Student drawings lack beings because students do not truly realize that putting a structure of beautiful being-like shapes into the thing is what makes it live.

Entities in the same semantic neighborhood but without a typed relation to this one — candidates for new edges or unrecognized duplicates.

• Sketches and computer drawings are over-specific and contain too much arbitrary information, hindering a genuine living process.claim0.762
  Critique of graphic notation as a design medium.
• The student experiment demonstrates that bad geometry prevents beautiful coloring and good geometry makes inner light almost automatic.claim0.741
• Beings can only be made of beings. If it is not made of beings, it cannot be a being.claim0.737
  A recursive rule: to be an I-like center, a center must be composed of centers which are themselves I-like.
• A drawing is not a good medium for a process requiring serious and mature reflection one item at a timeclaim0.736
  Part of the critique of charettes: drawings encourage quick, playful contributions and cannot handle complex trade-offs
• Buildings made with an eye to the past will most often fail to have living structure, because the process of historical reproduction somehow turns vivid, living structure sour.claim0.734
  Argues that copying historical forms does not produce living structure.
• Contrast, instead of separating things, brings them together when used to help centers become alive; contrast that fails to create deeper feeling is merely accidental or eye-catchingclaim0.733
  Claim distinguishing good contrast (Shaker schoolroom, which unifies) from bad contrast (glaring lobby staircase, which separates)
• We cannot create living order only by concentrating on appearance; we must characterize the geometry that comes from living process.claim0.730
• Analysis of living forms that have never existed before is necessary to reveal deep design principles of life as it can be.claim0.730
  Central premise of the paper.