Sometimes people demand to understand how exactly Jesus walked on water/ turned water into wine, which is sort of irritating since Jesus is GOD, and thus the mechanisms of his miracles would be beyond our understanding, or he wouldn't be GOD.

And thinking that things can't be true unless they are understood by human logic is kinda... egoistic, isn't it?

Though i sorta get that if you can't see reason in something, you can't be expected to believe that it's true, but there are certain things that one should higgle over and things one should not. Like not knowing how, scientifically, Jesus turned water into wine does not negate the fact that Jesus is God. We should focus on more important proofs if we want to prove/ disprove the Bible.

Angst.

Today I'm feeling sort of jealous of people who take... slacker and more interesting courses. CBE is tough, not particularly interesting, and demands so much of one that there's no time and energy left for other pursuits (i.e. CCAs). And then I got a thought:

In primary school, we work hard so that we can get good grades and be able to enter 4 years of hell, during which we'll work hard to get into 2 years of even more hellish hell, so that we can work harder to get into 4 years of yet more hellish hell. And the purpose of that?

To get a hellish (though high paying) career that'll stick with us till we resign.

We're fighting a battle so that we can fight more battles next time.

The biomolecular engineering notes are based on the paradigm of Darwin's evolution, but the way the lecturer speaks ('the reason for so-and-so part is...') makes me wonder if all humans have an innate belief in intelligent design. I mean, the belief that there is a reason behind something implies a subconscious belief in sentient will (reason arises from a sentient mind, doesn't it?), which in turn implies a subconscious belief in the existence of God.

By the way, I sorta resent it when people chastise me for not taking down notes during bio lecture. You need some background concepts to be able to take in what the prof is saying, identify what is significant and process it out in written form (if you write things down ambiguously it could cause much problems later). There were many times when I didn't write down the meagre stuff I've caught because I wasn't sure if I've gotten it right.

I hate hate hate hate HATE bio.

Haha, this poem is thrice stolen now. It's so beautiful. I is no getting the last stanza though.

The Beautiful Lie

He was about four I think... it was so long ago.
In a garden; he'd done some damage
behind a bright screen of sweet-peas -
snapped a stalk, a stake, I don't recall,
but the grandmother came and saw, and asked him:
"Did you do that?"

Now, if she'd said why did you do that,
he'd never have denied it. She showed him
he had a choice. I could see, in his face,
the new sense, the possible. That word and deed
need not match, that you could say the world
different, to suit you.

When he said "No", I swear it was as moving
as the first time a baby's fist clenches
on a finger, as momentous as the first
taste of fruit. I could feel his eyes looking
through a new window, at a world whose form
and colour weren't fixed

but fluid, that poured like a snake, trembled
around the edges like northern lights, shape-shifted
at the spell of a voice. I could sense him filling
like a glass, hear the unreal sea in his ears.
This is how to make songs, create men, paint pictures,
tell a story.

I think I made up the screen of sweet peas.
Maybe they were beans; maybe there was no screen,
it just felt as if there should be, somehow.
And he was my - no, I don't need to tell that.
I know I made up the screen. And I recall very well
what he had done.


(Sheenagh Pugh)