View allAll Photos Tagged Perception
Pose Fair opens on May 4th!
See you on the 4th at maps.secondlife.com/secondlife/Brookhurst%20Cove/64/200/3001.
For styling details and pose information, visit my blog fashioncollecker.com/2019/05/03/pose-fair-begins-on-may-4...
Sometimes, reflections add a dimension to reality that only deepens our perception of that reality. Here, baskets of tulips float among the sprawling branches of a southern live oak. Taken last year from a pond at Brookgreen Gardens in South Carolina.
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.
______________________________________________________________________________________________________
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.
Millions are those who want immortality, and then they don't know what to do on Sunday afternoon if it rains. Susan Ertz
Sono milioni quelli che desiderano l'immortalità, e poi non sanno che fare la domenica pomeriggio se piove. Susan Ertz
Waterfilm is a series filmed since 2012 based on the idea of filming with a freehand camera for a period of exactly one minute.this series illustrates the meditative qualities of water in an urban environment It is my belief that the close observation of this essential element has the ability to influence our perceptions. Each film is intended to be a short meditation – take your time to feel it, but don’t swim away too far...
Yanomano
In "Labyrinth of Perception," the viewer is invited to navigate an immersive environment where geometry and colour playfully distort the boundaries of space and reality. This installation explores the interplay between the observer and the observed, challenging the conventional notions of perspective and dimensionality. The bold, intersecting lines and vibrant hues are designed to evoke a sense of disorientation and curiosity, prompting a deeper reflection on how we perceive and interpret our surroundings. As you traverse the corridors, allow yourself to become absorbed in the rhythmic patterns, letting each step guide you through a journey of visual and sensory discovery.
Midjourney, Photoshop
The glass house belongs to Bain Capital and the mirror image is The Trinity Episcopal Church
(In Buddhism dualism concerns only perception / object. The unenlightened mind maintains a distinction between the mind that experience, and the object of experience, which can be called samsarisk perception. In buddha-mode this distinction is blurred.)
New england 2016
Imaginary Perception
Interplanetary Travel
Youtube: To My Stars (ნიკოლოზ ბარათაშვილი – Nikoloz Baratashvili)
Camera: Canon EOS Kiss X7i
Photograph by Yusuf Alioglu
Location: Outer space (space)
თბილისი, საქართველო (Tbilisi, Georgia)
What is there for us to see?
Maybe nothing maybe all.
But when I change my
Point of view, I change my perceptions
And what I see than is new.
So maybe, we can feel this change in
Todays vibes. In the air.
So do we hide behind our masks and
Say it will all be the same?
Or do we move on with fresh perceptive?
Over the past year or so I have noticed how the cultural narrative around seasons can alter our perception of them, effectively blinding us to what’s right in front of our noses.
For a long time, based on the cultural narrative I grew up with, I thought “spring and summer = flowers,” while “autumn = falling leaves” and “winter = snow and dead trees.” Even though I sometimes noticed flora during the colder months, I didn’t have an eager expectation to see these plants as I did with those of the spring and summer, and so I saw less of them, as I wasn’t actively seeking them out, or even casually attuned to perceiving them. When I would go outside in the winter, my eyes fixed to the landscape as a whole, casting a definition of pure dormancy upon it. It was all barren branches, fallen leaves, and icy snow – nothing much to see, or so I thought.
This mentality led to many beautiful plants going unnoticed by me – rare, important plants, plants thriving during the time of the year when catching a glimpse of color is most revitalizing. Finding these plants among the monochromes of decay is a particularly commanding experience. Like spotlights on an empty stage, they call one’s focus forward, challenging our notions about seasons, survivability, and life itself.
These plants show us that a season may not be what we think it is at first glance. They invite us to look closer and appreciate the subtleties of the natural world, promising treasure if we do so. In close observation of nature during the cold seasons, we can feel inspired by the adaptations that have allowed certain plants to sustain their form in harsh conditions, and feel grateful for their clear proof that life never fully leaves the landscape. We may technically know that the quiet winter trees are merely in hibernation and will bloom again come spring, but cold-resistant plants are clear evidence that life in nature never truly ends.
We were pleased with this first snow of the season back in November, but we have not been pleased with the recent April dustings. It snowed a bit overnight, and there is the possibility of more in the forecast. . So far, April has not been kind to us.
© AnvilcloudPhotography
,NO Self promotion by Image / HTML or WEB Link
NO Faves With out Comments plz,
Doing such act might cause you A Block from Me
Only Appreciation. Critics . comments Faves, Notes , Blog it And Own Comments are welcome and NO Round Up Comments plz !!
Take Some time with me to share your feelings here,
_________________________
,791707012011
,
,,Pay Visit to my:
Light Box
Getty Image Here
Twitter Here
Face Book Here
_________________________________
.
The Edit of this Photo Demands Your View In BLACK with Large size for better out put, Plz Press L for Black
Thanks In Advance for not Inviting me to any Group and Attaching Graphics to this picture as a part of your comments, I appreciate you to view my photo , click Faves and write your comments instead you copy pest your comment to me.
Press F to Faves This Photo
-Please don't use or alter this image on websites, blogs or any other media without my explicit permission. © All rights reserved,
Hit the L key for a better view. Thanks for the favs and comments. Much appreciated!
Model: Renata L.
Location: St. Albert, Alberta
-------------
All of my photographs are under copyright ©. None of these photographs may be reproduced and/or used in any way without my permission.
© VanveenJF Photography
Gracias a todos por los amables comentarios, mi amigos/as!
Thank you for all your kind comments, my friends!
Matthew 7:7“Ask, and it will be given to you; seek, and you will find; knock, and it will be opened to you." ESV
"Perceptions" -2017
We found this beautiful, circa 1907 folding Brownie today. When we trust, we seek. When we seek, we find. Always.
Send me a message on Facebook or LinkedIn if you want me to do some design work for you!
www.google.com/search?q=brecht+corbeel
Support me on:
Free images:
Follow me on:
www.instagram.com/brechtcorbeel/
www.artstation.com/brechtcorbeel
www.flickr.com/photos/brechtcorbeel/
www.facebook.com/brecht.corbeel
70x200 canon stitched pano .
Not a lot of detail in the sky last night on the north Cornwall coast , but a nice pleasant pink afterglow
Materialised as the sun dipped bellow the horizon .
I had the pleasant compony of fellow Flickr contact David Thompson , who has flown all the way to Cornwall from Las Vegas to take photographs , that,s what I call dedication .
If you don,t know Davids work check him out as he is one of the best landscape photographers out there,
add to that he is a thoroughly decent guy with a deep understanding of photography , i had a long chat with him and his lovely wife Kim , i am hopping they visit the UK again some time .
www.flickr.com/people/mrbarbosa2000/
My Web site . www.raymondbradshawphotography.co.uk/
Getty images . www.gettyimages.co.uk/Search/Search.aspx?assettype=image&...
Getty Curators , editors . www.flickr.com/photos/85138260@N05
Rose Perception by Daniel Arrhakis (2017)
Rose Perception (1998) (syn 'Cindy', 'HARzippee', 'LeAnn Rimes') (Harkness 1998) ('Dr. Darley' x 'Sweetheart') ("Miss Universo")
This is a Hybrid Tea Rose that features beautiful cream / white flowers with cherry / pink color trim throughout the flowering season.
This rose is called 'LeAnn Rimes' in America and 'Perception' in the United Kingdom, selected and named on behalf of the British National Institute for the Blind. It has intensely fragrant flowers with 8-10 cm in diameter, with pink / cherry edges, a reverse cream / white and can reach 1.2 meters in height.
Resistant to frost, its flowers appear in late spring / early summer repeatedly.
Dark green foliage and well-scented roses. This vigorous rosebush is disease resistant and can be planted alone or in flower beds and massifs. Light or half shadow.
Hardy to zone 7 , −17.8 °C (0 °F)−15 °C (5 °F).
______________________________________________
Rosa "Perception" (1998) (syn 'Cindy', 'HARzippee', 'LeAnn Rimes') (Harkness 1998) ('Dr. Darley' x 'Sweetheart')
Esta é uma Rosa de chá híbrida que apresenta belas flores creme/branco com rebordo cor de cereja/rosa durante toda a temporada de floração .
Esta rosa é chamada de 'LeAnn Rimes' na América e 'Perception' no Reino Unido, selecionada e designada em nome do Instituto Nacional Britânico para Cegos. Possui flores intensamente perfumadas com 8-10 cm de diametro, com bordas cor-de-rosa/cereja, um reverso creme/branco e pode atingir 1,2 metros de altura.
Resistente ás geadas, as suas flores surgem no final da Primavera / início do Verão repetidamente.
Folhagem verde escuro e rosas de bom corte bem perfumadas. Esta roseira vigorosa é resistente a doenças e pode ser plantada isoladamente ou em canteiros e maciços. Luz ou meia sombra.
------------------------------------------------------------------------------------------
Quinta De Rhode - It is a personal project, mine and of a friend for a Mini Arboretum with pedagogical and playful character in the region of Móra, Évora, Portugal.
A dream that began about 10 years ago and we would like to share with everyone.
The Wonderful World of plants and especially shrubs and trees in a small space that began with a great love for Nature. Welcome friends! : )
My page in Facebook :