RILE INDIA LAB

otics, embedded systems and teaching.
• First, there are some key premises that a post-colonial, post-modern transformative curriculum possess in regards to children, teachers and pedagogy. Children are viewed as global citizens with rights and educators, families and members of the communities endeavor to discuss children as possessors of rights, respected and valued for their unique identities.
• The understanding is that children, from birth to eighteen years of age, are interpreters of reality, competent in formulating their own hypotheses, building theories and imaging metaphors as possibilities for understanding reality. Integrated within the transformative curriculum are the concepts of innovation, reconceptualization, anti-bias, equality, diversity and profound devotion to the process of co-learning. As we see and understand that children are not merely citizens of the future and that we are each on respectful common ground in the here and now, we become co-learners and are capable of individualizing and engaging on multiple levels of complexity with students. From this place we approach curriculum design and how to honor, investigate, discover and experience our world with an engaging and intelligent passion. As STEAM members, we began comprehensive research into an ecology, biodiversity and permaculture based curriculum for the education system in India. Our RILE INDIA mandate is intended to address and implant within the Indian education system and also exist as a living, globally inclusive template which can be inserted within any mainstream or alternative cultural educative knowledge base. Educative capacity building within a global format must necessarily be an engagement of the heart and soul and it follows that our vulnerability of heart guides us within and without to embrace all cultures, religions, socio-economic status, gender realities, diverse abilities, etc. We are driven to engage with children, educators and stakeholders to arrive at plans, agreements and investments in the evolving consciousness of humanity as per, among others, the United Nations document, A World Fit or Children (2002). From my perspective, investment in our hearts, minds and souls involves reducing our environmental footprint, teaching sustainable living. While exploring, discovering and utilizing advanced environmental technology as we project our dreams and visions for a peaceful global future. How do we, as a collective, interdependent humanity, see the future? How do we guide and co-learn with our children with a view to a sustainable, affluent environment and beyond into the cosmos? It is here where environmental robotics and permaculture emerge. Children of all ages have an innate ability to awaken mindfulness and deep understanding in us of what it means to be brave, joyfully engaged, innovative and determined to rearrange the world. Pedagogy, a way of thinking about learning, guiding and teaching, is meant to be the ultimate educative channel which exposes their vulnerability and nourishes their inner life. Once inside there are paths. How do these paths allow us to think and contemplate reality and our environment? How do we inspire global awareness and critical thinking? This multidimensional nature of educative reality is essential. STEAM living robotic and ecological engineering is emerging as a company with an image of the child, from birth to eighteen years, who flourishes and experiences ecstasy in the natural world. Integrated within the transformative curriculum are the concepts of innovation, reconceptualization, equality, diversity and profound devotion to the process of co-learning.