Experiencing LABS
Many cannot read. There are people who read but cannot understand. There are people who understand but cannot relate. There are those who can relate but cannot apply it productively. If at all it is the productive application of any learning that is the real justification of any effort we make to read, or understand or learn.
The current philosophy of schooling is read more, understand more rather than use more. There is no excitement therefore in a student to know more because whatever he has known, he has never experienced or applied it. It is like showing a photograph of a pie rather than actually allowing him to bite it. The only thing he probably relates his reading to is the examination.
Experience makes people more confident because the same problem that has been handled on a paper comes in its full color at the point of performance. When you set a shopkeeper’s bill it is not only important to know what you pay but also what for you pay. Hence you do not pay for the apples but pay for the most desired apple.
EXPERIENCING LABS offer a miniature real time experience to the learner. Thus one can actually help the child experience static inertia, rolling inertia, dynamic inertia, specific gravity, matrices by actually giving him the real-time challenges. Setting up a river without the gravitational difference could be quoted as an example to experience beyond the laws.
Child without any experience is free to imagine. Imagination is a thriving point of the beauty. It is also a driving point of the beauty. However, when a child experiences whole or a part of what he has imagined his imagination would get driven to the new level. Child routinely looks out of the train to see what is coming. When it actually comes the child tends to look out for the next thing. Till that comes he keeps imagining. When he shows a quick recognition to a certain person it only shows he had an imagination that a certain person would come to meet him. Children who go through the EXPERIENCING LAB are far more forthcoming, far more reactive, far ahead of the time than those who limit their perspectives to books.
Integrated Learning System at Gurukool Residential
Learning is piecemeal. There is a highly fractionated approach to identifying the learning module & deliver it. There is an indirect message ‘Look no further’, hence titles & subtitles are used to justify to the reader that the content is manageable.
Not all data or knowledge falls within the scope of individual priorities like his house address or the bank account number. Memorizing is like making a special ditch so that water gets trapped. But this simulation also means over the period of time this water would become a still water & non-potable. Hence memorized content may makes the human performance mediocre.
If the song is memorized the singer could afford to concentrate on expression. But the real test of singing is not singing out of memory but singing out of emotion. Hence integration of song with the timing, setting & event requires a larger understanding of the music per say. Neither the mood nor the settings can be memorized.
Like a bridge over a river that holds so many segments of heavy metal together to create a huge capability of handling a heavy weight transit, integration of learning affords retention of a large & voluminous amount of content. Integration with a larger universe also makes high speed transactions a habit.
Learning is a program of making things ‘happen’. There is an intrinsic process understanding. The process is large but very alert. Memory recall is a smaller program but it is relatively much more dormant. Every single learning is stimulus for new learning. The speed of movement on this grid is equal to the speed of thoughts which is actually faster than the speed of light.
As early as a human being starts learning it is imperative that there is an integration of learning. This helps secure all learning that a child has ever gone through. As said before the speed of linkage is the speed of thought. As the need for higher & greater linkages increase the thought initiatives become more vibrant.
Integration of learning demolishes subject boundaries. The extension of the learning contours makes learning instinctive & not limited to the syllabus. The intensity of brain activity shows in the child’s enthusiasm to learn. This is typified in manifestations like inquisitiveness or problem solving initiatives.
Children operating on Integrated Learning Systems remain forever front runners. They are more organized because their thinking process is more proactive. They are more mature because their thinking is more expansive. They are more secure because they enjoy the flexibility to use many alternative routes in getting a certain result.
What is Brain book?
Book is normally seen as a physical combine of some useful literature. The book has a name or title & it has a subject that is usually well identified with the book title. Brainbook has no perceivable content, unless one is able to read the body language or a face language of a person so finely as to decode what may be contained in it. Fortunately Brainbook requires no outside recognition because it is essentially self-talk that guides the person through the value or utility of its content.
Afraid to say, very few people use it, as few know about it & as few know the knowhow. That is mainly because physical textbooks offer greater social identity due to its tangibility character. Hence a man who has written is perceived as a writer but a man who has thought is not.
It is not unless one makes his own Brainbook. A man whose brain is the point of reference has to have it within himself. It is impossible for anyone to install that Brainbook in someone else.
Thoughts are internalized. The words or the expressions that are used to represent thoughts may be seen as the closest representation of the thoughts although they are neither a tangible entity nor a repetitive entity. Hence thoughts suffer from inconsistencies. It is this inconsistency character that creates the intrinsic splendor which thought possess. The originality & timing of the thoughts is the real cutting edge. Hence Brainbook too would not be consistent & would constantly modify itself in the progression similar to the time or occurrences.
It is needless. As a human being learns each moment & as the experience content of the brain changes across each incident the contents bear the historical value at the same speed at which human moves through varied experiences. But recall is not impossible. If the questions come to the thinking interface at an outdated incident then the historical value of the thoughts is the same or is corresponding with the challenges. It is therefore that thoughts on proactive basis would have a vastly different impact than the thought on a reactive basis.
What is Brain Formating?
Formatting is like a marking the tracks for proper storing & recording in an orderly manner on the brain disk. It facilitates easy movement of data access & data processing. In general situation formatting is like laying the chairs in an orderly manner in an auditorium. It facilitates easy movement within the auditorium. It also creates a identifiable location for everyone seated there.
Majority of children do not go through this process of formatting. Therefore learning is random. By the hindsight the randomness creates creative possibilities. However, many creative ideas look obscure when it comes to real-time execution because they do not stand the test of logic. Thus one can say an absence of formatting breaks the logical possibilities.
A 3-year child is forced to write an alphabet. He comes to the nearest possible identity of a certain alphabet. That enables him to pass the “test”. But the child does not go through a process of defining the angles or slopes of the curves while ‘drawing’ the alphabet. The child feels hapless while making the changes in the direction of pencil. Typically all unformatted brain patterns tent to push the body in an act without the support of the required thinking.
One simple way is not to select a pre-determined syllabus. Instead if one can try to know what the child has learnt or understood then that could be use to find or select the ‘home’ identity. By integrating the learning with more learning historical or future the process of formatting is begun. Over a period of time the folders & files are well laid & retractable.
Formatted brains carry no junk data. There is subconscious preparation of mind for updating, multiple copying & multiple storages if a certain file is seen critical. There is a greater ownership of any given situation because of the habit of constant updating rather than ignoring the situation. Formatting creates a possibility of easy approach to the situation or a problem because of the physical proximity.