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Jinan K B
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un civilizing myself
un civilizing myself

284 followers
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We become what we engage with.

just as the cycle teaches you how to balance and ride cycle and water
teaches you how to swim by making the necessary changes in you or by
transforming you, the written word also transforms us to know it.

All learning is a result of inner transformation. The characteristics
of the object of learning will have to imbibed by the learner in order
to know it.

We are formed by our cognitive source!

If world is our cognitive source we become the world and if word is
our cognitive source we become the word.
The neural structures are formed by the way we experience and as we
are trained to read, read and read, think, think and think our
cognitive process gets re structured to understand the word.
Reading- thinking- reasoning.....

learning the printed word takes away the life.

INVITING YOU FOR A DISCUSSION.......

https://www.academia.edu/s/eee93ab132/exploring-the-word-mind-and-thought-based-cognitive-system-and-the-world-senses-and-experience-based-cognitive-system

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Re imagining schools; rethinking knowledge
Creating conditions for the development of creativity & sensitivity
18th November
Morning session
Learning in nature and the 'learner centric' and Integral nature of natural learning
It is strange that we have to use the term 'learner centric' as learning can not happen with out the learner. Still we use the term 'child centric' as we have taken learning out of the child. This is also the case with the idea of holistic, integral etc. A deeper examination is called for as why are we even have to discuss these issues. Where have we gone wrong?

Afternoon session
Should we learn the world or get educated about the word – Exploring how the context and content conditions us

The content of the today's education is 'words'. So we naturally learn the 'word' instead of the 'world'. Children are introduced to words much before they experience the world around them. Instead of children naming their experience, adults around give words to their experience. They are also introduced to the written word in this manner. Slowly the hearing and seeing action is forced to bypass the experiencing faculty and directly give input to mind. This constant activity rewires the cognitive process thereby eliminating the physiological functions in the act of making sense of the world. Experience no longer informs the mind, the mind directs what to experience! Respecting and acknowledging the ability in children to make sense of the world was the basis in traditional non literate communities. The integrity of experience and language is worth noting and it is in this manner we make sense of the world too.

19th November
Morning session
Experience and play- the ground for knowing the world - Playfulness, spontaneity and innocence- the ingredients of creativity and sensitivity.

Children are usually very busy doing something or the other. They don’t like to sit still. If they are alone either they are exploring whatever they can put their hand on. Any objects becomes the toy to play with. Whatever the child experiences is recreated, re enacted and this becomes their play. Sometimes the object of their experience is recreated. Sometimes the objects are recreated as props to their play.
Some section of educationists have begun to recognize the importance of play but like everything else it is being put into a straight jacket. This session will be on the logic and structure of autonomous and self directed play.
Afternoon session
Drawing- the tool to enter the two dimensional world of words

Cognitive importance of drawing has never been looked into as we had put drawing under the art. So what we have been looking at is how skilled the drawing is or what is known as self expression etc. Our study on what children draw is clearly showing the evidence that drawing helps child to observe and make sense of the world. This session will focus on drawing.
20th November
Morning session
Re imagining schools- From teaching to learning. Making conditions for imbibing care, love, co operation and development of sensitivity

Children absorb what children experience and that they become. If children experience love, care, co operation they become that and also begin to trust life. Values are inseparable aspect of learning and knowledge.
Afternoon session
Re imagining schools- Making space for play, for experiencing the functioning of the world, for awakening the learning process
Creativity is the true nature of children but it has to be awakened and drawn out. This is also the case with sense of beauty. Need for order is the root of beauty. Autonomous play helps children to draw out and develop what they have. But we need to create conducive conditions for this to happen. This session is on what are these conditions and how do we create this.

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Explore with us at the samvaad on learning
Re imagining schools; Re thinking knowledge

On 18 19 20th NOVEMBER 2016, Fri. Sat. Sun at BAIF, Pune
9 30 am to 5 30 pm

Biological entities learn. Learning is the most fundamental characteristics of all living beings and are born with all the equipments and tendencies. But its development will depend on the external conditions offered by the physical and the psychological space.

 for more details contact us at existentialknowledgefoundation@gmail.com

learn from children how to learn the WORLD as we the so called educated are trained to learn the WORD
https://dialoguesonlearningchildrenecology.wordpress.com/

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Re imagining schools; rethinking knowledge
Creating conditions for the development of creativity & sensitivity
18th November
Morning session
Learning in nature and the 'learner centric' and Integral nature of natural learning
It is strange that we have to use the term 'learner centric' as learning can not happen with out the learner. Still we use the term 'child centric' as we have taken learning out of the child. This is also the case with the idea of holistic, integral etc. A deeper examination is called for as why are we even have to discuss these issues. Where have we gone wrong?

Afternoon session
Should we learn the world or get educated about the word – Exploring how the context and content conditions us

The content of the today's education is 'words'. So we naturally learn the 'word' instead of the 'world'. Children are introduced to words much before they experience the world around them. Instead of children naming their experience, adults around give words to their experience. They are also introduced to the written word in this manner. Slowly the hearing and seeing action is forced to bypass the experiencing faculty and directly give input to mind. This constant activity rewires the cognitive process thereby eliminating the physiological functions in the act of making sense of the world. Experience no longer informs the mind, the mind directs what to experience! Respecting and acknowledging the ability in children to make sense of the world was the basis in traditional non literate communities. The integrity of experience and language is worth noting and it is in this manner we make sense of the world too.

19th November
Morning session
Experience and play- the ground for knowing the world - Playfulness, spontaneity and innocence- the ingredients of creativity and sensitivity.

Children are usually very busy doing something or the other. They don’t like to sit still. If they are alone either they are exploring whatever they can put their hand on. Any objects becomes the toy to play with. Whatever the child experiences is recreated, re enacted and this becomes their play. Sometimes the object of their experience is recreated. Sometimes the objects are recreated as props to their play.
Some section of educationists have begun to recognize the importance of play but like everything else it is being put into a straight jacket. This session will be on the logic and structure of autonomous and self directed play.
Afternoon session
Drawing- the tool to enter the two dimensional world of words

Cognitive importance of drawing has never been looked into as we had put drawing under the art. So what we have been looking at is how skilled the drawing is or what is known as self expression etc. Our study on what children draw is clearly showing the evidence that drawing helps child to observe and make sense of the world. This session will focus on drawing.
20th November
Morning session
Re imagining schools- From teaching to learning. Making conditions for imbibing care, love, co operation and development of sensitivity

Children absorb what children experience and that they become. If children experience love, care, co operation they become that and also begin to trust life. Values are inseparable aspect of learning and knowledge.
Afternoon session
Re imagining schools- Making space for play, for experiencing the functioning of the world, for awakening the learning process
Creativity is the true nature of children but it has to be awakened and drawn out. This is also the case with sense of beauty. Need for order is the root of beauty. Autonomous play helps children to draw out and develop what they have. But we need to create conducive conditions for this to happen. This session is on what are these conditions and how do we create this.

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existential knowledge foundation
awakening the inherent; rooting into the eternal
We are glad to invite you all to a Samwaad we - existential knowledge foundation- are organizing on 18, 19, 20 November, 2016 at BAIF, Dr.Manibhai Desai Nagar, N H No.4, Warje,Pune-411058, India.
Samvaad on learning and ecology
We are planning a series of samvaads on various aspects of learning and ecology- Why to learn? What is being learned? How and where learning happens? Who learns? And also a deeper enquiry to understand what exactly is ‘learning’, ‘knowing’ and ‘being’.
The first Samvaad of the series is being planned to be held in Pune on 18, 19,20th of November 2016. This three day event will have the following thematic. We invite participants to present their EXPERIENCES on these themes.
Re imagining schools; rethinking knowledge
Creating conditions for the development of creativity & sensitivity

Day Morning session Afternoon session
18th Learning in nature and the 'learner centric' and Integral nature of natural learning Should we learn the world or get educated about the word – Exploring how the context and content conditions us
19th Experience and play- the ground for knowing the world - Playfulness, spontaneity and innocence- the ingredients of creativity and sensitivity. Drawing- the tool to enter the two dimensional world of words
20th Re imagining schools- From teaching to learning. Making conditions for imbibing care, love, co operation and development of sensitivity Re imagining schools- Making space for play, for experiencing the functioning of the world, for re-awakening the learning process

All of us know much of such learning as is of worth and value, for us and world around us, is un-meditated. The more deeply one explores what is learning the more intangible and subtle -many times elusive- it seems. But it indisputably happens. Still surviving folk and primitive societies are the evidence.
Biological entities learn. Learning is the most fundamental characteristics of all living beings. They are born with all the equipment and tendencies. But its development depends on the external conditions offered by the physical and the psychological space.
Time and again many sensitive people have questioned the efficacy of the ‘teaching’ paradigm. New insights in cognitive science, neuro biology and is challenging the old paradigm of ‘Teaching’, ‘knowledge’ and ‘school’ as the irreplaceable givens. May be we need to revisit the whole questions based on ‘how children learn’ rather than ‘how to teach children’.
Some of the most misunderstood aspects of modernity are learning, knowledge and children. Having gone through the schooling process and also having undergone the restructuring the cognitive apparatus/ tools we may encounter several difficulties in addressing the issue. Starting with disbelief to even having the ability to fully comprehend this. With our linear, rational, fragmented beingness we may not be able to fully grasp this as it requires holistic beingness.
THE FOUNDATION
The organization was established u/s 8 of the Companies Act on 3rd November, 2015. Even though the registration is received in November 2015 we have started our work since February 2015. The promoters of the organization have 20-25 years of immense experience in research and work in the areas of education, folk/ecology, learning, rural children and women, environment, traditional crafts and arts.
Please contact us at existentialknowledgefoundation@gmail.com
http://dialoguesonlearningandchildren.weebly.com/
https://www.facebook.com/4deschooling/

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