ESHA Magazine April 2012.pdf

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E S S A Y Curiosity; a condition for learning BY ROB STOKOE 56 <strong>ESHA</strong> MAGAZINE APRIL 2012
CURIOSITY; A CONDITION FOR LEARNING In the words of Thomas Edison, “the greatest invention in the world is the mind of a child,” and every mind is born with the instinct of curiosity. We all come into the world curious, an innate gift which newborns demonstrate as soon they are born when they look around. As young children, we are wonderfully curious about everything. Curiosity is the natural inquisitive behavior that engenders exploration, investigation and learning (Wikipedia). It is an openness to experience new things, trying to find answers to the whys that we’ve asked and continue to ask throughout our lives. Yet research tells us that curiosity declines as we progress through our education systems. The fact is that young people are curious about everything; they have an unrestricted desire to understand. (Henman 2009) At fi ve years of age 98% of all children have no problem thinking divergently. Not surprising really, three year olds, on average, ask their parents about one hundred questions a day, every day! However by the time they are ten to eleven years of age they’ve pretty much stopped asking. Of even greater concern is that by the age of twenty five only two per cent can think outside the box, curiosity seldom survives into adulthood. (Keen 1973). As we grow up, we start believing the answers are more important than the questions. Yet adult creativity is still powerful, there is just not enough of it, it can be said that the creative adult is the curious child who survived. Fostering the scholarly attribute of curiosity in learners is an important task; one which is at the heart of education and effective learning as it challenges and promotes active participation in learning. As educators our challenge is that curiosity and curriculum are antithetical concepts with the curriculum often acting to limit student <strong>ESHA</strong> MAGAZINE APRIL 2012 57
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