A Journey of Culture, Art, and Self-Discovery

Kohinoor Darda
Aug 25
3 min read

Updated: Sep 30

When six bright young students from Dolphin School and their teacher arrived in Pune for a week-long cultural internship hosted by the ARISA Foundation, none of us knew quite how much they would grow in such a short span of time. They came curious, a little nervous, and ready to step into an experience that would take them far beyond the classroom. What unfolded was more than just a trip—it was a journey of culture, creativity, and self-discovery.

Adolescence is often described as a time of transition: a search for identity, independence, and a place in the world. Research has long shown that exposure to diverse cultural experiences plays a crucial role in shaping this journey. It broadens worldviews, strengthens critical thinking, and nurtures empathy and tolerance—skills that today’s young people need as much as any academic subject. Scholars studying youth development call this a “holistic pathway,” one that blends emotional, cognitive, and social growth rather than focusing on academics alone (Lerner et al., 2021).

That was the philosophy behind our internship: create a space where neuroscience, psychology, art, and cultural immersion came together to encourage students not just to learn, but to feel, reflect, and connect.

Over the week, the students engaged in sessions designed to build self-awareness and emotional regulation. Through art therapy and engagement with paint, movement, and music, they found ways to explore their inner worlds and give form to feelings often left unspoken. They were introduced to neuroscience in playful, accessible ways—discovering how the brain and body connect, and how emotions can be understood and managed. For many, this was the first time they experienced education not as a subject to master, but as a mirror to better understand themselves.

Art was at the heart of this exploration. Brushes, colours, and textures became tools for reflection. Some works carried deep emotion; others playful spontaneity. When we later analysed these pieces, something remarkable emerged: artworks created before the internship were rated by others as carrying more negative emotion compared to those made after the internship was over. This mirrors findings in scientific research, where creative engagement is often linked to improvements in emotional well-being (Estrada-Gonzalez et al., 2024).

But the learning didn’t stay inside classrooms or studios. Pune itself became a teacher. Visits to the Zapurza Museum connected them with India’s artistic heritage, while exploring the buzzing Fergusson College campus and local shopping streets gave a taste of student life in the city. A trip to the iconic Chitale Bandhu factory revealed the rhythms of enterprise and tradition woven into daily life. Perhaps the most memorable day was when the students spent time with local host families, sharing meals, observing customs, and stepping directly into another way of life. This wasn’t theory—it was a lived experience of empathy and connection.

Of course, growth also happens through play. Laughter rang out during team games and a lively escape room challenge led by ARISA volunteers. At Ecoville, a treasure hunt became an exercise in collaboration and curiosity. A morning spent swimming offered a break from the heat, relaxation and simple joy. These moments of fun weren’t just breaks from “serious” learning; they were essential, helping students bond with each other, build trust, and carry home memories they will never forget.

And the impact was visible not just in smiles, but in data. Before and after the internship, we measured students’ emotional control and interoceptive accuracy (a measure of self-awareness). Both improved after the experience, confirming what their reflections and artworks already suggested: that the internship had sparked real positive change. These findings resonate with international research showing that cultural immersion and creative expression boost resilience, adaptability, and socio-emotional learning (Zalli, 2024; Nelson & Luetz, 2021; Heppner & Wang, 2014).

By the end of the week, the Dolphin School group left Pune a little different from when they arrived. They had discovered independence by navigating a new city, adaptability by embracing unfamiliar routines, and identity through artistic self-expression. They returned home not only with souvenirs and photographs but with deeper emotional tools, richer perspectives, and the confidence that comes from having stepped out into the world and found themselves within it.

For us at ARISA, this cultural internship reaffirmed why such programs are necessary. They remind us that education is not just about textbooks and tests—it’s about nurturing whole individuals, capable of empathy, creativity, and flexible thinking. Young people thrive when they are given opportunities to explore who they are in real-world, meaningful contexts.

If you are an educator, a parent, or part of a school community and would like to offer your students an experience like this, we would love to hear from you. At ARISA, we design curated cultural internships that bring together psychology, art, culture, and play—programs that are as rigorous as they are joyful, as research-driven as they are life-affirming.

Because sometimes, the best lessons are the ones you live.

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