A designer, educationist who has been involved in existential research to understand the processes involved in the CREATION OF KNOWLEDGE, the formation of creativity, intelligence, aesthetics and its relation to the content of learning and the context.
His primary interest has been to understand our own formation- how we develop various abilities and qualities that enable us to make sense of the world or in other words how our cognitive system gets developed in the process of exploring the world around us. This has led him to research on what conditions are favourable for the development of our ABILITY TO CREATE KNOWLEDGE, creativity, intelligence, humility, sensitivity and what conditions inhibit and distort. He has conducted several pedagogical experiments in various contexts – design and architectural education (especially the foundation year), children in formal and informal situations and with the nonliterate traditional artisans.
His exposure to how children and nonliterate learn made him explore the biological roots of learning as well as the loss of biology among the so-called educated. His present research is on understanding how children learn the real world and world’s impact on children’s formation (psychological and physical) in order to re-imagine how to create conducive conditions for learning, creation of knowledge not only for children but also in ‘higher’ education.