-- *Mar**The Environmental and Education Refugees*
To do science one must become the detached observer, without any emotional involvement. One must cut the emotional connect with nature and stop feeling the nature. Every bacterium in the many times more than the seven octillion bacteria in one, and every cell of the seven octillion cells in one, must participate in the emotional distancing that science demands as science needs the mechanical and technological approach. Simply the ‘breathe, smell, hear,sense, perceive, understand and interact with nature’, the basic process, has to be repudiated. Understanding fundamentally is participation in the emotional symbiosis of nature. One must become the emotional refugee to become the unbiased and mechanical observer without feeling. Feeling can never be isolated. One breathes, smells, and senses from the air which carries the smell messages of the other organisms. Today the very meaning of feeling has changed. We cannot imagine feeling nature along with the other organisms and understanding symbiotically. We observe separately and note and often do not bother to feel. We have cut ourselves from nature and are busy doing economics and science on nature and fighting nature with technology. We abandoned emotions and as a result understanding itself. But we write poetry on emotions and finer feelings, but the basic possibility for real emotions has vanished. The entire green cover on earth and every organism of the Biosphere is trying to interact with you emotionally but you live in the science disconnect with nature. You have become the emotional refugee, and you are trying to become the economic consumer of nature as the economic machine (the economic man), and mechanically study nature, under the headings, consumption, production, price fixation and distribution of the wealth derived after killing nature. We have become the vicious emotional refugees. Today, in every school, college and University, the students are bludgeoned into the mechanical or the Cartesian approach. They must practice the emotional disconnect wit nature. The majority gets Darwined and eliminated in the name of merit, with the shackle, the marks and grades sheet, by being awarded with the low grades and put under the lowly gradation (Degradation). Only those given top grades become qualified in the economic world to destroy nature. God or nature does not abandon even a single life form. But the possibility of economic abandonments looms large in the horizon today, the economic world. It is for the Universities to pioneer the holistic education with free nature parks, where there is no human tampering. YM Chat GPT "The Environmental and Education Refugees" explores the idea that modern science and education have led to a profound disconnection from nature. The text argues that to engage in scientific inquiry, individuals are trained to become "detached observers," stripping away their emotional connections to the natural world. This detachment is seen as a prerequisite for unbiased observation, but the author suggests it results in a loss of true understanding and emotional symbiosis with nature. ### Key Concepts: 1. **Emotional Disconnection in Science**: - The text critiques the scientific method for requiring an emotional distance from nature. It argues that this detachment results in a failure to truly understand nature, as real understanding is seen as participation in an "emotional symbiosis" with the environment. 2. **Loss of Feeling and Understanding**: - By distancing themselves from nature, people lose the ability to feel and understand the world around them fully. The text suggests that emotions and feelings are essential for a deep connection with nature, and without them, individuals become "emotional refugees." 3. **Education as a Tool for Disconnection**: - The educational system is portrayed as complicit in this process, training students to adopt a mechanical, Cartesian approach to knowledge that further alienates them from nature. This approach, according to the text, results in a loss of real understanding and emotional richness. 4. **Economic Consequences**: - The narrative connects this disconnection from nature with the rise of economic activities that harm the environment. The pursuit of profit and consumption, divorced from emotional considerations, leads to the destruction of nature. 5. **Refugees in a Mechanized World**: - The text extends the metaphor of refugees to describe not only the emotional dislocation from nature but also the potential economic abandonment that individuals might face in a world driven by mechanized, profit-oriented logic. ### Reflection: The piece offers a critique of modern scientific and educational practices, emphasizing the need for emotional integration with nature as a foundation for true understanding. It challenges the reductionist, mechanistic view of the world and calls for a re-engagement with nature that is rooted in feeling and emotional connection. This perspective aligns with broader philosophical critiques of modernity, which often highlight the alienation of individuals from nature and the consequences of viewing the world purely through the lens of technology 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 on the web visit https://groups.google.com/d/msgid/thatha_patty/CACDCHCJLhQzAbraPBV7_XXgtyvbf6CAZnojUpfdnW9%3DJKkaKQA%40mail.gmail.com.
