Always learning and always learning how to learn
but how?| Consider: lifelong learning is a form of self-artistry
<>EXPLORE an immense creative field. PLAY outside of your familiar, habitual box. DISCOVER your breakthrough capacity for creativity, insight and learning.
If you have not experienced it,
it is not true. -Kabir
SquareONE : experiential toolmakers designs and facilitates learning applications to help individuals, groups, or organizations experientially explore their natural process of awareness, creativity and insight. SquareONE matches innovative and accessible experiential processes with keen facilitation skills to provide powerful applications for professional and personal development.
explore, discover, excite, bingo!
play to learn | TO TRANSFORM IS TO EXPERIMENT!
Our model of experiential learning uses innovative tools, to vitalize the experience of inquiry. Their thrust is in the direction of novelty and their aim is to evoke insight.
The basic goal is to bring the learner into an experience that will initiate the means for exploration and discovery so that routine if not habitual means of inquiry are temporarily deposed in favor of creative, artistic, intuitive, idiosyncratic, and unfamiliar ways of making an inquiry. Thus the experimental hypothesis is simple: "Learning will come about by approaching the challenge of inquiry in ways that couldn't be implemented as a matter of routine or habit."
If we value independence, if we are disturbed by the growing conformity of knowledge, of values, of attitudes, which our present system induces, then we may wish to set up conditions of learning which make for uniqueness, for self-direction, and for self-initiated learning.
- Carl Rogers
Of course, this is an age-old hypothesis.
It's been demonstrated to be worthwhile throughout human history by all sorts of people who were able to do experiments which led them beyond the constraints of routines, habits, the tried-and-true, conventions, and all the other ways people become set in their ways.
The attitude of the learner posed to consider how to change and breakthrough to new insights is likely to favor doing things differently.
The compelling impulse to see beyond such limitations matches up creatively with the means for experimentation, this experiment done for the purpose of experiencing a new perspective.This new way of seeing and being would not be otherwise available until this impulse is activated in a novel, sometimes wild, field of experiential learning. Likewise, the result of insight is obtained precisely as a matter of fresh, novel experience.
The model explains itself. INTENTION frames the entire process. EXPLORATION is unleashed over a field of novel and familiar data. DISCOVERY amplifies possible candidates for learning out of the flux of meaningful relationships and connections found in the data. INSIGHT is evoked as a matter of the learner's feeling their way to what are the highest value possibilities for either transformation or further exploration and experimentation.
Out of the box often leads to another box. 
