Cognitive Damages of Schooling – Re-imagining education based on how human beings learn https://festival.learning-planet.org/event/cognitive-damages-of-schooling-re-imagining-education-based-on-how-human-beings-learn/
24th January 3 30 pm to 4 30 pm IST Link to join provided at the webpage
I have been researching how children autonomously create knowledge of the real world autonomously and how schooling rewires this cognitive ability.
There is a fundamental shift I am addressing is based on our biological propensity to CREATE knowledge of the real WORLD instead of ANALYSING secondhand LINGUISTIC information. So I am talking about change in the CONTENT as well as PROCESS as this is part and parcel of our natural cognitive system which is biologically rooted.
The fundamental difference between modernity and tradition is this ontological reversal wherein the case of modernity the product precedes the process and in a way totally disregards the process. This means the body has no role in cognition but only to carry the head (mind) which does all the jobs related to cognition.
This division of body and mind is brought about systematically within modernity by not respecting the autonomy of children and their life-given gift – the ability for the creation of knowledge of their contexts.
Unless we take into consideration what and how children learn naturally we won’t make any fundamental change to higher education. This separation of higher and lower is totally problematic. This again is typical of modernity as adults belong to a totally different paradigm and they make children go through the ritual of schooling to get them accepted into the adult world. What schooling does is to numb their original biological system to create knowledge of the world to condition them to analyze the readymade information.