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The seed soaks up water, not very much difficulty in doing that because of the rains that bring peace and comfort and the joy of growing to flowers and tomatoes. . Oh yes, Joe, I grew up on a farm, I think a tomato seed is a wonderful thing; think, Joe, think in that little seed there does sleep so restfully, so comfortably, a beautiful plant yet to be grown that will bear such interesting leaves and branches. The leaves, the branches look so beautiful, that beautiful rich color, you can really feel happy looking at a tomato seed, thinking about the wonderful plant it contains asleep, resting, comfortably, Joe.
Eastern masters from many orientations have long made use of metaphor as a primary vehicle for teaching (Kopp, 1971). Recognizing that most students would approach their learning from a logical, rational perspective—and that this perspective in itself would form a barrier to progress—the masters sought more indirect means. For example, rather than attempting to explain such concepts as the unity of man, nature, and the universe in logical thinking terms, Taoist master Chuang Tzu used stories, parables, and fables to help his students discover and experience their meaning metaphorically (Kopp, 1971, p.
A two-year-old child was waiting with her mother in an airport. Erickson was also waiting for a flight, and to occupy his time he engaged in his favorite pastime of observing human behavior. The little girl was restless and the mother was tired. The child spotted a toy on a nearby counter and quickly glanced back at the mother, who was absorbed in reading a newspaper. Methodically and repetitiously the child interrupted the mother by jumping up and down and racing about.
Digimon - Digital Monster Madness