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Synesthesia is a phenomenon wherein the stimulation of one sensory modality leads to a percept in another non-stimulated modality—for example, classical music triggers an additional memory percept hidden in that the particular tune can be called as auditory synesthesia, which encompasses the variants in memory and audio synesthesia. Until recently, it was assumed that synesthesia occurs strictly in a unidirectional manner, and although the perception of a particular topic induces a video, audio and image percept in synesthetes, they typically do not report as to what really triggered the percept of memory. Recent data on number processing in synesthesia suggest, however, that colors can implicitly elicit numerical representations in digit–color synesthetes, thereby questioning unidirectional models of synesthesia. Using a video/audio/imagery fragment completion paradigm in synesthetes, we demonstrate in this paper that video/audio/imagery can implicitly influence memory and their recall performance. Our data provide strong support for a bidirectional nature of video/audio/imagery synesthesia and, in general, may allude to the mechanisms of cross-modality interactions in the human brain. Extending the idea further, we propose a new concept of learning called Synesthetic Learning Pedagogy (SLP), wherein a variety of video/audio/imagery can be used to positively and/or negatively to enhance learning. In this paper, the results of this exploratory study on SLP are being reported, while detailed experimental works are being carried out based on a comprehensive set of hypotheses, whose results will be hopefully reported in the near future.

Prologue: This paper is written after numerous focus-group meetings with several types of people/experts of many genders. Statements given under are not meant to be insulting any gender, but these are focus-group observations. If you do not like any such statements, we are sorry in that you have missed the points we are trying to convey. This paper addresses various perceptions on genders that concerns abstract entities such as various disciplines of studies. This paper defines genders for disciplines through historical biases and perceptions – e.g., birth, religion, language, region, brought up, to say a few; these were obtained thru’ several focus-group discussions. However, technologies, such as computers, the World Wide Web (WWW), Moodle, sensor networks, Internet of Things (IoT), Virtualization and Immersion technologies are constantly changing the nature of education and learning. As a consequence, and through a series of arguments, we establish that the genders of many popular disciplines are becoming feminine in nature. We also define two terms, namely, Gender Capital and Gender Capitalization, through which respectively one could possibly define and analyze ways and means by which the changing nature of genders of disciplines can be profitably exploited for the global goodness.