Deriving the Nature of Being
Particles and their further composites become the objects that can arrange or be arranged in the place called space, a fine oppositional pairing that makes things clear and distinct. From motion becomes the object’s transitional pairing involving the times of past, now, and future.
These fields then further combine: the what-matter + the when-future field becomes the progression of matter into the future, and the what-matter + the then-past field becomes the history of the matter past—what has occurred. The when-future + the where-space field makes for wishes, hopes and dreams in the future place of space; while the then-past + the where-space field begets remembrance of memories in the past space.
These emergent fields then further combine: learning becomes of remembrance and history; a change of outlook becomes of remembrance and wishes; a change in structure is progress from history; and vision is of wishes and progress.
Then, at the next higher stage, creativity is brought forth from learning combined with a change in structure; direction results from learning and a change of outlook; growth is the vision for a change of outlook; planning is the vision for a change in structure.
Finally, creating, direction, growth, and planning compose one’s being—the who.
There is probably more to be done to fill in the gaps.
Particles and their further composites become the objects that can arrange or be arranged in the place called space, a fine oppositional pairing that makes things clear and distinct. From motion becomes the object’s transitional pairing involving the times of past, now, and future.
These fields then further combine: the what-matter + the when-future field becomes the progression of matter into the future, and the what-matter + the then-past field becomes the history of the matter past—what has occurred. The when-future + the where-space field makes for wishes, hopes and dreams in the future place of space; while the then-past + the where-space field begets remembrance of memories in the past space.
These emergent fields then further combine: learning becomes of remembrance and history; a change of outlook becomes of remembrance and wishes; a change in structure is progress from history; and vision is of wishes and progress.
Then, at the next higher stage, creativity is brought forth from learning combined with a change in structure; direction results from learning and a change of outlook; growth is the vision for a change of outlook; planning is the vision for a change in structure.
Finally, creating, direction, growth, and planning compose one’s being—the who.
There is probably more to be done to fill in the gaps.
