In September 2025, I began studying Fine Arts Pedagogy — a decision that has gradually become connected to my own artistic practice.

I initially approached education as a way to share knowledge. But it soon raised a more fundamental question for me: how do we learn to see?

Seeing is not entirely instinctive. Over time, we learn what deserves attention, how images should be interpreted and what is considered beautiful, important or meaningful.

Art can interrupt that certainty.

It can ask us to stay with something we do not immediately understand, to notice what we would normally overlook, and to form our own relationship with what we see.

Studying art education has therefore become more than a professional step. It has opened another way of thinking about perception — how it develops, how it is shaped, and how it might remain open.

For me, teaching and making art now meet at this point: both can create a space in which seeing becomes an active act rather than a passive one.