• For years, the scientific community dismissed her work on the communicative capacities and intelligence of forest systems, but once we started manufacturing analogous models in the computer lab, it's like our perceptual awareness (when turned outward) changed dramatically, as if the act of making adjusted or expanded the mental models through which we perceive and make sense of the world.
• “Just as the advent of networking technologies from the 1960s onwards allowed us to perceive life in new ways, and to open ourselves to new relationships and new modes of being," writes Bridle, "perhaps the advent of intelligent technologies will allow us to perceive the rest of the thinking, acting, and being world in ways that are more interesting, more just, and more broadly mutually beneficial" (83).
• Just as technology shapes our perception of nature, the collective intelligence of our natural systems have the potential and power to teach us so much about our models for technology as well. And we should listen.
• With this said, how might acknowledging our entanglement with nature help make "the physics of school" make sense? More specifically, what can nature teach us, not just about transportation systems, but about behavioral health and wellness and about our place of belonging in the cosmos?
• We are a part of something, and if AI can teach us anything, it's not that we matter less; it's that we matter all the more because the world relies on us, on our ingenuity, and on our empathic capacity to connect with the more-than-human system of life, beauty, and becoming.
• What if learner-centered pedagogy meant finding their place in this network and taking responsibility for it?

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