To develop the “New”, the “Old” needs to be adopted. In the cycle of nature there is a continuous change between destruction and creation. Our lives are embedded in cycles, that are the pulsating rhythm of nature. The seasons, our heartbeat, cosmic cycles, the rotation of the Earth. Even the eternal “death and rebirth” in nature corresponds to a recurring rhythm. “Cycle” can be translated as circulatory, ring or round. In nature there is no constant and identical repetition, but a continuous evolution of living beings, which are connected to the circuits. Cycles do not exist “per se”, but are created by living matters that bring in periodic repetition of their own energies and powers – and continue to develop it. This cyclic structure of the nature means that there is both, resistance and regular change.
A cycle that determines our lives decisively is the rhythm of life and death. We return cyclically, but in other natural forms, because we are an inseparable part of the cosmic whole. This has nothing to do with reincarnation in the spiritual sense of the word, but with the fact that we persist of matter. According to Greek philosophy and the principle of conservation of mass nothing comes from nothing: “All the elements are neither recreated nor destroyed, everything is transformed.” Each new life revolves out of another life embedded in the cycles of other creatures in and around us – until our death. We turn to nature and in everything that forms our universe. We do not come back anymore as persons; we disintegrate into particles scattered from other creatures and we become new matter. We will belong to the whole universe. We are the microcosm and macrocosm. We remain as a continuum – even if we change our original figure. The secret of nature is that all beings are mutually dependant on and interweaved with each other. Nothing and no one exists alone, but all of us, humans, animals, plants, ground, water, air, fire are universally interwoven. The cosmos exists only because the basic principle of nature is mutual assistance. Therefore, there are cycles of giving and cycles of receiving within which different living matters evolve in nature.
In these cycles the human exists with his feelings. Even the feelings are part of a cycle as periodic repetition. Every day we try to escape the suffering. We believe that the suffering destroys our future. On the road to safety and the desperate search for happiness and freedom we become caught up in a downward-leading spiral containing our deceived objectives, expectations and hopes. This is the breeding ground of our suffering. Because we are not able to see that the entrance to happiness is where you don’t expect it, namely in the acceptance of suffering.
In the cycle “The Aesthetic of Suffering” the term “aesthetic” is to understand it in its philosophical sense. Aesthetic is sensory perception. The sensory perception of suffering through acceptance as an inseparable part of our existence, as a necessary process of existence to enable us to discover happiness.
The cycle of “The Freedom” has its origins in the question of what freedom for a man really means? It is in the nature of man to strive for freedom. But pure freedom does not exist, because internal and external constraints always limit our actions. The two poles of liberty and the pursuit of freedom are incompatible, but they co-exist: the human obeys laws that he has voluntarily given himself. Humans want to be free, but create new frontiers and barriers while searching for constant change . Man can not deny the limitations of his existence. That is why he is pining for transcendence and absoluteness.
Only in a dream, the idea of possessing absolute freedom, to be master of his liberty, can exist. As Friedrich Hebbel said: “The dream is the best proof that we are not so firmly caught in our skin as it seems.”
Ergo, there is only one freedom, namely freedom of choice. However, this also means that we need to accept aberrations and errors – that are often followed by sufferance – as a result of the courageous quest for freedom.
“Paradox”, which gave the cycle its name, has its origin in the Greek words: παρά (against) and δόξα (opinion). The paradox contradicts common opinion or everyday life experience and ends up in surprising, extraordinary or bizarre results. In the linguistic sense, it can be both a logic that seems inadmissible but cannot be refuted, but also a topic that is correct when it seems to be wrong, and wrong when it seems to be correct.
Man’s speech of equality is the great lie of our time. Freedom, equality, fraternity – this was once playing a main role in the countries of Europe and this contradictory triad is more important today than ever. First, we must clearly distinguish that human equality is not the condition sine qua non, but equality of all people – in their complete and total diversity, as in all individuals and peoples. This is a profound conceptual and categorical difference, and how all the differences this is also a fundamental condition of existence. Without difference there would be no life as we know it. The whole story of creation and evolution is based on differences and changes.
We are involved in paradoxical contradictions when applying “equality of all people” and “freedom of all people”. Amartya Sen has shown that there is no objective criterion for resolving this contradiction. The paradox is therefore the irresolvable contradiction (mathematical, logic) between freedom and equality.
Everyone is equal in his values and his rights but has to be different in his thinking and acting.
The cycle of “Education”: Learning is a constant process of change, transformation, assembling, guessing, inventing and getting to know. Learning must “tingle” and be fun. This has little to do with traditional educational theories and traditional art education.
The mere and frontal transfer of knowledge makes children inflexible for dealing with new knowledge in the future. Education should therefore rather be a training for self-education and independent learning.
Children are researchers. They design hypotheses about the world and examine them. Compared to adults young children see the world from a different angle. Their senses are not able to draw a 1:1 model of the world, but they break it down into significant occurencies, which they then process in (day) dreams, games, drawings and other forms of design. This is how a child creates a grammar of experience.
EVERYONE should be able to manage his live independently and competently. This means lifelong learning by eager trying and exploring. This leads to confidence in one’s own intuition and to finding one’s own, sometimes even “crazy” solutions.
In modern times acquired knowledge becomes obsolete in a minimum of time. Thus, the ability to learn quickly and flexibly is more important than the knowledge itself.