| Title | 29. Learning vs education |
|---|---|
| Subtitle | A view beyond the divide |
| Contributor | Akitav Sharma (author) |
| DOI | https://doi.org/10.11647/obp.0462.29 |
| Landing page | https://www.openbookpublishers.com/books/10.11647/obp.0462/chapters/10.11647/obp.0462.29 |
| License | https://creativecommons.org/licenses/by-nc/4.0/ |
| Copyright | Akitav Sharma; |
| Publisher | Open Book Publishers |
| Published on | 2025-07-02 |
| Long abstract | This chapter offers a critical examination of institutionalised education and proposes a transformative model that re-centres the personal, contextual nature of learning. It contrasts the rigid, standardised practices of traditional systems with the lived experiences of learners, revealing how socio-cultural and economic structures often reduce education to capital accumulation, thereby deepening inequality. In response, the chapter introduces the concept of a ‘Curriculum for Innovation’ (CfI), a learner-centred framework grounded in principles of meaning-making, knowledge construction, and autonomy. CfI reimagines curriculum design as adaptable and responsive to individual contexts, positioning educators as co-constructors of learning rather than mere content deliverers. This approach seeks to bridge the divide between education and learning, fostering more equitable, meaningful, and innovative educational experiences. |
| Page range | pp. 349–362 |
| Print length | 14 pages |
| Language | English (Original) |
Akitav Sharma is an educator, researcher, and designer of critical learning systems whose work spans pedagogy, philosophy, and participatory design. With over a decade of experience in educational innovation, his practice centres on developing epistemologies and frameworks that foreground meaning-making, learner agency, and socio-cultural context. He is the creator of PLITO, a transdisciplinary grammar of engagement, and the Curriculum for Innovation (CfI), both of which have been field-tested across diverse learning environments. Akitav’s work explores how education can evolve beyond standardisation—into a humane, just, and intellectually rich ecosystem that empowers learners to author their own meaning in an unequal world. His writing and designs are grounded in critical theory, narrative inquiry, and a steadfast commitment to educational equity.