Conformity, Curiosity, and Interest in Learning practices

When talking about Einstein’s life, writers tend to note that Einstein only studied those things that interested him and that he refused to conform to the expectations of others. He struggled at school, not because he lacked ability, but because the method of teaching that he received was uninspiring to him. Einstein essentially rebelled and encouraged rebellion against what he saw as conformity in the schooling system. Joe L. Kincheloe et al. (1999) puts this nicely through a letter that Einstein wrote to Van Dore in 1950. Van Dore had expressed dissatisfaction at school despite his intellectual curiosity. Einstein told him ‘Do not be afraid if you have difficulties in school; there are enough conformists in this world’.

Such a remark is scathing, but, I believe, there is an important lesson in his words for all of us. Whilst there are attempts to encourage creative and independent thinking, the education system is often, and necessarily, geared towards the production of grades. The process of learning is subservient to the need to produce results, based upon a test of knowledge and capability.

Einstein, of course, was a genius, and when he talks about education, he does so with a bias toward students who are naturally gifted. Nonetheless, he recognised the importance of intellectual inquiry as something that should transcend the mundane and should be a fun, engaging pursuit that stimulates our innate curiosity and, more so, benefits society. Education is good for building the basic building blocks, but does it do enough to help us learn how to learn and learn how to truly enjoy the process of learning?

For Einstein the process of education was important. Andrew Yoder describes Einstein’s conception of the learning process as a dialogue rather than a one-way transmission of information from tutor to student. Yoder wrote of Einstein’s views that ‘in motivating the students to participation in the dialogue of education all fear and force must be avoided as destructive influences. The teacher should earn the student’s respect on the basis of his merits as an individual’.

Therefore, the challenge remains for educators; there is a balance to achieve between teaching to the exam and instilling a sense of intellectual curiosity. It is not always possible to do both, well. But what exactly is needed to encourage a sense of intellectual curiosity and inquiry in individuals that are not focused on exam results? We are all different, in this regard, with different needs, experiences, and curiosities. Our interests are varied. Our passions are diverse. This can only be a good thing, but it does make the challenge all the greater. What works for one person might not work for another.

The idea of intellectual curiosity in educational literature is varied. Emily M. Grossnickle (2016), for example, attempts to distinguish between ‘curiosity’ and ‘interest’, concluding that research has focused more on ‘trait’ rather than ‘state’ curiosity and that interest is more important in increased attention, pursuing enjoyment, and gaining knowledge. Curiosity, meanwhile, helps with goal setting and attempts to reduce uncertainty by filling in the knowledge gaps.

Another study published in 2011 (and therefore needing an update), convincingly argues that ‘while the path associated with curiosity, interest, and engagement during learning and research has remained essentially the same, how individuals tackle research and information-seeking tasks and factors which sustain such efforts have changed’ (Arnone et al., 2011). The change is technology. When I did my undergraduate study back in 2000-2003, I was reliant on floppy disks for storage (occasionally CD-Rs as well) and a small, uneven, availability of online resources. JSTOR existed, and various ‘gateways’ but not much else. The rest was traditional ‘looking at books’ research. When I came to my Ph.D. in 2005 more was available and storage was better, but it was nothing like it is today.

So much can be found online, much of it scholarly rigorous, but much of it equally, of poor quality or highly biased. Then there is the effect of social media as well. How do students identify sources now and how do they compare them to physical copies? The process of identifying sources, compiling them, analysing, and extracting ideas and thoughts, is quite a different experience on a laptop or even a phone then it is with pen and paper. More to the point, how has this affected curiosity in a subject, and interest in exploring and delving further? How does all of this affect seasoned researchers as well?  

This is an open question, a developing and changing one as well. What do you think? Have you found anything that works well in helping students to intellectually engage beyond the needs of exams and assignments? Let us know in the comments below.

Sources

Arnone, Marilyn P., Ruth V. Small, A. Chauncey, and H. Patricia McKenna, ‘Curiosity, interest and engagement in technology-pervasive learning environments: a new research agenda’, Educational Technology Research and Development, 59:2 (April 2011), pp. 181-198.

Grossnickle, Emily M., ‘Disentangling Curiosity: Dimensionality, Definitions, and Distinctions from Interest in Educational Contexts’, Educational Psychology Review, 28:1 (March 2016), pp. 23-60.

Kincheloe, Joe. L., Shirley R. Steinberg, and Deborah J. Tippins, ‘Einstein’s Lessons for Learners’, Counterpoints – The Stigma of Genius: Einstein, Consciousness and Education (1999),

Yoder, Andrew K., ‘Einstein and Education’, Educational Theory, 18:1 (1968), pp. 73-76. DOI: 10.111/j.1741-5446.1968.tb00336.x.