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Changing the World One Question at a Time
Changing the World One Question at a Time
July 19, 2020
July 19, 2020
This week, I spent quality time with Warren Berger’s (2014), A More Beautiful Question, a book about the importance of making changes through inquiry. As I read the first chapters, I couldn't help but reflect on Gandhi's change the world quote.
This week, I spent quality time with Warren Berger’s (2014), A More Beautiful Question, a book about the importance of making changes through inquiry. As I read the first chapters, I couldn't help but reflect on Gandhi's change the world quote.
“BE THE CHANGE THAT YOU WISH TO SEE IN THE WORLD.” - Gandhi
“BE THE CHANGE THAT YOU WISH TO SEE IN THE WORLD.” - Gandhi
According to Gandhi (n.d.), if I want to make a change in the world, it must start with me. According to Berger (2014), the change must start with me asking the right questions. Inquiry can serve as the catalyst to bring about change and solve problems we face, whether it’s a revolution, like Gandhi’s independence movement or a business innovation such as Apple or Amazon. Questioning is an essential tool that can be utilized to prevent people from remaining stuck in autopilot and encourage spending more time in questioning mode. When desiring to recreate careers, redefining stagnant ideas about living, working, seeking new ways to be innovative, or to solving problems, we must start by asking why, what if, or how (Berger, 2014, p.7).
According to Gandhi (n.d.), if I want to make a change in the world, it must start with me. According to Berger (2014), the change must start with me asking the right questions. Inquiry can serve as the catalyst to bring about change and solve problems we face, whether it’s a revolution, like Gandhi’s independence movement or a business innovation such as Apple or Amazon. Questioning is an essential tool that can be utilized to prevent people from remaining stuck in autopilot and encourage spending more time in questioning mode. When desiring to recreate careers, redefining stagnant ideas about living, working, seeking new ways to be innovative, or to solving problems, we must start by asking why, what if, or how (Berger, 2014, p.7).
Unfortunately, many students operate on “autopilot” although it does not begin this way (Berger, 2014, p.7). Berger (2014) found, on average, a toddler asks 300 questions per day. From personal experience, I can attest to this. When my son was younger, he would ask oodles of questions on every topic imaginable. He was curious about the world and wanted to soak up as much information as possible. Sadly, he, like most children, is at risk of losing his excitement to explore new ideas, as questioning falls off the cliff during the school-aged years (Berger, 2014, p. 44). So why the drop off?
Unfortunately, many students operate on “autopilot” although it does not begin this way (Berger, 2014, p.7). Berger (2014) found, on average, a toddler asks 300 questions per day. From personal experience, I can attest to this. When my son was younger, he would ask oodles of questions on every topic imaginable. He was curious about the world and wanted to soak up as much information as possible. Sadly, he, like most children, is at risk of losing his excitement to explore new ideas, as questioning falls off the cliff during the school-aged years (Berger, 2014, p. 44). So why the drop off?
Educators teach too much, too soon, cutting off paths of exploration that kids might otherwise pursue on their own (Berger, 2014, p. 43). Also, student inquiry is not always prioritized in classrooms. Many teachers leave little time for questions and are less receptive to students’ inquiries, due to pressures to cover curriculum and boost test scores. This discovery resonated with me. As a social studies teacher, I have witnessed student questioning lead into powerful and engaging discussions. When students feel safe and inspired to ask questions, I can see the wheels turning and critical thinking flowing throughout the room. At times, I feel the need to discontinue the questions, fearing I will run out of time to complete a lesson and cover all required standards. I must admit, at times, I have said, “last question” to my students.
Educators teach too much, too soon, cutting off paths of exploration that kids might otherwise pursue on their own (Berger, 2014, p. 43). Also, student inquiry is not always prioritized in classrooms. Many teachers leave little time for questions and are less receptive to students’ inquiries, due to pressures to cover curriculum and boost test scores. This discovery resonated with me. As a social studies teacher, I have witnessed student questioning lead into powerful and engaging discussions. When students feel safe and inspired to ask questions, I can see the wheels turning and critical thinking flowing throughout the room. At times, I feel the need to discontinue the questions, fearing I will run out of time to complete a lesson and cover all required standards. I must admit, at times, I have said, “last question” to my students.
Berger’s book not only taught me valuable lessons about student questioning but also inspired me to think about my own inquiry habits. Am I asking enough questions? How often am I asking why, what if, and how? To test my own questioning abilities, I participated in a quickfire challenge. I set a timer for 5 minutes and wrote down as many questions related to my teaching practice as possible. I was able to jot down 19 questions about back to school worries, the effect the Covid-19 pandemic has on students, and my own focus (or lack thereof) on fostering inquiry. After about three minutes, my mind went blank, and I was unable to write down anything else. While I waited for the timer to go off, I thought about the difficulties I endured finishing the quickfire and wondered if my students would experience the same struggles.
Berger’s book not only taught me valuable lessons about student questioning but also inspired me to think about my own inquiry habits. Am I asking enough questions? How often am I asking why, what if, and how? To test my own questioning abilities, I participated in a quickfire challenge. I set a timer for 5 minutes and wrote down as many questions related to my teaching practice as possible. I was able to jot down 19 questions about back to school worries, the effect the Covid-19 pandemic has on students, and my own focus (or lack thereof) on fostering inquiry. After about three minutes, my mind went blank, and I was unable to write down anything else. While I waited for the timer to go off, I thought about the difficulties I endured finishing the quickfire and wondered if my students would experience the same struggles.
I learned through the quickfire experience, I have several uncertainties about my teaching practice. I am, however, certain about one thing; the importance of nurturing questioning for both my students and myself to prevent us from falling off the questioning cliff. I don’t want my students or myself to struggle or hesitate to question. Since the world is constantly transforming, whether it is a pandemic, new technology, or a new way of life, I believe we need to be part of this change and solve the problems that emerge. It is imperative for students to rethink and reimagine a different and improved way of living. To be the change we wish to see in the world, it must start by asking more beautiful questions.
I learned through the quickfire experience, I have several uncertainties about my teaching practice. I am, however, certain about one thing; the importance of nurturing questioning for both my students and myself to prevent us from falling off the questioning cliff. I don’t want my students or myself to struggle or hesitate to question. Since the world is constantly transforming, whether it is a pandemic, new technology, or a new way of life, I believe we need to be part of this change and solve the problems that emerge. It is imperative for students to rethink and reimagine a different and improved way of living. To be the change we wish to see in the world, it must start by asking more beautiful questions.
References
References
Berger, W. (2014). A more beautiful question: The power of inquiry to spark breakthrough ideas. New York, NY: Bloomsbury.
Berger, W. (2014). A more beautiful question: The power of inquiry to spark breakthrough ideas. New York, NY: Bloomsbury.
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