Froebel’s Gifts were meant to be given in a particular order, growing more complex over time and teaching different lessons about shape, structure and perception along the way. A soft knitted ball could be given to a child just six weeks old, followed by a wooden ball and then a cube, illustrating similarities and differences in shapes and materials. Then kids would get a cylinder (which combines elements of both the ball and the cube) and it would blow their little minds. Some objects were pierced by strings or rods so kids could spin them and see how one shapes morphs into another when set into motion. Later came cubes made up of smaller cubes and other hybrids, showing children how parts relate to a whole through deconstruction and reassembly.
These perception-oriented “Gifts” would then give way to construction-oriented “Occupations.” Kids would be told to build things out of materials like paper, string, wire, or little sticks and peas that could be connected and stacked into structures.
In a natural landscape, each element is part of the greater whole, a sophisticated and intricate web of connections and energy flows. If we attempt to create landscapes using a strictly objective viewpoint, we will produce awkward and dysfunctional designs because all living systems are more than just a sum of their parts. Our culture has tried to define the landscape scientifically, by collecting extensive data about its parts.
These methods are much like the group of blind mullahs in the Sufi tale, who try to describe an elephant.