Why Should We Educate for Inquisitiveness?

Watson, Lani

doi:10.4324/9781315714127-3

Cited by 26 publications

(18 citation statements)

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“…Watson (2015b) asserted that children have a natural tendency to ask questions, making it easier to build intellectual inquisitiveness at an early age. When students ask self-regulated questions, they are self-motivated to find the answers and improve their epistemic standing (Chouinar et al, 2007; Watson, 2015b). Intellectual inquisitiveness contributes to enhanced motivation and advanced learning.…”

Section: Creativity and Inquisitivenessmentioning

confidence: 99%

Validity and Utility of the Test of Creative Thinking Drawing Production for Dutch Adolescents

Desmet

Weerdenburg

Poelman

et al. 2021

Journal of Advanced Academics

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We examined the divergent validity and utility of the Test for Creative Thinking–Drawing Production (TCT-DP) in an identification protocol for high-ability students that included measures of intelligence, school motivation, inquisitiveness, creativity, and academic achievement. Data were collected from seventh-grade students across 6 years ( n = 710). Small significant correlations between the different measures indicated that the TCT-DP did measure a construct separate from intelligence, school motivation, inquisitiveness, and academic achievement. Furthermore, creativity did not significantly affect academic achievement when controlling for intelligence, school motivation, and inquisitiveness. We did not find support for threshold theory. Finally, we concluded that the TCT-DP provides useful additional information on creativity for high-ability identification in which measures of intelligence, school motivation, and inquisitiveness are already included. Thus, this study’s findings provide evidence for the utility and divergent validity of the TCT-DP when used with a Dutch population.

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Section: Creativity and Inquisitivenessmentioning

confidence: 99%

Validity and Utility of the Test of Creative Thinking Drawing Production for Dutch Adolescents

Desmet

Weerdenburg

Poelman

et al. 2021

Journal of Advanced Academics

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“…aprender cosas nuevas) y corresponde a un tipo de motivación que podemos clasificar dentro de una orientación intrínseca por su alto grado de autodeterminación (Ryan & Deci, 2017). Esta noción ha sido identificada como una de las disposiciones clave para el pensamiento crítico en donde la búsqueda de estos nuevos conocimientos va más allá de una búsqueda pragmática o utilitarista (Demirdag, 2015;Powell, Nettelbeck, & Burns, 2016;Watson, 2017). La curiosidad, el interés y la motivación intrínseca son elementos clave en el desarrollo de la competencia, el conocimiento y el expertise (Silvia & Kashdan, 2009).…”

Section: La Curiosidad Intelectualunclassified

February

Roca¹

2020

REMIE

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In this theoretical paper, we will argue that to understand deep learning we need to accept that such learning is profoundly tied to teaching and that it takes places in situated and distributed affinity spaces, being both teaching and learning socio-mental processes. We shall outline what, in our view, are the key elements of deep learning. We will also describe a theoretical approach called the "Deep Teaching and Learning Model" (DTML). How this model is developed and sustained remains a central question for future research in educational research, and we conclude by identifying some of the challenges faced by formal schooling arising from the new, modern affinity spaces that we believe now make up the present-day geography of deep learning.

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“…On the Sosa/Greco model, intellectual virtues are best understood as reliable faculties such as memory, eyesight, introspection and the like 12 . Importantly, proponents of the intellectual virtue approach in education (e.g., Baehr 2013;Battaly 2006;Pritchard 2013;Kidd 2016;Tanesini 2016;Watson 2015) have the former, rather than the latter, kind of intellectual virtue in mind. 13 This is of course not to say that the intellectual virtue approach does not value the cultivation of reliable faculties; rather, the idea is that to the extent that reliable faculties should be promoted and fostered, this is to be explained in terms of the primary educational goal of fostering intellectual character virtues, and not the other way around.…”

Section: ; 2012)mentioning

confidence: 99%

“…Note that some more general supporters of intellectual virtue views in education have focused not on the promotion of intellectual virtues, as such, but on the promotion of specific intellectual virtues in the classroom. A notable example here is Lani Watson's (2015) work on inquisitiveness and the role of questioning in the classroom as a way of facilitating this goal.…”

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confidence: 99%

Educating for Intellectual Virtue: A Critique from Action Guidance

2019

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Virtue epistemology is among the dominant influences in mainstream epistemology today. An important commitment of one strand of virtue epistemology – responsibilist virtue epistemology – is that it must provide regulative normative guidance for good thinking. Recently, a number of virtue epistemologists (most notably Baehr) have held that virtue epistemology not only can provide regulative normative guidance, but moreover that we should reconceive the primary epistemic aim of all education as the inculcation of the intellectual virtues. Baehr's picture contrasts with another well-known position – that the primary aim of education is the promotion of critical thinking. In this paper – that we hold makes a contribution to both philosophy of education and epistemology and, a fortiori, epistemology of education – we challenge this picture. We outline three criteria that any putative aim of education must meet and hold that it is the aim of critical thinking, rather than the aim of instilling intellectual virtue, that best meets these criteria. On this basis, we propose a new challenge for intellectual virtue epistemology, next to the well-known empirically driven ‘situationist challenge’. What we call the ‘pedagogical challenge’ maintains that the intellectual virtues approach does not have available a suitably effective pedagogy to qualify the acquisition of intellectual virtue as the primary aim of education. This is because the pedagogic model of the intellectual virtues approach (borrowed largely from exemplarist thinking) is not properly action-guiding. Instead, we hold that, without much further development in virtue-based theory, logic and critical thinking must still play the primary role in the epistemology of education.

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Why Should We Educate for Inquisitiveness?

Cited by 26 publications

References 0 publications

Validity and Utility of the Test of Creative Thinking Drawing Production for Dutch Adolescents

Validity and Utility of the Test of Creative Thinking Drawing Production for Dutch Adolescents

February

Educating for Intellectual Virtue: A Critique from Action Guidance

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