Education is increasingly framed as a response to a polycrisis marked by ecological instability, technological acceleration, and social fragmentation. This paper questions the assumption that such disorder reflects a lack of skill or capacity, arguing instead that skills operate through memory and recognition, while intelligence arises from perception in the present. When action proceeds from fragmented perception, increased capacity reorganises disorder rather than resolving

This paper challenges the belief that truth or God is already there, merely hidden behind our fragmented thought. We begin only from what is actually present: the movement of thought, fear, desire, memory and identification. Any idea of a pure, untouched truth behind this field is a projection of thought that prevents us from seeing fragmentation as it is, here and now. When this whole movement is seen without escape or hope of a higher state, illusion ends and a different qu

An inquiry into the difference between thought and perception, this piece explores how we live in ideas and images about reality rather than in contact with it. It reveals how knowledge, even when well-intentioned, becomes the very barrier to seeing.

From Dharamkot, Mcleodganj :)