L e a r n in g t o s e eWith 6th standard children from Sahyadri school.
Learning to see’ is a workshop I was fortunate to conduct with about40 6th standard children from the Sahyadri school. Pun...
For some strange reason schools tend to treat beauty andcreativity as something that belongs to the art class and all theo...
Observation drawing is an important activity to makechildren see things around them in detail. Each activitywe did was to ...
The senses speak to the understanding: ”Poorunderstanding, from us you took the pieces ofevidence and with them you want t...
It is only after you have come to know the surface ofthings that you can venture to seek what is underneath.But the surfac...
“Let the beauty we love be what we do. There arehundreds of ways to kneel and kiss the ground.”                           ...
Colour              negative space shape texture Light movement PatternGeometry Symmetry
Colour   shape texture Light movement Pattern Geometry negative space Symmetry
Colour   shape texture Light movement Pattern Geometry negative space Symmetry
Colour   shape texture Light movement Pattern Geometry negative space Symmetry
Colour   shape texture Light movement Pattern Geometry negative space Symmetry
Colour   shape texture Light movement Pattern Geometry negative space Symmetry
Colour   shape texture Light movement Pattern Geometry negative space Symmetry
Children were given only the basic six colours- black, white, red,blue, green and yellow and theywere able to easily mix a...
Also it looks like all knowledge is not out of trial and error butmay be there is a way of knowing that is instantaneous l...
Colour   shape texture Light movement Pattern Geometry negative space Symmetry
Colour   shape texture Light movement Pattern Geometry negative space Symmetry
shape           negative space Colour texture Light movement PatternGeometry Symmetry
Colour   shape   texture Light movement Pattern Geometry negative space Symmetry
Colour   shape   texture Light movement Pattern Geometry negative space Symmetry
Colour   shape   texture Light movement Pattern Geometry negative space Symmetry
Colour   shape   texture Light movement Pattern Geometry negative space Symmetry
Colour   shape   texture Light movement Pattern Geometry negative space Symmetry
negative space
Colour shape texture Light movement Pattern Geometry negative space Symmetry
Colour shape texture Light movement Pattern Geometry negative space Symmetry
Colour shape texture Light movement Pattern Geometry negative space Symmetry
Colour shape texture Light movement Pattern Geometry negative space Symmetry
Colour shape texture Light movement Pattern Geometry negative space Symmetry
Colour shape texture Light movement Pattern Geometry negative space Symmetry
Colour shape texture Light movement Pattern Geometry negative space Symmetry
Colour shape texture Light movement Pattern Geometry negative space Symmetry
Colour shape texture Light movement Pattern Geometry negative space Symmetry
Colour shape texture Light movement Pattern Geometry negative space Symmetry
Colour shape texture Light movement Pattern Geometry negative space Symmetry
Form          negative space Colour shape texture Light movement PatternGeometry Symmetry
Converting the three dimensional object in to two dimension is an veryimportant cognitive act. The abstraction that happen...
Colour shape texture   form movement Pattern Geometry negative space Symmetry
Colour shape texture   form movement Pattern Geometry negative space Symmetry
Colour shape texture   form movement Pattern Geometry negative space Symmetry
Colour shape texture   form movement Pattern Geometry negative space Symmetry
Colour shape texture   form movement Pattern Geometry negative space Symmetry
Creeper   shape texture movement Pattern Geometry negative space Symmetry
Creeper               negative space Colour shape texture Light movementPattern Geometry Symmetry
Creeper   shape texture movement Pattern Geometry negative space Symmetry
Creeper   shape texture movement Pattern Geometry negative space Symmetry
Creeper   shape texture movement Pattern Geometry negative space Symmetry
Creeper   shape texture movement Pattern Geometry negative space Symmetry
Creeper   shape texture movement Pattern Geometry negative space Symmetry
Creeper   shape texture movement Pattern Geometry negative space Symmetry
Creeper   shape texture movement Pattern Geometry negative space Symmetry
Colour   shape texture Light movement Pattern Geometry negative space Symmetry
Colour   shape texture Light movement Pattern Geometry negative space Symmetry
Pattern             negative space Colour shape texture Light movementGeometry Symmetry
Colour shape texture Light movement   Pattern   Geometry negative space Symmetry
Colour shape texture Light movement   Pattern   Geometry negative space Symmetry
Colour shape texture Light movement   Pattern   Geometry negative space Symmetry
Colour shape texture Light movement   Pattern   Geometry negative space Symmetry
texture             negative space Colour shape Light movement PatternGeometry Symmetry
Colour shape   texture   movement Pattern Geometry negative space Symmetry
Colour shape   texture   movement Pattern Geometry negative space Symmetry
Colour shape   texture   movement Pattern Geometry negative space Symmetry
Colour shape   texture   movement Pattern Geometry negative space Symmetry
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Colour shape texture   Light   movement Pattern Geometry negative space Symmetry
Colour shape texture   Light   movement Pattern Geometry negative space Symmetry
Colour shape texture   Light   movement Pattern Geometry negative space Symmetry
Colour shape texture   Light   movement Pattern Geometry negative space Symmetry
movement                    negative space Colour shape texture LightPattern Geometry Symmetry
Colour shape texture   movement   Pattern Geometry negative space Symmetry
Colour shape texture   movement   Pattern Geometry negative space Symmetry
Colour shape texture   movement   Pattern Geometry negative space Symmetry
Geometry                    negative space Colour shape texture Lightmovement Pattern Symmetry
Colour shape texture movement Pattern   Geometry   negative space Symmetry
Colour shape texture movement Pattern   Geometry   negative space Symmetry
Colour shape texture movement Pattern   Geometry   negative space Symmetry
Colour shape texture movement Pattern   Geometry   negative space Symmetry
Colour shape texture movement Pattern   Geometry   negative space Symmetry
Colour shape texture movement Pattern   Geometry   negative space Symmetry
Symmetry                    negative space Colour shape texture Lightmovement Pattern Geometry
Colour shape texture movement Pattern Geometry negative space   Symmetry
Colour shape texture movement Pattern Geometry negative space   Symmetry
Colour shape texture movement Pattern Geometry negative space   Symmetry
Once a child learns the name for anyobject, perception moves from the rightto the left side of the brain, that is fromsens...
When thinking process, reasoning and takes over itaggressively subdues the sensory perception andexperience.
“There are no seven wonders of theworld in the eyes of a child. Thereare seven million.”-Walt Streig
Learning to see
Learning to see
Learning to see
Learning to see
Learning to see
Learning to see
Learning to see
Learning to see
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Learning to see

  1. 1. L e a r n in g t o s e eWith 6th standard children from Sahyadri school.
  2. 2. Learning to see’ is a workshop I was fortunate to conduct with about40 6th standard children from the Sahyadri school. Pune. Childrenblessed me with their innocence, love, curiosity and spontaneity thatwas still some what intact. I could see naming was slowly gettingprominence than the seeing of the object. Once naming gets moreimportant the cognitive processes related to senses die and thinkingand reasoning takes over. As they get entrenched in the linguistic worldthe world of objects recede from their vision. They stop being presentto the world around. From the realm of timelessness they also getcaught up in the clutches of time. My exposure to the rural tribal nonliterate people have made me realize that people who are using sensesto cognize the world are in the realm of timelessness as they are alwaysin the present.Senses are our cognitive tools that not only connect us to the outerworld but also awaken sensitivity, sense of beauty and intelligence.Reading and writing are not cognitive tools at all but somehow this notonly gets prominence in our schooling system but also eliminate thetrue cognitive tools.The purpose of the workshop was to initiate ‘seeing’ in such a mannerthat the ability to see gets fully entrenched/ reinforced in children sothat as they progress to higher classes the ability for observation isretained.
  3. 3. For some strange reason schools tend to treat beauty andcreativity as something that belongs to the art class and all theother subjects are devoid of beauty and creativity. Hence we havetermed some professions as creative professions. I can’tunderstand why mathematics, physics or a biology class need nothave creativity and beauty as the basis for learning.Beauty and creativity are the fundamental principle of being alive.These are rooted in our biology, the original stuff with which weare made.Eliminating senses and beauty from our educational process havekilled true creativity as well as produce beauty disabled people.The real learning disability is caused by this educational process.The learning disability that is now being spoken of is really ourinability to adjust to the wrong educational process!Familiarity and boredom are infact two sides of the same coin anddisuse of senses are the cause of both. Ability to see afresh cannot make anything familiar.
  4. 4. Observation drawing is an important activity to makechildren see things around them in detail. Each activitywe did was to enhance their seeing of nature. Variousaspects of nature became our theme and each daychildren went out and drew, felt, saw, painted,smelled, touched nature.We looked at the way creepers climbed, negativespaces in between the leaves, the way light falls onthe leaves, the movement due to wind, raindrops andthe dew drops, patterns in nature, symmetry,geometry, texture, colour, smell of nature.We made several small booklets based on thesethemes.
  5. 5. The senses speak to the understanding: ”Poorunderstanding, from us you took the pieces ofevidence and with them you want to throw usdown? This down throwing will be your fall.”Democritus
  6. 6. It is only after you have come to know the surface ofthings that you can venture to seek what is underneath.But the surface of things is inexhaustible.Italo Calvino, in Mr Palomar (1983)
  7. 7. “Let the beauty we love be what we do. There arehundreds of ways to kneel and kiss the ground.” ― Rumi
  8. 8. Colour negative space shape texture Light movement PatternGeometry Symmetry
  9. 9. Colour shape texture Light movement Pattern Geometry negative space Symmetry
  10. 10. Colour shape texture Light movement Pattern Geometry negative space Symmetry
  11. 11. Colour shape texture Light movement Pattern Geometry negative space Symmetry
  12. 12. Colour shape texture Light movement Pattern Geometry negative space Symmetry
  13. 13. Colour shape texture Light movement Pattern Geometry negative space Symmetry
  14. 14. Colour shape texture Light movement Pattern Geometry negative space Symmetry
  15. 15. Children were given only the basic six colours- black, white, red,blue, green and yellow and theywere able to easily mix and createthe matching colours. I had noticedThis earlier while working withchildren from Aruvacode. I thinkchildren from the age of 9 or sodevelop this capacity or fine tunethis capacity for solving problems bypassing logic and reason andhence are able to make accurate matching colours.At a teachers workshop in Hyderabad in 2004 I found most of the70 teachers who took part in the workshop could not create thecolours. Where as the non literate women who helped in theschool and the drivers were able to mix and match. The so callededucated used recollection or reasoning to solve this. But thepeople who are not formally educated didn’t have anything torecollect nor use reason to figure out how to make the colours.It looks like education destroys an important cognitive ability bynever having opportunity for children to deal with the unknownas well as never having to learn by doing with out instruction.
  16. 16. Also it looks like all knowledge is not out of trial and error butmay be there is a way of knowing that is instantaneous like theway most things in nature knows.Children were getting an opportunity to figure out all bythemselves and different set of cognitive conditions were thuscreated . They were dealing with something unknown and nothaving the rational mind developed yet they naturally had to useanother process to solve this. Thus a different cognitive processwas at work to solve this problem. Non literates or senseliterates never having had to go through the cognitive rewiringset in by the schooling system could also solve the problem ofmaking the colours easily.Three conditions were 1.children were autonomously dealingwith the task, 2. they are doing something experientially and 3.they were in the realm of unknown.
  17. 17. Colour shape texture Light movement Pattern Geometry negative space Symmetry
  18. 18. Colour shape texture Light movement Pattern Geometry negative space Symmetry
  19. 19. shape negative space Colour texture Light movement PatternGeometry Symmetry
  20. 20. Colour shape texture Light movement Pattern Geometry negative space Symmetry
  21. 21. Colour shape texture Light movement Pattern Geometry negative space Symmetry
  22. 22. Colour shape texture Light movement Pattern Geometry negative space Symmetry
  23. 23. Colour shape texture Light movement Pattern Geometry negative space Symmetry
  24. 24. Colour shape texture Light movement Pattern Geometry negative space Symmetry
  25. 25. negative space
  26. 26. Colour shape texture Light movement Pattern Geometry negative space Symmetry
  27. 27. Colour shape texture Light movement Pattern Geometry negative space Symmetry
  28. 28. Colour shape texture Light movement Pattern Geometry negative space Symmetry
  29. 29. Colour shape texture Light movement Pattern Geometry negative space Symmetry
  30. 30. Colour shape texture Light movement Pattern Geometry negative space Symmetry
  31. 31. Colour shape texture Light movement Pattern Geometry negative space Symmetry
  32. 32. Colour shape texture Light movement Pattern Geometry negative space Symmetry
  33. 33. Colour shape texture Light movement Pattern Geometry negative space Symmetry
  34. 34. Colour shape texture Light movement Pattern Geometry negative space Symmetry
  35. 35. Colour shape texture Light movement Pattern Geometry negative space Symmetry
  36. 36. Colour shape texture Light movement Pattern Geometry negative space Symmetry
  37. 37. Form negative space Colour shape texture Light movement PatternGeometry Symmetry
  38. 38. Converting the three dimensional object in to two dimension is an veryimportant cognitive act. The abstraction that happens is quite remarkable andthis is very difficult for the educated person to accomplish. It seems that childrenbefore they are caught by the rational framework is able to see with out theneed for thought to interpret what they are seeing. They are able to just observeand draw. The educated goes through three steps. They see, think and draw andquite often they are not able to draw where as children are able to draw quiteeasily.
  39. 39. Colour shape texture form movement Pattern Geometry negative space Symmetry
  40. 40. Colour shape texture form movement Pattern Geometry negative space Symmetry
  41. 41. Colour shape texture form movement Pattern Geometry negative space Symmetry
  42. 42. Colour shape texture form movement Pattern Geometry negative space Symmetry
  43. 43. Colour shape texture form movement Pattern Geometry negative space Symmetry
  44. 44. Creeper shape texture movement Pattern Geometry negative space Symmetry
  45. 45. Creeper negative space Colour shape texture Light movementPattern Geometry Symmetry
  46. 46. Creeper shape texture movement Pattern Geometry negative space Symmetry
  47. 47. Creeper shape texture movement Pattern Geometry negative space Symmetry
  48. 48. Creeper shape texture movement Pattern Geometry negative space Symmetry
  49. 49. Creeper shape texture movement Pattern Geometry negative space Symmetry
  50. 50. Creeper shape texture movement Pattern Geometry negative space Symmetry
  51. 51. Creeper shape texture movement Pattern Geometry negative space Symmetry
  52. 52. Creeper shape texture movement Pattern Geometry negative space Symmetry
  53. 53. Colour shape texture Light movement Pattern Geometry negative space Symmetry
  54. 54. Colour shape texture Light movement Pattern Geometry negative space Symmetry
  55. 55. Pattern negative space Colour shape texture Light movementGeometry Symmetry
  56. 56. Colour shape texture Light movement Pattern Geometry negative space Symmetry
  57. 57. Colour shape texture Light movement Pattern Geometry negative space Symmetry
  58. 58. Colour shape texture Light movement Pattern Geometry negative space Symmetry
  59. 59. Colour shape texture Light movement Pattern Geometry negative space Symmetry
  60. 60. texture negative space Colour shape Light movement PatternGeometry Symmetry
  61. 61. Colour shape texture movement Pattern Geometry negative space Symmetry
  62. 62. Colour shape texture movement Pattern Geometry negative space Symmetry
  63. 63. Colour shape texture movement Pattern Geometry negative space Symmetry
  64. 64. Colour shape texture movement Pattern Geometry negative space Symmetry
  65. 65. Light negative space Colour shape texture movement PatternGeometry Symmetry
  66. 66. Colour shape texture Light movement Pattern Geometry negative space Symmetry
  67. 67. Colour shape texture Light movement Pattern Geometry negative space Symmetry
  68. 68. Colour shape texture Light movement Pattern Geometry negative space Symmetry
  69. 69. Colour shape texture Light movement Pattern Geometry negative space Symmetry
  70. 70. Colour shape texture Light movement Pattern Geometry negative space Symmetry
  71. 71. movement negative space Colour shape texture LightPattern Geometry Symmetry
  72. 72. Colour shape texture movement Pattern Geometry negative space Symmetry
  73. 73. Colour shape texture movement Pattern Geometry negative space Symmetry
  74. 74. Colour shape texture movement Pattern Geometry negative space Symmetry
  75. 75. Geometry negative space Colour shape texture Lightmovement Pattern Symmetry
  76. 76. Colour shape texture movement Pattern Geometry negative space Symmetry
  77. 77. Colour shape texture movement Pattern Geometry negative space Symmetry
  78. 78. Colour shape texture movement Pattern Geometry negative space Symmetry
  79. 79. Colour shape texture movement Pattern Geometry negative space Symmetry
  80. 80. Colour shape texture movement Pattern Geometry negative space Symmetry
  81. 81. Colour shape texture movement Pattern Geometry negative space Symmetry
  82. 82. Symmetry negative space Colour shape texture Lightmovement Pattern Geometry
  83. 83. Colour shape texture movement Pattern Geometry negative space Symmetry
  84. 84. Colour shape texture movement Pattern Geometry negative space Symmetry
  85. 85. Colour shape texture movement Pattern Geometry negative space Symmetry
  86. 86. Once a child learns the name for anyobject, perception moves from the rightto the left side of the brain, that is fromsense and experience related activity tolanguage and thinking related activity.
  87. 87. When thinking process, reasoning and takes over itaggressively subdues the sensory perception andexperience.
  88. 88. “There are no seven wonders of theworld in the eyes of a child. Thereare seven million.”-Walt Streig
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