Abstract
In today’s digital era, education must prepare new generations for unpredictable futures. The immediacy of live feeds and global connectedness posit challenges in navigating a restless, ever-changing world. Because of these constant shifts, the next generations must develop flexible ways of thinking that enable them to, organically and creatively, adapt to unforeseen conditions—ways of thinking that foster design-able, socially responsible, resilient minds. Despite ongoing innovations and efforts to embrace different ways of thinking and creating, the Banking Model of Education (Freire, 2000) still dominates educational systems, conditioning students to be passive receivers of academic content and reducing them to mere information repositories. Neuroscientific research shows that learning is most effective when it is interactive, exploratory, and multisensory (Eagleman, 2020). The static, two-dimensional nature of traditional visual pedagogies negates the brain’s preference for immersive, embodied experiences that engage multiple neuropathways (Kandel, 2012). Through a series of speculative provocations, Osmotic Sensoria advocates for immersive learning spaces that naturally stimulate brain learning systems (Kandel, 2001) through projected images, augmented soundscapes, and biophilic design in the built environment to foster neurodiversity (Singer, 1998). Aligned with The Image in Society and its influence on education, Osmotic Sensoria explores how visual projections and interactive imagery can transcend their representational function to become tools that reimagine imagery as an immersive and embodied experience. Through a series of speculative design probes, this project examines how spatially embedded images can transform educational environments into catalysts for creative thought in neurodiverse learning spaces.
Presenters
Niberca Gissell PoloAssociate Teaching Professor, Parsons, School of Design. First Year Program, The New School University, New York, United States
Details
Presentation Type
Theme
KEYWORDS
Neurodiverse Learning, Insight Learning, Cognitive Science of Perception, Visualization in
