tag:blogger.com,1999:blog-3908331644371602528.post8475569169339577196..comments2023-05-16T07:21:10.614-07:00Comments on Learning, Teaching and other education related bits: MOOCing Anonymoushttp://www.blogger.com/profile/09786933795422063678noreply@blogger.comBlogger1125tag:blogger.com,1999:blog-3908331644371602528.post-88008529762940247202017-03-01T20:32:53.635-08:002017-03-01T20:32:53.635-08:00A rambling response…
Liked the question, ‘But do...A rambling response…<br /> <br />Liked the question, ‘But does simply ensuring children continue to be curious mean we haven’t failed them?’. <br /><br />You’re right, this isn’t enough; it’s a good start, but it isn’t enough. The thing is, children generally arrive into our care as curious little finder-outers. As adults in this profession, most of us feel, I think, that what can happen over the next few years is tragic. They learn not to be curious. Some of us do our upmost to ‘pacify’ the curiosity (I’m thinking iPads in highchairs for a start...), or we feel that there just isn’t the time, or we’re afraid to ‘let them go and explore’ (or we’re afraid to explore ourselves - in other words, we’re desperately trying to rediscover our own sense of wonder and curiosity after decades of comformity). <br /><br />How else does this happen? Well, I’m guessing that it is, in part, because we are a naturally adaptive species. If we don’t adapt - we don’t survive. Generally, we conform - and the ‘we’ here, is them and us...we all generally conform to whatever the expectations are, whether that’s meeting academic targets or underlining a date on a page…<br /> <br />So...dedicating curriculum time to P4C (and incorporating this approach into most or all learning opportunities), is a way forward. But you’re right; what do we do with the curiosity? What do we do with all this critical thinking? It can sometimes seem all rather pointless and somewhat frustrating. My next P4C question…<br /> <br />‘We’re all getting really good at asking questions...so what?’<br /> <br />I think it’s the ‘so what?’ question we need to ask more. The idea of a LAUNCH sequence helps accommodate curious learning and provide structure. Certainly, if it’s positive change we’re after, there needs to be an element of ‘disciplined process’ - an outcome that, at the very least, demonstrates learning. If it’s not change we’re after, well - that’s OK maybe - ensuring that children can ‘be’ curious is wonderful in itself. Perhaps curiosity loses some of its magic if it’s constantly unpicked and hurled in the direction of a LAUNCH sequence. Maybe some experiences mean more if they’re just... left alone. Why do we have to have answers to everything?<br /> <br />Anyway, because we are adaptable (and it sounds so obvious) we can adapt. Simple. Well, the idea seems simple enough...harder to do if you’re a traditionalist or if your LAUNCH sequences / innovative enquiry-based units only kick in half-way through primary school or P4C-style sessions are infrequent or half-hearted, or you’re just not supported or given the space to try. Nevertheless, if the expectation does change, and becomes consistent, so will the practice...wait, where have we heard that before?Anonymousnoreply@blogger.com