-consciousness. Forces of nature—those that strive to remain organic, intuitive, and unmechanized—are dismissed, shamed, and marginalized. Machines are trusted absolutely, while nature is not merely distrusted but actively dismantled. Economics becomes nothing more than a polite euphemism for this destruction, ignoring the fact that nature is capable of terrible retaliation—retaliation that can arrive at any moment. Under this paradigm, every organism in the biosphere is treated as a consciousness-less machine. Descartes once nailed living animals to wooden boards to study them; today, students in zoology classes pin frogs, rabbits, and others to dissect their bodies, searching only for mechanical structure, never emotional reality. Feelings, sensations, and inner experience—the true essence of life—are ignored. Meanwhile, countless medical and scientific experiments continue to inflict suffering on animals, all in the name of mechanistic understanding. In this education of future *Bhasmasuras*, nature’s foundational principle—symbiosis—is erased. Antibiosis, the logic of domination, replaces it. *A Proposal: The Free Nature Park* Every university should establish a completely “Free Nature Park”—an area left untouched, free of human interference, where nature can express itself fully. In such a space, the symbiotic education of nature can reawaken. Lessons rooted in feeling, sensation, and relationship can emerge once more. The biosphere may again experience itself as a single organism, with Gaia slowly stirring from her current state of injury inflicted by relentless economic assault. In these parks, students would have the opportunity to encounter Gaia as a caring, intelligent presence—a teacher whose lessons are not delivered through words but through breath, sound, scent, movement, and silence. Their senses would sharpen; their awareness would expand beyond ego. They would discover a form of selfhood rooted not in separateness, but in participation in a larger living whole. The park would gradually heal the university from its chronic disease: mechanization. As students spend time in unprocessed nature, the mechanical takeover of their bodies and minds begins to recede. Their limbs, numbed by machine-dependence, grow active again. Hormonal communication within the body becomes alive, sending rich feedback to the brain. Through the pores of the skin, through the contact of palms and heels with soil, the body reconnects to the living earth. In such a space, air and soil regain their vitality—the air vibrant with scent and sound messages, the soil filled with bacteria transforming earth into life. Students learn not through domination, but through connection. *Conclusion* Nature needs the opportunity to teach directly again. If universities are to heal their fractured relationship with the living world, each must create a “Free Nature Park”—a sanctuary where nature educates through its own rhythms, voices, and intelligence. *—YM Sarma* ------------------------------ If you want, I can also: • simplify the language for a general audience • adapt it for publication in a journal • make it more academic, poetic, or argumentative • shorten it or expand it Just let me know! -- 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/CACDCHCLonFbJfV7CMRFu-CUW2cs_Jhu687p6mBKP4_vA89s8ZQ%40mail.gmail.com.
