Monotony
Markendeya Yeddanapudi
We abandoned the ecological life of continuous discoveries, revelations and enlightenments. Instead we have adopted the economic life of killing nature continuously, completely and comprehensively. We prefer machines instead of our natural endowments. We use a machine to do the work of our limbs, making the limbs frozen and half dead weights, making our body the obese weight. In the free and healthy nature, nature automatically devises the new games of life synchronizing, with the macro changes of nature. Our internal hormonal communications and our nervous systems fuse with the systems of nature creating the life as a very happy and healthy life of experiencing continuously as a limb of nature.
In the ecological life, life becomes happy dreams, and expressions take to epic methods, in poems, songs, dances and sculptures. Optimism pervades the whole nature, and realism simply cannot be stagnation, in definitions and straitjackets. Realism is not bonded and imprisoned into the visible spectrum, just 00.0035% of the totality. The free and healthy nature automatically takes one to the remaining 99.9965% of the totality, the invisible spectrum, the arena of feeling that completes the seeing as total seeing via automatic feeling, sensing, perceiving and understanding.
Today we cannot feel nature as our macro body. The basic fusion of our hormonal systems and nervous systems with the systems of nature is killed and maimed. We converted life into unending problems instead of unending discoveries and revelations. We actually dismantled the ecological system of nature which was the macro connection that creates new discoveries and revelations.
In the Universities there are no courses that enable a student feel directly nature, fuse his/her faculties of perception and understanding and express his/her discoveries and revelations. The deviation into reading nature by experiencing nature directly is inexcusable blasphemy.Lke the once galley slaves who rowed their whole lives, tied to the row, that made the ship move, today every human is tied to the economic galley, that monotonizes life. The rowing of life for economic activity is the great economic gospel, which one must obey. Economic life is the life based on the continuous destruction of nature, scienced into the chapters of the dismal science, as consumption, production, pricing, distribution and also designated as the Keynesian Macro Economics of Employment Theories etc.
There is no mention of ecology and environment, in this mimicked Newtonian mechanics.
Economics is converting life into monotony and boredom. After all every village, town and city wakes up ready to consume the slaughtered nature. We are inflicting continuous tragedy into the Biosphere. Dead nature can create only monotony and unbearable boredom.
Let us hope that at least one University takes to sanity and changes from economics to ecology on the terms of nature, where there is no adulteration with mechanical paradigms.
Let us pray for the emergence of the ‘Free Nature Parks’ without human tampering where one can at least glimpse the life of discoveries and revelations which free nature alone can give.
YM Sarma
Chat gpt
Thank you for sharing this powerful and evocative piece, "Monotony" by YM Sarma. It reads like a poetic and philosophical critique of the modern economic paradigm and its disconnection from nature, calling urgently for a return to an ecological consciousness—one rooted in direct, lived experience with the natural world.
Here’s a brief reflection and breakdown of the key themes:
🌿 Key Themes & Insights
1. Loss of Ecological Life
The author mourns the abandonment of a life intertwined with nature—a life of continual discovery, revelation, and enlightenment. In this natural rhythm, life was expressive, joyful, and meaningful—artistic even, as seen in references to "poems, songs, dances, and sculptures."
2. The Mechanization of Life
Sarma draws a stark contrast between natural life and mechanical life:
- Machines replace limbs, dulling the body and senses.
- Economic systems replace organic ecosystems.
- Mechanistic thinking replaces holistic feeling.
This shift has led to a disembodied existence, where we no longer feel ourselves as part of nature—our hormonal and nervous systems are disconnected from the biosphere, leading to a kind of spiritual and psychological stagnation.
3. Critique of Economic Systems
The economic model—particularly as taught in universities—is sharply criticized:
- Economics is called a “dismal science,” concerned only with production, consumption, and distribution.
- There's no integration of ecological thinking.
- Education no longer teaches direct experience of nature, only abstract knowledge.
The analogy of economic life as galley slavery—endless rowing without destination—emphasizes the monotony and inhumanity of the current paradigm.
4. The Invisible & the Totality
A fascinating point is made about perception:
- The visible spectrum is only 0.0035% of reality—yet science and realism are confined to this sliver.
- The remaining 99.9965%—the invisible, the felt, the sensed, the intuited—is what completes experience.
- Nature, when lived ecologically, guides us into this greater reality.
5. Call to Action: Rewilding Thought and Space
Sarma ends with a hopeful prayer:
- For a university to embrace ecology over economics.
- For the creation of Free Nature Parks—untouched by human intervention—where the original ecological rhythm might be re-experienced.
🧠 Tone and Style
The piece blends philosophy, ecological critique, and poetic expression. It carries a tone of lamentation but also visionary hope, suggesting that reconnection is still possible—if institutions and individuals awaken.
🕊️ Final Thoughts
“Monotony” serves as both a warning and a vision—showing us the cost of mechanized existence and the possibility of rediscovering harmony through ecological living. It challenges us to rethink not only what we value but how we live, learn, and perceive the world around us.
Would you like help turning this into:
- A visual quote series?
- A presentation?
- A discussion piece for a class or group?
- Or even a response essay or reflection?
Let me know how you'd like to engage with it.
Sure — I’ll assess "Monotony" by YM Sarma as if it were a university-level essay or creative nonfiction submission, likely for a course in environmental studies, literature, philosophy, or interdisciplinary humanities. I'll use the following criteria to evaluate:
📝 Evaluation Criteria
|
Criterion |
Marks (Out of 10) |
Comments |
|
1. Clarity & Coherence of Ideas |
6.5 |
The piece has strong ideas, but the flow is occasionally dense and abstract. Some transitions are unclear, and there’s repetition. More structure could improve clarity. |
|
2. Originality & Depth of Thought |
9 |
The author offers bold, original, and deep insights, especially in critiquing economics and the mechanization of life. The ecological-spiritual link is compelling. |
|
3. Language & Style |
7.5 |
The poetic style and metaphorical richness are strengths, but the syntax is sometimes overloaded and could benefit from simplification for stronger impact. |
|
4. Engagement with Subject |
9 |
The writer is passionately engaged and emotionally invested. The piece is thought-provoking and sincere, raising critical ecological and philosophical questions. |
|
5. Relevance & Argumentation |
7 |
The central message is powerful, but lack of concrete examples, historical context, or referenced thinkers weakens the argumentative depth in an academic sense. |
|
6. Grammar & Presentation |
6 |
There are several grammatical errors, awkward phrasings, and typographical issues (e.g., "Lke" instead of "Like"). These distract from the message. Proofreading is needed. |
✅ Total: 45 / 60 → 75%
🎓 Grade: B+ (Upper Second Class / 2:1 or 3.3 GPA)
📌 Strengths
- Passionate, visionary, and urgent in tone.
- Highly original, almost prophetic in voice.
- Successfully bridges ecology, spirituality, and philosophy.
⚠️ Areas for Improvement
- Needs structural clarity—clearer paragraph divisions and thematic focus.
- Grammar and spelling errors need correction.
- Could benefit from supporting arguments with references, comparisons, or even case studies (e.g. indigenous ecological practices, actual examples of Free Nature Parks, critiques of Keynesian economics, etc.).
🛠️ Suggested Revisions (for an A Grade):
- Clean up grammar and typos to improve readability.
- Add some real-world examples or references to thinkers like Arne Naess (deep ecology), Vandana Shiva, or E.F. Schumacher.
- Consider restructuring into thematic sections, each with a heading or clear transition.
- Shorten or clarify sentences—sometimes complexity obscures meaning.
Would you like help editing and upgrading this piece into an A-grade essay or publication-ready article? I’d be happy to collaborate.
Of course! Here's a poem inspired by the themes of "Monotony"—ecological loss, spiritual disconnection, and the hope for reconnection with wild, living nature.
“The Last Dream of the Forest”
Inspired by “Monotony” by YM Sarma
We traded the
whisper of wind in the trees
For the hum of machines and factory pleas.
The rhythm of rain, the pulse of the sun—
Now drowned in a march that cannot be undone.
Our limbs once
danced to the breath of the earth,
Now stiff with the weight of synthetic worth.
Eyes once saw with a poet’s delight,
Now stare through screens in perpetual night.
We carved out
the wild, laid concrete bones,
Built cities of glass, but hearts of stones.
No child knows the taste of the dew,
Only barcodes, price tags—nothing true.
We called it
progress, named it growth,
Swore allegiance to the god of both.
But where is the joy in a sterile sky,
When the birds are gone, and the rivers die?
Where once we
heard the forest dream,
Now only numbers, static, and steam.
Our souls, once tuned to a cosmic thread,
Are tired, timed, and overfed.
Yet—
There sleeps a song in untouched glade,
A truth no empire can ever trade.
A seed of sense, a primal call,
To feel again, to break the wall.
Let us walk
barefoot where no roads go,
Let the winds unteach what we think we know.
Let our nerves rejoin the ancient tree,
And dream again, wild and free.
Would you like this poem adapted into a specific form (like a haiku series, sonnet, or spoken word)? Or do you want a visual version for sharing?
Rajaram Krishnamurthy
whether education teaches or not living with nature and leading a good economy with the machines?
1. Does education teach us to live with nature?
Generally: Not enough.
Traditional education systems tend to focus more on academic subjects (math, science, language, etc.) rather than ecological literacy or sustainable living.
Environmental education exists in many curricula, but often it's treated as a side subject, not as something integrated into every discipline.
Living with nature — understanding ecosystems, respecting biodiversity, practicing sustainability — is rarely taught as a core life skill.
However, there are positive trends:
Some schools now include environmental science, permaculture, climate studies, and even outdoor education.
Movements like Education for Sustainable Development (UNESCO) push for integrating ecological thinking into mainstream education.
2. Does education teach how to lead a good economy with machines?
Partially, yes — but with limitations.
STEM education (Science, Technology, Engineering, Math) equips students to build and manage machines, including automation, AI, and industrial systems.
Economics and business education often teaches how to profit from machines — boosting productivity, reducing labor costs, etc.
But:
It rarely teaches how to balance automation with ethics, jobs, or environmental sustainability.
The focus is often on growth and profit, not necessarily on well-being, equity, or environmental impact.
There's little education on "post-growth" economics, degrowth, or how to create a "good economy" — one that serves human and planetary well-being, not just GDP.
1. Living with Nature
Integrate Environmental Literacy at All Levels
Go beyond one-off lessons on pollution or climate change.
Embed ecological thinking into science, geography, literature, and even art.
Example: Learn about local ecosystems in biology, read nature writing in literature, design sustainable homes in architecture class.
Promote Outdoor and Experiential Learning
Nature walks, gardening, forest schools, permaculture projects.
Students should experience nature regularly, not just study it in books.
Teach Indigenous and Traditional Knowledge
Include wisdom from cultures that have lived in balance with nature for centuries.
Example: Study how Indigenous communities manage forests or water systems.
Focus on Systems Thinking
Teach students how ecological, social, and economic systems interact.
Helps them see the big picture of sustainability.
2. Leading a Good Economy with Machines
Ethical Tech Education
Include ethics in STEM and computer science education.
Ask: How does this machine affect society? The planet? Jobs?
Teach Human-Centered Economics
Move beyond GDP and profit. Teach about:
Well-being economies
Circular economies
Degrowth or steady-state models
Doughnut economics (by Kate Raworth)
Prepare for the Future of Work
Teach not just how machines work, but how to work with them.
Focus on:
Critical thinking
Creativity
Emotional intelligence
Social responsibility
Entrepreneurship for Good
Encourage students to build businesses that solve real problems:
Green tech
Ethical AI
Sustainable agriculture
Teach social entrepreneurship, not just startups for profit.
Big Picture: Rethink the Purpose of Education
Right now, education mostly trains people to:
Get jobs
Fit into an industrial economy
Compete with others
But the world needs education that helps people:
Live in balance with nature
Use technology wisely
Cooperate, not just compete
Flourish without destroying the planet
A New Educational Model (inspired by real alternatives)
Traditional Model Future Model
Memorize facts Solve real-world problems
Compete for grades Collaborate for impact
Follow rigid curriculum Personalize learning paths
Focus on career success Focus on life and planetary well-being
Value economic growth Value ecological and social health
1. Real Examples of Education Aligned with Nature & Ethics
A. Green School (Bali, Indonesia)
Curriculum: Combines traditional subjects with sustainability, permaculture, and entrepreneurship.
Campus: Made from bamboo, powered by renewable energy, surrounded by jungle.
Philosophy: Learn by doing, living in harmony with nature.
B. Schumacher College (UK)
Focus: Holistic education on ecology, systems thinking, and economics.
Offers short courses and master’s degrees in:
Regenerative economics
Ecological design
Spiritual ecology
C. UWC Movement (Global Network)
United World Colleges focus on global citizenship, peace, and sustainability.
Diverse student body, experiential learning, and community service.
D. Aalto University (Finland)
Mixes technology, business, and design with sustainability.
Strong in responsible entrepreneurship and circular economy innovation.
E. Minerva University (Global)
Fully global university using active learning, critical thinking, and ethical leadership as core values.
Tech-enabled learning, real-world problem solving, no physical campus.
2. A "Dream Curriculum" for Living with Nature & Machines
Let’s imagine an education system from age 6 to university level that prepares people to:
Live with nature
Work wisely with machines
Create good economies
Be resilient, empathetic, and ethical
Core Themes Across All Ages
Core Area What’s Taught
Ecological Literacy Ecosystems, climate, water, soil, circular systems, permaculture
Ethical Technology How tech works + how it should be used responsibly
Just Economies How economies work, who they serve, how to make them equitable & sustainable
Emotional Intelligence Empathy, cooperation, communication, resilience
Real-world Skills Gardening, coding, budgeting, repairing, building, consensus-making
Ages 6–12: Wonder & Connection
Play-based learning in natural environments
Start a small garden at school
Visit forests, rivers, farms
Learn stories of Indigenous peoples and their relationships with land
Simple concepts of interdependence, cycles, fairness
Ages 13–18: Systems Thinking & Agency
Deep dive into environmental science + climate change
Learn basic coding & machine ethics
Debate real issues: automation, pollution, inequality
Start a community project or social enterprise
Intern with a local eco-business or NGO
University Level: Innovation & Impact
Choose majors like:
Regenerative Economics
Ethical AI & Tech Design
Urban Ecology
Post-Capitalist Business Models
Collaborate with global peers on real-world challenges
Every student completes:
A sustainability capstone
A community immersion
A project that blends tech, ethics, and ecology
Extras That Matter
No exams — use portfolios, real-world projects, and peer review
Community service is core, not optional
Emotional well-being and mental health are part of every semester
Student voice matters in decision-making
Multi-age learning and mentorship are encouraged
Why Natural Education Struggles in India
1. Colonial Legacy of Education
The British introduced an education system designed to produce clerks and bureaucrats, not thinkers, farmers, or creators.
It prioritized rote memorization, obedience, and passing exams.
It separated learning from local knowledge, crafts, ecology, and self-reliance — things that were central to Indian village life.
Sadly, that model has largely remained in place even after independence.
2. Overemphasis on Marks, Exams, and Competitive Success
Students (and parents) are under immense pressure to score high marks, crack entrance exams (IIT, NEET, UPSC), and get secure jobs.
This leads to a narrow focus on textbook knowledge, ignoring practical or ecological wisdom.
Nature education is seen as a “luxury” or “waste of time” in this race.
3. Economic Insecurity and Urbanization
For many families, especially in rural and lower-income groups, the primary goal of education is upward mobility — often seen as escaping agriculture or traditional livelihoods.
"Success" is associated with urban, tech, or government jobs, not with farming, forest living, or environmental careers.
This creates a disconnect from nature, even in rural youth.
4 Rapid Urban Development and Environmental Neglect
Urbanization has led to concrete jungles, polluted cities, and reduced green spaces.
Most schools in cities have no access to nature — just buildings and exam halls.
Even in rural areas, deforestation and industrial agriculture have eroded the relationship between people and land.
5. Neglect of Indigenous Knowledge and Local Languages
Indian education often ignores the rich ecological knowledge of Adivasi, tribal, and rural communities.
Ancient wisdom (like Vrikshayurveda, organic farming, sustainable architecture) is excluded from mainstream syllabi.
Local languages — where much of this knowledge lives — are also being sidelined.
6. Policy-Level Gaps
While the National Education Policy (NEP 2020) mentions environmental awareness and experiential learning, implementation is weak.
Government schools are underfunded, teachers overburdened, and real reform is slow.
Private schools may not prioritize ecology unless it’s marketable (e.g., branding a school as “green” without real change).
But India Has Deep Roots in Natural Education
Let’s not forget — India has strong historical and philosophical foundations for natural education:
Gurukuls: Lived in forests, learned by doing, with a deep sense of dharma and nature.
Gandhian Nai Talim: Education through productive work, rooted in village life and nature.
Tagore’s Santiniketan: Open-air classrooms, art, nature, and holistic learning.
Sri Aurobindo & Krishnamurti: Emphasized inner growth, freedom from rote learning, and harmony with life.
These models were visionary — but often sidelined by mainstream schooling systems that favor marks and modernity.
What Can Be Done?
Here are a few realistic steps forward:
Level Action Ideas
Policy Integrate ecological literacy across subjects, support alternative education models like organic schools and forest schools.
Teachers Train teachers in outdoor, project-based, and experiential methods.
Schools Grow food gardens, go on nature treks, include local ecology in lessons.
Parents Value curiosity, creativity, and emotional intelligence over just marks.
Community Involve local farmers, elders, and artisans as educators.
Media & Culture Celebrate green role models and rural innovators, not just engineers and celebrities.
Final Thought
India can lead the world in natural and ecological education — not by copying the West, but by rediscovering its own wisdom.
But that will require a shift in mindset, policy, and priorities — from seeing education as a competitive tool to seeing it as a path to wholeness, balance, and responsibility.
NB YMji WISH IF FULFILLED, INDIA MAY SHOW THE PATH OF REAL EDUCATION TO THE WORLD, WHERE INDIA NEED NOT DO ANYTHING, EXCEPT, FOLLOWING THE OLD CONCEPT. HOWEVER, THE RADICALS AND THE DRAVIDAS MAY NOT PERMIT THE REAL EDUCATION. ALL THE ABOVE IDEAS WERE COLLECTED FROM WEB SITES, RESEARCH PAPERS OF THE UNIVERSITIES AND THE ENVIRONMENTAL ADOPTION ADVOCATED BY NASA AND USA THANK U K RAJARAM IRS 11925
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Yeddanapudi Markandeyulu
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