Brain, Education, and Inquiry - Fall, 2010: Session 10A
Facilitated by LinKai_Jiang
Summary of session discussion (linkai)
In this session we explored ingenuous curiosity and epistemological curiosity and their relationship to the ethical concern of Freire. There was broad agreement that we are all born with ingenuous curiosity: the desire to explore the world through senses and the faculties of our mind. Babies are avid learners. They experiment with everything within their reach: touch the object to learn about its shape and texture; throw it around and place it on top of another object to see how it behaves physically; they will bite it and taste it too. They are playing but they are also absorbing enormous amount of information about our world. Most of the debate was focused on epistemological curiosity. Amongst the concerns raised were question about its relative status to ingenuous curiosity: is it higher or equal? Does it come much later than ingenuous curiosity? If we were to define this curiosity simply as reflection, babies seem to do a lot of it in their sleep. But as the brain becomes increasingly inflexible epistemological curiosity needs more critical guidance to continue to develop. We seem to take for granted that of course the goal should be to develop the more critical epistemological curiosity. Undoubtably, critical reflection is desired but need it be at the devaluation of more of a "common sense" curiosity? Some suggested that there need not be such a Darwinian development. The epistemological curiosity builds on the ingenuous curiosity, but is inseparable from it. As Paul suggested that ethical concern corresponds with the third loop of human interaction. It matters then to see ethical concerns as fundamental to human interaction because we cannot do without ethics in constituting the "human" in the human interaction.
Your continuing thoughts about this and its relation to the classroom in the forum below ....