An action, conversation or observation, whether deliberate or not, can have a learning outcome. Most times, these informal take away ideas, curiosities and snippets of information stick with us longer than any knowledge read from books or other sources with the intention of being remembered. In a routine day, a series of tasks we carry out require us to physically be in a space even if we aren’t using our minds. This tends to suspend time giving us access only to the items around us. Invariably we find ways to occupy ourselves or not, by either indulging in other doings or in nothingness itself. Are our activities time specific, space specific or arbitrary? Would it be possible to introduce a new perspective of pedagogy to this fragmentation by means of a discourse of sorts?