existential knowledge foundation

NEXT WORKSHOP

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EXPLORE WITH US HOW SCHOOLING DAMAGES

children learn the world where as the educated is trained in learning the word
- learning from children how to learn the world

In contemporary times not only is the human race on cross roads but also at the brink of self-inflicted extinction. This has much to do with how we see and know the world and our place in it; the way we are educated about it and ourselves.
The content of the today's education is words. We learn the word instead of the world. Reading places us into a structure of knowing which is fundamentally mental and non- experiential. This act re entrenches the reader into a mental, 'rational' being.
Why learn about children?
The child is the unit of human life, the way cell is for life. Knowing and being can only be understood by revisiting some of these fundamental aspects of life- why what and how children learn! Of course, we will have to revisit the very idea of 'learning' itself.

A 3 day workshop
to address the issues in learning for both children and adults
* What is learning? What is education?
* Does learning happen in structured classrooms with predetermined syllabi? Or Are there other modes of learning available to us (soon they would not be)? Or both?
* how and what children learn naturally,
* how we make them into processors of second-hand information &
* how does such processed information from generation to generation restructure the earth and Nature to suit the vested human interest
* what is the vocabulary of earth and Nature? Are we educated in them?

See the SCHEDULE

* how to reorganize the tangible and intangible --physical, mental and spiritual-- ambience so that children and adults retain their inherent wonder and creativity.

re discovering the process of knowing
......
the forgotten biological factor that enables the continuation of cultures

Children learn what they experience. So the teaching teacher teaches the children to teach, whereas the learning Teacher 'teaches' children to learn.
Readymade knowledge develops in children ability to reason, analyze and store information where as the process of creating knowledge develops in children observation, sensitivity, intuition and self organizing ability. The pliable and flexible brain hardens as it engages with readymade, textualized knowledge whereas the natural tendency of children to be in process of knowing retains the pliability. Learning the World, which is what children are biologically equipped to 'learn' , necessitates creativity as the first step whereas in learning the Word creativity is an afterthought. All mental activity without experience is imagination.
All education is that way imagination.