Learning Through Experience

From the rigid realities of a landscape to the shifting motion of the horizon, a collection of symbolic systems shapes our cognition as we navigate and create existence. However, while confronting issues inside the sometimes-stagnating educational system, we neglect our participatory improvisational processes and become oblivious to our spontaneous awareness. We often yield to the intricate dynamics of conventional academic institutions.

Recently, I asked an older student, “Are shapes intrinsic?” She began to provide classifications for shapes, such as round, triangular, spherical, etc. Furthermore, She elaborated on her knowledge of shape-changing interfaces, which transform digital data into physical shapes, enabling users to manipulate and feel the data with their hands and bodies. I was slightly dismayed that she could not comprehend that touch is essential to our identity and activities. There is a lot of information we are still learning and should know.

Current attempts to improve machines with human-like physical senses, such as a study using deep learning to visually represent sounds and a model that forecasts objects’ reactions to physical stimuli, rely on extensive datasets inaccessible for understanding the interplay between vision and touch. What if we strive to establish a novel educational awareness rooted in the landscapes of experiences and utilize a novel aesthetic akin to a choreographic practice that transmits emotion and is reminiscent of solar energy?

What lessons can we glean from Derrida in the present day? Is it possible to condense and elucidate his thoughts into novel instructional practices? Could we develop innovative educational analytical methodologies that allow us to analyze and theorize education with greater accuracy, precision, and authenticity?

I intend to retain these inquiries until I can experience knowledge as a tangible, perceptual, and transforming choreographic practice.

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