MANKIND'S NATURAL PEDAGOGY
Do not naturally occurring celestial and terrestrial phenomena already serve to instruct , serve as guiding templates for, serve to inspire, a variety of mankind's overlapping religious, philosophical, theoretical, physical deductions and beliefs?
Rather like little children who model their parents, others, or each other, to gain ideas, information, skills, so we adults model nature. Not merely the "nature" that we see (aided or not), but that nature that is unseen; a nature which is heard, felt, tasted smelled, touched, intuited, by our sensory perceptions? It is then in accordance with our accreted conceptions: recorded, collected, compared, published, eventually encoded socially as reductions of knowledge to human civilizations?
Is not nature man's pedagogy, our greatest teacher, and philosopher?
MANKIND'S NATURAL PEDAGOGY
Do not naturally occurring celestial and terrestrial phenomena already serve to instruct , serve as guiding templates for, serve to inspire, a variety of mankind's overlapping religious, philosophical, theoretical, physical deductions and beliefs?
Rather like little children who model their parents, others, or each other, to gain ideas, information, skills, so we adults model nature. Not merely the "nature" that we see (aided or not), but that nature that is unseen; a nature which is heard, felt, tasted smelled, touched, intuited, by our sensory perceptions? It is then in accordance with our accreted conceptions: recorded, collected, compared, published, eventually encoded socially as reductions of knowledge to human civilizations?
Is not nature man's pedagogy, our greatest teacher, and philosopher?
