-- *Mar* >From Om to A for Apple
Today education is made into lifelong economic addiction. From LKG on the child is not allowed to develop emotional attachment to nature. Actually it is deliberately unrelated to nature, its very process of understanding being dragged away from its inborn paradigm of nature as the base of understanding which is emotionally relating to nature. Once its education started with OM’, the word that relates it emotionally to the Cosmos. Today the start is with A for Apple. Then instead of happily playing and emotionally relating it is made to compete for the class first badge. It is put in the Rat’s Race euphemized as education. For nine months the child developed via cell splicing, each growth splice increasing the development of the emotional bond to the environment in its mother’s womb. Actually its mother tongue as its language of communication, the emotionally relating communication developed in its mother’s womb, splicing by splicing. As birth when it arrived into the bigger womb of Gaia, its basic urge is to relate and not analyze for Cartesian spectatorship. It is often inundated with diverse toys. But say after half an hour it loses its interest in any toy. But if it is allowed company with a cat, dog or bird, its interest grows into emotional bonding. Gradually education grows into emotional bonding with the subjects. It gets emotionally related to the Biosphere and to nature. Geography becomes the emotional paradigm base. The rays of the Sun become the rays of love, approval and energy. If the forests are not murdered and allowed the freedom to grow, the child feels the wonderful shelter the trees give and the rays of the Sun do not burn. Actually it gets frequently the enchantment of the Rainbow colors. The colors and the resulting visible spectrum function as the crown of the gigantic education which feeling without form gives. The rainbow colors take to diverse variations in the nature, the real classroom of the child. A child wants to feel nature as the extension of its mother’s womb. The cell splicing which continues even after birth as growing, needs the emotion laden geography which only the free and healthy nature, can give. Nature emotionally interacts and relates and educates. An elephant immediately after capture is tamed and tortured into obedience, cut away from its bond with nature. Similarly a child is tamed away from nature with the cartesianed education. From the innocence of childhood it will be changed into the economic monster that destroys nature. From its enchanting life as a growing limb of nature, becoming strong and healthy as a limb of nature, it gets dragged into life as economic hysteria. It is like a limb of your body trying to prove that it is a better limb than the other limbs. Life today is economic hysteria. Technology maims one’s limbhood of nature. And it is maiming nature all the twenty four hours of every day. Education is training Basmasuras who destroy naure.It is simply not education at all. Many die with regrets not with the happy anticipation of life after death. The dying nature, dying because of our economics cannot give us happiness or peace or bliss. The basic minimum every University immediately must do is to start a ‘Free Nature Park’ without our tampering so that the students get real education from the park. YM Sarma Chat GPT Thank you for sharing this thoughtful and passionate essay. I’ll respond as a reader and critic, focusing on *ideas, strengths, weaknesses, and suggestions for refinement*, rather than judging beliefs themselves. ------------------------------ *Overall Impression* *“From Om to A for Apple”* is a *philosophical, ecological critique of modern education*, rooted in spiritual, phenomenological, and environmental thought. The essay mourns the loss of emotional, organic, and nature-based learning and argues that education has become an instrument of economic exploitation rather than holistic human development. The piece has *moral urgency and poetic force*, but it also suffers from *conceptual repetition, imprecise language, and structural looseness*, which sometimes obscure its core insights. ------------------------------ *Strengths* *1. Powerful Central Metaphor* The contrast between *“Om” and “A for Apple”* is evocative and effective. - *Om* symbolizes cosmic unity, emotional resonance, and spiritual grounding. - *A for Apple* represents mechanized, commodified, and alienated learning. This metaphor frames the essay well and gives it philosophical depth. ------------------------------ *2. Emphasis on Emotional and Relational Learning* The essay insightfully argues that: - Human understanding is *emotionally rooted*, not purely analytical. - Early learning should emerge from *relationship, bonding, and sensory experience*. - Nature functions as a *living classroom*, not just a backdrop. These ideas align with thinkers such as *Tagore, Rousseau, Montessori, and ecological educators*, lending the essay intellectual legitimacy even when they are not explicitly cited. ------------------------------ *3. Strong Ecological Ethic* The portrayal of nature as: - The “larger womb of Gaia” - A teacher that *relates* rather than *instructs* - A moral foundation for human life is compelling. The analogy between the *captured elephant* and the *school-conditioned child* is emotionally powerful and memorable. ------------------------------ *4. Moral Critique of Economic Reductionism* The essay sharply critiques: - Education as lifelong economic addiction - Competition over cooperation - Technology as alienation rather than empowerment The phrase *“economic hysteria”* effectively captures this critique and resonates strongly in contemporary discourse. ------------------------------ *Weaknesses* *1. Language and Clarity Issues* The essay would benefit from *careful editing*: - Grammatical errors and awkward phrasing (“As birth when it arrived…”, “Basmasuras”) interrupt reading flow. - Repeated ideas (emotional bonding, nature as womb, Cartesian spectatorship) are often restated without progression. This sometimes makes the argument feel *circular rather than cumulative*. ------------------------------ *2. Overgeneralization* Statements such as: - “Education is training Basmasuras” - “Technology maims one’s limbhood of nature” - “Life today is economic hysteria” are rhetorically strong but analytically broad. They risk alienating readers who might otherwise sympathize with the core message. More nuance—acknowledging *alternative educational models or ethical uses of technology*—would strengthen credibility. ------------------------------ *3. Conceptual Vagueness* Key terms are used evocatively but not always precisely: - “Cell splicing” is used metaphorically but may confuse readers expecting a biological explanation. - “Cartesian spectatorship” is invoked but not clearly explained. - “Emotion-laden geography” is a beautiful phrase but needs grounding in concrete practice. Clarifying these would help bridge poetry and philosophy. ------------------------------ *4. Structure and Flow* The essay reads more like a *stream of consciousness manifesto* than a structured argument. A clearer organization could help: 1. Problem with modern education 2. Importance of emotional–ecological bonding 3. Consequences of economic-driven learning 4. Practical proposal (Nature Parks in universities) ------------------------------ *The Proposal: Free Nature Parks* The final suggestion—to create *“Free Nature Parks” in universities*—is one of the essay’s strongest moments because it moves from critique to action. However, it would be more impactful if: - Introduced earlier - Explained in more detail - Linked clearly to learning outcomes This practical anchor could turn the essay from lament into vision. ------------------------------ *Overall Evaluation* *Intellectual depth:* ★★★★☆ *Emotional force:* ★★★★★ *Clarity and precision:* ★★☆☆☆ *Originality:* ★★★★☆ This is a *deeply felt, ecologically conscious essay* that speaks from moral conviction and philosophical intuition. With careful editing, clearer structure, and more conceptual precision, it could become a *powerful critique of modern education* and a meaningful contribution to discussions on ecological and holistic learning. If you’d like, I can: - Edit it for clarity while preserving its voice - Restructure it into a more academic or publishable form - Rewrite it as a shorter manifesto or op-ed Just tell me how you’d like to proceed. -- 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/CACDCHCJ0J0G4S-Jcy8LFxWGmO9wkvZMtH0iyKxjE15w2Vsp4HQ%40mail.gmail.com.
