I have written previous posts about the importance of nurturing the ability to wonder in young children and in ourselves, for example here, here and here. It is always a delight, then, to come across a post that expresses ideas similar to, but extending, my own.
This post by Aaron Eden on Edunautics, Exploring a World of Learning questions whether there could be any skills more important than noticing and wondering. He says that in school students are generally told to think and wonder about what someone else (the teacher, the curriculum writer, the policy maker) thinks is important.
Eden argues for the importance of learning to learn; of learning to identify what is important and of understanding how to learn it. He promotes developing an environment of questioning and suggests ways of extending students’ learning through participation in genuine inquiry based upon their own wondering and questioning. His suggestions help make the process more explicit, and therefore possible, for teachers to implement.
Noticing and Wondering
(Special thanks to colleague Sara Soulier who helped me workshop this at a recent conference)
Could there be any more important skills than the skills to notice and to wonder?
The normal paradigm in school is to train students that what other people notice and wonder about is more important than their own observation and enquiry. Example: “Students, today we are studying American history from the industrial revolution to the present. Here is the syllabus of important topics, and when and how we will engage with them.”
The assumption is that what’s important here is the information and lessons we can learn from this period in history. Those are important things to know. But what about the ability to determine what is important and how to learn it? I would argue that is the more important “lesson” to be learned.
It’s possible to learn information without gaining the…
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