We have all heard the axiom, “If a tree falls in the forest and nobody hears it, does it make a sound.” Few remember its derivation, it was originally penned by an Anglican Archbishop Dr. George Berkeley nearly half a century ago. He was attempting to express the view of the world from the vantage point of transcendent divinity. But this saying is worth a reexamination today, as we consider human senses, knowledge and the digital age. Assessing the question scientifically, does it make a sound? It all depends what we define sound to be. As the lumber hits the earth, its impact causes vibrations and sound waves to reverberate around it. But are we attributing sound as the vibrations and waves sent through the air, or must sound possess a hearer, maybe even a teller to express it in language? Absent an eyewitness account, is there any happening? I write this to treaties shed light on a question that lies at the core of teaching and learning. For all knowledge is conveyed information existing absent the teacher and the student, then expressed subjectively through a lesson. Let us revisit the fallen tree in the woods. In this instance, let’s say there are several people who hear the tree fall. When asked to express their account of the event, would any two people describe the event in the exact way, though it be the same tree? How does this thesis apply to teaching and learning, for that manner teaching through sense-blending (synesthesia), sense-metaphor (ideastesia) and digital technology? A robot’s eye-view of information is profoundly different from humans. The machine crunches data in the absence of a self; with eyes, ears, consciousness, identity and sense of existence. People can only glean information from the lens of experience. All experience is subjective and distinctive to each person. This is not to diminish the value of such knowledge, one cannot and perhaps should not seek to extol knowledge in the absence of experience, be it direct or indirect. But in the complex fast-paced, interconnected, technology-laden world, we find ourselves, this dizzying looking-glass age where so many ideas and institutions have been shaken to their foundation by the magnitude of change, it is time to new look at human knowledge and experience. Technology, properly utilized, can offer us a bird’s eye view of our world and ourselves. Think back to when humans traveled to outer space and saw the earth from afar for the very first time. The astronauts of 1968 all knew from that moment that neither they nor in time any other person would ever see the world quite the same way again. Likewise, we today face a new paradigm of understanding, to understand our consciousness from the outside, from that insight we can traverse back in. An example of that phenomenon once again is base 10 mathematics, how can we understand how this lens bends the system of numbers, as opposed to how it would be understood by pure logic math, binary or some other substructure? Examining simply multiples, notice the repeating patterns, how does this extrapolation convey their logic of measure? Notice how the factors of 3 repeat their pattern after three rows, repeating three times. Is this due to how 32 = 9, just short of 10? Factors of 4 repeat after just 2 rows, is that because 4 is even and a factor of 2, indeed it’s 22. Dissecting the internal logic and patterns of this mathematical constructs and express them through visualization can enable us to understand, internalize and teach the process of mathematics in a manner that is real and comprehensible. Much is this comes back to understanding how the subjective practice of human math compares with an objective view of arithmetic. For human label information through metaphoric connection. Such understanding can transition us to the conversation of language. For embedded in language, every word, sound, phrase has been assigned by cultures through history a lexicon of meaning in expression. No word is what it describes, but it is communicated through words comprising letters, letter combinations and sounds (phonics), connecting with meaning, both explicit and implicit (semantics). Such genres as music, poetry and rap dress the phonics with rhythm, rhyme, iteration (phonics), to convey, feeling, story-line and meaning (semantics). All such constructs can be broken down and measured through spatial layout, dimensioning, color-coding and sound-connection. Property constructed, software packages can provide the templates for teachers to present through this concept, not dictate content but scaffold its sense-associated foundations. We can use our tools to rediscover teaching and learning. So let the games begin!