Abstractions-R-Us
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#macromondays #curves
The curve, also in mathematics called a curved line in theoretical and applied mathematics texts is the mathematical object similar or different to the axial straight plane lines, the curved line is not a straight line but may be a function, or the curved line may be part of a non straight plane (nonrectangular object), or part of a sphere or spherical object, or a curved plane, etc., and there too is different to straight lines that are part of straight planes but for some functions may be projected to a straight plane into straight planes.
A plane algebraic curve is the zero set of a polynomial in two indeterminates. More generally, an algebraic curve is the zero set of a finite set of polynomials, which satisfies the further condition of being an algebraic variety of dimension one. If the coefficients of the polynomials belong to a field k, the curve is said to be defined over k. In the common case of a real algebraic curve, where k is the field of real numbers, an algebraic curve is a finite union of topological curves. When complex zeros are considered, one has a complex algebraic curve, which, from the topological point of view, is not a curve, but a surface, and is often called a Riemann surface. Although not being curves in the common sense, algebraic curves defined over other fields have been widely studied. In particular, algebraic curves over a finite field are widely used in modern cryptography.
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"I have come to have the firm conviction that vanity is the basis of everything, and finally that what one calls conscience is only inner vanity"
Gustave Flaubert (1821-1880)
poses: Del May
eyes: theoretical afterthought
textures: Ruby Blossom www.flickr.com/photos/16215823@N06/
Eyes By: Theoretical Afterthought
"Boulevard Of Broken Dreams"
I walk a lonely road
The only one that I have ever known
Don't know where it goes
But it's home to me and I walk alone
I walk this empty street
On the Boulevard of Broken Dreams
Where the city sleeps
and I'm the only one and I walk alone
I walk alone
(GreenDay)
Eyes by Theoretical Afterthought
The look of love is in your eyes
A look your smile can't disguise
The look of love is saying so much more than just words could ever say
And what my heart has heard, well it takes my breath away
I can hardly wait to hold you, feel my arms around you
How long I have waited
Waited just to love you, now that I have found you
You've got the
Look of love, it's on your face
A look that time can't erase
Be mine tonight, let this be just the start of so many nights like this
Let's take a lover's vow and then seal it with a kiss
I can hardly wait to hold you, feel my arms around you
How long I have waited
Waited just to love you, now that I have found you
Don't ever go
Don't ever go
I love you so
Dusty Springfield (oldies but goodies)
Mysteries such as these are not merely theoretical and theological; they are thoroughly practical. It makes a great difference to the act of contemplation whether I see myself as an isolated subject, who, albeit assisted by God’s grace, endeavors to understand something of the mysteries of revelation; or whether, in faith, I have the conviction that my inadequate attempt to understand is supported by the wisdom of the Holy Spirit dwelling within me, that my acts of worship, petition and thanksgiving are borne along and remodeled by the Spirit’s infinite and eternal acts, in that ineffable union by which all human doing and being has been lifted up and plunged into the river of eternal life and love.
-HANS URS VON BALTHASAR, PRAYER, pg 76
A warp drive is a theoretical superluminal spacecraft propulsion system in many science fiction works, most notably Star Trek and I, Robot by Isaac Asimov. A spacecraft equipped with a warp drive may travel at speeds greater than that of light by many orders of magnitude. In contrast to some other fictitious FTL technologies such as a jump drive, the warp drive does not permit instantaneous travel between two points, but rather involves a measurable passage of time which is pertinent to the concept. In contrast to hyperdrive, spacecraft at warp velocity would continue to interact with objects in "normal space." The general concept of "warp drive" was introduced by John W. Campbell in his 1931 novel Islands of Space
Wiki
Mind how you go !!
Andromeda M31
www.youtube.com/watch?v=ycWwyx29hGM&list=PLvlZnJb_4jc...
Please right click the link and open in a new tab to view and listen. Thank you !
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Schrodinger's cat is a famous theoretical thought experiment in quantum physics
If even remotely interested......
There's something called The Copenhagen Interpretation that posits that "things" at the subatomic level don't have any determined properties, only possibilities. A particle can be in two places at the same time, the atom can be in both an excited and unexcited state at the same time, and a photon can be both a particle and a wave.
What determines what we see is our measurement and observation,
Then all the probabilities collapse into one, the one being observed.
Schrodinger wasn't a fan of that theory, so he devised a thought experiment to show how absurd it would be to apply to the gross world of stuff.
He said imagine we put a cat in a box. Also in the box is a radioactive particle which might, or might not begin to decay and emit radiation. If it does, there's a gieger counter which will trigger the release of a noxious gas that will kill the cat.
Then we put a lid on the box.
But until someone opens the box, the cat is both alive and dead.
That's hugely oversimplified, but it's the layman's gist.
This little cat was sitting under a curb on a recessed sewer grate.
So,, is it coming or going or both?
I'm happy to say it was alive. ;-))
Recently the field of theoretical cosmology has been enervated by the suggestion that our universe is the mirror image of another one stretching back in time before the Big Bang (see, for example, www.research.ed.ac.uk/en/publications/icpti-symmetric-uni... ).
Intrigued, I set out to test whether this was observable in practice. After a quick calculation on the back of an old envelope (cigarette packets now being not Politically Correct) I worked out that conditions would be favourable for an experiment in the period around the vernal equinox for my latitude (51N). At this time the angles of the Earth’s gravitational field, the neutrino flux from the sun and a local EM field could be arranged to the optimum.
So, setting a sufficiently powerful Tesla coil in a glass envelope with an inert gas (I used Nitrogen), I tried it out.
And it worked!
Sometimes I could actually see the dim reflection of the alternate universe appear in the glass capsule, but perhaps the best result was this one where I managed to create a wormhole bridging the paired universes.
If you look carefully at the image though you might observe that the energetic feedback created by the wormhole burnt out my coil… such are the sacrifices of science…
---
Storytelling idiocy aside, this image was one of the fun results of an evening spent with a local friendly group of photographers taking images of lightbulbs on tablets (and other things but I didn’t get that far :( ).
I used a clear glass bulb on my iPaddle which I set up to show some very colourful graphic images that I had generated using Midjourney (I finally found something useful to do with that toybox… The text prompt for this one, if you are interested, was ‘Close - up macro HDR photograph of the centre of mirrored 3D circle sculptures, overlapping rainbow circular fractal, vivid rainbow colours, graphic abstract’).
The bulb was lying on its side at an angle resting on the bayonet fitting so I made the canvas larger and rotated it. Starting in Capture One I dropped the greys to black using a levels adjustment and played with the Clarity and a little Dehaze. In Affinity I sharpened it with High Pass/Linear blend and a bit of Unsharp mask and enriched the colour. Then quite a lot of work with inpainting to remove the vestiges of the iPad and a lot of dust.
PS I forgot to mention that this was a focus stack of ten images, though I suspect only four or five contributed anything useful. The camera did the focusing and I used Helicon Focus for the stacking, which I've not really done before (it was fast, worked with raws and produced a dng output).
Thanks for taking the time to look. I hope you enjoy the image. Happy Easter and 100x :)
Theoretical location is Baristo and Aveneda Caballeros I have selected as of nearly seven years ago is near perfect and central located with just the right amount of land to accommodate the masjid and islamic learning center. This is also ideal as other places of worship have built in this area so zoning would likely be a less of a challenge as a result.
See the video at: www.palmspringsmosque.com
This is the International 6 m yacht Sonja III racing in 1912. She was designed and built in 1911 by the Norwegian Christian Jensen, who was Johan Anker´s partner in the early 1900s. My colorization of the original image by an unknown photographer in the Swedish SCIF archive.
"Norwegian sailing sport came to the forefront toward the end of the 1800s. The sailing brothers Ernst Anton and Gustav Adolf Sinding had close ties to Gudmundsen. The latter was head teacher at the Kristiania School of Technology, and after becoming aware of Jensen’s special talents, Sinding persuaded him to educate himself further, first at the Royal School of Art and Technology, with a further three years as Sinding’s personal student. In 1897 and 1898 Jensen took two sabbaticals, one of which was with a stipend, to leading British and German yacht builders. He used this theoretical and practical training to start his own pleasure boat yard at Vollen in 1899.
It wasn’t long before the orders started coming in. There was a big market for regatta and pleasure sail boats, and Jensen soon became well-known for his solid construction skills at a time when increasing demand for speed had been at the expense of quality. At first he built boats according to drawings made by other, well-known designers, but he was soon delivering boats based on his own plans, where good sailing ability was combined with first class craftsmanship
In 1905 Johan Anker, was Norway’s top pleasure boat-builder and during the early 1900s he was Jensen’s partner. This was a fusion of Anker’s ideas and artistry and Jensen’s exacting compilations and craftsmanship. Anker & Jensen A/S became one of the leading yards in Europe, building a long line of top-of-the-line sailing boats for Norwegian and foreign clients. This quality can be confirmed by the fact that many of these boats still exist."
Neil Taylor (born 1945)
"Theoretical Matter" 1999 (detail)
- welded steel
Neil Taylor is an artist working in Melbourne. This welded steel sculpture creates an interesting impression when looked at closely. As Taylor himself describes his work:
"I try for an unimpeded apprehension of the whole piece simultaneous with the space it occupies. Space is illustrated as much as an idea presented. Emptiness is manifest, the laws of structure reveal space as pure potential, scaffolds open up space and give it a known face."
For my sweet friend Theoretical Afterthought...eyes by Theo.
The language of friendship is not words but meanings. - Henry David Thoreau
The younger sister to America's renown Pilot Juna, Luna Merev enters the Starpoint Series with a considerable weight of expectation upon her shoulders. One of the very few pilots to qualify without the support of a National Team, Luna stands as the first Freelance representative of Colony One.
Drawing from her expertise as an Emergency Medical Pilot, Luna has customized her V-X Vera specifically for the harsh environment of Starpoint's Lunar and Orbital circuits. While many have criticized the vehicle's theoretical performance on planetary circuits, others have speculated that Luna may be shooting specifically for a win on her home circuit above Colony One.
Racecraft iteration of the Vera Class shuttle. One week spot build (with some extra time for presentation bits). Wasn't expecting to have time for a build, but here we are.
Been sifting through 4k in pics I have on my hard drive and snapped this one when I had the pleasure to meet Theo in world as her exhibit. Even though she is not inworld anymore her spirit continues to live on in her work which continues to be a huge inspiration to me.
Her av had an ageless beauty about her like a character out of Cabaret not to mention the awesome music conductor like typing ao she had, so I thought this tune would be appropriate with the image.
Dirty Pearl
Theoretical results about the Universe suggests that we, like holograms, are made of matter and energy. One may say that from the Universe's quantum physics (black hole theory) perspective.. we 'are' in theory 'holograms' with spacial depth.
Hologram
The term is taken from the Greek words holos (whole) and gramma (message or letter).
Unlike 3-D or virtual reality on a two-dimensional computer display, a hologram is a truly three-dimensional and free-standing image.
Theoretically, holograms could someday be transmitted electronically to a special display device in our home.
The theory of holography was developed over 60 years ago by inventor Dennis Gabor in the year 1947.
The recent development of laser technology made holography possible.
Artwork by Neil Taylor - "Theoretical Matter" - at Heide Sculpture Park in Bulleen, Melbourne.
Sony FE 24-105mm F4 G OSS
77mm; 1/80 sec; f/5.6; ISO 640
One of the art works form the Sculpture park by Neil Taylor… suggesting, despite its malleability, the suggestion of volume and the absence of mass - like the openness of dense foliage.
Heide Museum Of Modern Art gardens, Bulleen, Victoria
Manufacturer: Société des engrenages Citroën / Automobiles André Citroën SA, Paris - France
Type: (A)C4 G Roadster 2 Places MFP 10CV
Production time: 1931 – 1932 (C4 G’s)
Production time: 1928 – 1933 (all Series)
Production outlet: 10,200 (all C4 Gs)
Production outlet: 243,068 (all types)
Engine: 1767cc straight-4 L-head "moteur flottant"
Power: 32 bhp / 2.700 rpm
Drivetrain: rear wheels
Speed: 95 km/h
Curb weight: 1240 kg
Wheelbase: 108 inch
Chassis: tubular beams 4S RDSR ladder frame with separate all steel body
Steering: worm & roller
Gearbox: three-speed sliding-gear manual + reverse / floor shifter
Clutch: single dry plate disc
Carburettor: Solex 30VAFD sidedraft
Fuel tank: 38 liter
Electric system: 6 Volts
Ignition system: distributor and coil
Brakes front: mechanical drums (by a foot operated pedal with Westinghouse servo)
Brakes rear: mechanical drums ( by a foot operated pedal with Westinghouse servo)
Suspension front: torsion bar stabilizer with longitudinal semi-elliptical leaf springs + hydraulic friction dampers
Suspension rear:torsion bar stabilizer with longitudinal semi-elliptical leaf springs + hydraulic friction dampers
Rear axle: rigid banjo type
Differential: spiral bevel
Wheels: 13 inch
Tires: 13 x45
Special:
- The C-Series (A)C4 and (A)C6: ("AC" for Andre Citroen and "4" for 4 cylinders or "6" for 6 cylinders) was launched at the Paris Motor Show in October 1928. In 1929 the official name changed into C4 and C6.
- They shared similar styling, albeit that the (A)C 6 (Citroëns top model and 61,280 units built) had a longer bonnet than its four cylinder sibling and a "SIX" monogram in the grille.
- In 1929, Citroën was the first to introduce one full year warranty on new cars.
- In 1930, the C-Series is undergoing a revolutionary innovation that benefits its "le fameux "moteur flottant" (le sigle du "cygne Citroën"), the famous "floating engine": this 1767cc straight-4 / 32 bhp engine for the C4 models and a 2650cc straight-6 / 50 bhp - 2700 rpm fort he C6 models. The processes were developed in response to the theoretical studies of vibrations by two French engineers, Pierre Lemaire and Paul Aubarède.
- The nose of the C4/C6 was used by Michelin for prototypes of their Micheline (a light rail car, whose wheels are equipped with special tires developed by Michelin in 1930).
- The C4 G Series was available as this 2-door Roadster 2 Places, as 4-door Berline, as 4-door Conduite Interieure, as 4-door Familiale, as 2-door Faux-Cabriolet 2 Places, as 2-door Faux-Cabriolet 4 Places, as 2-door Cabriolet 2 Places, as 4-door Torpédo, as 4-door Torpédo avec Tabatiere et Pare-Brise AR, as 4-door Torpédo Familiale, as 4-door Torpédo Commerciale, as 4-door Conduite Interieure Commerciale and as "rolling chassis" on which coach builders built their (customized) body work.
Perimeter Institute for Theoretical Physics (PI), Waterloo, Ontario, Canada. Architects: Saucier & Perrotte, 2004.
© Stephanie Fysh 2005; all rights reserved
Lawrence Krauss: "We are all Stardust" (youtube 0:36 Lawrence Krauss: theoretical physicist, cosmologist. One of the books he wrote: "The physics of Star Trek")
Quote: "Forget Jesus, the stars dyed that you are here today"
That is step one. The atoms the Earth is made of and also our bodies are made of stars that exploded, are from stars that have dyed.
Step two - sorry the next video is only in German - therefore an English summary: Estimation: in every human being there are about 20 millions atoms that are from Jesus. Assumed that Jesus has lived as a person. Although if one believes that Jesus` body ascented into heaven, nonetheless there are atoms that once belonged to his body still on earth, because everybody looses cells, hair, skin cells, nails etc. during his lifetime. These atoms during long time spread around the world - so everybody has atoms in his body that were former atoms in the bodies of other people and were part of plants, animals and objects, and also of Jesus (if he has lived as a person).
Science Busters: "Jesus Atome" (youtube 2:28)
Vorausgesetzt Jesus hat überhaupt als Person existiert, gelebt. Dann sind in Hostien genausoviele Atome von Jesus wie in der gleichen Menge Auer Baumstämme. !Aber: ein Atom bleibt exakt das gleiche egal wo überall es schon gewesen ist, es ändert nichts an einem Atom ob es nun mal in Jesus und in Mohammed und dann in Hitler und dann in einer weißen Lilie und dann in einer Waffel war, gegessen wurde und wieder ausgeschissen wurde, dann in einer Fliege war und dann in mir und dann in dir! Es hat keinerlei Einfluß auf Körper, Geist, Persönlichkeit, etc. wieviele Atome man von Jesus hat, wieviele von Hitler - Atom bleibt sozusagen Atom. Und auch umgekehrt: nur weil Atome von verstorbenen Tieren, Personen in mir sind, leben diese Personen, Tiere nicht durch mich, in mir, weiter genausowenig wie Jesus (falls es ihn gegeben hat) in mir weiterlebt, weil Atome, die einst Teil von Jesus waren in mir sind. Tot ist tot. Reliquien sind Überreste verstorbener Heiliger - wenn in mir Atome von Jesus sind warum bin ich keine Jesusreliquie und werde als Reliquie des Heiligen Antonius verehrt, und aller anderer Heiliger deren Atome in mir sind…
Part of: "Putting on Paper ~ zu Papier bringen" Auer Baumstämme - inspired by, angeregt durch, Hommage to: Eat Art von Daniel Spoerri // "Picture Puzzles Bilderrätsel Riddle Rebus Rätsel" Die Antwort auf die Zusatzfrage: in Hostien sind gleich viele Atome von Jesus wie in der gleichen Menge Auer Baumstämme // Fronleichnam: Fest des heiligsten Leibes und Blutes Christi Sollemnitas Sanctissimi Corporis et Sanguinis Christi - heilig heiliger heiligst - no to "some things and people count, most don`t" heilig, Fetisch, Anbetung von Reliquien - Immunisierung gegen Kritik - führt zu Verengung des Horizonts, Verengung der Weltsicht - Stichworte dazu auch: Echo-Kammer - führt zu Stillstand, Wiederholung anstatt Weiterentwicklung - - Kreativität ist keine Phase - - Argumentation, Diskussion, in Frage stellen, nicht abwehren wenn in Frage gestellt wird, auch nicht es nur aushalten, sondern darauf eingehen -- Kreativität ist keine Phase - Kreativität heißt nicht dasselbe immer wieder zu wiederholen - eine Idee zum x-ten Male wiederholen ist nicht eine Idee haben - und Bienenstöcke ob sie nun am Kahlenberg stehen (die hab ich 2015 fotografiert) oder am Zentralfriedhof und das hunderste beinahe gleiche Schnittmuster Herumgespiele mit Narrenturmbildern etc. bringt nichts Neues - dieselben Schritte wiederholen und zum selben Ergebnis kommen nur leichte Variationen und dem dann halt immer wieder einen ein bißl anderen Titel geben - das ist das Gegenteil von Ideen haben es ist eine einmal gehabte Idee wiederholen - ein exzellentes Beispiel dafür was Blockierern passiert - die Blockade blockt mehr sie selber als die Blockierte - wer schadenfreudig ist der lacht da vielleicht, lacht sich vielleicht ins Fäustchen, aber bevor man lacht über diesen Blockierer, sollte man doch noch einmal innehalten und bedenken: wer zuletzt lacht lacht am besten.
Bei dem Bild handelt es sich um den Abdruck eines Abdrucks der Vorderseite und der Rückseite (Oberseite und Unterseite) eines Schnittenblocks. block, square, quadrat, würfel, cubus, nicht gespiegelt, nicht Rorschach
Foto 17 15. 6. 2017 Fronleichnam Feast of Corpus Christi, Welttag gegen die Misshandlung älterer Menschen, Global Wind Day (Heiliger Lothar von Sées, Heiliger Vitus (Veit), Heiliger Bernhard von Aosta)
Hochgeladen am 30. 6. 2017: Internationaler Asteroidentag Asteroid Day weils auch um Himmelskörper geht (Heiliger Otto von Bamberg, Heilige Erentrud von Salzburg, Seliger Ernst von Prag)
Mißgeschick: 13. Juni ( jeden Tag ist Tag irgendeines/irgendeiner sogenannten Heiligen, meistens nicht nur eines einzigen: Seliger Gerhard von Clairveaux Heiliger Ragnebert Heiliger Antonius von Padua) // passen tut da jeder Titel zu diesem Foto: hausnummer hypnose Moos unter Bäumen, unter Steinen, unter Wasser, bunte Steine, Laurins Rosengarten, goldener Faden, Minarette des heiligen Antonius, roter Faden, Meer der Stille, versteinerte Nackenrolle, Spectre de la rose, Granatapfel im Spiegel, Fäden stutzen, Last der Liebe, Himmelsleiter, im Haus der Schrecken, Puppenstube, Öffnung des Kokons, Prokrustesbett, daydreaming, sewing pattern, schnittmuster paper pattern konstrukt, kaleidoscope, djoser, bermuda dreieck, sonnenuhr, morgenlicht, abendlicht, mittagslicht, sonnige Ecke, cubus, kleid eines Engels, bienen, bienenstock, tee, dreamsketch, golgatha, die Farbe blau, die Farbe rot, damasttrommel, ahab, Undine, blühen verblühen, 33 35 i ching i ging triangle square circle shen shong Écriture automatique automatisches Schreiben aufstieg wachsen 46...#textur #texture #pattern #muster #baumstamm #tree #trunk #baum #bark #rinde #wrapping #verpackung #envelope #umschlag #fett #fat #grease #geschmolzen #schmelz #plattgedrückt #schmelzen #wärme #hitze #sommer #summer #hot #red #rot #black #schwarz #weiß #white #grey #gray #grau #schokolade #waffel #oblate #fronleichnam #eucharistie #fleisch #blut #blood #blutrot #sanguine #purpur #braun #brown #violett #violet #magenta #blue #blau #kakao #cocoa #flesh #christus #jesus #matthäuspassion #heilig #holy #reliquie #wall #wand #mauer #ziegelmauer #fence #gitter #block #fetisch #aberglaube #superstition #food #eat #abdruck #druck #print #spur #numerologie #schrift #writing #zeichen #sign #letter #buchstabe #symbol #analogie #fetish #zahl #ziffer #abstrakt #abstract #konkret #improvisation #idee #idea #experiment #inhalt #form #aussage #ornament #sweet #süß #diary #tagebuch #note #notiz #farbnuancen
Street scene in Wernigerode, Saxony-Anhalt, Germany; this gentleman might be starting work on his annual Christmas letter, but whatever he's doing, I'm guessing he's not wasting his time on Facebook or Twitter (22 May, 2018)
Fly-over the campus of the Swiss Institute of Technology of Lausanne with the Rolex Learning Center easily recognized by its Emmental-like "holes". Ecublens, canton of Vaud, Switzerland.
At twenty, the laws of gravity are nothing more than a theoretical hypothesis—an invention of Isaac Newton to justify falling apples, certainly not a falling décolleté. Biologically speaking, the body has done its duty: it has navigated puberty, conquered the hormone rush, and stepped onto the stage proud, solid, and ready to challenge the laws of physics. A twenty-year-old woman is biologically invincible. It is the rest of the world that isn’t ready.While the body is biologically mature and unapologetic, the surrounding society has yet to find the user manual. At twenty, we find ourselves thrust into a world that expects us to be ready for everything—careers, the future, success—yet struggles to let us experience the present moment in peace. It is the ultimate modern paradox: nature grants you your peak biological stability precisely when society hands you your maximum social instability.If a proud cleavage can defy the laws of physics at twenty, a young woman must instead defend herself against the laws of a cultural market that judges, scrutinizes, and standardizes women at every single age. At twenty, you are too young to be taken seriously; at thirty, too rushed; at forty, constantly under evaluation. "The Impossible Cleavage Sag" is a visual reminder: biological gravity isn't a problem yet, but social gravity, unfortunately, already weighs a ton. Let us learn to wear our youth with the same fierce, effortless grace of this colorful necklace, leaving the true "sagging" to those who are simply afraid of women who know exactly how to stand their ground in this world.
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.
In 1963 Lorenz published a theoretical study of this effect in a highly cited, seminal paper called "Deterministic Nonperiodic Flow". Following suggestions from colleagues, in later speeches and papers he used the more poetic butterfly. Initially, he called it the seagull effect.
Lorenz discovered the effect when he observed that runs of his weather model with initial condition data that was rounded in a seemingly inconsequential manner would fail to reproduce the results of runs with the unrounded initial condition data. A very small change in initial conditions had created a significantly different outcome.
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J. Robert Oppenheimer, born on April 22, 1904, was an American theoretical physicist and professor of physics. He is predominantly known as the scientific director of the Manhattan Project, the research project that developed the atomic bomb during World War II. Oppenheimer played a crucial role in the design and development of the bomb and is often referred to as the "father of the atomic bomb."
Oppenheimer was born into a wealthy Jewish family and showed exceptional intelligence from a young age. He attended Harvard University where he excelled in physics and earned his Ph.D. from the University of Göttingen in Germany. After returning to the United States, he became a professor at the University of California, Berkeley.
During World War II, Oppenheimer was recruited to work on the top-secret Manhattan Project. He led a team of scientists in Los Alamos, New Mexico, where they successfully developed and tested the first atomic bomb. The successful testing of the bomb at the Trinity site in July 1945 marked a significant milestone in the history of science and warfare.
Despite his contribution to the development of the atomic bomb, Oppenheimer became increasingly concerned about the weapon's destructive potential. He was a vocal advocate for international control of atomic energy and opposed the further development of hydrogen bombs. However, his political views and associations with communist sympathizers during the 1930s and 1940s led to a government investigation known as the Oppenheimer security hearing. In 1954, his security clearance was revoked, plunging his career into uncertainty.
Following the security hearing, Oppenheimer focused more on teaching and continued to make significant contributions to theoretical physics and quantum mechanics. He became a professor at the Institute for Advanced Study in Princeton, New Jersey, and was actively involved in promoting and guiding research in various scientific disciplines.
Oppenheimer's life and career were marked by complex personal and political struggles. He is remembered as one of the great scientists of the 20th century, but also as a controversial figure due to his involvement in the development of the atomic bomb and his subsequent political troubles.
The same question and answer in german:
J. Robert Oppenheimer war ein amerikanischer Physiker, der als einer der Hauptverantwortlichen für die Entwicklung der Atombombe während des Zweiten Weltkriegs bekannt ist. Er leitete das Manhattan-Projekt, das das Ziel hatte, eine funktionierende Atombombe zu entwickeln. Oppenheimer war bekannt für seine intellektuellen Fähigkeiten und galt als einer der führenden theoretischen Physiker seiner Zeit. Nach dem Krieg war er ein führender Vertreter der internationalen Abrüstungsbewegung und setzte sich für die Kontrolle von Atomwaffen ein. Aufgrund seiner früheren Beteiligung an der Atombombenentwicklung geriet er jedoch auch unter Verdacht, kommunistische Sympathien zu haben, und geriet deshalb in den 1950er Jahren ins Visier des FBI und des House Committee on Un-American Activities. Trotz der Vorwürfe blieb Oppenheimer eine respektierte Persönlichkeit in der wissenschaftlichen Gemeinschaft und war bis zu seinem Tod im Jahr 1967 weiterhin ein bedeutender Physiker und Berater der Regierung.
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