Sensing nature; knowing nature
About senses
We
are all born with a sense/meaning making instinct. This urge in us
drives us to engage with the world. ‘Meaning making’ is an act of
situating ourselves in the world, to know what the world offers us, to be, to
live in the world. Can this act of living, being and knowing be fragmented into
learning, working, playing or into language, art and science act? Isn’t being
in the world knowing the world?
The process of making sense of the world is a natural one and involves a concrete engagement with the environment which is the field in which one lives. From this concrete engagement one observes, abstracts and draws conclusions, asks more questions, creates more doubts- there is a dedicate balance between certainty and doubt, a constant crossing over between the unknown and the known. This ‘known’ is never ‘certain’. This process can only happen authentically, independently and individually. In this act the child learn to be patient, unafraid, to plan, to make, to abstract, to explore, to innovate, to take risks, to take responsibility for one self and even to be self disciplined. The whole body/ being is engaged in this act of knowing. As the child grow up two things happen simultaneously – one is the awakening and developing of the faculties that help the child to live, know and engage with the world. At the same time the child engages with the world, he situates himself in the world
This ‘tool making’ is an unconditional, unconscious , non deliberate act. Knowing is as much an unconditional, un-purposeful and unconscious act. We don’t do things to learn but just the fact that we are living enables us to know.
Isn’t ‘knowing’ a word less activity? Isn’t knowing an act of uncovering the unknown?
The process of making sense of the world is a natural one and involves a concrete engagement with the environment which is the field in which one lives. From this concrete engagement one observes, abstracts and draws conclusions, asks more questions, creates more doubts- there is a dedicate balance between certainty and doubt, a constant crossing over between the unknown and the known. This ‘known’ is never ‘certain’. This process can only happen authentically, independently and individually. In this act the child learn to be patient, unafraid, to plan, to make, to abstract, to explore, to innovate, to take risks, to take responsibility for one self and even to be self disciplined. The whole body/ being is engaged in this act of knowing. As the child grow up two things happen simultaneously – one is the awakening and developing of the faculties that help the child to live, know and engage with the world. At the same time the child engages with the world, he situates himself in the world
This ‘tool making’ is an unconditional, unconscious , non deliberate act. Knowing is as much an unconditional, un-purposeful and unconscious act. We don’t do things to learn but just the fact that we are living enables us to know.
Isn’t ‘knowing’ a word less activity? Isn’t knowing an act of uncovering the unknown?
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