1.1. The Concept of Panchi Karan

And this Chhaya calls it as a kind of the architectural process of the world, the process of ordering time, space and forms, this process is called panchi karan and becoming the world’s where the man is a micro reflex of the universal totality at all the existence levels of idea, process and medium of macro-level universe, so it starts with I and how your responsibility goes back to a much more macro level is very important.

Panchi Karan refers to a process that shapes our understanding of architecture and existence. It suggests that everything we perceive—time, space, forms—is ordered within this framework. At the heart of this process is the concept of 'I' or the self. This means that how we see ourselves is reflected on a larger scale in the universe. Our role as individuals is crucial because it connects to the wider universe and shows our responsibility within it.

Imagine a small pond reflecting the image of vast mountains around it. Just as the pond reflects these mountains, each individual's life reflects a part of the greater universe. The choices we make and our role in society are like the ripples spreading across the pond—affecting the whole environment.

And that is where your roles you know, how this I, myself and me and how your roles reflex the body and mind, how your relationships and how as your role plays like an explorer as an observer, how it keeps interchanging with it and how the attributes you know so, this whole thing is a very theoretical concept.

This chunk emphasizes the importance of understanding the roles each person plays in the world. It suggests that our identity ('I', 'myself', 'me') is connected to our thoughts (mind) and actions (body). We engage with our surroundings as observers and explorers, which allows for a dynamic relationship with the universe. It highlights that these roles are intertwined—the way we perceive ourselves can change how we interact with others and the environment.

Think of yourself as a character in a video game. Each character has roles and quests that impact the game world. Similarly, in life, we take on different roles (student, teacher, friend) that shape our experiences and influence others, just like the game character's actions affect the game's outcome.

So, which means we are the cause for everything you know, whether it is a nature of a disaster, the cause for a disaster, it starts with I, we will be responsible for everything, right without us, the concept of disaster cannot be understood.

This section states that human actions are at the root of many occurrences, including disasters. It means that understanding these events requires acknowledging our role within them. It suggests that our individual behaviors and decisions can lead to larger consequences, reinforcing the idea that we are not just observers, but also active participants in our society and environment.

Imagine a community where everyone decides to litter. Over time, the area becomes polluted and unsafe. In this scenario, each person's decision to not care contributes to a larger disaster—a dirty community. If each person took responsibility to keep their surroundings clean, the collective outcome would be a healthier environment.

So, in an education process, there are 3 things; one is the cognitive aspects and the psychomotor aspects and the affective aspects. So, cognitive is talking about the mental capacities which talks about the skills and the knowledge which you learn through the brain and whereas a psychomotor, how you learn through the hand and effective which you learn which goes into your heart you know which had some value of your education.

This part discusses the three essential components of education: cognitive, psychomotor, and affective. Cognitive involves intellectual capabilities—skills and knowledge learned through thinking. Psychomotor refers to hands-on skills learned through doing. Affective touches upon emotional aspects—values and attitudes learned through experiences. All three areas together enrich the learning process, indicating that education is multifaceted.

Consider learning to play a musical instrument. Cognitive learning is understanding the theory of music, psychomotor is practicing scales and finger placements, and affective is developing a passion and emotional connection to the music. Together, these elements create a well-rounded musician.

A lot of taxonomies which has been developed; Bloom's taxonomy is one of it, Blooms have developed 1956, where there is a lower order to higher order, the evaluation was on a peak but in 2002, he brought the synthesis and then the creation into the top in the summit.

Bloom's Taxonomy is a framework developed to classify educational goals, ranging from lower-order thinking skills (like remembering and understanding) to higher-order skills (like analyzing and creating). Initially formulated in 1956, it was revised in 2002 to emphasize creativity and synthesis as the pinnacle of learning, reflecting a shift in educational priorities towards fostering innovative thinking.

Think of the learning process like climbing a mountain. You start at the base (lower-order thinking), gradually move up to the peaks (higher-order thinking), and finally, you want to reach the summit (creating new ideas). Just as climbers prepare and practice before their ascent, students develop skills progressively along this taxonomy.

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