KB: I think we come now to the topic that has received the most extensive of your contributions, education and educational renaissance and reconstruction for your work at CFRCE demonstrates this to a phenomenal degree. 

Dr. BSR: I agree with your statement, for in this we have put in our best work ever.

KB: For, indeed, what you and Pratiti B R have done at CFRCE is consistently, year after year, leveraged bright young minds right at school to the frontiers of discovery, inquiry, research, innovation and entrepreneurship.

Dr. BSR: Yes, and that was our main purpose. I am happy to note it went beyond our expectations and made a lasting contribution to education.

KB: And your most profound discovery is that of stimulated self-organization. How did you arrive at that?

Dr. BSR: It was arrived at more in a phenomenological manner to explain the results we had begun to get continually in course of actual work with our students and other individuals we happened to mentor. In the beginning it appeared somewhat mysterious and I thought it was our unconscious competence that was making that happen. However, Pratiti pointed out to me repeatedly that it was not like that alone, that there was a process that I was not able to see as I was too involved in it. She suggested that we step back and observe what we were actually doing. I could not do that easily. I was, as she rightly said, too involved in the process. She then found a way to make me step back and look at the process. She went on to break up the process into sub-processes that we could analyse. 

Now this was again very intricate as the main process itself was really profound. After all, we were taking these kids at high school and in a year or two, were putting them onto the frontiers of research. Even the best universities of the world were unable to do that even for the graduate students, except when the students themselves were exceptional. On the contrary, we were taking students with modest skills and inevitably, were leveraging them to world class levels of excellence all in the average of a year or two. How were we doing that? Pratiti asked me to research into several topics, deliberate practice, the decade rule, flow, creativity, neuroplasticity, positive psychology…As I began to do that we discussed these topics in the context of our work over and over again. Slowly a picture began to form in our minds. 

First of all, our work respected the natural capacities, tendencies, interests, motivation, sense fo purpose of the student. And then, without interfering with those, it significantly enhanced them. It occurred to us that this was enhancing the spontaneous self-organization in the brain-mind of the student. But the crucial thing was how to keep the spontaneous self-organization undisturbed. And then it occurred to us that we were doing precisely that and that indeed was the key to the results we were producing. So it became a case of maintaining the spontaneous self-organization intact and then enhancing it exponentially. Yes, this was the crucial insight. We were not enhancing the spontaneous self-organization linearly but exponentially. The results the students were getting were accumulative and growing exponentially. 

KB: And people began to think that all these students who were getting such stupendous results were prodigies and geniuses.

Dr. BSR: Yes, in almost every case they begin to think like that. Except perhaps those who had seen a student in an almost devastating situation who in just a year’s time emerged as outstanding by all standards.

KB: Any examples?

Dr. BSR: There was the case of this student the last year. I am not going to take names as it has always been our policy not to attract general publicity. She came to CFRCE in a very difficult situation. She was disillusioned with her school, not interested in her studies, was losing interest in her extracurricular activities and was falling into a state of depression. We found a fine potential in her and took her into one of our programs of accelerated learning. For around three months not much happened. And in parallel to her school studies, she began to feel the infiltration of all the empowering thoughts and conversations going on in the background all the time. By and by she got interested in Physics and Mathematics other than her school curriculum. And in the fifth month she began to work on Classical Mechanics from the first volume of the Landau and Lifshitz Course of Theoretical Physics.  And then, the exponential growth began to take place. It was so rapid that, to shorten the story, in just over a year’s time, she is now deeply involved in research studies in Loop Quantum Gravity after having completed most standard branches of Theoretical Physics and Mathematics like Quantum Mechanics, Classical Field Theory, Differential Geometry and Topology, Algebraic Topology, Quantum Field Theory, Gauge Theories…

KB: Incredible!

Dr. BSR: Yes, and who would imagine such things to be possible? Yet, at CFRCE, not only this particular student but many others around the same time, have been going through such learning. The most outstanding is an 8^th grade student who now entering in his 9^th grade, after a year, is deep into research studies in Geometric Mechanics, Geometric Quantization and Geometric Quantum Mechanics after completing Classical Mechanics, Quantum Mechanics, General Relativity, Differential Geometry and Topology, Classical Field Theory…

KB: And it happens consistently, year after year at CFRCE.

Dr. BSR: Yes, as a matter of fact. That is why, I say that this is possible because of the inherent potential in human beings to learn, the neuro-cognitive potential. And stimulated self-organization provides the rationale for this.

KB: And Neuro-Cognitive Education is the framework that puts all these possibilities of actualising the neuro-cognitive potential into a coherent scheme.

Dr. BSR: That is so.

KB: In the website you would be casting your insights in a form that may inspire others to pick cues from.

Dr. BSR: Certainly.