Wondering how to fire your learners’ curiosity and imaginations so they’re keen to inquire into something meaningful?
It’s unlikely to be another Google search about climate change that turns into a slideshow or written report.
Kath Murdoch’s latest blog reminds us of the simple power of the world around us to stimulate awe and wonder — as long as we take the time to pay attention, which means slowing down.
Amazing questions emerge if we’re brave enough to slow down and help our kids pay attention to the small things around them.
As climate change turns from an abstract idea into a concrete reality, I think the only way we’ll have any chance is by understanding we are part of the natural world, not masters of it. And so, this bit of Kath’s blog resonated:
“As has been noted by many, being in nature also helps keep our ego in check. It literally puts us in our place. We are reminded that we are indeed, a tiny speck in what is a much bigger universe. We don’t matter as much as we think we think we do. The natural environment is also the place I can rely on to nurture my curiosity – a disposition so vital to inquiry.
…
after several weeks of being immersed in the natural environment, I am convinced yet again, that the best way to provoke curiosity or wonder in our learners is to remain open to the natural provocations that are around us each day.”
I’m with Gary Stager when he says that, at best, we’re being dishonest with kids when we get them to do an inquiry into how to solve climate change, all of which inevitably end up with a recycling initiative at school that doesn’t sustain itself after the initial enthusiasm. It’s not their problem to solve, it’s the adults’ problem.
However, a way we can increase the odds of making the systemic changes that are required is by raising kids who feel a sense of curiosity, connection, and care for where they live. This is where the awe and wonder about the natural world and the checking of our egos that Kath writes about are so important.
So, if it were me, instead of getting the kids to do another crappy inquiry into how to solve climate change, I’d start by getting them outside with oodles of time, magnifying classes and notebooks.*
* Unless, that is, the actual point of the inquiry is to get some work out of the kids that can be used to generate a grade that can be put into a computer and pointed to as evidence of progress/good teaching/everything’s-all-good-nothing-to-see-here/they-should-have-tried-harder.
Love this and had to laugh at the last few lines!