At which point does the external and internal world separate?

What are the natural concepts of the world formed by children at the different stages of their development*?
What is the schema/scheme of reality which prompts this thought (of the child’s)? In other words, what is the child’s reality? 
When does the distinction of external and internal world start? 
What prompts the shift? 

Teaching as/of Poetry

Last semester, I wrote a research paper titled, “Female Adolescents’ Perceptions of Themes Related to Identity Depicted in Artworks from Fantasy Fiction Novels”.  One of the novels was Princess and Curdie (1966), written by George Macdonald. I’m currently organizing my first year notes and journals and came across two passages that I’ve hand-written down, verbatim: “The night came close and around them, clasping them in one universal arm of love, and although it neither spoke nor smiled, seemed all eye and ear, seemed to see and hear and know everything said and did” (p. 52). “They were the happiest couple…

My Visual Map of a History of Art Education

This semester, one of my greatest challenges was to learn how to synthesize all of the readings and lectures in my history of art education class in one cohesive map. I had originally done a map on paper but was dissatisfied by the limitations of the size and constraint in holding info. I’ve also realized that when I was looking up information on art education, there would be at least ten tabs open on my browser. I knew there was a way to make the experience in learning, retaining information a lot more efficiently and in a more enjoyable way,  and so I thought about creating an interactive map.