We are hard-wired to be curious. Have you ever been around a little baby before?  When a newborn begins to realize that they have a body and becomes fascinated with their hands, they study them intensely. They put them in their mouths, they linger on different textures, wanting to squeeze them to feel them oozing through their fingers.

We are born curious, our brains pattern-making machines, trying to make sense of our environment, both outer and inner. Our schools shouldn’t be a place where student questions go to die.  Schools should be a place where curiosity is nurtured and sustained.

In  The Book of Beautiful Questions: The Powerful Questions That Will Help You Decide, Create, Connect, and Lead,  Warren Berger pronounces “I am a questionologist.” I love that! When you look at the graphic that summarizes Berger’s book, you get a sense of possibility that deepening our inquiries can create through broad questioning techniques. The questions are not complicated, but the path they lead you on can branch into new avenues and creative opportunities. As educators, we should not only be modeling these broad-reaching questions but encouraging tangents of thought through open-ended questions.

A poem comes to mind which reminds me of the wonder and inspiration within the power of a question. Its words penetrate my soul and awaken the child within me, the one with a million “whys”.

Be patient toward all that is unsolved in your heart and try to love the questions themselves, like locked rooms and like books that are now written in a very foreign tongue. Do not now seek the answers, which cannot be given you because you would not be able to live them. And the point is, to live everything. Live the questions now. Perhaps you will then gradually, without noticing it, live along some distant day into the answer.

-Rainer Maria Rilke

When I consider the excitement of beginning a new unit of inquiry, despite its familiarity, a fresh set of questions always come to mind. Just like the students, I am there with them, embarking upon the inquiry, seeking new understandings. I want to “live the questions” that Rilke speaks of, knowing that curiosity is a way of being in the world, experiencing awe and elegance in the search for answers. It is more than a pedagogical approach, it is a way of being. 

So to develop our “questionology” is not only important for our classroom culture but it when you think of it, it generates well-being. To question is to shake hands with possibility, and possibility opens our focus, inviting new information into our awareness.  So this drive to wonder is what makes us  “inforvores”, and is a psychological need. In fact, science is beginning to show that if we are not organizing our classrooms in such a way that spark interest, we are literally deadening the brains of our students. I’d also like to add that our own teaching practice becomes joyless when life is all answers and no questions.

So let’s take a page from Berger’s playbook and start generating opportunities for curiosity by asking more “beautiful questions”. It’s a habit worth cultivating.