Kirby says: >All these easily programmed demos and experimental frameworks makes "dynamical systems" (or whatever we call it) an exciting branch to math teachers like me (or "computer math teacher" as BH might say, seeing CS as an invisible hand) as I'm keen to keep it hands on, even as we watch the fly throughs of the Mandelbulb and so on. Skill building is the name of the game, not just having a couch potato's appreciation for a chaotic process.
Not denying their is plenty to demonstrate and whatnot. Not saying the ideas are wrong. Simply saying that its not enough to point to demonstrable examples of emergent behavior, then point to some other complex unexplained phenomenon, and say "see, this is just like that".