![Figure][1] Workshop in Nablus (An-Najah National University, West Bank). PHOTO: ATELIER DES JOURS A VENIR “Are nails growing at the same speed on each finger?” “Is there a volcano in our land?” “Why does the moon walk with us at night, while stars stay still?” These questions were asked by children last November, during the Science Days of Palestine, an event we initiated in 2010. This time, in several Palestinian cities in the West Bank and Gaza, we introduced 300 kids aged 8 to 12 to the questioning process of scientific research. First, to their surprise, instead of the gray-haired men they expected, the children met young scientists, both men and women. We explained the role of questions in science. Then, through games and observation of their environment, pupils raised a hundred questions, genuine, profound, poetic, and meaningful to their lives ([ 1 ][2]). Their surprise grew when we did not provide answers. Instead, we invited them to ask peers, teachers, and parents to search books and Web sites, or to set up simple observations and experiments. Kids were thus left positively frustrated, keen to learn and explore further. We held similar activities in Israel, Egypt, former Yugoslavia, and impoverished suburbs of Western cities ([ 2 ][3]–[ 4 ][4]). These costless activities (a pen and a paper suffice) can substantially change the attitude of students, and indirectly, teachers. They are encouraged to collectively explore the unknown, in close connection with their daily experience, thereby allowing them to find unexpected solutions. We hope more scientists will join us in sharing with children the very first step of their research practice, which is to ask open questions. In particular, in difficult situations where conflict lies too close, curiosity may spark enthusiasm, divert from violence, and lead toward innovative and pragmatic answers, which may eventually contribute to peace. 1. [↵][5]1. L. Perie, 2. L. Riboli-Sasco, 3. C. Ribrault , Workshop tools: Detailed protocol of the workshop to stimulate questions ( ). 2. [↵][6]1. L. Perie, 2. L. Riboli-Sasco, 3. C. Ribrault , J. Commun. 13, C05 (2014). [OpenUrl][7] 3. 1. L. Riboli-Sasco, 2. L. Perie , Science 332, 1503 (2011). [OpenUrl][8][FREE Full Text][9] 4. [↵][10]L'Atelier des Jours a Venir ([www.joursavenir.org][11]). [1]: pending:yes [2]: #ref-1 [3]: #ref-2 [4]: #ref-4 [5]: #xref-ref-1-1 View reference 1 in text [6]: #xref-ref-2-1 View reference 2 in text [7]: {openurl}?query=rft.jtitle%253DJ.%2BCommun.%26rft.volume%253D13%26rft.spage%253DC05%26rft.genre%253Darticle%26rft_val_fmt%253Dinfo%253Aofi%252Ffmt%253Akev%253Amtx%253Ajournal%26ctx_ver%253DZ39.88-2004%26url_ver%253DZ39.88-2004%26url_ctx_fmt%253Dinfo%253Aofi%252Ffmt%253Akev%253Amtx%253Actx [8]: {openurl}?query=rft.jtitle%253DScience%26rft.stitle%253DScience%26rft.aulast%253DRiboli-Sasco%26rft.auinit1%253DL.%26rft.volume%253D332%26rft.issue%253D6037%26rft.spage%253D1503%26rft.epage%253D1503%26rft.atitle%253DScience%2BFestivals%2BOpen%2BDoors%26rft_id%253Dinfo%253Adoi%252F10.1126%252Fscience.332.6037.1503-a%26rft_id%253Dinfo%253Apmid%252F21700856%26rft.genre%253Darticle%26rft_val_fmt%253Dinfo%253Aofi%252Ffmt%253Akev%253Amtx%253Ajournal%26ctx_ver%253DZ39.88-2004%26url_ver%253DZ39.88-2004%26url_ctx_fmt%253Dinfo%253Aofi%252Ffmt%253Akev%253Amtx%253Actx [9]: /lookup/ijlink/YTozOntzOjQ6InBhdGgiO3M6MTQ6Ii9sb29rdXAvaWpsaW5rIjtzOjU6InF1ZXJ5IjthOjQ6e3M6ODoibGlua1R5cGUiO3M6NDoiRlVMTCI7czoxMToiam91cm5hbENvZGUiO3M6Mzoic2NpIjtzOjU6InJlc2lkIjtzOjE1OiIzMzIvNjAzNy8xNTAzLWEiO3M6NDoiYXRvbSI7czoyNDoiL3NjaS8zNDUvNjE5OC83NDAuMi5hdG9tIjt9czo4OiJmcmFnbWVudCI7czowOiIiO30= [10]: #xref-ref-4-1 View reference 4 in text [11]: http://www.joursavenir.org