In today’s rapidly evolving world, adapting and rethinking our established beliefs and knowledge is more crucial than ever. As we navigate through complexities and uncertainties, fostering a mindset that embraces curiosity, humility, and critical thinking can unlock unprecedented potential. This piece explores the significance of adopting an inquiry-based approach to learning and how it can enhance our capacity for critical thought and adaptability.
“If knowledge is power, knowing what we don’t know is wisdom”.
Adam Grant
Yes, to operate a society effectively, we need knowledgeable minds. Information and literacy are a great start, but a well-filled mind alone isn’t enough. We require a well-formed mind. This involves a set of skills such as asking questions, revisiting and reconsidering our assumptions, grappling with the unknown, admitting that we might be wrong, being open to alternative views, persuading others, and seeking critical feedback. So, the mind can reflect and react to the unfamiliar and unravel information that it has never encountered before.
Shashi Tharoor’s experimental idea of separating the bridge of glasses using magnets, after losing or cracking over six pairs of spectacles, is an excellent example of what a well-formed mind is. If he hadn’t questioned the way the glasses were made for 150 years, he would not have come up with this idea. This brings us to the thought of why are we flexible towards updating our wardrobes, automobiles, and lifestyle, but not updating our long-held knowledge and beliefs that are not serving us any purpose.
When it comes to questioning, we second guess everyone, including the doctor, but in the matter of ourselves, we prefer the feeling of conviction rather than being right. Water cooler conversations happen to be a good example of it. We are so caught up in “I am right, and you are wrong” that we forget the most important thing: rethinking.
Two decades ago, Philp Tetlock talked about the three mindsets we slip into that stop us from rethinking our assumptions. “When we talk like a preacher, we’re convinced that we’re right; when we talk like a prosecutor, we’re trying to prove someone else wrong; and it’s no surprise that when we talk like politicians we’re trying to win the approval of our audience.”
Humans are prone to simplifying complex continuums into two categories to seek clarity and closure and, in an evolutionary sense, this keeps us safe too. But the alternative is to think like a scientist. To value humility over pride and curiosity over conviction. For one, scientists don’t make their ideas an ideology!
If you have an idea in “scientist mode,” you do not simply adopt it. Instead, you say okay, that’s a hunch. Why don’t I experiment with it further and see how it goes? At best, we must hold loosely onto our opinions to ensure we can change them if a better view comes along. Yes, it isn’t that easy, but nothing worthwhile ever is.
Things that aren’t close to our identity often surprise us when they clash with our beliefs. Our first revelation that the Earth is round instead of flat was like a eureka! moment for us as kids. Yet, when some novel idea challenges the very beliefs we hold dear, we undergo unrelating rage, bafflement, anger, distress, and discomfort instead of excitement. Why is this the case?
Being too attached to our sentiments prevents us from seeing the truth, learning, and remaining objective. As the world changes and knowledge evolves, this can become a problem. That’s where the fun in being ignorant lies. Being mistaken could be interpreted as learning something new and being less inaccurate than before.
You must promote a culture of learning where growth is the central priority. Rethinking cycles are common if you want to develop your capacity for rethinking.
Individuals in this kind of society tend to be aware of their ignorance, question their convictions, and be open-minded about trying out new patterns. i.e. thinking like a scientist. We don’t have to believe everything we think or internalize everything we feel.
The emphasis of this piece of writing discusses the significance of adopting inquiry-based learning rather than lectures in the classroom to enhance a student’s capacity for critical thought. In the lecture approach, ideas are demonstrated, whereas, in active learning, the teacher instructs the class to work through problems in small groups while roving the room to answer questions and provide assistance before taking the group through the solution.
A recent study by Harvard University researchers identified that students learn more in classrooms that use active learning techniques, even though they may believe that traditional lectures are the best way to learn. (Center of Teaching and Learning June 09, 2020).
We need educators who encourage cycles of rethinking by fostering intellectual humility, promoting doubt, and fostering curiosity. Being correct is less important than developing the capacity to weigh opposing viewpoints and engage in civil discourse. An argument’s substance, not its flashy presentation, should be what convinces us. You won’t acquire the skills necessary to rethink what you need in life if you spend your entire time in school being spoon-fed information without ever having the chance to challenge it.
If there is one lesson to be learned from this piece, it is that rethinking is just as vital as thinking. The flexibility of the mind is just as important as grit or consistency. Never underestimate the value of curiosity, humility, and mental flexibility. Encourage your family, friends, and co-workers to follow suit. Every person you encounter will teach you something new. Everyone has greater knowledge than you do in some areas. Your inner preacher, prosecutor, and politician need to be subdued. You must surpass them all and discover your inner scientist. In conclusion, it’s complicated but rethink.
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The views and opinions expressed in this article/paper are the author’s own and do not necessarily reflect the editorial position of Paradigm Shift.
He is pursuing an M Phil in Public Policy as a scholar at the Pakistan Institute of Development Economics (PIDE). He completed his undergraduate studies in Public Administration and Governance at the National University of Modern Languages (NUML), Islamabad. His professional journey includes valuable experience in research projects, particularly focusing on Sustainable Development Goals (SDGs) during his tenure at the National Assembly of Pakistan.
She graduated from the National University of Modern Languages Islamabad in public administration and governance. She has worked for several organizations in the area of gender, education, and women empowerment.