Quotes About Learning

Five learning skills, or "habits of mind," were at the core of her school, and each was matched up with a corresponding question: Evidence: How do we know what's true or false? What evidence counts? Viewpoint: How might this look if we stepped into other shoes, or looked at it from a different direction? Connection: Is there a pattern? Have we seen something like this before? Conjecture: What if it were different? Relevance: Why does this matter?

It also helps to have a wide base of knowledge on all sorts of things that might seem to be unrelated to the problem—the more eclectic your storehouse of information, the more possibilities for unexpected connections.

the more general problem of schools favoring memorized answers over creative questions is nothing new. Some point out that it's built into an educational system that was created in a different time, the Industrial Age, and for a different purpose.

The mind of the beginner is empty, free of the habits of the expert." Such a mind, he added, is "open to all possibilities" and "can see things as they are." Suzuki

In some ways, Meier was trying to extend the kindergarten experience through all grades. Teaching kindergarten "was such an extraordinary intellectual experience, and I thought, Why couldn't we just keep doing that?" Only in kindergarten, she told me, "do we put up with kids asking questions that are off-topic.

the best corporate learning environments have some common elements. Bringing in outsiders to teach and inspire; encouraging insiders to teach each other; putting employees' work on the walls to share ideas, especially on work in progress—all invite questioning and feedback from others and encourage greater collaboration

Importantly, the professor was also "willing to ask questions without knowing the answer. Teachers and professors, we think our authority rests on having answers. But students find it really liberating to have a teacher say, 'I don't know the answer—so let's figure this out together.

We come out of the womb questioning," noted the small-schools-movement pioneer Deborah Meier.

If you fear not having answers to the questions you might ask yourself, remember that one of the hallmarks of innovative problem solvers is that they are willing to raise questions without having any idea of what the answer might be. Part of being able to tackle complex and difficult questions is accepting that there is nothing wrong with not knowing. People who are good at questioning are comfortable with uncertainty.

I position myself relentlessly as an idiot at IDEO," Bennett observes. "And that's not a negative, it's a positive. Because being comfortable with not knowing—that's the first part of being able to question.

Part of the value in asking naïve questions, Bennett says, is that it forces people to explain things simply, which can help bring clarity to an otherwise complex issue. "If I just keep saying, 'I don't get it, can you tell me why once more?,' it forces people to synthesize and simplify—to strip away the irrelevances and get to the core idea.

embrace ignorance

What Dan Meyer did in showing the video and then holding back as he waited for that question to form in students' heads was to transfer ownership: Instead of asking the question himself, he allowed students to think of it on their own—at which point it became their question.

Rothstein maintains. "Just asking or hearing a question phrased a certain way produces an almost palpable feeling of discovery and new understanding. Questions produce the lightbulb effect.

In Hal Gregersen's study of business leaders who question, he found that they exhibited an unusual "blend of humility and confidence"15—they were humble enough to acknowledge a lack of knowledge, and confident enough to admit this in front of others.

Fear is the enemy of curiosity

what the New York Times recently characterized22 as a perfect storm in which no one, whether blue-collar or white-collar and whatever level of expertise, can afford to stand pat. "The need to constantly adapt is the new reality for many workers" was the theme of the piece headlined "The Age of Adaptation." The story had a term for what is now required of many workers—serial mastery.

In studying "master questioners," Hal Gregersen inquired about their childhoods and found that most had "at least one adult in their lives who encouraged them to ask provocative questions." The Nobel laureate scientist Isidor Isaac Rabi was one such child; when he came home from school, "while other mothers asked their kids 'Did you learn anything today?' [my mother ] would say, 'Izzy, did you ask a good question today?

As Winston Churchill once said, "The trick is to go from one failure65 to another, with no loss of enthusiasm." But how does one learn to perform that "trick" of "failing enthusiastically"?

The answer is, through questioning. Rather than run from a failure or try to forget it ever happened, hold it to the light and inquire, Why did the idea or effort fail? What if I could take what I've learned from this failure and try a revised approach? How might I do that?

in addition to asking what went wrong, you should also ask, In this failure, what went right? (Conversely, when you try out something and it seems to have succeeded, look for what went wrong or could have been better

In analyzing a series of setbacks, a key question to ask is Am I failing differently each time? "If you keep making the same68 mistakes again and again," the IDEO founder David Kelley has observed, "you aren't learning anything. If you keep making new and different mistakes, that means you are doing new things and learning new things.

What makes you think you know more than the experts? (The answer is that you don't know more, you know less—which sometimes is a good thing.) Another

Yet chances are, for the rest of her life, that four-year-old girl will never again ask questions as instinctively, as imaginatively, or as freely as she does at that shining moment. Unless she is exceptional, that age is her questioning peak.