Because our desires and feelings are inextricably intertwined with representations of our environment, we are naturally led to inquire into our perception of things in the world; this in turn requires an analysis of types of spatial and temporal representation (SW VI: 86). Not concerning himself here with the abstract concepts of space and time, Herbart instead looks to the genesis of spatial perception (räumliche Auffassungen) in earliest childhood. He notes that children irreversibly acquire, through practice, such perception: