Kathyann, I may not even understand the question, but if you're asking whatThis is probably true of anything, but we do do it. As I map our home culture (I dislike the word property), it isn't my making a map that would diminish the value of an individual plant. If I disrespect its value and connections to everything else under and around it, its contributions and its needs, I do disservice, but that is in my attitude with the map, not the map itself.. But making the map allows me to share with others, who have not sat with that plant, its amazing value, and reinput, contextually, the knowledge I have of it. I'm hoping someone has been working with computerizing enough to have an idea of a program that can record this example of a plant- location; type; needs-sun, water, type minerals-ph, cohabitants; contributions- medicinal, nitrogen fixer, well rooted for slope, leaf litter, cohabitant protection/supplies; (energy form if it's someone like me); reproduction style, timing; seasonal cycles. Quick list but you get the idea. Noting the patterns does not reduce the plant to only those elements but allows me to include it and its value whenever I consider the area as a whole and gives more details than I may recall when tending it.
I think you're asking, I'm not sure it's possible to "track" what's
happening inside the hearts and souls and brains of children in a learning
environment like your school without diluting and compromising what's
really happening and without adversely affecting it.
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