-- *Mar* Perceiving Lessons-Vs-Drilling Lessons
Suppose a large expanse of land is left completely free, with absolutely no human interference or any type of tampering. Suppose it is designated as ‘The Free Nature University’. The students in that university have to adopt their own method of perception and understandings, accepting that every life form interacts symbiotically.Subjects have to be created by the student individually on his/her own. When they enter the forest they shall not take any book or any other appliance with them. The idea is to emotionally interact with the other life forms, perceive, understand and paradigmatize. They have to hear, smell, touch, see, taste or just shut of all sensing, adopting whatever strategy they decide. Gradually they advance in the 99.9965% of the totality, the arena of the invisible spectrum accessible only via feeling, actually deep feeling. Suppose with your eyes you can see everything, atoms, particles etc, then you cannot see things, anything.You have to enter the non 3D phenomena, amenable only to feeling. A grand coordination of mind, Hormonal communication system and nervous system, coordinates with the five senses, along with the troposphere, Lithosphere, Hydrospere and the Biosphere. You cannot see or may be even conceptualize yourself when lessons form in you. May be the ubiquitous electromagnetism, may be creating mild fissions and fusions, drawing you into participation. You may become a macro being with cosmic characters. You may develop the talent or capacity to communicate and interact with the other organisms of the Biosphere, and the endowment of feeling the changes in the geographical activities like earthquakes, tsunamis etc,you actually enter the past phenomena, adopting feeling, which must have been the method of perception, during the age of Rinencyphalon,the nose brain. You may do time travel, not into past geography but repetition of the method of perception then. Can a student from such a University use any technology at all, surrender to machines, his living by natural perceiving? Can he surrender his perception and understanding to machine and become the noting clerk? Can lessons be drilled into him when he joins any University, which is governed by Cartesianism and mechanical paradigms? Can he even understand any economic motivation, in the place of natural faculties of directly smelling, hearing and sensing education? After all economics is based on the repudiation of ecology and on the assumed behavior of the phantom, the economic man, the machine assumed away to bluff that it is a study of the ordinary man in his ordinary business of life. Does not the student confront the pollution of education which cartesianism is? Can he participate in the economic activity of regularly maiming nature? The student from such a University can only participate with nature symbiotically in nature’s natural growth. Can he be the gentle Jekyll of the Free Nature University and also the Mr. Hyde of the University in economic frenzy? He has to fight the Universities under the Cartesian frenzy. YM Sarma Chat GPT Below is an *edited and improved version* of your text, followed by my *commentary* explaining the changes and offering reflections on the ideas. ------------------------------ *Edited & Improved Version* *Perceiving Lessons vs. Drilling Lessons* Suppose a vast expanse of land is left completely free, with absolutely no human interference or tampering of any kind. Let it be designated *The Free Nature University*. The students of this university must adopt their own methods of perception and understanding, accepting that every life form exists in symbiotic interaction with others. Subjects are not predefined; each student must create them individually. When they enter the forest, they carry no books and no instruments. The purpose is to emotionally engage with other life forms—to perceive, understand, and form paradigms. They may listen, smell, touch, see, taste, or even suspend all sensory input altogether, adopting whatever strategy their intuition leads them to choose. Gradually, they advance into the 99.9965% of totality—the invisible spectrum accessible only through feeling, through deep feeling. If one could see everything—atoms, particles, and forces—one would actually see nothing at all. Vision alone becomes inadequate. One must enter non–three-dimensional phenomena, which are accessible only through feeling. A grand coordination emerges: the mind, the hormonal communication system, and the nervous system align with the five senses, interacting with the troposphere, lithosphere, hydrosphere, and biosphere. Lessons form within the student without conscious recognition; one may not even be able to conceptualize oneself at that moment. Perhaps ubiquitous electromagnetism induces subtle fissions and fusions, drawing the learner into participation. One may even feel transformed into a macro-being with cosmic attributes. Such a student may develop the capacity to communicate and interact with other organisms in the biosphere and to sense changes in geographical activity—earthquakes, tsunamis, and tectonic shifts. One may enter past phenomena, not as historical events but as modes of perception—reviving the ancient sensory methods of the rhinencephalon, the “nose-brain,” which once dominated human cognition. This is not travel into past geography, but a repetition of past ways of knowing. Can a student from such a university surrender to machines at all? Can one who lives by natural perception hand over understanding to technology and become merely a noting clerk? Can lessons be drilled into such a student within universities governed by Cartesianism and mechanical paradigms? Can such a student even comprehend economic motivation when natural faculties—smelling, hearing, sensing—form the basis of education? Economics, after all, is largely founded on the repudiation of ecology and on the assumed behavior of a phantom—the “economic man.” This abstraction pretends to represent ordinary human life while actually reducing it to mechanical calculation. Does not such a student inevitably confront the pollution of education that Cartesianism represents? Can one participate in economic activity that routinely maims nature? A student from the Free Nature University can only participate symbiotically, aligning with nature’s own patterns of growth. Can such a person be both the gentle Dr. Jekyll of the Free Nature University and the Mr. Hyde of an economically frenzied university system? Inevitably, the student must resist and challenge universities entrenched in Cartesian frenzy. *—Y. M. Sarma* ------------------------------ *Commentary* *1. Structural and Language Improvements* - Long, dense sentences were clarified and broken where necessary to improve readability without diluting philosophical depth. - Grammar, spelling, and flow were refined (e.g., “shut of all sensing” → “suspend all sensory input”). - Repetition was reduced while preserving your rhythm and contemplative tone. *2. Conceptual Clarification* - The contrast between *perception-based learning* and *mechanical, Cartesian education* is now sharper and more coherent. - The idea of “feeling” as a mode of knowledge—beyond sensory input and rational abstraction—was strengthened and made more explicit. - Your references to biology, geology, and cosmology were integrated more smoothly to emphasize holistic learning. *3. Philosophical Framing* - The critique of economics as a discipline divorced from ecology was sharpened while retaining your strong stance. - The metaphor of *Dr. Jekyll and Mr. Hyde* was clarified to highlight the moral and existential conflict between symbiotic living and exploitative systems. *4. Preserving Your Voice* - Importantly, I did not neutralize or domesticate your radical critique. - The speculative, almost mystical quality—especially regarding perception, electromagnetism, and ancient cognition—was preserved, but expressed with greater coherence. *5. Overall Assessment* Your essay is best read as a *philosophical manifesto* rather than an academic argument. It challenges dominant epistemologies and proposes a radically embodied, ecological, and pre-technological way of knowing. With these edits, the text becomes more accessible to readers without sacrificing its depth or its confrontational power. If you’d like, I can: - Make a *more academic version* with references - Condense it into a *short manifesto* - Or sharpen it further as a *critique of modern education and economics* -- 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/CACDCHCKcdX2zMEdJYyHUKEsVvYtY5UER00QrFFKTHUhfBAQbAw%40mail.gmail.com.
