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El edificio MediaTIC, inaugurado a principios del 2010, es un forum ciudadano de encuentro, aprendizaje y puesta en práctica de las Tecnologías de la Información y la Comunicación.
© 2017 Garry Velletri. All rights reserved. This image may not be reproduced, copied, edited, published, transmitted or uploaded in any way without my permission
For Thomas, self-realization in the larger story calls for a reinvention of ourselves as participating in our genetic relatedness to Earth, as well as in the material elements of the universe. The challenge that Thomas himself underwent by integrating cultural and evolutionary history became his prophetic call. He called humans back from a hyper-individualism trapped in a use-relationship with an objectified, dead world. The three mediations evident in the cultural historical record inspired him to call for a communion experience with the Earth community as continuing the emergence of the universe.
--Thomas Berry, “The Role of the Church in the 21st Century,” in The Christian Future and the Fate of Earth, ed. Mary Evelyn Tucker and John Grim (Maryknoll, N.Y.: Orbis Books, 2009), 58.
……Another day - Another ruin! Haughmond Abbey is a ruined, medieval, Augustinian monastery (circa early 12th century) lying just on the outskirts of Shrewsbury and within earshot of the ‘Battle Of Shrewsbury’ in fields what is now called Battlefields - with about 24,000 swords & shield clashing that would have been a rather noisy affair!! Henry IV set up camp near here prior to the big battle on 21st July 1403 after the Abbot of Haughmond failed to mediate. Thankfully only showers of rain and not showers of arrows as I took this shot #043 on my phone in Apple RAW & edited in Lightroom. Alan:-) Press Z (or pinch out) to pixel peep or search for arrow remains😊
For the interested I’m growing my Shutterstock catalogue regularly here, now sold 106 images :- www.shutterstock.com/g/Alan+Foster?rid=223484589&utm_...
©Alan Foster.
©Alan Foster. All rights reserved. Do not use without permission.……
The Animistic Vision in Education and Human Development by Daniel Arrhakis (2026)
The Animistic Vision in Education and Human Development
The place of animism in education has been evolving: it has ceased to be understood merely as a childhood “cognitive error” and has come to be recognized as a symbolic language capable of supporting freedom of learning, autonomy, and the child's connection with the world.
Today, animistic thinking can be seen as a bridge between children's imagination and the progressive development of critical, scientific, and relational thinking.
Pedagogical Perspective of Animism
In early childhood education, animism can function as a form of symbolic language that allows children to explore reality with curiosity, empathy, and imagination. Instead of being corrected immediately, it can be pedagogically mediated to promote meaningful learning.
Mediation tool: teachers can take advantage of the child's tendency to “give life” to objects and natural phenomena, introducing scientific and biological concepts in a playful way.
Respect for the stage of development: following the contributions of Jean Piaget, modern approaches recognize that children go through phases in which they confuse activity with life, gradually advancing towards a more objective understanding of living beings.
Holistic learning: animism favors the perception that the elements of the environment are interconnected, strengthening a deeper and more sensitive environmental education.
Freedom of learning and autonomy
The recognition of animistic thinking creates an environment in which the child feels authorized to formulate their own explanations about the world. This freedom stimulates curiosity, personal expression, and the gradual construction of autonomy.
Free exploration: values fundamental childhood rights, such as playing, exploring, imagining, and expressing ideas.
Development of agency: by interacting with the world as if it had intentions, the child develops empathy and a sense of responsibility for their actions.
Relationships with the non-human: animism allows for the creation of new ways of relating to animals, plants, rivers, objects, and natural phenomena, challenging excessively rigid or exclusively rationalistic teaching models.
Enchantment and reflection: imagination becomes a driving force for learning, allowing the child to learn through enchantment, investigation, and reflection, and not just repetition.
Animism in science education
In science education, animism can cease to be treated as a simple "childish belief" and become a pedagogical tool for empathy. It helps students in the early years develop ethical and environmental sensitivity even before mastering complex theoretical concepts.
1. Attributing agency to living beings
Instead of presenting plants and animals as static objects, the animistic approach highlights their activity, interdependence, and relationship with the environment.
The "will" of the plant: discussing how a young plant "seeks" light or directs its roots towards water and nutrients.
Plant communication: presenting relationships between fungi, roots, and trees as a network of communication and cooperation in the ecosystem.
Cooperation and symbiosis: exploring examples such as bees and flowers, the plover and the alligator, or lichens, showing how different living beings depend on each other.
A simple example is the relationship between bees and flowers: the bee collects nectar to produce honey and, as it moves between flowers, carries pollen on its legs, contributing to plant reproduction.
2. Personification to understand natural cycles
The personification of abiotic elements, such as water, rocks, or wind, can help the child visualize invisible or abstract natural processes.
The journey of the drop: creating narratives about the water cycle, representing evaporation, condensation, and rain as stages of a journey.
Ecological roles: assigning symbolic functions, such as "forest cleaners," to decomposers, facilitating the understanding of their role in the balance of ecosystems.
3. Interspecies Empathy
Animism can support the construction of an ecological ethic by bringing the child closer to other forms of life and reducing the distance between the "self" and the "other."
Animal perspective: propose activities such as "What if I were a bee?", leading the child to think about what the animal sees, seeks, and needs to survive.
Rights of nature: introduce the idea that rivers, forests, and other natural elements deserve care and protection.
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A visão animista na educação e no desenvolvimento humano
O lugar do animismo na educação tem vindo a evoluir: deixou de ser entendido apenas como um “erro cognitivo” infantil e passou a ser reconhecido como uma linguagem simbólica capaz de apoiar a liberdade de aprendizagem, a autonomia e a ligação da criança ao mundo.
Hoje, o pensamento animista pode ser visto como uma ponte entre a imaginação infantil e o desenvolvimento progressivo do pensamento crítico, científico e relacional.
Perspetiva pedagógica do animismo
Na educação infantil, o animismo pode funcionar como uma forma de linguagem simbólica que permite à criança explorar a realidade com curiosidade, empatia e imaginação. Em vez de ser corrigido de imediato, pode ser mediado pedagogicamente para favorecer aprendizagens significativas.
Ferramenta de mediação: os professores podem aproveitar a tendência da criança para “dar vida” a objetos e fenómenos naturais, introduzindo conceitos científicos e biológicos de forma lúdica.
Respeito pelo estágio de desenvolvimento: seguindo contributos de Jean Piaget, as abordagens modernas reconhecem que a criança passa por fases em que confunde atividade com vida, avançando gradualmente para uma compreensão mais objetiva dos seres vivos.
Aprendizagem holística: o animismo favorece a perceção de que os elementos do ambiente estão interligados, fortalecendo uma educação ambiental mais profunda e sensível.
Liberdade de aprendizagem e autonomia
O reconhecimento do pensamento animista cria um ambiente em que a criança se sente autorizada a formular explicações próprias sobre o mundo. Essa liberdade estimula a curiosidade, a expressão pessoal e a construção gradual da autonomia.
Exploração livre: valoriza direitos fundamentais da infância, como brincar, explorar, imaginar e expressar ideias.
Desenvolvimento da agência: ao interagir com o mundo como se este tivesse intenções, a criança desenvolve empatia e sentido de responsabilidade pelas suas ações.
Relações com o não humano: o animismo permite criar novas formas de relação com animais, plantas, rios, objetos e fenómenos naturais, desafiando modelos de ensino demasiado rígidos ou exclusivamente racionalistas.
Encantamento e reflexão: a imaginação torna-se um motor da aprendizagem, permitindo que a criança aprenda pelo encantamento, pela investigação e pela reflexão, e não apenas pela repetição.
Animismo no ensino das ciências
No ensino das ciências, o animismo pode deixar de ser tratado como uma simples “crença infantil” e tornar-se uma ferramenta pedagógica de empatia. Ele ajuda os alunos dos anos iniciais a desenvolverem sensibilidade ética e ambiental antes mesmo de dominarem conceitos teóricos complexos.
1. Atribuição de agência aos seres vivos
Em vez de apresentar plantas e animais como objetos estáticos, a abordagem animista destaca a sua atividade, interdependência e relação com o ambiente.
A “vontade” da planta: discutir como uma planta jovem “procura” a luz ou orienta as raízes em direção à água e aos nutrientes.
Comunicação vegetal: apresentar relações entre fungos, raízes e árvores como uma rede de comunicação e cooperação no ecossistema.
Cooperação e simbiose: explorar exemplos como as abelhas e as flores, o pássaro-palito e o jacaré, ou os líquenes, mostrando como diferentes seres vivos dependem uns dos outros.
Um exemplo simples é a relação entre abelhas e flores: a abelha recolhe o néctar para produzir mel e, ao deslocar-se entre flores, transporta pólen nas patas, contribuindo para a reprodução das plantas.
2. Personificação para compreender ciclos naturais
A personificação de elementos abióticos, como a água, as rochas ou o vento, pode ajudar a criança a visualizar processos naturais invisíveis ou abstratos.
A viagem da gota: criar narrativas sobre o ciclo da água, representando a evaporação, a condensação e a chuva como etapas de uma viagem.
Papéis ecológicos: atribuir funções simbólicas, como “limpadores da floresta”, aos decompositores, facilitando a compreensão do seu papel no equilíbrio dos ecossistemas.
3. Empatia interespécies
O animismo pode apoiar a construção de uma ética ecológica ao aproximar a criança de outras formas de vida e ao reduzir a distância entre o “eu” e o “outro”.
Perspetiva animal: propor atividades como “E se eu fosse uma abelha?”, levando a criança a pensar no que o animal vê, procura e necessita para sobreviver.
Direitos da natureza: introduzir a ideia de que rios, florestas e outros elementos naturais merecem cuidado e proteção.
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This is an AI generated photo based on a SL photo of mine. Looking Glass in Horizon Dream is a great opportunity to photography. If you are a fan of "The Looking Glass" better known as Alice in Wonderland. You will find this sim very nice.
Just a few km from Inle lake. The antique ordination hall of Shwe Yan Pyay monastery, a gem of Burmese architecture from the 19th century built entirely from teak wood on stilts and with unique oval shaped windows.
Unless in use for formal temple and event activities the ordination hall serves as study room for novice monks, posing in the windows for tourist photos during break from studies and mediation.
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In a time of constant stress, it is important to take time off, to unwind and relax, to restore calm and inner peace. This was the idea of this MOC, my way of relaxing and taking a break from everyday tasks and release the stress.
“One of the most attractive things about the flowers is their beautiful reserve.”
~Henry David Thoreau
Paolo Caliari, called the Veronese (Verona, 1528 - Venice, April 19, 1588) - The Coronation of the Virgin (1555) - church of San Sebastiano, Venice
Il soffitto della sacrestia è la prima opera realizzata dal pittore per la chiesa e tra le prime eseguite a Venezia dopo il suo arrivo da Verona. La commissione, mediata dal suo concittadino Bernardo Torlioni, priore del convento, diede avvio al rinnovamento complessivo delle decorazioni con la celebrazione della Vergine incoronata dalla Trinità
The ceiling of the sacristy is the first work created by the painter for the church and one of the first executed in Venice after his arrival from Verona. The commission, mediated by his fellow citizen Bernardo Torlioni, prior of the convent, gave rise to the overall renewal of the decorations with the celebration of the Virgin crowned by the Trinity.