Environment, Not Genes: Effect of Early childhood on Adult Genes variations


It is after modern science dogma of gene-driven life, we Indians started ignoring real factors affecting our life. All factors summarize as one word “Environment”.

Early life experiences influence DNA in the adult brain


Modern education is designed to inject ideas and philosophy of church. So superficial that we start ignoring impact of environment on our self.

Very popular Chanalya’s verse suggest how environment during childhood plays critical role in adult life.

लालयेत् पंचवर्षाणि दशवर्षाणि ताडयेत्। प्राप्ते तु षोडशे वर्षे पुत्रं मित्रवदाचरेत्॥

पुत्र का पांच वर्ष तक लालन करे । दस वर्ष तक ताड़न करे । सोलहवां वर्ष लग जाने पर उसके साथ मित्र के समान व्यवहार करना चाहिए ।

First 5 years at home. Next 10 years in resident school. 16+ in society where he or she will have to face the संसार!

Why? Because first 5 years (in fact first 6 years, before conception to age 5) is the time when maximum neuronal networks are developed. In next 10 years, there will be many associations made among neurons. All based on your experience and environment!

“We are taught that our DNA is something stable and unchanging which makes us who we are, but in reality it’s much more dynamic,” says Rusty Gage, a professor in Salk’s Laboratory of Genetics. “It turns out there are genes in your cells that are capable of copying themselves and moving around, which means that, in some ways, your DNA does change.”

What type of resident school?

A place full of trees and water bodies! Best in the laps of mother nature, on the banks of flowing river, surrounded by sacred grove! It is this time of the life which will help build best possible body and mind!

Not only this, we also believe in Sanskar(s). Mental environment and cure. We all take birth with past life’s karma storage and mental tendencies. Sanskar(s) help to purify child.

Here are the old notes on impact of terrain and region on intellect:

Importance of Sanskar

Prana-Apana , Grains and Sanskar

हनुमान तत्व & ब्रह्मचर्याश्रम

GEOGRAPHY and Cognitive Development link

Wetland , Intellectuals, Brahmi

Now, read this latest research and get rid of modern fake dogma of gene-driven life. It is always environment-driven life.


Early life experiences influence DNA in the adult brain

For at least a decade, scientists have known that most cells in the mammalian brain undergo changes to their DNA that make each neuron, for example, slightly different from its neighbor. Some of these changes are caused by “jumping” genes—officially known as long interspersed nuclear elements (LINEs)—that move from one spot in the genome to another. In 2005, the Gage lab discovered that a jumping gene called L1, which was already known to copy and paste itself into new places in the genome, could jump in developing neuronal brain cells.

The team had hypothesized that such changes create potentially helpful diversity among brain cells, fine-tuning function, but might also contribute to neuropsychiatric conditions.

“While we’ve known for a while that cells can acquire changes to their DNA, it’s been speculated that maybe it’s not a random process,” says Tracy Bedrosian, a former Salk research associate and first author of the study. “Maybe there are factors in the brain or in the environment that cause changes to happen more or less frequently.”

Creativity demands chaos



Remember my posts about chaos? Too much structure, as western world is turning rest into, is making us dumb driven cattle!

When I proudly say that I love Indian chaos because chaos is the mother of radical change, many friends feel like an alien speaking as me 😀.

Too much structured knowledge kills creativity. And we want our kids to start schooling as early as possible!! 😀

Your kids flourishes when they are exposed to mother nature and her chaos. Creativity cannot grow in structured syllabus and methods designed for producing industrial era’s workforce!


Too much structured knowledge hurts creativity, shows Rotman study

Structure organizes human activities and help us understand the world with less effort, but it can be the killer of creativity, concludes a study from the University of Toronto’s Rotman School of Management.

While most management research has supported the idea that giving structure to information makes it easier to cope with its complexity and boosts efficiency, the paper says that comes as a double-edged sword.

“A hierarchically organized information structure may also have a dark side,” warns Yeun Joon Kim, a PhD student who co-authored the paper with Chen-Bo Zhong, an associate professor of organizational behaviour and human resource management at the Rotman School.

The researchers showed in a series of experiments that participants displayed less creativity and cognitive flexibility when asked to complete tasks using categorized sets of information, compared to those asked to work with items that were not ordered in any special way. Those in the organized information group also spent less time on their tasks, suggesting reduced persistence, a key ingredient for creativity.

The researchers ran three experiments.  In two, study participants were presented with a group of nouns that were either organized into neat categories or not, and then told to make as many sentences as they could with them.

The third experiment used LEGO® bricks. Participants were asked to make an alien out of a box of bricks organized by colour and shape or, in a scenario familiar to many parents, out of a box of unorganized bricks. Participants in the organized category were prohibited from dumping the bricks out onto a table.

The findings may have application for leaders of multi-disciplinary teams, which tend to show inconsistent rates of innovation, perhaps because team members may continue to organize their ideas according to functional similarity, area of their expertise, or discipline.

“We suggest people put their ideas randomly on a white board and then think about some of their connections,” says Kim. Our tendency to categorize information rather than efficiency itself is what those working in creative industries need to be most on guard about, the researchers say.

Sperm count is not just about fertility: Total Health indicator (Why ब्रह्मचर्य?)

When we say शुक्र/ओजस depicts your overall health-state, educated arrogant Indians make fun of it!

Links found between sperm count to other health problems.

Will you now accept the value of ब्रह्मचर्य over pervert modern way of exposing teens to free-sex and then turn them into imbecile adults?
Low sperm count not just a problem for fertility: New research links sperm count to other health problems.
Read old notes on importance of Brahmcharya
त्रय उपस्तम्भा: आहार: स्वप्नो ब्रह्मचर्यमिति (चरक संहिता सूत्र. 11/35)

अर्थात् शरीर और स्वास्थ्य को स्थिर, सुदृढ़ और उत्तम बनाये रखने के लिए आहार, स्वप्न (निद्रा) और ब्रह्मचर्य – ये तीन उपस्तम्भ हैं। ‘उप’ यानी सहायक और ‘स्तम्भ’ यानी खम्भा। इन तीनों उप स्तम्भों का यथा विधि सेवन करने से ही शरीर और स्वास्थ्य की रक्षा होती है।

Are we not living terribly anti-life routine? Do you love your life? your family? If yes, act.

Isn’t it a heinous crime to waste human life? Yes, it is terrible crime. It is called प्रज्ञापराध.

धी धृति स्मृति विभ्रष्ट: कर्मयत् कुरुतऽशुभम्।
प्रज्ञापराधं तं विद्यातं सर्वदोष प्रकोपणम्।। — (चरक संहिता; शरीर. 1/102)

अर्थात् धी (बुद्धि), धृति (धैर्य) और स्मृति (स्मरण शक्ति) के भ्रष्ट हो जाने पर मनुष्य जब अशुभ कर्म करता है तब सभी शारीरिक और मानसिक दोष प्रकुपित हो जाते हैं। इन अशुभ कर्मों को प्रज्ञापराध कहा जाता है। जो प्रज्ञापराध करेगा उसके शरीर और स्वास्थ्य की हानि होगी और वह रोगग्रस्त हो ही जाएगा।

If there is sickness, man would jump between sleep and food, try to correct them, but will hardly pay attention to Brahmcharya :). Such is the shoddy state of our modern living. Think about it.

Brahmcharya doesn’t only mean control over sex? That is artificial and in-human! it is about complete self-governance of body and habits!

Brahmachari : growth, knowledge, values and nectar (Bliss)

Old post on Brahmcharya



Men with low sperm counts at increased risk of illness, study suggests

Men with low sperm counts are more likely to have a number of health issues that put them at increased risk of illness, new research suggests.

A study of 5,177 men found those with low sperm counts were 20% more likely to have more body fat, higher blood pressure and more “bad” cholesterol.

They were also much more likely to have low testosterone levels.

The study’s authors said it showed that men with low sperm counts should also be tested for other health problems.

‘Risk factors’

Low sperm count and problems with sperm quality are factors in around one in three couples who are struggling to get pregnant.

But for this new study scientists analysed men in infertile couples in Italy, to see whether semen quality is also a marker for men’s general health.

They found more of the men with low sperm counts had metabolic syndrome – a cluster of risk factors including a higher body mass index (BMI) and raised blood pressure. These increase the risk of developing diabetes, heart disease and stroke.

The men were also 12 times more likely to have low testosterone levels, which reduce muscle mass and bone density and can be a precursor to osteoporosis, a condition that weakens the bones and makes them more likely to break.

Dr Alberto Ferlin, who led the study, said: “Infertile men are likely to have important co-existing health problems or risk factors that can impair quality of life and shorten their lives.

“Fertility evaluation gives men the unique opportunity for health assessment and disease prevention.”

Ignore acclimatization, invite trauma



Getting accustomed to high altitudes that is acclimatization is one of the most significant things when you are travelling to Ladakh or any high altitude terrain. Tourists and other visitors might suffer from headaches, dizziness and Acute Mountain Sickness or AMS without proper acclimatization.

Our children, born to this chaotic world, do need similar acclimatization period. First 6 years of life are naturally designed for local acclimatization at home.Learning customs, inviting and getting bath in local microbial seas, receiving lots of love from family members, neighbors and mother nature.

Instead, what do we do?

We bombard stress!

Don’t stress too much for first 6 years! Let them be in flow first!! Play – is the only activity they need! If they love singing, allow them to sing! Dance. If they really really really love alphabets, then only alphabets! No force, only flow!

The Colonial Education : Nursery Rhymes



“In winter, when the fields are white,
I sing this song for your delight.

In Spring, when woods are getting green,
I’ll try and tell you what I mean.

In Summer, when the days are long,
Perhaps you’ll understand the song.”
This poem is part of school syllabus. It is appropriate for UK schools syllabus where white winter is natural but isn’t it intellectual slavery for children in India where they are forced to imagine white winter and kept away from poems narrating their own surroundings?

What a waste of imagination! Poems and stories should cater growing imagination by providing them best platforms to connect with their environment. What benefits we gain as a society by providing such alien treatment to children? It is indeed pity for land of Ved Vyasa, Kalidasa and Bāṇabhaṭṭa.

Before calling me fanatic, think about it. Purpose of poems and stories in primary education is forfeited when we begin education with alien imaginations. This does not mean, we should not study English poems and literature. They have their own place in learning journey but certainly, I would not prefer to begin with it.

This is my reaction when I saw my tribal friend’s son was forced by his tuition teacher to mug up Humpty Dumpty. First, it was difficult to see tuition teacher at home for a toddler (Must be English education craze of my tribal friend’s family) and then the artificial impart of alien imagination!

Liberating Education


What exactly school curriculum in India inject in growing mind?


1) traditional societies have been steeped in ignorance and superstitions for thousands of years;

2) they are living a life of abject poverty; and that this poverty has been caused by extreme forms of social discrimination and exploitative socio-political systems. And, perhaps most devastatingly, that modern education is the most potent instrument of deliverance from this ignorance, superstition, social injustices and poverty.

I am not surprised by the outcome, the brainwashed product of modern Indian education. I see them all around. Daily. Everywhere.

No, I am not talking about glorification of past or fanatic religious views in school curriculum. But fact based preview of the past and re-learn from it for the better future.

Contrary to the popular understanding among the educated classes of India, large part of the country did have a fairly good system of governance, finance and revenue, and a working education system, as late as even the early 19th century.

Awareness of these systems, of the prevailing conditions which supported their sustainability, and of the processes/strategies employed to destroy them, would help us when thinking of new strategies for building a learning society for all.

Read more here:

Are modern schools for learning?



Many schools use word ‘Learning’ in their brand management and advertising. But do they really focus on learning? I doubt.

Many people use the words “learning” and “education” more or less interchangeably. But a moment’s reflection reveals that they are not at all the same. I invite you to take this moment and reflect with me on this idea.


Learning is like breathing. It is a natural, human activity: it is part of being alive. A person who is active, curious, who explores the world using all his or her senses, who meets life with energy and enthusiasm—as all babies do—is learning. Our ability to learn, like our ability to breathe, does not need to be improved or tampered with. It is utter nonsense, not to mention deeply insulting, to say that people need to be taught how to learn or how to think. We are horn knowing how to do these things. All that is needed is an interesting, accessible, intelligible world, and a chance to play a meaningful part in it.

If the air is polluted, then it can become difficult to breathe. We cough, wheeze, and gasp for air. Similarly, if our social environment is polluted, it can become difficult to learn.

In most families and schools, no such fresh air of learning is available. Then what exactly is happening with our kids? Suffocated learning ability.

If you think school is necessary evil, at least try to create learning environment for your kids at home.

Do not mix education with learning. Give priority to learning over mass-education. Befriend school teachers. First make them realize value of real learning!

Walking Frauds By K M Munshi



“The modern mind has confounded knowledge or achievement with personality. This confusion has been the ‘ direful spring of unnumbered woes.’ In India it has turned the university graduate into a waste paper basket of odd bits of information, unshaped in character, dwarfed in personality, devoid of faith.

Education in these days is not ‘ leading forth’ of the inmost personality of a man, but imposing fetters of cast-iron, alien thoughts on him. We are mechanized by it, regimented; not led forth to the freedom of ceaseless t Becoming.’ Our curiosity is satisfied. We are given wide attachments and intense dislikes. But the motive power which develops our personality remains unkindled. We are walking frauds. We have intellect divorced from will, belief in ideals which are belied in life. The search after knowledge in some cases leads to ideals shaping life; but in most cases they remain dreams unrelated to life. As a result the modern man does not feel humiliated at his mind being divorced from speech, his speech from action. This two-fold divergence is accepted as inevitable, often as a sign of modernity.”
– Kanaiyalal Maneklal Munshi

In the process of ‘Being’ the mind, the word and the deed must tend to become one. (Kill all nano particles of Hypocrisy) But it is a difficult process-this acquiring of unity. Mind, speech and conduct generally fly away from each other. When I try to co-ordinate these three, I begin my search for the Truth. When I succeed, I reach experiential Reality. I become आत्मवान.

University is where you become आत्मवान. Place that facilitates you in your becoming process. Seek and enroll @ real university, if there none available, strive to build one, become one; or else live life of a walking fraud.


About K M Munshi:
K. M. Munshi was born on 30 December 1887 in the town of Bharuch in Gujarat, and educated in Vadodara (Baroda), where he excelled in academics. One of his teachers at Baroda College was Sri Aurobindo Ghosh who had a profound impression on him.

His political career:

Founder of Bharatiya Vidya Bhavan (1938)
Home Minister of Bombay State (1937-40)
Agent-General of India in Hyderabad State (1948)
Member of the Constituent Assembly of India
Member of Parliament
Minister for Agriculture & Food (1952-53)
Governor of Uttar Pradesh (1952-57)

In 1959, Munshi separated from the Nehru-dominated (socialist) Congress Party and started the Akhand Hindustan Movement. He believed in a strong opposition, so along with Chakravarti Rajagopalachari he founded the Swatantra Party, which was right-wing in its politics, pro-business, pro-free market economy and private property rights. The party enjoyed limited success and eventually died out. Later, Munshi joined the Jan Sangh.

Illiterate but Educated

Educated Illiterate
Are we educated? Really? What is really Education? Why do we run after schooling? For education?
This so called education gives us one new vision to see everyone else not schooled like us as illiterate. Right? That is what I see in interactions of urbanites and villagers.
So here is the medicine to cure this दृष्टि. I hope it will cure many of us who has ‘Being educated’ notion.
Read this Illiterate’s declaration. Must not miss.
Posting excerpts here:
“Listen to me O’ Preacher, Campaigner of Literacy and School Education! Listen to me O’ Liberator, Benefactor of the down-trodden, poor illiterates and the uneducated.
If I understand your basic mission, you believe that we are ‘illiterate’ and ‘uneducated’ – a ‘black spot’ on the nation. And because of this, you are deeply ashamed of us.
Please take note: I too write the alphabet, but not on a slate or on a piece of paper, as you do. I write my alphabet on the surface of the fertile soil of my fields – my spade is my pen. The fruits of my alphabet quell your hunger. You gobble them up happily and without complaint.
On the other hand, you hold a pen in place of a spade and dig your alphabet on paper. What is produced by this paper farming of yours is a mystery to me. Do you even know what grows there? ( 😀 )
You always maintain a clear and deliberate distance from the milk-yielding cows, she-buffaloes and she-goats, but at the same time, you find it difficult to resist consuming dairy products such as milk, butter and curd.
There is a marked difference between our life styles. While I am engaged in productive activities all day and night, you are engaged only in consuming what I produce. Yet I lead a more peaceful and content life, while you constantly complain and create trouble in society with your insatiable discontent.
My activities and my interactions provide me with rich learning opportunities on a daily basis. On the other hand, you are unable to tread the path of education without direction and coercion from your classroom teachers.
Whereas your education is restricted only to your books, my whole existence is a rich garden of learning.
Your school is by no means a source of real learning. Your school is nothing but a trader in the commodity of education. The real source, or the mine for learning, is the WORK in which one is engaged and whose company I constantly live in.
Since you are not aware of my educational achievements, let me tell you that I am a specialist in agriculture, I am an expert in dairy work and I am a scholar in my local dialect.
My learning is apparent and authentic in itself. I do not worry about being awarded any certificates to prove this.
Mother learning is not a captive in the prison of the schools. Nor is the basic knowledge of life contained in and restricted to the jumble of the alphabet and numerical figures.
Like the all-pervasive God, learning is present in every atom of this universe. Learning is an unstoppable or ceaseless activity of devotion.
Learning, in its infinite forms, is a universal phenomenon. The stereotyped, monotonous and uniform pattern of education in your school is not suitable for supporting the multiple faces of learning.
Dawn and daybreak take place, even where there is no cock to crow and announce the morning. In the same manner, learning takes place and goes on freely, even where you do not start and run a school.
Yet I would not be so arrogant as to deny my need to further my education. But how can I agree to your claim of deserving to be my teacher? In my mind, you are not properly equipped to take on this role.
In ancient times, when child reaches age 7, he goes to jungle for education. He performs cowherding, farming, cooking and other basics before anything else begin as a part of formal education.
Do our kids receive such education? If not, we should force schools to alter their pedagogy.
Now on, learn to give high respect to illiterate but learned around you. There plenty such examples in society. Respect.
Second photo with this post depicts real school. Children learning at school. 🙂

Brahmcharya : Learning Early in Life Keeps Brain Cells Alive



Using your brain – particularly during adolescence – may help brain cells survive and could impact how the brain functions after puberty.

“It’s not that learning makes more cells,” says Shors. “It’s that the process of learning keeps new cells alive that are already present at the time of the learning experience.”

This is the time our culture prescribes rigorous and honest Brahmcharya and Sadhana.

Even Grihastha is asked to follow brahmcharya.


“In those that didn’t learn, three weeks after the new brain cells were made, nearly one-half of them were no longer there,” said Shors, professor in the Department of Psychology and Center for Collaborative Neuroscience in the School of Arts and Sciences.  “But in those that learned, it was hard to count.  There were so many that were still alive.”

The study is important, Shors says, because it suggests that the massive proliferation of new brain cells most likely helps young animals leave the protectiveness of their mothers and face dangers, challenges and opportunities of adulthood.

Scientists have known for years that the neurons in adult rats, which are significant but fewer in numbers than during puberty, could be saved with learning, but they did not know if this would be the case for young rats that produce two to four times more neurons than adult animals.

By examining the hippocampus – a portion of the brain associated with the process of learning  – after the rats learned to associate a sound with a motor response, scientists found that the new brain cells injected with dye a few weeks earlier were still alive in those that had learned the task while the cells in those who had failed did not survive.

“It’s not that learning makes more cells,” says Shors. “It’s that the process of learning keeps new cells alive that are already present at the time of the learning experience.”

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