Creativity as disobedient thought. HMW nurture curiosity over compliance?

Creativity as “disobedient thought” — wonder sparked from our human drive to question.

Questioning is the very source of creative thought. When we get into a cul-de-sac where ritual and formula do not give us the answer, then we begin to question. This beautiful, beautiful human ability. Probably the most precious thing to nurture. — Welby Ings

In his TEDxAuckland talk, “Disobedient Thinking,” Welby Ings examines a bit of the nature of typical schooling — systems biasing compliance over creativity. What is the record of time that school students are able to explore the questions that originate from within them, rather than from the initiation of an adult? How are we nurturing the nature of creativity which is disobedient thought? How are we nurturing citizens who believe questioning is actually at the heart and core of deep citizenship?

HT @TJEdwards62

A piece of “what”: questions are wind in the sails on open seas, not speed bumps on “coverage road”

Questions are waypoints on the path of wisdom.
– Grant Lichtman, The Falconer

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The difference between grappling and other forms of learning is that when the questions become the students’ own, so do the answers.
– Sizer and Sizer, The Students Are Watching

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Questions are places in your mind where answers fit. If you haven’t asked the question, the answer has nowhere to go. It hits your mind and bounces right off. You have to ask the question – you have to want to know – in order to open up the space for the answer to fit.
– Clay Christensen as quoted by Jason Fried on “Why Can’t Someone Be Taught Until They’re Ready To Learn?” on Farnam Street blog

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Great questions have legs. They propel the learning forward.
– Edna Sackson, “Great questions have legs…” blog post on What Ed Said

Have you ever gotten annoyed by repetitive questioning? In many ways, it’s natural to feel such annoyance at certain times. Yet, if the questioner is genuinely curious and inquiring authentically, then there is great reason to exercise patience and understanding.

Have you ever encountered a classroom where questions become discouraged? On more than a few occasions, I have heard a teacher indicate, “No more questions! We have too much to cover.” And I have read teacher-tip books about techniques and manipulatives for limiting students to a certain number of questions per class period.

When did questions become speed bumps instead of wind in the sails? Do you see questions as slow-down frustrations or travel-spurring energies?

The mind is not a vessel to be filled, but a fire to be kindled.
– Plutarch

As a new year begins, here’s to those who strive to UNCOVER and DISCOVER…not just COVER.

[“A piece of ‘why,'” A piece of ‘what,'” and A piece of ‘how'” are strands of a series on why school needs to change, what about school needs to change, and how schools might navigate the change.]