Curiosity is sometimes thought of as a dreamy head-in-the-clouds state of mind.  It can be brushed off as a luxury when time is short and to-do lists are looming.

“I’ll get to wondering about stuff again when I’m not so crazy-busy.”

But what if curiosity could be a servant to the robust, heavy-lifting, hard parts of our work in schools, too?  It seems a bit counter-cultural in education, where processes are often concrete and lock-step and “how we do things” to think about a curious mindset as a frame for the serious work.

But, what if the act of choosing to remameeting-1015313_1920in curious during the hard work actually shifted school communities.  Could this disrupt our field in ways that are urgently needed?  Would we uncover radically different solutions for age-old needs?

Can curiosity make a path to open up new solutions for our urgent problems of practice in teaching and learning?

I’m stepping out in faith that this is possible.

I’m choosing curiosity as my frame in 2016.  I want to ask important questions in my work and live out the epistemic curiosity that is required for deep, focused, sustained learning.  I want to embrace uncertainty and share my vulnerable (but driven) thinking in order to welcome more colleagues into conversations.  I hope these conversations become places where we sometimes ask questions many more than we state answers.

Because…

Curiosity opens thinking.

We create new pathways together.

We wonder then test and revise and observe and revise and ask more questions…

That sounds like robust, serious work to me.

It sounds like exactly what I need this year.  You?

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