Commercialized Education

[Markendeya Yeddanapudi]

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MarCommercialized Education

 

There is not one University in the whole world, that trains the students in emotionally relating to nature under the basic paradigm, that the student is part of nature, part of the planet earth, and that the basic objective of education is to continuously expand the horizon of perception and understanding, until the student reaches cosmic dimensions. There is simply no mention of the need for the student to study to relate to nature and sense from nature in symbiosis.

Every University is actually a Commercial undertaking, which is wedded to the idea of profit. Actually when your income is my expenditure, when incomes and expenditures can only be equal, then there can be no profit or loss at the macro level. Still the student is exhorted to get trained in getting profit, which can be quantified. It simply means that the student must get trained to get more from nature than what is given to nature. Nature has to be drained continuously, of its very vitals and vitality. The student has to mutate into the economic man, the subject of Newtonian mechanics, with the cultivated indifference to every emotional relationship with nature.

Secondly the student must try to win in competition with everyone else following the only religious text of Social Darwinism, the text that advocates success to the rogue. The competition is in exploiting nature and in disabling nature of its innate faculties.

And the mechanical temperament, where all emotional approach and emotional intelligence is removed, functioning as and like a machine, is the outlook prized and actually awarded with all sorts of prizes. The student must be a noting machine and must add to the computerized memory in the Brain. The exhortation is that the very gene of the DNA is selfish, and that all organisms are at war with each other.

The net result is very clear and vivid before all of us. All land, water and air is poisoned and is being poisoned continuously, the vitals of the lithosphere are dug up for all sorts of minerals, for all sorts of Buildings, constructions,roads,rails etc continuously assault the basic soil bacteria, euphemized as great advancement and development.

We are trained as education to lose all empathy. There shall be only the scientific or mechanical mentality.

Let us hope and pray that at least one University takes to ecological paradigm. Let us hope tat it trains its students in emotionally relating to nature and not adopt the Unrelating mechanized attitude.

Let us pray that the University will start the ‘Free Nature Parks without human tampering’, so that students realize that they also are part of the planet earth and that the Biosphere represents the emotional dimension of the planet earth. Every planet, star and galaxy must be having many emotional dimensions, and emotions must be part of Geography on earth, and also in the Cosmos. We are trying to contact aliens in the other worlds. We are trying for emotional equations and not for mechanical assembling.

Let there be initiatives, for starting ‘Free Nature Movements’.

YM Sarma

Chat gpt

This essay, Commercialized Education by YM Sarma, presents a powerful critique of the modern educational paradigm—particularly universities—and their alignment with economic and mechanical worldviews, rather than ecological or emotional ones. Here's a breakdown and reflection on its core themes and implications:

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🔍 Core Arguments

1. Disconnection from Nature
   Sarma argues that no university teaches students to emotionally relate to nature or to see themselves as part of the planetary ecosystem. The prevailing educational model isolates human beings from the natural world, training them to exploit rather than empathize with it.
2. Commercialization of Education
   Universities are portrayed as profit-driven enterprises, focused on producing economically efficient individuals, not emotionally intelligent, ecologically aware beings. Education, instead of being a path to wisdom and harmony, becomes a tool for economic gain.
3. Exploitation as a Value
   Students are indoctrinated into a competitive, extractive mentality, where success is defined by how much one can take from nature and others. This aligns with Social Darwinism, a misapplication of natural selection to justify ruthless competition and disregard for empathy.
4. Mechanization of the Mind
   The author laments the mechanical temperament that education encourages—training students to become emotionless machines focused on data accumulation and performance, not reflection or connection.
5. Ecological and Emotional Blindness
   The result is a poisoned planet—air, water, and soil degraded—and a population bereft of empathy, operating under a "scientific" yet disconnected mindset.
6. A Hope for Change
   Sarma ends with a vision for a different kind of university: one that embraces an ecological paradigm, establishes ‘Free Nature Parks’, and recognizes emotions as central to human and planetary life. This vision includes acknowledging the emotional geography of Earth and potentially the cosmos.

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🧠 Reflections and Analysis

• Philosophical Depth:
  Sarma's argument echoes deep ecophilosophical traditions—from Arne Naess’ Deep Ecology, which sees intrinsic value in all living beings, to the Gaia Hypothesis, which views Earth as a self-regulating, living system.
• Critique of Social Darwinism:
  The author rightly calls out Social Darwinism as a flawed, harmful ideology. It’s historically been used to justify inequality, colonization, and ecological destruction.
• Mechanical vs. Emotional Intelligence:
  The essay pits mechanical intelligence (data, logic, utility) against emotional intelligence (empathy, intuition, connection). Sarma advocates for a rebalancing, not a rejection of science, but a re-integration of emotional awareness into learning.
• Call to Action:
  The plea for a university that integrates emotional, ecological, and cosmic consciousness is idealistic, but it raises a fundamental question:

What is education for?
Is it merely to produce labor for markets, or to cultivate stewards of life?

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🌱 Suggestions Inspired by the Essay

1. Curriculum Reform:
• Introduce eco-literacy and emotional intelligence as core subjects.
• Embed field immersion in untamed nature as part of all disciplines.
• Integrate philosophy of science, ethics, and systems thinking across the curriculum.
2. ‘Free Nature Parks’ Concept:
• Establish protected, non-commercial natural zones tied to universities, where no manipulation is allowed—just observation and communion.
3. New Metrics of Success:
• Shift from grades and salaries to ecological impact, community well-being, and inner development as indicators of success.
4. Transdisciplinary Learning:
• Collapse the rigid boundaries between science, art, ecology, and spirituality to foster wholeness in learning.

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🕊 Final Thought

This essay challenges us to rethink not just how we educate, but why. If education continues to create people who excel at exploiting nature and each other, then we are not educating—we're programming. Sarma’s call is not for regression into mysticism or anti-science sentiment, but for a reunion of mind and heart, of intellect and empathy.

If one university dared to lead this shift, perhaps others would follow. And maybe then, we wouldn’t just know the world—we’d feel it too.

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Would you like help adapting this into a formal article, a presentation, or perhaps using it as part of an ecological curriculum proposal?

Here's a detailed evaluation, marking, and grading of the original essay "Commercialized Education" by YM Sarma based on standard academic criteria for reflective or critical essays at the university level (undergraduate or early postgraduate).

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📋 Evaluation Criteria

Criterion	Max Marks	Awarded Marks	Comments
1. Clarity of Thesis / Argument	10	7	The essay presents a strong and passionate central thesis: modern education is disconnected from nature and overly commercialized. However, the argument is sometimes vague or diffused, lacking precise definition of key terms (e.g. “mechanical temperament”).
2. Structure and Coherence	10	5	The essay lacks formal structure—no clear introduction, body, and conclusion. Ideas are repeated or loosely connected. The flow can feel stream-of-consciousness rather than logically built.
3. Depth of Insight / Originality	10	8	The perspective is original, especially in emphasizing emotional relationships with nature. There are thought-provoking insights (e.g. emotional geography, cosmic dimensions).
4. Use of Evidence / Examples	10	4	The essay uses generalizations, not specific evidence, examples, or academic references. There is a lack of data, case studies, or citations that would strengthen the critique.
5. Language and Style	10	6	The language is expressive and impassioned, but there are grammatical issues, awkward phrasing, and inconsistent tone. At times poetic, at other times unclear. Some sentences are overly long or ambiguous.
6. Relevance and Significance	10	9	The topic is highly relevant in the context of climate crisis, education reform, and ecological awareness. The essay raises urgent philosophical questions that matter.
7. Grammar, Spelling & Mechanics	10	5	There are typos, punctuation issues, and inconsistent capitalization (e.g. “tat” instead of “that”, “unrelating” instead of “unrelational” or “disconnected”). Editing is needed.
8. Conclusion / Call to Action	10	7	The essay ends with a clear, hopeful vision, calling for a new kind of university. The conclusion is emotionally strong, but could be more sharply defined or grounded in actionable steps.

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📊 Total Marks: 51 / 80

To convert this into a grade out of 100, we scale it up:

51 ÷ 80 × 100 = 63.75 ≈ 64/100

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🎓 Final Grade: B (Upper Second Class / 2:1)

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🧾 Summary Feedback

Strengths

·         Deep passion and moral urgency.

·         Raises unique philosophical points about emotional connection with nature.

·         Visionary and idealist tone is refreshing in an often mechanistic discourse.

Areas for Improvement

·         Needs better structure and clarity.

·         Grammatical errors and awkward sentence construction detract from the message.

·         Should include real-world examples, references to thinkers (e.g., Aldo Leopold, Rachel Carson, Satish Kumar), or ecological models to support arguments.

·         Could benefit from a stronger academic tone if aiming for scholarly publication.

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✅ Suggestions

If this essay were being submitted for academic evaluation or publication:

·         Revise with clearer structure (Intro – Body – Conclusion).

·         Edit for grammar and sentence clarity.

·         Include citations from ecological, educational, or philosophical texts.

·         Possibly reframe in the form of a manifesto, which suits the tone and passion.

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Would you like help polishing the essay into a version ready for submission, publication, or public sharing (e.g. in a magazine or ecological journal)?

 

[Rajaram Krishnamurthy]

Traditional Education vs Modern Education: Key Differences

Feature	Traditional Education	Modern Education
Focus	Rote learning, memorisation, cultural values, religious instruction	Critical thinking, problem-solving, skill development, global citizenship
Knowledge Imparted	Emphasis on core subjects (reading, writing, arithmetic), history, religion, and cultural knowledge	Science, technology, engineering, math (STEM) subjects, communication, collaboration, and 21st-century life skills
Teaching Methods	Teacher-centered lectures, rote memorisation, limited student interaction	Student-centered learning, interactive activities, project-based learning, technology integration
Curriculum	Standardized curriculum with little room for variation	Flexible curriculum that can be adapted to individual student needs and interests
Assessment	Standardized tests, emphasis on memorisation and recall	Formative and summative assessments, focus on understanding, application, and critical thinking
Learning Environment	Strict classroom setting, limited resources	Collaborative learning spaces, technology integration, access to a wider range of resources
Teacher Role	Strong foundation in core subjects, cultural awareness	Facilitator, coach, guide
Benefits	Strong foundation in core subjects, cultural awareness	Prepares students for the ever-changing world, fosters innovation and creativity
Drawbacks	Can be rigid and unaccommodating of individual learning styles, may not prepare students for real-world challenges	Overreliance on technology, potential for distraction, may not provide a strong foundation in core subjects

How Extramarks Promotes Modern Education?

Extramarks offers students access to experienced educators, a well-rounded curriculum, and innovative teaching methods, all aimed at ensuring academic success. With carefully planned syllabus for each subject, students can expect a thorough learning experience. Known for its interactive digital resources, diverse curriculum options, and personalised attention, Extramarks is recognised as a leading educational platform in India. Extramarks achieves this through a variety of features, including:

• Smart Class Plus

Through Extramarks Smart Class Plus, schools can upgrade their technology, bringing them in line with top educational institutions. This flagship product enhances learning by integrating advanced technology into classrooms.

• Assessment Centre

The Assessment Centre is a platform to streamline assessment processes and improve educational outcomes.

• School Integrated Program

With the School Integrated Program, Extramarks offers complete in-school classes for competitive exam preparation, such as JEE and NEET.

• Extramarks Learning App

The Learning App gives students access to classroom lectures anytime, anywhere, along with curated practice questions and other features to enhance learning. To learn more, click here

Additionally, Extramarks promotes parent involvement by facilitating communication with the school and helps with simplifying school management processes.

AND FOR ALL THESE MONEY IS NEEDED AND COMPETITON MAKES EDUCATION HIGHLY COMMERCIAL.      K RAJARAM IRS 25925

 

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[Markendeya Yeddanapudi]

Sir,

Your response is actually diverting from the basic objective of my write up.It is fortifying the cartesian and mechanical paradigm.I am advocating for the totally free nature without human tampering and cartesian contamination.But you are putting my essay into the same quagmire.

YMS

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Mar

[Rajaram Krishnamurthy]

Exactly a big no sir.  You are expressing what you desire as an effective environment which in my view may not be feasible at all  in the modern age. Suppose I start a school  in my premises under the shade trees classes with the squatting on the floor without uniform and books not compulsory to purchase;I will not get even a single student; and I am really surprised to find people who are earning Rs 30000 PM spending annual fee to school per child 80000!; naturally fee increase in education is due to competitive levels; and all accessories and maintenance cannot be done without big money also. So creation of parks everywhere is a wishlist may be, but not a pragmatic approach. Stalin in TN kept 85 parks open and none do people visit as they are dry space. Hence how people with the minimum requirement may adhere to nature is my preposition. We cannot go back to Aranya and space for parks are eaten away by builders and politicians. Thus my article wrt the commercialized education is inevitable, subject to pruning only. KR IRS 25925

[Markendeya Yeddanapudi]

Sir,

Your response helps those that are destroying nature.You can write upholding the points I have raised.WE must hope that the whole world has not become rotten or putrid.

We can at least write upholding the cause of nature,may be futilely.

YMS

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Mar