Updating Educational Paradigm

Up until recently, educational systems were thriving under the dual hat of knowledge disseminators and caregivers. Teachers were engaged in caring for the younger generation by bringing their knowledge and skills into classrooms. Students who were deemed unfit to benefit from classroom learning were sent to a different set of specialists, the ones responsible for addressing and "fixing" the emotional and developmental issues purportedly held accountable for the lack of these students’ success inside the classroom.

In this post-COVID era, it is becoming increasingly clear that the division of human learning into emotional and cognitive, knowledge-based and care-based, psychological and didactical domains is no longer a practical measure conducive to the advancement of literacy and professional development. Neither is this division representative of the true state of affairs. Skill acquisition and developmental maturation are two sides of the same coin. Developing one side at the expense of another is like choosing to develop one side of the body but not the other.

Labs of Awareness were created to welcome and celebrate our learning differences. We see learning disabilities as a sign of normal divergence from conventional linear thinking, which still dominates schools and workplaces.