Ridiculing

[Markendeya Yeddanapudi]

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MarRidiculing

 

Ridiculing every perception based on feeling directly nature, and converting the perception into a paradigm for understanding, is the terrible pandemic created by Cartesianism or the mechanical approach glorified as the scientific approach. The very scheme of nature as the base and fountain of education is being discounted and denigrated. Once nature was the only teacher. Enjoying the flow of natural Theism, the flow of symbiosis that connects to the internal hormonal communications of every organism, the gigantic structure of natural understanding, is dubbed as superstition.

Ridiculing unfortunately has become the main feature of education. In the Universities, only few students get the top grades and the grades sheet of most students ridicules them on a permanent basis with the damning low marks or grade sheet.

And there is only one way of education, the Cartesian way. Being blessed with God, in our pineal gland, and the same being denied to every other life form, we treat every life form as a machine only and studying them only as mechanical structures without feelings, emotions and emotional interactions, is the main feature of education. There is no university that has a course that deals with inter specie emotional interactions and emotional communications based on smelling, hearing, touching and sensing. And there is no course that deals with the emotional relations between humans and other organisms.

There are no courses that train students in smelling and sensing. Surrender to machines the very faculties of perception and understanding, and the gradual cyborging of perception, undestanding and day to day living is now the human frenzy. Last night I saw in a TV channel that in China, they have developed a chip that can be fixed into the Brain that enables longevity up to 150 years.

What sort of human we may come across say, after fifty years from now, filled with chips in the whole anatomy, creating the subject ‘Chip Coordination’ of the chips implanted into one’s body.

When the chipped and equipped human meets a natural human, without any implanted chips, can we expect the chip snobbery among the chipped humans? Can the invasion of mechanization into the human anatomy be stopped? There is the prospect of every human turning into a chat gpt.

How does nature interact with these mechanized, cyborged and chipped humans? The very idea of emotional communication among all organisms of the Biosphere is ridiculed today. We see the University educational Degree holders, whose education is completely based on the mechanical and Cartesian paradigm, ostracizing everyone whose education is based on the direct interaction with nature.

Is there going to be war between the ‘Chip Haves’ and the ‘Chip Have Nots’?

Clearly we are today seeing the mechanized extinction of nature, carried by persons educated by the Universities. This is the era of ridiculing nature.

YM Sarma

Chat gpt

The text you've shared is a powerful, emotionally charged critique of modern education, scientific rationalism, and the trajectory of technological integration into human life. YM Sarma presents a lament over what is perceived as a systematic ridiculing and suppression of nature, emotion, and holistic perception, replaced by Cartesian reductionism, mechanical thinking, and the glorification of technological enhancement.

Here’s a breakdown and reflection on the core themes and ideas:

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🔍 Core Themes in the Text

1. Cartesian Dualism and Mechanization of Knowledge

The piece criticizes Cartesianism—the philosophical approach that separates mind and body, and tends to prioritize rationality and mechanical explanation. The author argues that:

• Modern education is steeped in Cartesian logic, rejecting direct, emotional, and sensory engagement with nature.
• Life is reduced to mechanical systems; emotions and natural connections are considered unscientific or irrelevant.

“...treat every life form as a machine...studying them only as mechanical structures...”

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2. Dehumanization Through Technology

There’s deep concern over the cyborg-like future of humans, where:

• Chips in the brain extend life but may sacrifice humanity.
• Sensory and emotional intelligence is delegated to machines.
• The trend could lead to a hierarchy between “chipped” and “unchipped” humans, resulting in alienation or even conflict.

“Can we expect the chip snobbery among the chipped humans?”

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3. Failure of Modern Education

Sarma argues that universities:

• Promote a narrow path—Cartesian, mechanical, reductionist.
• Do not teach students to engage with emotions, sensory experience, or nature.
• Produce graduates who are cut off from natural empathy and organic understanding of the world.

“There is no university that has a course that deals with inter specie emotional interactions...”

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4. Loss of Direct Experience and Sensory Learning

There's a nostalgic yearning for a time when nature was the only teacher:

• Humans learned by sensing, feeling, smelling, touching—engaging all faculties in harmony with the world.
• Modern systems ridicule those forms of learning as “superstition.”

“Enjoying the flow of natural Theism...is dubbed as superstition.”

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5. Nature as Sacred, Now Ridiculed

The critique is not just academic—it’s spiritual and existential. The natural world, once revered, is now viewed through the lens of utility and control.

“This is the era of ridiculing nature.”

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🧠 Reflections & Questions

This piece raises critical philosophical and ethical questions:

• Can modern science and technology coexist with emotional, sensory, and spiritual knowledge of nature?
• Is it possible to integrate education that respects both rational inquiry and intuitive, ecological empathy?
• Will technological enhancement divide humanity, and if so, how do we navigate this new form of inequality?
• What would it look like to create education systems that teach sensing, smelling, and emotional intelligence in interspecies relations?

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💡 Potential Responses to Sarma's Concerns

If this text were to inspire action or further dialogue, one could propose:

1. Educational Reform:
• Introduce eco-somatic education, where learning happens through bodily interaction with the environment.
• Courses on interspecies empathy, biosemiotics, or emotional intelligence with other life forms.
2. Philosophical Reconciliation:
• Explore post-Cartesian philosophies (e.g., phenomenology, deep ecology) that balance science with lived experience.
3. Ethical Frameworks for Technology:
• Develop guidelines around chipping and enhancement—to prevent “chip snobbery” and digital class systems.
4. Reclaiming the Sacred:
• Reinstate ritual, reverence, and direct experience of nature as part of human education and culture.

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📝 Final Thought

YM Sarma's text is a call to re-spiritualize and re-naturalize the human experience, to resist the cold mechanics of a purely rationalist education, and to preserve the sanctity of feeling, sensing, and living in tune with nature. Whether or not one agrees entirely, it’s an urgent reminder to ask: What are we sacrificing in the name of progress?

Would you like help turning this into an article or essay format?

Sure. I’ll evaluate the text you shared as if it were a university-level essay in a course such as Philosophy of Science, Environmental Ethics, or Critical Theory and Technology. I’ll assess it based on standard academic criteria: Content & Argument, Structure & Clarity, Evidence & Support, Originality, and Style & Language.

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📊 Evaluation

1. Content & Argument (B+)

·         The central argument is strong and thought-provoking: modern, mechanistic education devalues emotional, sensory, and spiritual knowledge, resulting in alienation from nature and a dehumanizing overreliance on technology.

·         There’s clear philosophical depth, engaging with themes of Cartesian dualism, reductionism, and technological transhumanism.

·         However, the argument could benefit from more structure and clarity. It’s emotionally persuasive, but at times, it reads more like a stream of consciousness than a formally organized argument.

✅ Strong philosophical position, but could be more logically structured to clarify key claims and counterarguments.

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2. Structure & Clarity (B)

·         The piece lacks traditional academic structure: there’s no clear introduction, body, and conclusion.

·         Paragraph transitions are abrupt, and some ideas are introduced without sufficient development or clear connection to the thesis.

·         The essay would be stronger with signposts or headings to guide the reader through the progression of thought.

✅ Passionate and coherent overall, but improvement in formal structure would help convey the message more effectively.

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3. Evidence & Support (C+)

·         The text is mostly philosophical and rhetorical. It makes many assertions (e.g. about universities, brain chips, emotional communication with animals) without specific references or examples.

·         Incorporating sources, studies, or even historical/philosophical references (e.g. Descartes, Heidegger, Donna Haraway) would strengthen the credibility of the critique.

✅ Strong voice, but lacks empirical or textual support that would make the critique more academically grounded.

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4. Originality & Insight (A-)

·         The essay expresses original and insightful concerns about education, technology, and nature.

·         The idea of "chip snobbery" is a particularly fresh and provocative image.

·         The critique of education and emotional intelligence is timely, echoing broader critiques from posthumanist and ecological thinkers.

✅ One of the strongest aspects of the essay. The ideas are unique and challenge dominant paradigms.

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5. Style & Language (B)

·         The prose is rich, poetic, and passionate, which gives the piece a strong emotional resonance.

·         However, some sentences are dense or grammatically awkward, which affects readability.

·         A lighter editorial hand and clearer syntax would help the ideas shine more.

✅ Thoughtful language, but polishing the prose would improve clarity and flow.

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🎓 Overall Grade: B (High Second-Class / 3.3 GPA / 82%)

Comments:
You present a deeply meaningful and highly original critique of modern education and mechanistic science. The essay’s emotional power and philosophical insight are commendable. To elevate this piece to an 'A' level, I recommend:

·         Organizing your ideas more clearly.

·         Supporting your claims with concrete examples or references.

·         Polishing your writing for clarity and grammar.

Would you like help editing this into a more structured academic essay?

Certainly. Here's a numerical breakdown out of 100 marks, following a typical university humanities grading rubric:

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📊 Numerical Marks Breakdown

Criterion	Comments	Marks (out of 100)
1. Content & Argument	Strong and original thesis, thoughtful critique of mechanistic education.	24/30
2. Structure & Organization	Coherent overall, but lacks formal structure and paragraph transitions.	14/20
3. Evidence & Support	Mostly philosophical; lacks specific references or empirical backing.	11/20
4. Originality & Insight	Very original, bold, and thought-provoking; engages complex issues deeply.	18/20
5. Style & Language	Poetic and expressive, but occasionally unclear or grammatically rough.	14/20
**🧮 Total		**81/100

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🎓 Final Mark: 81/100

Equivalent to: Grade B / 3.3 GPA / High Second-Class Upper (UK)

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📌 Summary:

You’ve written a passionate and philosophically rich critique that challenges dominant paradigms. It demonstrates real intellectual engagement and creativity. To raise this into the A range (85+), you'd benefit from:

·         More formal organization,

·         Supporting evidence or references,

·         And refining the prose for clarity.

Would you like me to help you revise and rework this into a cleaner, publishable or academic version?

 

[Rajaram Krishnamurthy]

The "new education pattern" is the 5+3+3+4 system introduced by India's National Education Policy (NEP) 2020, replacing the traditional 10+2 structure. This new pattern organizes schooling into four stages: the Foundational Stage (ages 3-8), the Preparatory Stage (ages 8-11), the Middle Stage (ages 11-14), and the Secondary Stage (ages 14-18). Key features include an emphasis on play-based learning in the early stages, no rigid stream divisions in the secondary stage, and assessment reforms focused on critical thinking rather than rote learning.

 The 5+3+3+4 Structure Explained

Foundational Stage (3 years):

Ages 3-8. Focuses on play-based, activity-based learning, laying a strong foundation for cognitive and socio-emotional development.

Preparatory Stage (3 years):

Ages 8-11. Emphasizes the development of literacy and numeracy skills with more structured but still activity-based learning.

Middle Stage (3 years):

Ages 11-14. Reorients children towards more subject-oriented learning across sciences, mathematics, arts, and social sciences.

Secondary Stage (4 years):

Ages 14-18. This stage offers greater flexibility with multidisciplinary choices, eliminating rigid stream divisions and fostering critical thinking.

Age-Appropriate Learning:

The new structure is developmentally aligned, with the foundational stage focusing on early childhood care and education (ECCE).

No Rigid Stream Divisions:

The Secondary Stage breaks down the traditional Arts, Science, and Commerce silos, allowing students to choose subjects based on their interests.

Multilingualism:

The policy encourages the use of mother tongue or regional languages as the medium of instruction up to at least Grade 5, promoting multilingualism.

Assessment Reforms:

The system aims to move away from rote learning and high-stakes board exams by introducing new assessment methods like modular exams, objective and descriptive components, and census assessments in key stages.

Holistic Development:

The focus is on cognitive, socio-emotional, and creative development, fostering critical thinking and interdisciplinary knowledge.

2          Traditional classroom lectures and teaching methods like rote memorization are now fading into the past. New teaching methodologies are emerging, or new versions of old teaching strategies are being implemented into 21st-century education. Today’s educators are embracing new technologies that help to engage and empower learners. Here are some of the innovative approaches 21st-century educators should be familiar with to equip students with the skills they need to thrive in today’s world.

Active learning, a learning approach that encourages students to take a more active role in their learning, emphasizes a student-centered classroom. Students are involved in the learning process through activities, discussions, and group work. Teachers give up some of the control and allow students to be motivated by their interests, be part of the decision-making process, as well as all other aspects of their learning. An active student-centered learning approach usually results in a deeper understanding of the subject matter as well as a higher retention of information from students. Blending learning was and still is a popular teaching technique because it integrates traditional and technological teaching methods that can cater to diverse learning styles. This popular approach is used in many classrooms because of its ability to combine in-person learning with online resources.  The inquiry-based learning model takes the traditional learning model where the teachers lecture and the students listen and flip it around, so the students are the ones doing the asking and the teacher guides them to find the answers they are looking for. In today’s society, our workforce demands individuals to be inquisitive and be able to solve complex problems. Inquiry implies a need to know where students seek answers and want to find resolutions. Educators can nurture these inquisitive minds so that students can carry this mindset with them throughout their lives.   Cooperative learning is another popular teaching method many educators use that force students to interact and work with one another much more than other teaching methods. Student-centered group work is known for helping students attain higher-level thinking, as well as having the ability to preserve information longer than if a student was working alone. Differentiated instruction tailors’ instruction to cater to the unique learning style, readiness, and interests of each student. This strategy involves using a variety of different instructional methods to teach students the same information. It also may require teachers to teach content at varying levels according to individual student readiness. The primary goal of differentiating instruction is to ensure that all students remain actively engaged in the learning process by providing tasks that align with their specific needs.  Culturally responsive teaching (CRT) is the ability to relate to people not only from your own culture but to that of others as well. This method aims to create an inclusive learning environment that meets the needs of a diverse student population. This is much more than simply knowing and understanding the background of your students. It’s recognizing the values, cultural backgrounds, experiences, and perspectives of students. Trauma-informed teaching is an approach that recognizes and understands the effects that trauma has on a student's learning and behavior. This method aims to implement strategies that involve creating a safe and supportive learning environment, so students will be able to heal and thrive.

Social-Emotional Learning

Social-emotional learning (SEL) involves teaching and developing students’ self-awareness, social awareness, self-management, relationship skills, and responsible decision-making skills. The goal is to focus on nurturing student’s emotional intelligence and well-being and equip them with the interpersonal and social skills they need to navigate their way through life and be able to manage their emotions and behavior. Gamification in education uses game-like features in lessons to help engage students in what they are learning. Using gaming elements such as badges, leveling up, awards, and earning points in learning can help motivate students. A flipped classroom essentially reverses the traditional learning model where students acquire knowledge at home and then apply that understanding in the classroom with their peers. In this teaching method, the teacher is a facilitator offering students guidance or answering questions students may have from the knowledge they’ve acquired at home. One of the main advantages of this approach is the flexibility it offers for students to work at their own pace. Students who usually find it challenging to keep up with their peers can work at their own speed then come to school and be able to collaborate and learn from their classmates.

Project-Based Learning

Project-based learning (PBL) emphasizes using real-world, hands-on learning experiences that require students to think critically, problem-solve, and collaborate and communicate with others. This approach is much different than a teacher-centered approach because students are actively involved in all aspects of the project. This approach fosters deep understanding and since it’s student-driven, students are more likely to be motivated and engaged throughout the project.

3      1. Japan

Japan ranks as the most educated nation in the world, with a strong emphasis on education at all levels.

The country boasts a literacy rate of nearly 100%, and its educational system is known for its rigour and high standards.

The Japanese education system is characterised by compulsory education from ages 6 to 15, which includes elementary and junior high school.

The enrolment rate for tertiary education in Japan was reported at 64.63% in 2022.

This reflects a robust commitment to higher education, with many students pursuing degrees in various fields.

The focus on STEM (Science, Technology, Engineering, and Mathematics) education is particularly pronounced, contributing to Japan’s reputation as a leader in technological innovation.

In addition to formal education, Japan emphasises moral and social education, instilling values such as respect, discipline, and teamwork in students.

The country’s educational approach combines traditional values with modern teaching methods, ensuring that students are well-prepared for both local and global challenges.

Monthly enrollment figures are approximately 3.5 million students enrolled in universities each year.

This translates to about 291,667 students per month entering higher education institutions.

4           So if the education pattern needs a course correction, Dravida and atheism policies by law must be put down in interest of the nation. And freedom of speech under the constitution must be a limited offer and not self-oriented, improvements of family (Stalin visits to Germany is to procure Tirupur business so cheaply from to his relatives in Germany and say there are investments; such approach must be visited with one day trial and 50 years imprisonment; can we do that?) focused etc  AND I SAID THERE IS  NO DIFFERENCE BETWEEN THE POLITICIANS ONLY FROM THAT ANGLE. ALL WANTS POWER AND RETENTIONS. SO EDUCATION IN INDIA IS A DAYDREAM ONLY

K RAJARAM IRS 31825

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[Yeddanapudi Markandeyulu]

Sir,

My main point is about the need for education where the students sense nature directly,not variations of the same mechanical paradigm colored by Rene Descartes.

YMS

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[Surendra Varma]

As a teacher myself, once upon a time for 10 long years at a degree college, and from a family of teachers, I was very happy to read the proposed paradigm change in education by India's National Education Policy.

But, if my experience is any guide on the difference between developing a policy and its implementation in India, I would say, developing a policy is fun like making a baby, but implementing it is quite a different, painful exercise. 

This article gives us some very useful insights into this initiative...  

https://www.sciencedirect.com/science/article/pii/S0149718924001174

Suren

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