狗从来不口臭／如果不刷牙就驻牙，那猴子怎么办？

以前我会害怕狗添我的脸，认为他们很臭，但后来不怕了，就算他们添我的嘴我也不怕了，

这下我才发现，狗刚吃饱时，当然嘴会有味道，但一小时后，他们的嘴的味道又回到那种有点苦的味道了。

 

他们也不刷牙，却不会口臭。

 

我们人类每天要刷牙，是被垄断宣传的后果，

如果人类不刷牙就要驻牙，那猴子怎么办？

奇异现象

奇异现象

那天再把两只狗和猫抱在沙发上，sayang他们，先把小猫抱着抚摸，一会儿小母狗也在旁等着，显示想要挤烧烧的样子，却又不敢过来，大概是平时我都会阻止他们和小猫玩得凶吧，我也把他抱一来，不一会儿，小雄狗也在门外看着了，摇尾巴，发出尖hi声，因为平时他犯太多错，被我打得多了，我放下两只，去把他抱进来，这一次不一样，他比较安详了，大概是他也想要温暖了。

他一来，小猫，开始时一直跑掉，一直后来，两只狗平静地依偎着，我又发出母猫的肚震音，他自己主动来了，他又怀念起母猫，吸小狗的奶头。

这天是很神奇的，我家的蚊子都来了，在我面前飞来飞去，看一看，足足有十多只吧，过一久，我才察觉一个奇异现象，今天蚊子都没有攻击我，虽然如果有多人在一起，蚊子都被别人引去，我一般不会受叮咬，但一个人，或和狗在一起的时候，我还是会被围攻的，但今天没有。

在这和谐的气氛下，突然察觉这事情，心想，为什么呢？

蚊子是对震动、红外线很敏感的昆虫，是不是我的身体在这个状态下有什么不一样呢？

我即刻内视自己的皮肤，发觉在这种和谐状态下，身体的皮肤和皮肤外弥漫一种很温暖的频动波动，不像是物质的，似乎只有频率。这是我生平第一次感觉到在皮肤之外的现象，自己没法察觉其影响，也许是蚊子告诉了我。

无论如何，此事也许只是偶然，也许只是今天蚊子不饿，

虽然在温馨状态下，身体皮肤有温暖感是没错的，我也不能证明那种状态下，身体有和谐的频率放出。

难道蚊子不会攻击和谐的频率？此事，有待往后留意。

总不会蚊子也被这种气氛感染而感动吧。哈哈。

引wikipedia——Unschooling

Unschooling the name itself may be an extreme view, but this is one of the concept in taonatural education, I collect this as preference to share.

Unschooling

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This article includes a list of references or external links, but its sources remain unclear because it has insufficient inline citations. Please help to improve this article by introducing more precise citations where appropriate. (February 2010)

Unschooling refers to a range of educational philosophies and practices centered on allowing children to learn through their natural life experiences, including child directed play, game play, household responsibilities, and social interaction, rather than through the confines of a conventional school. Exploration of activities is often led by the children themselves, facilitated by the adults. Unschooling differs from conventional schooling principally in the thesis that standard curricula and conventional grading methods, as well as other features of traditional schooling, are counterproductive to the goal of maximizing the education of each child.

The term "unschooling" was coined in the 1970s and used by educator John Holt, widely regarded as the "father" of unschooling^[1]. While often considered to be a subset of homeschooling, unschoolers may be as philosophically estranged from homeschoolers as they are from advocates of conventional schooling. While homeschooling has been subject to widespread public debate, little media attention has been given to unschooling in particular. Popular critics of unschooling tend to view it as an extreme educational philosophy, with concerns that unschooled children will lack the social skills, structure, and motivation of their peers, especially in the job market.^[2]

Within the homeschooling movement, unschooling has featured in debates on pedagogy and values, where it can be perceived as conflicting with Christian education.^[3]

Contents [hide] 1 Philosophy 1.1 Children are natural learners 1.2 Children do not all learn the same way 1.2.1 Developmental differences 1.2.2 Learning styles 1.3 Essential body of knowledge 1.4 The role of parents 1.5 Criticism of traditional school methods 2 History and usage of the term "unschooling" 3 Home education 4 Socialization 5 Criticism 5.1 Common opinions and concerns of people who are critical of unschooling 6 Organizations 7 Other forms of alternative education 8 Prominent unschooling advocates 9 See also 10 References 11 External links

[edit] Philosophy

[edit] Children are natural learners

A fundamental premise of unschooling is that curiosity is innate and that children want to learn. From this an argument can be made that institutionalizing children in a so called "one size fits all" or "factory model" school is an inefficient use of the children’s time, because it requires each child to learn a specific subject matter in a particular manner, at a particular pace, and at a particular time regardless of that individual’s present or future needs, interests, goals, or any pre-existing knowledge he or she might have about the topic.

Many unschoolers also believe that opportunities for valuable hands-on, community based, spontaneous, and real-world experiences are missed when educational opportunities are largely limited to those which can occur physically inside of a school building.

[edit] Children do not all learn the same way

Unschoolers note that psychologists have documented many differences between children in the way that they learn, and assert that unschooling is better equipped to adapt to these differences.

[edit] Developmental differences

Developmental psychologists note that children are prepared to learn at different ages. Just as some children learn to walk during a normal range of eight to fifteen months, and begin to talk across an even larger range, Unschoolers assert that they are also ready to read, for example, at different ages. Since traditional education requires all children to begin reading at the same time and do multiplication at the same time, unschoolers believe that some children cannot help but be bored because this was something that they had been ready to learn earlier, and even worse, some children cannot help but fail, because they are not yet ready for this new information being taught.

[edit] Learning styles

Recent research has indicated that people vary greatly in their "learning styles", that is, how they acquire new information.^{[citation needed]} In a traditional school setting, while there might be some application of this knowledge, classroom teachers almost never allow an individual student to be evaluated any differently than any other student, and while a teacher—particularly at the primary levels—often uses different teaching methods, this is sometimes done haphazardly and not always with specific regard to the needs of an individual student.

[edit] Essential body of knowledge

Unschoolers often state that learning any specific subject is less important than learning how to learn. They assert, in the words of Alec Bourne, "It is possible to store the mind with a million facts and still be entirely uneducated", and in the words of Holt:

Since we can’t know what knowledge will be most needed in the future, it is senseless to try to teach it in advance. Instead, we should try to turn out people who love learning so much and learn so well that they will be able to learn whatever needs to be learned.

This ability to learn on their own makes it more likely that later, when these children are adults, they can continue to learn what they need to know to meet newly emerging needs, interests, and goals. They can return to any subject that they feel was not sufficiently covered or learn a completely new subject.

Many unschoolers disagree that there is a particular body of knowledge that every person, regardless of the life they lead, needs to possess. They suggest that there are countless subjects worth studying, more than anyone could learn within a single lifetime. Since it would be impossible for a child to learn everything, somebody must decide what subjects they are to explore. Unschoolers argue that "Children… if they are given access to enough of the world, they will see clearly enough what things are truly important to themselves and to others, and they will make for themselves a better path into that world than anyone else could make for them."

[edit] The role of parents

The child-directed nature of unschooling does not mean that unschooling parents will not provide their children with guidance and advice, or that they will refrain from sharing things that they find fascinating or illuminating with them. These parents generally believe that as adults, they have more experience with the world and greater access to it. They believe in the importance of using this to aid their children in accessing, navigating, and making sense of the world. Common parental activities include sharing interesting books, articles, and activities with their children, helping them find knowledgeable people to explore an interest with (anyone from physics professors to automotive mechanics), and helping them set goals and figure out what they need to do to meet their goals. Unschooling’s interest-based nature does not mean that it is a "hands off" approach to education; parents tend to be quite involved, especially with younger children (older children, unless they are new to unschooling, will often need much less help finding resources and making and carrying out plans).

[edit] Criticism of traditional school methods

Many unschoolers agree with John Holt when he says that "…the anxiety children feel at constantly being tested, their fear of failure, punishment, and disgrace, severely reduces their ability both to perceive and to remember, and drives them away from the material being studied into strategies for fooling teachers into thinking they know what they really don’t know." Proponents of unschooling assert that individualized, child-led learning is more efficient and respectful of children’s time, takes advantage of their interests, and allows deeper exploration of subjects than what is possible in conventional education.

Others have pointed out that schools can designed to be non-coercive and cooperative, in a manner consistent with the philosophies behind unschooling. Sudbury model schools are evidence of schools that are non-coercive, non-indoctrinative, cooperative, democratically run partnerships between children and adults, including full parents’ partnership, where learning is individualized and child-led, and complement home education.

“	There is a particular philosophy of homeschooling, often referred to as "unschooling," which shares many similarities with the Sudbury model schools. John Holt was a well known proponent, and his writings offer an explanation of how learning can happen without teaching, and what motivates children to learn. Unschoolers believe, as Sudbury schools do, that children are born curious about the world and eager to succeed in life and that kids learn best through experience and experimentation rather than by being told how and what to think. In the words of John Holt: “Real learning is a process of discovery, and if we want it to happen, we must create the kinds of conditions in which discoveries are made. . . They include time, freedom, and a lack of pressure." But unschoolers, for the most part, see the family environment as the best place for children to grow, while the Sudbury model schools believe that, as the African proverb states, “It takes a village to raise a child.” Children and parents have complex relationships and interdependencies which make it harder for children to discover true independence within the family. In the environment of a Sudbury school, children face direct personal responsibility for their actions, without the emotional pressures that family-based accountability can sometimes carry. In addition, children are more able to develop some important social skills in a democratic school — the ability to tolerate diversity of opinion, to speak out against inappropriate behavior, and to develop and carry out group projects, for example. In most homeschooling families, the parent sees him or herself as ultimately responsible for the child’s education, while at Sudbury schools, that responsibility rests squarely with the child.[4]	”
	— Ok, So You’re Sort of Like…Homeschooling?

[edit] History and usage of the term "unschooling"

The term "unschooling" probably derives from Ivan Illich‘s term "deschooling", and was popularized through John Holt’s newsletter Growing Without Schooling. In an early essay, Holt contrasts the two terms:

GWS will say ‘unschooling’ when we mean taking children out of school, and ‘deschooling’ when we mean changing the laws to make schools non-compulsory…^[5]

At this point, then, the term was equivalent with "home schooling" (itself a neologism). Subsequently, home schoolers began to differentiate between various educational philosophies within home schooling. The term "unschooling" became used as a contrast to versions of home-schooling that were perceived as politically and pedagogically “school-like.” In 2003, in Holt’s very influential book Teach Your Own, originally published in 1981, Pat Farenga, co-author of the new edition, provided such a definition:

When pressed, I define unschooling as allowing children as much freedom to learn in the world as their parents can comfortably bear.^[6]

In the same passage Holt stated that he was not entirely comfortable with this term, and that he would have preferred the term "living". Holt’s use of the term emphasizes learning as a natural process, integrated into the spaces and activities of everyday life, and not benefiting from adult manipulation. It follows closely on the themes of educational philosophies proposed by Jean-Jacques Rousseau, Paul Goodman, and A.S. Neill.

After Holt’s death and the cessation of GWS, there was no longer anything resembling an authoritative voice of the unschooling movement. A very wide range of unschooling practitioners and observers defined the term in various different ways. For instance, the Freechild Project defines unschooling as:

the process of learning through life, without formalized or institutionalized classrooms or schoolwork.^[7]

New Mexico homeschooling parent, Sandra Dodd proposed the term "Radical Unschooling" to emphasize the complete rejection of any distinction between educational and non-educational activities.^[8] Catherine Baker and Grace Llewellyn emphasize unschooling as a process initiated and controlled by the learners (as opposed to their parents).^[9][10] All of these usages share an opposition to traditional schooling techniques and the social construction of schools. Most emphasize the integration of learning into the everyday life of the family and wider community. Points of disagreement include whether unschooling is primarily defined by the initiative of the learner and their control over the curriculum, or by the techniques, methods, and spaces being used.

[edit] Home education

Unschooling is generally considered to be a form of home education, which is simply the education of children at home rather than in a school. Home education is often considered to be synonymous with homeschooling, but some have argued that the latter term implies the re-creation of school in the context of the home, which they believe is philosophically at odds with unschooling.

Unschooling contrasts with other forms of home education in that the student’s education is not directed by a teacher and curriculum. Although unschooling students may choose to make use of teachers or curricula, they are ultimately in control of their own education.^[10] Students choose how, when, why, and what they pursue. Parents who unschool their children act as "facilitators," providing a wide range of resources, helping their children access, navigate, and make sense of the world, and aiding them in making and implementing goals and plans for both the distant and immediate future. Unschooling expands from children’s natural curiosity as an extension of their interests, concerns, needs, goals, and plans.

[edit] Socialization

Concerns about socialization are often a factor in the decision to unschool. Many unschoolers believe that the conditions common in conventional schools, like age segregation, a low ratio of adults to children, a lack of contact with the community, and a lack of people in professions other than teaching or school administration create an unhealthy social environment.^[11] They feel that their children benefit from coming in contact with people of diverse ages and backgrounds in a variety of contexts. They also feel that their children benefit from having some ability to influence what people they encounter, and in what contexts they encounter them. Unschoolers cite studies which report that home educated students tend to be more mature than their schooled peers,^[12][11][13] and some believe this is a result of the wide range of people with which they have the opportunity to communicate.^[14] Critics of unschooling, on the other hand, argue that unschooling inhibits social development by removing children from a ready-made peer group of diverse individuals.^[2][15]

[edit] Criticism

[edit] Common opinions and concerns of people who are critical of unschooling

• Most children lack the foresight to learn the things they will need to know in their adult lives.^[16][15]
• There may be gaps in a child’s education unless an educational professional controls what material is covered.^[17]
• Because schools provide a ready-made source of peers, it may be more difficult for children who are not in school to make friends and develop social skills than it is for their schooled peers.^[2][15]
• Because schools may provide a diverse group of both adults and students, it might be more difficult for children who are not in school to be directly exposed to different cultures, socio-economic groups and worldviews.^[15]
• Some children are not motivated to learn anything, and will spend all of their time in un-educational endeavors if not coerced into doing otherwise.^[18]
• Not all parents may be able to provide the stimulating environment or have the skills and patience required to encourage the student’s curiosity.^[16][17]
• Because they often lack a diploma from an accredited school, it may be more difficult for unschooled students to get into college or get a job.^[17]
• Children who direct their own educations may not develop the ability to take direction from others.^[2]

[edit] Organizations

A relatively new phenomenon is the unschooling, homeschooling, or self-directed learning center.^[19] Some centers are created for (and often by) existing homeschoolers or unschoolers, while others, such as North Star: Self-Directed Learning for Teens^[20] in Hadley, Massachusetts, often attract people who aren’t currently unschoolers (and may never have heard of unschooling), but are interested in using a new form of education.

Not Back to School Camp is an annual gathering of over 100 unschoolers ages 13 to 18. The camp is directed by Grace Llewellyn, author of The Teenage Liberation Handbook: How to Quit School and Get a Real Life and Education.^[21]

[edit] Other forms of alternative education

Many other forms of alternative education also place a great deal of importance on student control of learning. This includes free democratic schools, like the Sudbury Valley School, Stonesoup School and ‘open learning’ virtual universities. Unschooling differs from these approaches in that unschoolers do not believe that an institution is necessary to facilitate learning. Many believe that ‘educational’ institutions actually limit learning by removing people from the larger world, where they believe the most valuable learning occurs.

种瓜屋顶上，悠然见八方

在最顶的屋瓦种不会有漏水问题　两周的蜜瓜

这是一个小小的开始，当中的尝试，特别是在屋顶上被别人看到，感觉怪怪的。

漏雨问题，靠大片的帆布就能解决了。

我放太多轮胎，因为磨擦好，但太重了，轮胎的重量就占了五分之一。还有待改善。

做了这个楼梯，有时晚上还能躺在屋顶看星星。

在我顺道跟多家餐饮店讨橱余的时候，他们都欢喜地配合，真是高兴，隔壁的Cafe本来还没有收集橱余的，昨天竟然主动收集了一整桶给我，有近十五公斤重哦，昨天，在老咖啡店，人家一天的咖啡渣就有十公斤重，加上家里水沟里的落叶和攀缘杂草，我昨天就收集了六十公斤的肥料。

只要负重没有问题，我有把握在半年后把屋顶变成绿绿一片，但昨晚仔细再看了看屋顶的结构，看来，我还是多放肥料少放土和轮胎的好。

轉載－－我罵家人的原因

如果2012世界末日真的发生，请不要惊讶。 不只是因为玛雅传说，而是科学证明。 升2度C的温度将让地球被毁灭。   從1度C到6度C 英國作家萊納斯（Mark Lynas）閱讀了上千篇科學論文，走訪多位氣候和環境專家，以兩年時間，寫出《六度的變化》（Six Degrees）一書。 書中預測地球每升溫1度C，會帶來的後果；當升溫6度C，就是人類滅亡的臨界點。 升高1度C： 農業地帶會沙漠化，沙塵暴覆蓋城市；三分之一地表的淡水（河流和湖泊）會干涸；低窪的海岸地區將被淹沒；北極熊、海象和海豹絕跡。 升高2度C： 歐洲的夏天，像撒哈拉沙漠般火熱，人們死於熱浪；大火燒毀大量森林；格陵蘭冰原徹底消融，全球海平面升高7米；地球上有三分之一的物種面臨死亡威脅。 升高3度C： 亞馬遜森林死亡；超級颱風將肆虐沿海的城市；紐約市已經泡在水裡；印度次大陸和非洲發生大饑荒。 升高4度C： 永凍土解凍，雪水讓全球暖化加速；英國的大部份地區因為嚴重淹水無法住人；人類被迫遷出地中海區；全球爆發糧食危機。 升高5度C： 海底下的海床釋出的甲烷加速暖化；南北極的冰層融化；雨林已經燒光、變成沙漠；人類為了尋找食物開始大遷徙，過著動物一樣的生活。 升高6度C： 連北極也沒有冰了；歐洲是一片沙漠；地球大部份地區已經不適合人類居住；沿海城市成為廢墟。 超過6度C： 暖化完全失控，任何努力都是徒勞了；超級暴風雨、洪水、硫化氫氣體、以及甲烷火球摧毀地球；人類滅亡，地球只有黴菌能夠存活；地球回到1億5000萬年前恐龍滅絕的年代。

 

 

 

聯合國的跨政府氣候變遷專家小組（IPCC）報告指出，人類的活動，包括土地利用、工業生產、城市化和生活型態，都排放大量溫室氣體（Greenhouse Gas），從而造成地球升溫。

 

地球升溫人類造成地球升溫的種種因素，超過90%是人類自己造成。

 

人類知道溫度上升會毀滅世界，但是，卻依照熱衷追求高排放的經濟成長模式，也習慣於高消耗的生活方式，樂此不疲，不會輕易放棄。

 

就好像一缸水裡的青蛙，水的溫度逐漸的升高，青蛙始終無動於衷，甚至愜意無比；直到溫度過了臨界點，它已經跳不出水缸，活活被煮死。

 

青蛙沒有意識到水溫上升，所以不會跳出水缸。人類呢？

 

美國和中國是世界兩大二氧化碳排放量最高的國家，在哥本哈根峰會上，不但無法攜手合作，反倒是針鋒相對，歸咎對方；在堅持本身利益的同時，要對方作出更大讓步。

 

哥本哈根大會沒有讓人類跳出水缸，大國之間相互扯後腿，逼使大家都留在水缸。

 

一紙“記錄在案”的氣候協議，只是同意減少排放溫室氣體，卻沒有制訂目標，也沒有執行方案。

 

窮國與島國皆大失所望。面對淹沒威脅的太平洋小島圖瓦盧代表說，這是對未來的背叛；非洲蘇丹的代表說，協議是判處非洲死刑，形同大屠殺。

 

体系完备否？

道法自然体系实践一月半了，眼看前方，问题真是很多。
连家人我都说服不了，体系的发展是不能靠说服的，
必须有一个自己说了算的地方，不能让不同体系的人来干扰，否则机制难成矣。
科技力量是很难解决的，共产主义对于科技是没有指导方法论引导的，五十年过去了，
尽管在成本方面，中国好很多，但一直没有超越的作为。
而道法自然体系对科技的指导作用还没有显现。

道法自然体系，就目前的世界上各领域的作为来看，
医药、饮食、农业、武学、教育、艺术等等领域是已经崭露头角，
但在科技这个重中之重的领域，仍没有作为。

在我的体系里，诸子百家中的墨家、道家和兵家是我提倡的，
它们是有哲学高度、实际、严谨的、唯物主义的
儒家和易经则是我不想提的，
这两家看似文雅，其实是形式主义，什么君子不君子的，
一点科技、技术、智慧含量都没有，只会定一些君君臣臣父父妻妻之类的不用教都会的东西。
历代提到多么深入，却全是形式主义的易经，其结构非常有问题，只能拿来占卜用。

诸家之中，唯有墨家是最完备的，民主、平等、科研、军事都包括其中，真是和其光，同其尘的唯物主义代表。
连道法自然的源头，道德经只是一本有境界却不实际不严谨的著作，拿来当哲学可以，
要用出来，却是二千余年后的清朝太极拳才用出来，我全力探讨，都要用七年光景还没有完备。
孙子，智慧极高，却只能用于战争，对于建国的探讨，没有。

如果汉武帝独尊墨家，现代的中国，强盛难以想像，
当然，在那个时代，要用到道家思想来治国，还不成气候。
孔子思想的局限，到现在还没有根除，中华民族的平民百姓中，还是有九十九点九巴仙是没有科学精神的。
他们仍然缺乏独立探讨意识，仍然深埋于中国人的俗套中。
但是，无论如何，人类最后都会面对道家提出的问题，文明的发展中，不断地以一个矛盾去淹盖另一个矛盾，
就会趋近崩溃，唯有回归根本，圆满发展，从不产生矛盾，才能长存。

哲学家的责任是建立一个完备的体系，因为往后，这些不完备的缺陷可能很难弥补上来而影响后世深远。

用出来了吗？

如果哪一天，我的个人自然程序完善，执行，
我会对那些我说服不了的人说什么呢？
是很和平的吗？是暗讽吗？是令他们惭愧吗？
效果肯定还是要有的，只不过，应该是和谐一点，
当然，不是为了和谐而和谐，那样变成了退缩，
太极拳不是简单的退缩，而是有进有退，而且，定步推手追求不退。

什么时候我会做到呢？边防守边将人一军，而且别人心服口服。

我的道法自然世界，卡在工学方面，我还没有发展出自己制造工具的具体方法论。
在整个农牧业循环方面，已经很明白是可行的，所以我暂时不去执行。
而且，现阶段的社会，工学优先，较能达到工程教育一体化，
反而农业落后，别人没有兴趣学，教学吸引力不够。

我应该马上就把道法自然方法用在人际上，不然，我又会顶撞别人，在博客发表激言了。

历史中合理的愤怒

历史中合理的愤怒

愤怒是物竞天择的产物，当生物的生存环境受侵犯时，怒吼是种警告。
近代中国掘起史，是毛泽东代领中国人之怒，打倒蒋介石，抵抗日美帝国压迫。
从孙中山和陈独秀不主张武装革命，到孙中山的军权落到蒋介石手上，到国民党残杀共产党人，到共产党人盲目爆动，
到毛泽东和朱德的山头游击战。中国人之怒，是历史上革命，新中国的动力之源。

当今时代，令人愤怒的事是什么？令我愤怒的是什么？
人们对于新兴方法论的不理解，
依旧封建于矛盾的方法，这是一种相对的封建思想，反动思想，
就像我父亲年轻的时代，视迷信为封建反动，现在这个时代，他们也成了封建反动的代表了。

环保议题已经提到了尖锐的地步，人类不知道什么时候会超越毁灭的临界点，
我父亲这一辈人，还在说一点点不环保不算什么。
我父亲如果把全部油棕树砍掉，会是他这一辈子最不环保的决定。

在农场的谭先生，是个较有修养的人，他的一句，“不管我年纪多大，我一辈子都要学习进步”这句话，是很重要的。

先要耻于落后无知愚蠢，才能做个叫后代信服的人。
不知羞耻！

自然管理与自然生活

生活中的顺序，不是人定的，而是顺着势而来。

由内而外，不使尽，和谐相处。

谈笑风声，同尘和光，

一切在顺势中进行。

 

巧用輪胎－－道法自然体系的中型廢物利用成功范例

農場旅游部被要求要做像運動場觀眾台的架子。

這種三層的架子，体积龐大，如果特地去做，就費本費力費空間，

如果用木來做，則吃功又昂貴，保養存放維修不易。

左思右想，找适當的廢物來巧用。

突然看到大輪胎，灵機一動，當下考慮其可行性，

考量結果，輪胎是最佳的架子，穩定、耐用、易搬運、接觸面大、易調水平，

再把已經有的竹伐放在上面，竟成了四兩拔千金的道法自然順勢工程典范。

完成十六座觀眾台，竟然只用了六百元。幾乎不用任何空間，不用任何后續維修費用。

只用了搬運費、鉆孔費用和費棄物品購買費用。

比原先的固有思維省了至少十倍。

更重要及有意義的是，廢物利用環保、為日益急迫的環境保護起到承上啟下的作用。

我覺得，譚先生還是比較能夠接受新事物的，這樣，我才能放心在這里發揮。

如果不能接受我的十倍优于旧体系的方法，小看我，要我怎么發揮呢？