Strengthening Learning through Visuospatial Experiences: Initiatives from the Indian Context

The learning without burden report argues that formal learning in the Indian setting follows an imposing textbook culture that emphasises information over knowledge, reinforces isolation between experts and learners, predisposes a competitive ethos and robs the joy of learning from the learners. The contemporary research in visualisation holds the promise of altering this pedantic learning discourse. This chapter presents a cogent synthesis from experiences of researching and teaching in diverse knowledge domains, involving learners of diverse age groups and settings. The findings from the studies reported and their convergence foreground the possibilities for integrating visuospatial thinking in curricular discourses in order to address the issue of curriculum load.