Did you hear about the rose that grew from a crack in the concrete? Proving nature's laws wrong, it learned to walk without having feet. Funny, it seems to by keeping it's dreams; it learned to breathe fresh air. Long live the rose that grew from concrete when no one else even cared.
When faced with unbridled wildness of reality, dinosaurs fall into fevered delusions of grandeur. In fits of madness, they recreate the world in their own overblown image, bull-dozing the wild and replacing it with a wasteland that reflects their own emptiness. Where there was once the incredibly complex diversity of nature, there is now the dead simplicity of asphalt and concrete.
Teaching is a dialogue, and it is through the process of engaging students that we see ideas taken from the abstract and played out in concrete visual form. Students teach us about creativity through their personal responses to the limits we set, thus proving that reason and intuition are not antithetical. Their works give aesthetic visibility to mathematical ideas.
We have come to understand the phenomena of life only as an assemblage of the lifeless. We take the mechanistic abstractions of our technical calculation to be ultimately concrete and "fundamentally real," while our most intimate experiences are labelled "mere appearance" and something having reality only within the closet of the isolated mind. Suppose however we were to invert this whole scheme, reverse the order in which it assigns abstract and concrete. What is central to our experience, then, need not be peripheral to nature. This sunset now, for example, caught within the network of bare winter branches, seems like a moment of benediction in which the whole of nature collaborates. Why should not these colours and these charging banners of light be as much a part of the universe as the atoms and molecules that make them up? If they were only "in my mind," then I and my mind would no longer be a part of nature. Why should the pulse of life toward beauty and value not be a part of things? Following this path, we do not vainly seek to assemble the living out of configurations of dead stuff, but we descend downwards from more complex to simpler grades of the organic. From humans to trees to rocks; from "higher grade" to "lower grade" organisms. In the universe of energy, any individual thing is a pattern of activity within the flux, and thereby an organism at some level.
Sam, can you, you know, like burn that concrete off her hands?”“No. I can’t aim that precisely.”“I don’t even know what can be done,” Edilio said as he fed the girl another microscopic bite of food. “You try and break that stuff off with a sledge hammer or something, or even a hammer and a chisel, it’s going to really hurt. Probably break every bone in her hands, man.”“Who would have done this to her?” Lana wondered.“That’s a Coates Academy uniform,” Astrid answered. “We’re probably not far from there.