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29. Learning vs education: A view beyond the divide

  • Akitav Sharma (author)
Chapter of: Stories of Hope: Reimagining Education(pp. 349–362)

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Metadata
Title29. Learning vs education
SubtitleA view beyond the divide
ContributorAkitav Sharma (author)
DOIhttps://doi.org/10.11647/obp.0462.29
Landing pagehttps://www.openbookpublishers.com/books/10.11647/obp.0462/chapters/10.11647/obp.0462.29
Licensehttps://creativecommons.org/licenses/by-nc/4.0/
CopyrightAkitav Sharma;
PublisherOpen Book Publishers
Published on2025-07-02
Long abstractThis 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 rangepp. 349–362
Print length14 pages
LanguageEnglish (Original)
Contributors

Akitav Sharma

(author)

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.

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