The school staff put the ducks on the pond because the lake made them feel something; their feeling fills the place, they are not just 'ducks.'

Entities in the same semantic neighborhood but without a typed relation to this one — candidates for new edges or unrecognized duplicates.

• But this lake, even though it allows happiness to exist, is much closer to tears. If you have tears, you can feel them at the sight of the lake, or of the wind ruffles on the surface of the water. Its very existence in the school even allows your tears.claim0.758
  The physical environment of the lake at Eishin campus creates a space where sadness can surface, unlike a typical asphalt playground.
• To make a pond have life, we must have a clear inner feeling of what life in the pond will be like, beyond ecological knowledge.claim0.749
• The life we feel in the photograph of fishermen mending their net is caused by the interaction and mutual support among many living centers.claim0.706
  Application of living structure to a human social scene.
• Eishin teachers initially described wanting to walk by a stream, pond, or lake in their ideal school.finding0.699
  Initial desires that informed the inclusion of the lake.
• If the feeling is genuine and does arise out of the site itself, then it must be thought of as an absolute which later stages of design and construction must only strengthen, deepen.hypothesis0.696
  A conditional rule for the unfolding process.
• The lake is the feature that students and staff most like about Eishin campus.finding0.694
  Validation of the importance of the water feature.
• One lake feels more alive than another—a clear mountain lake feels more alive than a stagnant pond.claim0.689
  Evidence that the feeling of life varies among non‑living physical systems.
• A wave breaking on the shore has some degree of life, not merely because of organisms within it, but the wave itself as a mechanical system has life.claim0.685
  Key example to show that life extends beyond organisms to inanimate dynamic systems.