Abstract
ABSTRACTEngel, S. [2011. “Children’s Need to Know: Curiosity in Schools.” Harvard Educational Review 81 (4): 625–645] stated that curiosity should be cultivated in our schools as it is intrinsic to children’s development. However, this is often absent from classrooms. In this paper we aim to explore some of the factors that have led to a lack of curiosity in today’s classrooms by identifying the impact of rapid policy and curriculum change. We will then justify the importance of creative teaching to develop curiosity, not only in children but also in their teachers – curious teachers develop curious learners. We will conclude by sharing some case studies to illustrate how curiosity can be developed using history lessons as a platform.
Highlights
Piaget (1950) and Kagan (1972) emphasised decades ago that children’s development is spurred by their efforts to understand the unknown
New limits were placed on teacher autonomy from the mid-70s; at that time Her Majesty’s Inspectors (HMI) were a group of ex-heads and advisors who were tasked with inspecting schools and monitoring effectiveness and LEAs had more power over curriculum content and delivery
This paper aims to explore the development of curiosity and the significant impact that policy changes in England have had on restricting the conditions in which teachers work and created a culture of compliance rather than autonomy (Bullock and Thomas, 1997)
Summary
Piaget (1950) and Kagan (1972) emphasised decades ago that children’s development is spurred by their efforts to understand the unknown. New limits were placed on teacher autonomy from the mid-70s; at that time Her Majesty’s Inspectors (HMI) were a group of ex-heads and advisors who were tasked with inspecting schools and monitoring effectiveness and LEAs had more power over curriculum content and delivery. Words such as value added, performativity and professional accountability were not yet common terms. This paper aims to explore the development of curiosity and the significant impact that policy changes in England have had on restricting the conditions in which teachers work and created a culture of compliance rather than autonomy (Bullock and Thomas, 1997)
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