Whitman was Emerson translated from the abstract into the concrete.

Basically, Sherri's idea had to do with bringing Fat's mind down from the cosmic and the abstract to the particular. She had hatched out the practical notion that nothing is more real than a large World War Two Soviet tank.

In the abstract conception of universal wrong, all concrete responsibility vanishes.

The camera literally just crawls over every surface. It moves in and out of being abstract and concrete. It becomes this intense investigation of this one artwork.

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.

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.