My experience in studying the above said aspects.
From 1983 onwards I have been studying the way education is conducted in India. I was at Bhopal, doing Mechanical engineering where I took a drop and spend a year in a primary school. So by the time I came to NID in 1985 I had already started critically looking at cognition and content and at NID the aesthetic aspect was added on. At NID even while doing the course I had developed my own courses to help me to become an integrated and culturally rooted learner.
From 1989 I have been working with traditional artisans from various parts of the country- Nagaland, Bengal, Orissa, Andhra, Tamilnadu, Bihar and in Kerala and from 1993 settled down in a potters community in Kerala. I have researched on indigenous design process and education since 1989 among non literate artisans and children. Traditional artisan’s learning is experientially rooted, learner driven. It has the quality of re-creating, re-inventing and re-living knowledge. The cognitive space ensures the first handedness in these learnings and helps the learner to situate oneself in the cultural conditions of ones life. Can there be an education that is sensitive to these vital issues that retains diversity and authenticity?
From 2006 I have started teaching/ conducting workshops at various design/ architecture schools- NID, (Ahmadabad, Bangalore), DJ Coimbatore, IICD Jaipur, IDC-IIT Mumbai, NIT Calicut, BNCA , BRICKS, Minerva etc at Pune, BMS Bangalore, Nasik, near Belgaum, MIDAS, etc.
Links to my works are
1. with artisans
2 on design education
3. with children
WEB SITE http://sadhanavillageschool.org, www.reimaginingschools.wordpress.com
4. On exploration of culture, cognition etc. see paradigms of knowing at
5 Other writings at academy.edu/jinankb