Interview: Co-Authors — And Identical Twins — On What Connects Curiosity To Learning

Interview: Co-Authors — and Identical Twins — on What Connects Curiosity to Learning

Receive stories similar to these directly in your email inbox by signing up for Newsletter.

One of the fascinating contradictions of the American education system is that children are naturally inquisitive and eager to learn, yet schools often struggle to find effective ways to engage students. It’s akin to the plight of the protagonist in Samuel Taylor Coleridge’s famous poem, where despite being surrounded by water, he cannot quench his thirst.

Why does this paradox persist? Why are children innately curious, but many schools feel the need to convince, coax, and even deceive students into learning?

Perhaps part of the problem lies in a misunderstanding of how human curiosity operates. Perry Zurn, an associate professor of philosophy at American University, and Dani S. Bassett, a professor of bioengineering, physics, and astronomy at the University of Pennsylvania, propose a different perspective on curiosity in their new book, "Curious Minds: The Power of Connection." They argue that curiosity is not solely about acquiring knowledge, but rather about making connections and fostering relationships.

This reimagining of curiosity has profound implications for schools, learning environments, and curricula. It challenges the traditional view of curiosity as solely an acquisition process and emphasizes its relational nature.

In an interview with , Zurn and Bassett discuss their concept of relational curiosity and how it differs from the conventional notion of curiosity as "information-seeking." They acknowledge the complexities of studying curiosity and its relationship with motivation, attention, and other cognitive processes. They suggest that understanding relational curiosity requires a more holistic approach to examining the mind and brain.

The authors also explore the practical applications of their conceptualization of curiosity for educators. They highlight the importance of recognizing and encouraging a wider range of curious behaviors in students, rather than just focusing on asking questions or showing eagerness. By understanding different styles of curiosity, teachers can better support students with diverse learning needs and promote a more inclusive learning environment.

Ultimately, Zurn and Bassett’s work offers educators and policymakers new insights into fostering relational curiosity in students. By embracing curiosity as a connecting force, rather than a mere acquisition of information, they argue that schools can better engage students and nurture their innate curiosity.

Certainly. This is a case against tracking students and instead advocates for educators who are attentive to diversity and strive to provide personalized learning opportunities. The main question to address is: How can this be achieved structurally? What actions can be taken to shift the mindsets and behaviors of millions of teachers?

Bassett: I also believe that there is a need to change the way textbooks or classroom materials are structured. These materials tend to prioritize certain types of curiosity and knowledge, often neglecting the importance of making connections between different pieces of information. Instead, they present learning as a step-by-step process, like building a wall with bricks. You add one piece of information on top of another, until you have a complete wall.

Alternative materials should incorporate links that help expand a child’s mind in new and diverse ways, enabling them to build different types of knowledge structures. Therefore, in addition to altering teacher education, we need to change the materials provided to them.

Both of you have young children, correct? How are you connecting your work with the joy and fulfillment of raising a child? It must be evident to you that there are connections between your research on curiosity and your experience as parents.

Bassett: My children are 11 and 8 years old, both attending elementary school. It has taken me some time to recognize what truly excites them about reading and to let go of my own preconceived notions of what constitutes good literature. In our book, we emphasize the importance of recognizing and following a child’s desires and the way their mind naturally wants to explore. I have had to push myself to engage with certain reading materials that I wouldn’t have expected.

You’re referring to books like Captain Underpants, right?

Bassett: (laughs) Yes, exactly. And books like Dog Man, Cat Kid, and Big Nate.

Zurn: I have a toddler and we are currently visiting different preschools. It is alarming to see how some of them heavily rely on gadgets. They place each child in front of an individual iPad screen at their own desk, sometimes for hours. On the other hand, there are schools where children spend most of their time playing outside with minimal guidance. They have the freedom to explore their bodies, the world, and interact with other children.

Dani and I were homeschooled. We had the freedom to direct our education and pursue our interests, often learning in nature.

When I think about my own child, I desire an educational approach that fosters curiosity through connections. I want education to be personalized, but not isolating. It should be attuned to the unique differences of each student without creating learners who are disconnected from one another, themselves, and the natural world around them. That is what I am striving for.

[Referring to the connective approach to curiosity], it’s not that there is one absolute truth or undiscovered fact that we seek out of curiosity. Instead, we navigate through a series of knowledge networks that we carry with us, which are imperfect but functional. They suffice for our daily lives until we encounter something new that prompts us to expand, update, and revise our existing knowledge, don’t you agree?

Zurn: Absolutely. Curiosity enables us to establish connections and build knowledge structures, which are unique to each individual. These architectures are shaped by our social surroundings, including the country we live in, our specific neighborhood, and even our social circle.

We possess a certain set of knowledge and beliefs that form the stars in our personal sky and the constellations that guide our navigation of the world around us.

However, there are instances when our preconceived notions and mental frameworks fail to fully make sense of something new.

(Continued…)

Bassett: My expertise lies in the field of physics, where various structures can be constructed to serve different purposes. Let’s consider the Eiffel Tower and a nearby telecommunications tower. At first glance, these two structures may appear similar. However, upon closer inspection of their scaffolding patterns, it becomes evident that they are fundamentally different. The unique scaffold designs impact the flexibility and rigidity of each system, as well as the amount of physical space they occupy.

Now, let’s apply these principles to the realm of our minds. What types of network structures can we construct within our minds that vary in rigidity and flexibility? Some individuals have knowledge networks that create a sense of rigidity in their perception of the world. On the other hand, some people build networks that contain gaps or holes, allowing for more adaptability as they navigate through life. By holding connections between ideas with a certain level of intellectual humility, acknowledging that there is much more we do not know, we create space for personal growth and change.

Zurn: How can we promote flexible learning among our students? It is not about presenting a rigid framework of knowledge and saying, "This is how it works," or "This is what you must know," as if it has always been that way. Instead, we strive to share stories that highlight alternative perspectives, how ideas have evolved over time, and the ongoing questions that remain. We aim to show the delicate balance between what we are currently learning, be it in math, social sciences, or art history, and different viewpoints from other regions or alternative mythologies about the nature of the world.

Many educators emphasize the importance of embracing failure and making it acceptable. Similarly, I believe that facilitating learning involves fostering a sense of comfort with unlearning, recognizing that our perspectives and beliefs can change. It is about realizing, "I no longer hold that belief, and now I have a completely new question." This is an integral part of the learning process. It is that transformative moment when everything we thought we knew falls apart. It may be intimidating and challenging, but if we can become comfortable with this experience, it can greatly enhance our overall learning journey.

This also holds significance in our current social and political landscape, where many people resist considering alternative viewpoints or reevaluating the history of our planet.

There must be a social aspect to curiosity, right? Curiosity is not merely about investigating our relationship with the past, but also about examining how our understanding of "how it all works" is intertwined with systems of power in the present.

Bassett: Curiosity often arises within the context of our interactions with others, whether it is curiosity about someone else or curiosity supported or restricted by someone else. Understanding the connection between two individuals is crucial in comprehending our personal experiences of curiosity. The same applies to students in the classroom.

However, it does not end with individual interactions. It extends to broader social networks, both within the classroom and in our personal lives. These networks influence, support, contribute to, or shape the type of curiosity we engage in. Think of it as mentoring: we observe someone else’s curiosity in action, witnessing their thought process and questioning techniques, and we find ourselves wanting to adopt their mindset.

When individuals are exposed to diverse forms of curiosity through their social networks, they have the opportunity to select and incorporate the elements they admire and wish to emulate. This can lead to a more enriching learning experience for both students and adults.

Zurn: I often discuss the concept of "curiosity formations." Curiosity can take on distinct shapes, such as how we formulate our questions, the reasons that justify them, the methods we employ to seek answers, and the potential usefulness or contributions of our findings. By examining how we approach these aspects, we can understand the shape or structure of our curiosity.

Consider how we teach students to write essays, particularly the basic five-paragraph essay format. We show them how to pose a question, provide an answer, and summarize their findings. This structured approach illustrates the formation of their curiosity.

However, things become complicated. Who is it useful for? In many cases, it benefits the majority of people in a specific location. However, it also favors those who hold social power and manipulate history to suit their own interests. For example, the English language did not simply appear out of nowhere. It evolved through extensive regulation and control over time.

Therefore, we must familiarize ourselves with these inherited forms of curiosity in order to thrive socially in the world. However, we must also approach them with a critical mindset. This is essential in order to challenge boundaries and create opportunities for everyone, regardless of age.

Sign up for Newsletter to receive similar stories directly to your email inbox.