In a stable ecosystem, life is not just survival. By planning well and observing the evolution of the system, we gain celebratory and contemplative time.
In celebration we can bring together myths and knowledge that are important for future generations, and with contemplation we can access a deeper and more acute understanding of good practices (Fukuoka). Implementing and managing a natural – or built – system inevitably leads to a “revelationary” (conscious) lifestyle, a full and satisfying existence and the perception of one’s place in nature.
The philosopher is not necessarily of any use to the natural world, but the designer or horticulturist brings a direct benefit to the environment or society, and inevitably generates an ethics and a philosophy of nature.
A good designer is looking for a deep understanding of what surrounds him, and the research itself satisfies him. He designs following the example of nature, acquires awareness, takes notes, sits for a long time in the same place, observes the behaviour of the wind and the response of the tree, plunges his hand into the earth to probe its humidity (the earth is increasingly wet on the shady side of a clump of grass), and perceives the mechanisms and beauty that surround it.
Learning from Nature
In the microcosm we can learn from nature, and they are the best lessons we can aspire to. There are thousands of lessons to be learned, some so obvious that we would want to slap ourselves for not having thought about it before. Such an experiential design system, as a general and practical principle, ends up being crushed by sterile educational models, playgrounds and toys. Nature is an inexhaustible source of information, one more reason to safeguard it. We could never afford an equally effective teacher or an education system that is not burdened by costs or bureaucratic delays