This is a work-in-progress website.

My journey began with a few fundamental questions: How is knowledge created? How does our aesthetic sense develop? And what roles do knowledge and beauty play in shaping authentic culture? But one question stood out, especially in contrast to the modern paradigm that homogenizes humanity through education and media: How do knowledge and beauty arise in rooted, indigenous, illiterate cultures? This inquiry led me to traditional artisans—keepers of embodied wisdom—and to children living in existential freedom. I saw them learning everything naturally, without teaching or instruction, just as we acquire our mother tongue—effortlessly. Their world awakened in me a deeper exploration of creativity, cognition, freedom, and sustainability, revealing a natural cognitive system still alive in such communities. A turning point came when I stopped reading entirely. This radical step helped me disconnect from second-hand knowledge and return to the original source—life itself. Without the lens of text or theories, I began to perceive the world directly through my senses, my body, and my presence. This shift redefined my understanding of knowledge, learning, and the self. Over time, I came to see that the real crisis today is not merely ecological or political—it is cognitive and spiritual. It stems from a disconnection: from nature, from our inner lives, and from life’s inherent intelligence. Modern society, obsessed with doing and control, has severed us from being. We no longer trust life—we analyze it, manage it, fix it. In doing so, we lose the ability to play, to listen, or simply to be. Modernity silently robs us of our cognitive birthright—the right to learn from life, to trust our senses, and to know directly. From childhood, schooling replaces wonder with certainty, intuition with reason, and exploration with obedience. But I was fortunate to unlearn. Living among indigenous communities, I saw that while literates engage with WORD, the so-called illiterates engage with the WORLD- life. Their senses are alive—their cognition is rooted in the real. I witnessed children learning joyfully and autonomously, not through instruction, but through immersion, awareness, and participation. For over thirty years, I have explored learning as the unfolding of our total being—not the stuffing of information but the flowering of presence. Learning, I now believe, is a natural outcome of living, not something to be manufactured. Through my work, I help parents and educators hold space for this organic process—to trust life again, and to raise children in freedom, not fear. I also continue to examine the hidden violence of early literacy and institutional schooling—how they dull perception, numb the senses, and disconnect us from experience. My hope is simple: that children grow in spaces where they are trusted, not tested; where they remain connected to their context, the Earth, and themselves. This is not just my work—it is my way back to wholeness.