Why Curiosity Beats Intelligence When It Comes To Educational Success
How to build learning programmes that create inquisitive minds
A t the simplest level, to learn something new three things need to happen in sequence. First, there needs to be the initiator, which is the motivation for an individual to lend enough time and attention to any new subject matter. Secondly, the content needs to be in a format that is digestible for the learner and finally, the content needs to be engaging enough for the brain to then translate the content into memory.
So when Albert Einstein commented that “The important thing is not to stop questioning. Curiosity has its own reason for existing” he made a very important observation. That the very behaviour of being curious, whether that is creating a rigid hypothesis, or abstractly wondering about something that you don’t know is a vital element of development.
Curiosity is defined as ‘inquisitiveness; the desire to learn or know about anything’
It wasn’t just Einstein, philosophers going back to Aristotle have extolled the virtues of curiosity. However, both educational and medical studies into the effect of curiosity within a learning and development context have shown that it benefits all three of those stages that are needed for learning to happen:
- Improved conscientiousness, creating time to go and find an answer. Whether that is reading something new, taking something apart, conducting an experiment or making the effort to ask for clarity on a subject.
- Zeal. When you are invested in the outcome of the question you pay closer attention to the content you receive in response. So not only do you want the answer, but you also want a deeper understanding. The knowledge of why that is the answer.
- Improved Intellect. When the content is meaningful to you, more of that content will be committed to memory, so you remember the content for longer.
This explains why individuals tend to do well in subjects that particularly interest them. It isn’t down to hard work alone, it is curiosity in action. Motivating you to broaden your knowledge across a subject, or to strive towards a deeper level of understanding.
How is curiosity different from intelligence?
Intelligence has traditionally been measured solely through standardised metrics such as an IQ test. It is based on facts and knowledge, and rather than a predictor of future excellence, it should be thought of as a baseline. The minimum level of performance you can expect from an individual. A good score in these tests is a good thing to have, but it also isn’t the only element that will determine success.
If intelligence is solely thinking, then curiosity is the feeling. It is the deeper passion that becomes a force multiplier for learning. It is the thought process that makes you ask those difficult questions, spot inconsistencies when they arise and fuels the drive to find the root of problems.
When learning scenarios are optimised to inspire these questioning minds it doesn’t just improve outcomes, it also offers all learners the potential to succeed.
How can we harness curiosity?
It may seem counter-intuitive but the way to do this is to not give learners the answer, but instead to provide them with the tools and a problem to inspire them. Allowing the learner's innate curiosity to take over, encouraging them to develop new strategies ‘to get unstuck’ on their own merits. Immersive learning does well by using worldbuilding techniques to transport the learner outside their everyday situational context (such as the classroom, or office). Wrapping up the core learning within a fun and engaging narrative structure for the learner to explore.
What if for just today you are not a project manager. There is a bigger crisis that needs your attention. We are in the midst of an intergalactic rescue mission, and our fleet of spaceships carrying crucial resources for a nearby colony is stuck in a dangerous meteor field. We urgently need your help!
Research shows that when learners understand that what they are trying to learn is difficult, they actually learn more effectively. So when you take learners away from real life, you remove many assumed constraints about perceived competence, personal ego or preset hierarchies they feel the need to adhere to. This allows these fictional worlds to be fun, engaging and safe places for learning.
Realistically no one expects you to be the best intergalactic general but ultimately this mission exercises the same valuable skills you need to succeed in your everyday role — planning, organisation, risk management and communication. Regardless of your mission in these fictional worlds, whether it is designing new strategies, balancing risks and rewards or inventing something to interact with new technologies. They all give the learner engaging and relevant problems to explore.
Allowing learners to investigate subjects to the best of their abilities and make their own decisions, either as individuals or collaboratively, will build long-lasting experience and confidence. Also, with no catastrophic real-world consequences, stressful mental barriers that negatively impact learning are removed. Allowing learners have the freedom to explore a subject in their own way, at their own pace and to their strengths.
So whether it is learning electronics by defusing a fictional explosive device, better understanding conflict resolution and negotiation by interrogating a potential fugitive, or learning programming by manipulating robot sensors to navigate a ‘dangerous’ environment in the safest manner. When an activity is designed to embrace curiosity it will improve the learning outcomes.
The key element is to understand that it is ok if they don’t get the right answer the first time. However, trust that a curious mind will debate, experiment, interrogate and explore the best approaches to take when presented with a problem.
Even when a problem is solved (or not), inquisitiveness will motivate a learner to go further. As they reflect on their decisions and take on constructive feedback, could they have done anything differently? How have other people solved the problem? What if they had more time or budget? What important element didn’t they consider?
Building the exceptional teams of the future
In a world where any fact you need can be found within 5 minutes of a google search, pure knowledge should no longer be the sole focus of learning and development strategies.
Moving towards delivering active learning programmes that encourage individuals to ask “why?”, “but what if?” or “can I do that instead?” will build the critical skills and behaviours needed within the modern workplace.
Focusing on educational curiosity and problem-solving will translate into intellectual maturity that will organically build up a learner’s resilience. Allowing them to act in the best interests of their organisation, and their customers. To seek out beneficial opportunities that will help them adapt to the new and changing technologies within this fast-paced and uncertain world we now live in.
Emma Bentley designs, develops and delivers Immersive Learning solutions for chronyko. To find out more about Immersive Learning, check out the Immersive Learning publication or sign up to the chronyko newsletter.
