"I am elder to you; I have seen more of the world. I understand things better than you".

This is a typical example of the wisdom thrown around us all the time.

I often retort to such statements with - "does everyone, born before your data/time of birth, know more and understand the world better than you?"

Of course, not. Everyone who makes such statements believe that they know better than you just for being elder, but not everyone elder than them knows better than them.

Almost all the wisdom, high philosophy, appeals of ethics, quotable quotes, witticisms are tools of manipulation. They are the easy short-cuts people use to win arguments without resorting to a rigorous line of logical reasoning or deep thinking.

Since a lot of adults around us think, act and behave this way, there is no doubt that the effect of this "communication by unilateral assertions" finds its way everywhere, especially and particularly learning and teaching.

All teaching has been reduced to a unilateral mode of communication. All over the world, the majority of the teachers use these one-way assertions to pass on information from their minds to the minds of the learners.

A great teacher is considered as the one who plants seeds into the minds of students without them having to toil their way through.

The more effortless a teacher can make learning look like, by going through excessive painstaking details, so that all the information needed by child is door delivered to his cerebrum and cerebellum, the greater we hail a teacher for doing us.

The unfortunate reality is that such an approach of learning makes a child a walking encyclopaedia and a dud robot - buzzing with information but zero ability to apply the learnings.

Teaching is neither a diver who has been there done there telling others what they would find underneath the ocean if they were to dive themselves, nor is it about someone who hasn't ever set his feet in water telling others what they are supposed to find when they take the leap.

Teaching is diving along with the learner - being there to ensure that the child's movements do not get derailed, the child is not lost, no harm comes to the child, but the child explores everything for himself and figures out what lies beneath the ocean.

Learning is often seen as stuffing of information. Learning is expected only to increase knowledge, not impact the intelligence levels and genius potential of students. Nobody expects an average guy to learn geometry and be a geometry genius fully adept in the art of visualization and visual reasoning.

The ReInventing Learning Methodology is a methodology that allows learners (of all ages and disciplines) apply a method of controlled exploration and streamlined research to figure out concepts in their minds in a way that not only gets them to learn a concept, but simultaneously tap into, break open and unleash the

enormous genius potential that is inherent in all of us, but that which goes mostly untapped in the journey from the cradle to the cremation grounds.

This series of articles is an invitation to look at the process of learning and teaching from a totally fresh perspective, to question all the great wisdom about education that we throw around - much of what we intuitively know to be stupid, false and total lies - but hang around because of our need to buy into the consensual stupidities of our reality, and because of an alternative approach to learning doesn't exist.

The series questions all the assumptions about learning that we have bought into, and if you do not fall into the temptation of satiating your curiosity with quick short-cut answers, your mind will eventually provide you amazing insights into how learning could become not only a way of expanding what we know, but a way of expanding our intelligence levels, genius potential and inbuilt abilities to unimaginable levels.