I am a retired Assistant Professor (tenured) in the Physics Department at the University of Évora and an integrated researcher at the IHC - pole of the University of Évora - and IN2PAST. My CV reflects a pattern that, if I look at it now, I can see it as inscribed since past times, in my initial phase as a young physics degree student and which has been developing and maturing in many encounters, uncertain encounters that have been building me up, and multiplying my research interests. From early times, my work was crossed by a taste for putting scientific concepts into context; by an appeal to cross borders in the fields of knowledge; by a love for the Earth (as a physics undergraduate I immersed myself in geophysics), by the sense of educational value of TIC. I was born a physics didact, as a researcher, but I quickly realised that I would have to enrich the field by travelling through historical texts and philosophy, in the sense of the beautiful Ernst Mach’s work (1838-1916). Meeting philosopher Isabelle Stengers gave me confidence in the value of the paths I did want to follow. Coming out of her seminars I was filled with joy, with the revelation of something that continues to accompany me in research and in life - the development of a sense of the importance of "things", of ideas. Then I grew as an historian of science, from a perspective of pedagogical valorisation. I have immersed myself in historical texts remarkable to me where I saw pedagogical value. The text on animal breathing by Lavoisier and Séguin, where nature and society are compared; the foundational text of electromagnetism by Oersted; the texts by Robert Mayer where intuition and that certainty that something very new and very important is at stake - the beginnings of the concept of energy - among many others, are among those texts of pedagogical value. With Oersted and Mayer I have discovered ways of tuning with nature, and then I discovered the romantics and their importance. Gestures were contaminating me. At the same time, I travelled to museums and art exhibitions and discovered books in bookshops that were real interdisciplinary encounters, such as "An optics of visual experience" by Georg Maier (1986), "Wonder, The Rainbow and the Aesthetics of rare Experiences" by Philip Fisher (1998), and L'idée d'énergie au tournant des Lumières by Michel Delon (1988), among others. I also began to take an interest in art history, and what discoveries! Objects and gestures have an importance there that we didn't find in the history of science at the time. I found in John Gage's History of Art questions like where the triangular glass prism that appears in Newton's hands comes from I found in John Gage's History of Art. There are the objects! And I have learnt to immerse myself in them with passion, organising various exhibitions with historical teaching objects. Diverting towards the Romantics, the questioning of the absolute, total, value of universal laws in our knowledge of the world emerges. The desire to complement that with direct experience of the world emerges. As the philosopher Alfred Whitehead said, we can know everything about the Earth's rotation, about electromagnetism and its interaction with matter, but nothing replaces the direct contemplation of a sunset. With Goethe, the “romantic” I have discovered, we have discovered, delicate empiricism, a way of getting to know nature I have been practising with other researchers, teachers, educators and students of all ages and from different areas of knowledge. Borrowing the words of Filomena Molder (2022) since they are the right words, I wouldn't say that Goethe wasn't a man of science. With his extraordinary gift of observation and his curiosity always in its nascent stage, he was interested in everything in the abundance and variety of the Earth. And it is in this phase of attention to the natural world that I find myself developing ways of loving the Earth in collaboration with many others!