When an animal is nailed and dissected to know its mechanical structure in it, we are telling the student to be insensitive to its suffering. We train the student to be indifferent to its suffering. We ask the student to become mechanical and to shun emotions. The worst part of this type of study is the divorce from the flow of emotions in nature in which the dissected and mutilated animal and the student are partners. The student is asked to view every living form including the human beings as basically mechanical structures, the student's emotional innateness damaged. Give a baby a pet, a pup, cat or some other pet. The baby will be really happy and it will not leave the pet. But give it a very costly toy, the baby may play with the toy for a few hours or a day and then it will lose interest. The pet develops the basic love which is part of the baby's breathing. The baby learns free and happy breathing, courage also grows in the baby, and it can bravely without hesitation venture into nature when it grows into an adult. Love for animals develops courage naturally. One does not fear nature and actually develops the emotional rhythm by breathing, smelling and sensing. One becomes the macro body, or being. But when a life form is viewed as a machine, the emotional rhythm of one with nature is harmed. One ignores the emotional flow from the life form and one develops chronic insensitiveness to others. In fact one begins snide attacks even in human relations, one's capacity to emotional tuning greatly damaged. |
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