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About the strategies to bring life and learning closer to each other without merging them into one. Each of the sections below provide a general statement. They will be elaborated in detail in the pages: What, Why, How, Who, Where. All these pages are stubs now, will be expanded soon and this statement will be removed.


Everything about life as learning, and learning in life.

The term "metaStudio", as used for this project, refers to a live academic engagement of the structure and dynamics of any studio. A studio is any workspace where some creative collaborative activity occurs leading to a demonstrable (displayable) cultural artifact. The products can be a design, a building, a gadget, a toy, a picture, a drama, a presentation, an experiment, an explanation, a graph, a knowledge base, a farm, a video, a song, a joke, a simulation, a computer program, an essay, a map, a recipe, a dish, a dress, an orchestra, or any such cultural fabrication. If there is something that we do not want to include in the list, factories come to our mind :-).

The central objective is to bring together the currently alienated living and learning as close as possible by a dialectical linking and delinking of living and learning.

A metaStudio is also a studio.


In a majority of the current educational institutions, particularly schools, the students are condemned to consume the abstract and alienated knowledge produced by experts. As a result what is consumed is not accommodated and assimilated into our lives. This also generates a society containing more consumers than producers. In a sustainable ecosystem, as demonstrated by an ecological pyramid, the biomass of producers should be larger than of consumers. The current society therefore constitutes an inverted dependency between producers and consumers. The only way to rectify this is to create an interdependent (networked) society with heterogeneous producers or prosumers.

Problem with knowledge ecosystem and the dream or challenge for metaStudio


Currently it is a virtual (online) academy without any formal structure. It is catalyzed by the team members of gnowledge lab of the Homi Bhabha Centre for Science Education. The idea is not to build one metaStudio located in one place, but to help in transforming existing educational spaces into learning studios.

However we are not alone. There are several who think like us.

Invitation: We invite all those who think that we need to rethink about how education, and how it can be made as close to life as possible --- making learning more meaningful, authentic and most importantly yields happiness, satisfaction and freedom. This project itself is a result, directly or indirectly, of some of the most successful, truly international collaborative community studios such as wikipedia and several free software projects. This academy, metaStudio, will follow their methodology to construct and maintain a sustainable ekosystem for studio based learning. There are so many ways you can contribute. Please see the Invitation page.


By networking, collaborating and sharing.

The proposal is to bring in learning by restructuring existing learning spaces (e.g. classrooms) so as to infuse life into them. Concretely we propose to introduce a construction context which engages the individual actively so that learning happens as a result of this engagement (See Constructionism). Some examples are given in the Learning studios page. Please contribute your ideas and discuss them.

One proposal is to create a navigable network of learning resources. The Gnowledge lab, which is one such studio, is currently building one such infrastructure and looking forward to network and collaborate with such attempts any where in the world.

The project follows Seymour Papert's original project submitted to NSF in 1987. A portion of the abstract of the project is reproduced here:

The word constructionism is a mnemonic for two aspects of the theory of science education underlying this project. From constructivist theories of psychology we take a view of learning as a reconstruction rather than as a transmission of knowledge. Then we extend the idea of manipulative materials to the idea that learning is most effective when part of an activity the learner experiences as constructing a meaningful product. Specifically a set of new materials will be developed for learning science in elementary schools. The materials use a new cut across science, organizing many traditional concepts under the heading of motion science, information science and color science. The materials will be designed to make better use of the level of computers presence that is now becoming common in schools. The design of the new materials pays special attention to the role of affective, cultural and gender-related facets of learning science.


In our lives and schools. It can be anywhere you live and work. Let the outcome of your engagement be published in the growing creative commons space anywhere on the Internet to help each other, to learn from each others experience and preferably provide a link or make a page on this portal here. This space can be used as a live journal.

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