Curating and Celebrating Curiosity

Inspired by the theme of Indigenous Knowledge Systems and Societies in my 11th grade Theory of Knowledge classroom, I have been thinking hard and trying to define 'holistic' knowledge. Indigenous peoples (yes, the 's' is intentional to demonstrate the plurality and diversity) have a relationship with their living environment, a constant give and take, which makes their microcosm adaptive and hence sustainable. This made me wonder why, in our so called modern and westernised education systems, we have compartmentalised knowledge. We study and teach different subject groups and then ask students to make connections. So first we

reverse the natural process, dissect the holistic environment by creating subject silos and then we attempt to simulate an authentic context for them to join the dots. Something is amiss here! In all conversations with my students and teachers about their most memorable moments of learning and/or teaching, what always emerges is the value of 'hands on' learning and the amazing outdoors. Learning without walls, not just literally done, but also blurring the boundaries of subjects areas combined with student passions and areas of interest go a long way in supporting students understand, apply what they learn and make curriculum stick. It is essential that we as educators compliment their academic goals with experiences and passion projects that nurture their imagination and enable them to encounter learning 'hands on' and 'minds on.' It's my pleasure to showcase some of these moments below.

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Coding in the classroom is great. Students here are seen experiencing coding through weaving. This experience becomes a lot more that just coding when the environment and context of learning exits the classroom. It evolves beyond a weaving pattern. It's now about the thread, the silkworm, the leaf it feeds on, the soil in which the leaf thrives, composting, waste management and in addition to the supply chain, the design of the loom and the craftsmanship of the weaver. List the subjects that come to your mind from reading these couple of sentences above. This becomes a 'holistic learning experience' in the true sense of the word devoid of limitations imposed by individual subjects.

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Curiosity led us to explore further. Amidst the beautiful 'Hathikuli' tea estate in Kaziranga we learnt about effective composting and how simple solutions like 'pest tapes' controlled pest attacks to keep the tea plantations safe and healthy. Insecticides and pesticides were nowhere in the consideration set. When the learning environment is authentic, students want to dig deep and explore connections without extrinsic motivation. They realise how every step they and humanity take impacts their natural and social environment. It is better than reading this in a book, assignment or being just told by a teacher. They touch, feel and act instantaneously. They learn using all their senses.

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Appreciating different perspectives and honouring different cultures comes from dialogue, active listening, sharing and caring. "We need to be 'openminded" said within the class has limited reach and impact. This scenario changes when students practise this disposition in an environment new to them. Empathise!

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Let's be risk takers! Often used by me in the classroom. Learning something new, going out of your comfort zone, thinking beyond are some explanations I find myself giving. How often do we as educators model this value and how effectively do we create an environment for our students to take risks? Question worth asking ourselves as educators. Often.

It is our responsibility as educators to curate learning experiences that allow students to use their imagination, build curiosity and innovate. What happens inside the classroom is like scattered bricks. What happens outside the classroom - when students get to 'play' and 'explore' is the mortar mix and brick laying skill that builds strong walls. Also known as deep knowledge or understanding.