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John Barell Developing More Curious Minds John Barell Association for Supervision and Curriculum Development Alexandria, Virginia USA Association for Supervision and Curriculum Development 1703 N Beauregard St • Alexandria, VA 22311-1714 USA Telephone: 800-933-2723 or 703-578-9600 • Fax: 703-575-5400 Web site: http://www.ascd.org • E-mail: member@ascd.org 2002–2003 ASCD Executive Council: Peyton Williams Jr (President), Raymond J McNulty (President-Elect), Kay A Musgrove (Immediate Past President), Pat Ashcraft, Martha Bruckner, Mary Ellen Freeley, Richard L Hanzelka, Douglas E Harris, Mildred Huey, Susan Kerns, Robert Nicely Jr., James Tayler, Andrew Tolbert, Sandra K Wegner, Jill Dorler Wilson, Gene R Carter (Executive Director) Copyright © 2003 by the Association for Supervision and Curriculum Development (ASCD) All rights reserved No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission from ASCD Readers who wish to duplicate material copyrighted by ASCD may so for a small fee by contacting the Copyright Clearance Center (CCC), 222 Rosewood Dr., Danvers, MA 01923, USA (telephone: 978-750-8400; fax: 978-750-4470; Web: http://www.copyright.com) ASCD has authorized the CCC to collect such fees on its behalf Requests to reprint rather than photocopy should be directed to ASCD’s permissions office at 703-578-9600 Excerpts from the Young Naturalist Awards reprinted with permission The award is a program of the American Museum of Natural History Cover art copyright © 2003 by ASCD ASCD publications present a variety of viewpoints The views expressed or implied in this book should not be interpreted as official positions of the Association All Web links in this book are correct as of the publication date below but may have become inactive or otherwise modified since that time If you notice a deactivated or changed link, please e-mail books@ascd.org with the words “Link Update” in the subject line In your message, please specify the Web link, the book title, and the page number on which the link appears netLibrary E-Book: ISBN 0-87120-830-X Price: $25.95 Quality Paperback: ISBN 0-87120-719-2 ASCD product no 101246 ASCD member price: $21.95 nonmember price: $25.95 Library of Congress Cataloging-in-Publication Data (for paperback book) Barell, John Developing more curious minds / John Barell p cm Includes bibliographical references (p ) and index ISBN 0-87120-719-2 (alk paper) Questioning Critical thinking Problem-based learning I Title LB1027.44 B37 371.39—dc21 2003 2002151117 For my mother, Elizabeth Ferguson Barell, who taught me the value of asking, “How you know?” Preface vi A Culture of Inquisitiveness Models of Inquiry 20 Creating Schools of Inquiry 39 The Nature of Good Questions 59 Writing Our Curiosities 83 Questioning Texts 103 An Intelligent Revolution 116 Inquiry- and Problem-Based Learning 133 Wisely Using the World Wide Web 151 10 Of Museums and Field Notes 168 11 How We Assess Our Inquisitiveness 190 12 The Power of Leadership 206 Epilogue 224 Appendix A 227 Appendix B 232 Appendix C 234 Appendix D 236 Index 238 About the Author 244 The primary skills [learned in college] should be analytical skills of interpretation and inquiry In other words, know how to frame a question How you evaluate the safety record of an airline? How you evaluate the risk when you smoke? In this is also the capacity for intelligent empathy, the ability to understand the other side even when you may not share it You should not be dependent on the sources of information, either provided by the government or by the media, but have an independent capacity to ask questions and evaluate answers —LEON BOTSTEIN, PRESIDENT OF BARD COLLEGE, AUGUST 2002 ON THE GOALS OF A COLLEGE EDUCATION, The ability to pose good questions when we are confronted with complex situations contributes to our growing up to living our lives to their fullest potential We cannot, however, wait until our students become freshmen in college We need to cultivate their curiosities within the curricula from the first day of kindergarten through their graduation from high school Why is this even more important now? Because of the terrible events of September 11, 2001 For weeks following that day of infamy I was consumed with the question: “How could this have happened?” Some said we could have predicted the horrific attacks Certainly, we had warnings, such as the attack on the USS Cole in Yemen in 2000 and the bombings of our embassies in Kenya and Tanzania in 1998 and the World Trade Center in 1993 Terrorists had left their calling cards across Europe and at home But our leadership did not rouse us to national awareness vi PREFACE | vii Others have said we entangled ourselves with such bureaucratic procedures and safeguards that it was too difficult to pursue foreign enemies living within our borders We guarded their civil rights as equally as we guarded those of law-abiding citizens because, we say, we are a nation of laws And some have said we just couldn’t conceive of any strike against our homeland “We suffered not from a lack of data but from a failure of imagination,” wrote Lewis Lapham in Harper’s Magazine (November, 2001, p 40) We heard from some government spokespersons that information was available to different agencies, but no one “connected the dots.” When the first anthrax cases hit Capitol Hill and the offices of U.S senators and representatives, no one thought, “We have to protect the postal workers What if anthrax can spread through the machines even if letters containing it haven’t been opened?” We should have had people thinking in these hypothetical fashions, but evidently we didn’t We all know how to ask questions, but it seems as if some of us had not been asking the right questions in key situations prior to September 11 I wonder if our limited response to these events reflects a broader condition—a complacency and passivity, a lack of inquisitiveness among some of us Is there any evidence to support such a concern? I think there is, and I deal with more of this data in Chapter Here at the beginning of this book I want to place the whole volume in a context far different from the one I imagined in writing it before September 11, 2001 The attacks on the World Trade Center occurred in my hometown I live about five miles north of Ground Zero The assault on the Pentagon took place not far from the offices of Stephanie Selice and Tim Sniffin, my editors at ASCD in Alexandria, Virginia, who shepherded this book toward publication with masterful craftsmanship, intelligence, and a commitment to its ideals As Americans, we have been blessed with so many riches: a homeland bounded by two magnificent oceans and friendly neighbors to the north and south Our soil has been productive enough to feed and sustain us as well as millions around the world viii | DEVELOPING MORE CURIOUS MINDS But more than the precious gift of the earth we till have been the beliefs by which we live, beliefs for which we fought the Revolutionary War and which are to be found in our sacred documents, the Declaration of Independence, the Constitution, and the Bill of Rights, guaranteeing each citizen freedom of speech, press, religion, and congregation, and from unlawful searches and seizures Men and women of America have fought and died to preserve the freedoms we enjoy and cherish In difficult times, we have been fortunate to have leaders who measured up to the difficult challenges that threatened our security and our ways of life But on September 11 everything changed This was my first logical thought after the shock of witnessing the attacks on the World Trade Center on television The lives we lead could no longer be the same I didn’t know then just how differently we would have to go about the business of living, but it seemed as if when terror hit our shores, nothing could remain the same Our senses of safety, security, and freedom from what others around the world have experienced for hundreds of years—such as warfare at home—have been obliterated This morning I watched a group of school children very happily being led by their teachers along a sidewalk across the street from my home in Manhattan Perhaps they were joyfully parading to a playground near the East River or to a local hospital or fire station I wondered what kinds of futures we are preparing for them What seems clear to me now is our need to be wide awake to the world around us, to the people with whom we live and the magnificence of nature that envelops us All of nature is there for us to behold, to learn from and use to sustain our lives in moderation Most of that world is friendly, but some parts of it are not In order to achieve this status of heightened awareness about our communities and the world, we need to foster and develop what makes us unique—that is, our ability to imagine, to think, to ask demanding questions of people and of nature Our inquisitiveness is the beginning of meaningful learning about the world and ourselves We become inquisitive when we are very interested in a certain subject and just want to find out more; we PREFACE | ix are excited about exploring new territories, whether they be the continent of Antarctica or the poetry of Wallace Stevens This book is for the educators and parents of the children I saw joyfully parading by my apartment building—the children in the New York City public schools I have the good fortune to work with My goal is to ensure that our children grow up to be active citizens of our democracy, citizens who take seriously their charge to be what Barbara Tuchman said every government needs, “great askers” (1984, p 384) Every citizen of a democracy needs to be constantly vigilant to the status of her freedoms One way to this is to possess the capacity and will to challenge authorities whoever and whatever they may be—parent, teacher, employer, past practice, current philosophy, tradition, and folk wisdom We this with respect and with reason, not arrogance How we prevent such disasters from happening again? What alternatives to current policies are we considering? And how we acquire the imagination to conceive of possibilities unthought of? I not have answers But I have a surpassing faith that the contents of this book can help us engage our children and students as my grandfather always tried to challenge me Llewelyn Ray Ferguson would often say, “Johnny, did you ever wonder ?” He was my model of an inquisitive person and, fortunately, I grew up with the ability to speculate in some areas of my life, but not in all I need this book to help me become more of a critical citizen, so I ask the kinds of questions of leaders who present policies and programs that directly affect all of us Schools can become cultures of inquiry wherein all our children learn to conceive and cherish questions and to act on these curiosities beyond kindergarten, to speculate reasonably and with respect about what they are doing and about the natural and interpersonal worlds into which they are growing Nancy Cantor, chancellor at the University of Illinois at Urbana-Champaign, says, “There isn’t a pat answer anymore to this world, so the best we can for students is have them ask the right questions” (Flaherty, 2002, p 26) Inquisitive minds are the safeguards of our democracy, now and forever But of even greater importance, inquisitive minds APPENDIX B | 233 Barbara M’Gonigle, Dumont, New Jersey (mgonigleb@nni.com) Amy O’Donnell, American Museum of Natural History, 79th Street and Central Park West, New York, New York 10024 Ann Prewitt, American Museum of Natural History (prewitt@amnh.org) Stephen Reynolds, University of Arizona (sreynolds@asu.edu) Margaret Schultz, Principal, PS 238, 1633 East 8th St., Brooklyn, New York 11223 (margtschultz@aol.com) Deanne Supchak-Stigliano (Desupchak@aol.com) Mary Wallace, Fair Lawn, New Jersey (Fairlawn@aol.com) Ann White, Jackson Academy, 106 Prospect St., East Orange, New Jersey 07017 School Inquisitiveness Inventory Seldom Often Our school is a community of inquiry Teachers and administrators model their own curiosities Our goals and philosophy stress developing students’ powers of inquiry There is time during faculty meetings for questions about instruction, curriculum, and how we teach students Teachers ask most questions in class We encourage students to ask good questions about content We provide many, varied ways for students to conduct formal/informal investigations 234 Usually APPENDIX C | 235 Seldom Often There are models of inquisitive persons within our content Students feel comfortable posing questions of texts, the teachers, and other authorities 10 We challenge each other with questions during class and during faculty meetings 11 Students’ research projects are the result of their own interests and curiosities 12 We attempt to assess the quality and development of students’ inquisitiveness or curiosity 13 There is time during class for wonder, speculation, and asking good questions 14 Teachers often work together (in study groups) to investigate their own curiosities about teaching and learning 15 The school and its community value the inquiry process Usually Personal Inquisitiveness Inventory Did you grow up being a very curious person? What experiences have you had that fostered or inhibited your inquisitiveness? In school? At home? At work? Who were your models of curiosity? Who are they now? Would you say that now you are a very curious person? What kinds of subjects or experiences interest you? Think of today’s headlines What you want to know more about? Reflect on the last book you read What questions would you ask the author? In your personal relationships, what questions you want to answer for yourself? How might you go about doing this? Who would help? What obstacles might you have to overcome? At work, what supports and facilitates your posing good questions and seeking answers? What impedes your progress? 236 APPENDIX D | 237 How might you go about enhancing your own inquisitiveness? 10 How might you work toward enhancing the community of inquiry within which you work? Note: Page numbers followed by f refer to figures adversarial confrontations, American Museum of Natural History Antarctica and, 100 entrance to, 206 Hall of Planet Earth and, 77, 93, 169 Macdonald and, 175 Muth and, 23, 96 Novacek and, 222 O’Donnell and, 177 planetariums and, 169 Prewitt and, 179, 233 resources for, 228–229, 230 students and, 173 visitors and, 171 workshop on inquiry and, 20 American Revolution, exhibits on, 185 Amundsen, Roald, 17, 97, 100, 101 An American Childhood (Dillard), 48 Angier, Natalie, 71 An Imagined World (Goodfield), 128 Antarctica, 92, 100, 182 Anti-Intellectualism in America (Hofstadter), Antoine, Sandra, 217 Aquinas, St Thomas, 78 Aquino, Adriana, 187 Argyris, Chris, Arno, Max, 34–35 Arthur Andersen, arts, the, idea of, 74 assessment authentic, 144–146 guidelines for, 203 strategies for, 194–198 understanding of, 200–202 Baez, Joan, 71, 79 Bald, Barbara, 44, 93 Barell, Elizabeth, 39 Barell, John, 42, 232 Barrow, John, 71 Barth, Roland, 216 Bass, Carl, Beardmore Glacier, 97 Berger, R., 84 Bill of Rights, viii, 18 Black Boy (Wright), 48 black holes, 188 Blake, William, 103 Bloom, Benjamin, 62, 89 Bloom’s Taxonomy, 62f, 62–63, 70 Boisjoly, Roger, Bonfire incident (Texas A&M), 2–3 Botstein, Leon, vi, x Bowen, Ray M., brain growth, 12–13 neural plasticity of, 13 research, 142 Brand, Stewart, 71 Brandt, Ron, 12 Brockman, John, 72 Brokaw, Tom, Bronowski, Jacob, 37, 71 Brophy, Cathy, 28, 30, 60, 152, 232 Brothers Karamazov, The (Dostoevsky), 10, 15, 107–108 Brown, A L., 113 Brownstein, Daniel, 34 Buckley Cliffs, 97 Burt, Christine, 196–198, 199, 232 238 INDEX | 239 Bush, George W., 119, 132 Byrd, Richard E., 17 Call of Stories: Teaching and the Moral Imagination, The (Cole), 48, 213 Cantor, Nancy, ix Central Intelligence Agency (CIA), 3–4 Challenger space shuttle, 4–5, 14 Charlotte’s Web (White, E B.), 27 civil rights, 79 Clark, Wesley, classroom assignments, 54 culture, 40–41 evaluations, 41–43 expectations, 44–45 Clecky, Marietta, 39 “Coastal Floating Lab, The,” 83 Cockrell, Kenneth D., 110 Cohen, Rose, 232 Cole, Robert, 48, 213 collaboration, 23 Color Purple, The (Walker), 11–12 Columbia University, 119, 127 community, a sense of, 165–166 computers, 152, 153 concept maps, 137–139, 139f, 141f conclusions, assessing the quality of, 199–200 Constitution (U.S.), viii Cook, Captain, 45 Copernicus, Nicolaus, 168 Costa, Arthur, 192 Crime and Punishment (Dostoevsky), 42–43 critical thinking, 117–120, 118f curriculum goals and, 22 Lipman’s definition of, 174 McPeck’s definition of, 186 questioning and, 70, 95, 106 using, 180 Crockett, Wilbury, 115 Crossfire, 161 Croxton, C., 84 Crystal, Jerry, 164 cultural inhibitions, 8–9 Culture of School and the Problem of Change, The (Sarason), 40, 123 curating a museum exhibit, 185 curriculum assessment strategies and, 196 content, 26f, 185 inquiry and, 28 inquisitiveness and, 22 investigating topics, 141 Lucas and, 212 museum trips and, 174 objectives, 140 standards of, 24–26, 185 student derived, 122–123, 137 Tyler and, 66 World Wide Web and, 154–155 Cutler, Ada Beth, 219 D’Acquisto, Linda, 185, 232 Darnton, Robert, 162 Da Vinci, Leonardo, 13–14 Declaration of Independence, viii Democracy in America (Tocqueville), 10 Dewey, John, 92, 114, 141 Diamond, Jared, 72 Diamond, Marion, 12 Dillard, Annie, 48, 83 Dillon, J T., 11 DiLorenzo, Ann Marie, 66 Dinosaurs Allosaurus, 206 Barosaurus, 206–208 discoveries, surprise, 182–183 DNA, 20–21, 33, 36 Dolan, Chuck, 194, 204, 232 Dostoevsky, Fyodor, 9–10, 15 Dumont High School, 41, 61, 126, 196 Dyson, Freeman, 72 D-Zerta, 47, 129 Eagle Nebula, 50 earth sciences, idea of, 74 education, goals of, 65 Einstein, Albert, 9, 88, 190, 191 Election 2000, 118–119 empathy, 23 Enron, Escape from Freedom (Fromm), 10 evidence hunting, 177–179 Evolution of Vertebrates, The, 51 expeditions, 170, 172f, 173, 182 faculty meetings, 57 Falk, John H., 187 Federal Bureau of Investigation (FBI), Fein, Barry, 213, 222 Fenton, Edwin, 203 Ferguson, Llewelyn Ray, ix, 47 Feynman, Richard, 5, 14, 48, 60, 87–88 240 | DEVELOPING MORE CURIOUS MINDS field notes, 92–96, 94f, 97, 174–175, 175f, 184 See also journaling; journals Fogarty, Robin, 91 foreign languages, idea of, 75 Foucault’s pendulum, 169 framework of intellectual operations, 62–63, 65 France, Anatole, 1, 18, 149, 225 Frick, Vin, 87 Friedman, Thomas, 93, 152, 161 Fromm, Erich, 10, 17, 70 Gakkel Mid-ocean Ridge, 182 Garley, Christina, 185 Gift from the Sea (Lindbergh), 48 Gin, Nancy, 185 Glaucon, 79 Glossopteris (dinosaur), 100, 101 Gobi Desert, 208 Gondwanaland, 100 Goodfield, June, 128 Goodman, Nelson, 61 Gordon, Myles, 171 Growing Up Digital: The Rise of the Net Generation (Tapscott), 152 guidelines See scripts, developing of positive guidelines for assessment, 203 Gupta, Gaurav, 34 Hagenauer, Megan, 35, 36 Hall of Planet Earth, 77, 93, 169 Hampton Academy Junior High, 60 “Hands On Universe” course, 40, 151 Harper’s Magazine, vii Harry Stottlemeier’s Discovery (Lipman), 107 Harvard University, 109 Hayden Planetarium, 169 Heffernan, Claire Slattery, 103–104 Heidegger, Martin, 23, 182 history, idea of 74 Hitoshi, Okamoto, Hofstadter, Richard, Hopper, Cheryl, 44–45, 138–140, 143, 144, 145, 146, 173 Hopson, J., 12, 13 How We Think (Dewey), 92 Hubble Space Telescope, 46, 50, 228, 230 human genome, 21 Humphrey, Nicolas, 72 Idoni, Ms., 29, 30, 93, 95, 96 imaginative thinking, 190 inquiry, 202–203, 206–208 inquiry-based science, 186–187 inquisitiveness, 1–6, 225 assessing, 191–192, 196, 198 brain research and, 142 curriculum and, 22 defining, 192–194 developing students’, 209 empathy and, 24 faculty meetings and, 57 importance of, 11 modeling of, 21 nature of, 193f peer interaction and, 55 Peter the Great and, 48 principals’ modeling of, 212–213 scenarios of, 26–30 school culture and, 55 student investigations and, 32–35 inquisitive person, 23 intellectual development, 12–13 intelligent revolution, 116–117 Internet See World Wide Web Jackson Academy, 146, 233 Jefferson, Thomas, 131 Jensen, E., 142 Johnson, Barb, 30–31, 32 Johnson, Samuel, 13, 225 journaling, 84, 90, 95 See also field notes journals Amundsen and, 97, 101 field notes and, 94f inquiry and, 100 students’, 83, 87, 88 thinking, 84–86, 85f Joyce, James, 78 Kerry, John, 131, 132 Kid Curators, 185, 232 Kinkle, Jane, 218, 222, 232 Kohl, Herb, 122 Kozol, Jonathan, 11 Kraus, Leah, 46–47 KWHLAQ strategy, 137–138, 138f, 140, 171, 184 KWL strategy, 104–106 Lander, Eric, 21 Lapham, Lewis, vii, 10, 11, 131 leadership, 222 INDEX | 241 leaders who model, 208–212 learning environment, 44 personal approach, 141 problem based, 133, 136–137, 140, 149 settings, 176–177 Lexus and the Olive Branch, The (Friedman), 93 Liebmann, Rosemarie, 84 life sciences, idea of, 74 Linbeck, Leo Jr., Lincoln, Jonathan, 145, 147 Lindbergh, Anne Morrow, 48 Lipman, Matthew, 106–107, 117, 119, 174 Lovell, Jim, 135 Lozauskas, Dorothy, 88 Lucas, Tim, 212, 213, 222, 232 Lystrosaur (dinosaur), 83 Macdonald, Maritza, 175, 176, 214 Manabe, Syukuro, 8–9 Manhattan Project, 16 Martinson, Kathy, 126 Massachusetts Institute of Technology (MIT), 218 Massie, Robert K., 48 mathematics, idea of, 74 Mathez, Ed, 77, 78, 186 Mazzio, Ralph, 40, 151 McCombs, Barbara, 137, 141, 148 McKenzie, Jamie, 156 McMurdo Station, 39, 92, 97 McPeck, John, 119, 186 Merton, Thomas, 49 M’Gonigle, Barbara, 41, 61, 194, 233 Milky Way Galaxy, 50 Milosevic, Slobodan, modeling Othello, 106 model questions, 51–53 Monroe Middle School, 31 Montclair State University Cutler and, 219 DiLorenzo and, 66 Hopper and, 44–45, 232 Lincoln and, 145 Lipman and, 107, 117 Supchak-Stigliano and, 217 Morris, Edmund, 49 Moussaoui, Zacarias, investigation of, Mueller, Robert S., III, Mulcahy, Mary, 194, 195, 196 multiple intelligences (MIs), 218 Murray, Peg, 26, 27 museums, 175f exploring, 182, 188 follow up discussions on, 183–185 learning experiences and, 170 as learning settings, 169, 176 surprise discoveries at, 182–183 Muth, Christine, 23, 96 Myers, Steven Lee, 3, Nash, Jim, 156, 157 Nass, Clifford, 164 National Aeronautics and Space Administration, (NASA) 5, 228, 229–230 Neal, A H., 122 “need to know,” 139 New Jersey Network for Educational Renewal, 217, 219 New York Times, The, 3, 71, 152 Nicholson, Peter, 217 North American Acasta Shield, 186 North Atlantic Treaty Organization (NATO), North Central Regional Educational Laboratory (NCREL), 113 North Pole, 182 Novacek, Michael, 207–208, 222 Oates, Titus, 98, 99 “obliteration by incorporation,” 127–128 observations, thinking and questioning, 177–182, 178f O’Donnell, Amy, 177, 233 OpenCourseWare project, 218 oppressive societies, 79 organizations, command and control structure of, 10 Othello (Shakespeare), 106 Overcoming Organizational Defenses (Argyris), Overstreet, Amber, 33 Pagels, Elaine, 72 Palincsar, Ann Marie, 114 Palincsar, A S., 113 Palmer, Nathaniel, 46 Pangaea, 76 Paramus High School, 216, 217 parents’ involvement, 56 peer interaction, 55 Perkins, David, 65, 109, 146, 200 242 | DEVELOPING MORE CURIOUS MINDS Personal Inquisitiveness Inventory, 236–237 personal learning approach, 141 Peter the Great, 48 Philosophy for Children program, 106–108 physical education, idea of, 75 physical sciences, idea of, 74 plagiarism, 156–157 planetariums, 169 Plato, 79 Playgrounds of Our Minds (Barell), 191 Polar Express, The (Van Allsburg), 49 Portrait of the Artist as a Young Man, A (Joyce), 78, 115 PowerPoint presentations, 151, 162, 164, 165, 166 Prewitt, Ann, 179, 187, 233 principals, 56, 212–215 problem-based learning, 133, 136–137, 140, 149 problem solving, 89–92, 133–137 list for, 195f questioning and, 52 Rock Hounds and, 146 students’, 142, 195, 196 professional development, models of, 215–222 questioning content of, 70–73 equity and, 79–80 field notes and, 92–96 good definition of, 60 focus on, 75–76 frameworks and, 65 M’Gonigle and, 61 Rabi and, 59 students and, 81 subject areas and, 73–75 use of, 72 “How Do You Know?,” 129–130 journalists and, 197 KWHLAQ strategy and, 137–138, 138f, 140, 171, 184 KWL strategy and, 104–106 model, 51–53 patterns, 124–126 personal, 69–70 political philosophy and, 80 professionally asked, 76–78 quality of, 199 reflection, 66–68 rude, 10–11 SEADS, 120–122, 122f, 159 status quo and, 123–127, 125f, 132 strategy, 126–127 students and, 140 subject areas and, 73–75 texts, 109 that helps us think, 61–66 thinking and, 129f threatened by, 7–11 Three-Story Intellect and, 109 what if?, 88, 89, 191 Questioning Frames, 109–111, 110f, 112f Rabi, Isidore I., 16, 59 Rambler, The (Johnson), 13 reciprocal teaching, 111–113 record-keeping devices, 93 Republic.com (Sunstein), 161 Republic (Plato), 79 resources, 227–231 Revolutionary War, viii Reynolds, Stephen, 93, 94f, 233 Richard E Byrd Elementary School, 194 risking, 23 Rockefeller University, 128 Rock Hounds, 137, 144, 146 Rogers, William, Rose Center for Earth and Space, 183 Ross Ice Shelf, 97 Ross, James Clark, 45–46, 182 Rowe, Jane, 28 Rowley, Coleen, 5–6 Ryle, Gilbert, 23 Sagan, Carl, 17, 131, 187, 208 Sarason, Seymour, 40, 123, 124 “savage inequalities,” 11 school culture, 55–57 School Inquisitiveness Inventory, 234–235 Schultz, Margaret, 213, 214, 222, 233 Schumer, Charles, scientific literacy, 186, 187 Scott, Robert Falcon, 16–17, 97, 98, 99, 100 scripts, developing of positive, 49–51 SEADS (form of questioning), 120–122, 122f, 159 Seavey, Jennifer, 34 self-talk, 49 September 11, 2001, vi, vii, viii, 1, 5, 52 Seven Storey Mountain (Merton), 49 Shakespeare, William, 106 INDEX | 243 Shepherd, William M., 110 Sigel, Irv, 53–54 skepticism, 14–15 SkyLight Professional Development, 63 social studies, idea of, 74 Socrates, 79, 96 Solomon, Susan, 100 South Pole, 97 “Spaceday 2002 Adventure to Mars,” 39 Spectrum of Inquiry and Control of Decision Making, 33f Stamford Museum, 168 Stanford University, 164 status quo, 8, 123–127, 131, 132 Steel, Duncan, 72 stories, sharing of, 46–49 Streep, Meryl, 51 student investigations, 32–35 students, challenging of, 134–137 Sunstein, Cass, 161 Supchak-Stigliano, Deanne, 216–218, 222, 233 “Surely You’re Joking, Mr Feynman!” Adventures of a Curious Character (Feynman), 48 systematics, 76, 181 Tahoma School District, 192, 199 Tapscott, Don, 152, 161, 167 Taxonomy, Bloom’s, 62f, 62–63, 70 teacher modeling, 45–46, 181 teacher responses, 53–54 Teachers College (Columbia University), 122 “Teachers Experiencing Antarctica” program, 39 technology, idea of, 75 Texas A&M, 2–3 Theodore Rex (Morris), 49 thinking patterns See “obliteration by incorporation” Thomas Jefferson Middle School, 61, 124, 194, 204 Thompson, Arnie, Three-Story Intellect, 64f, 67f education and, goals of, 65 questioning and, 52, 109 schools and, 70 SkyLight Professional Development and, 63 Tocqueville, Alexis de, 10, 17 Tuchman, Barbara, ix Tyler, Ralph, 66, 136 Tyrannosaurus rex (dinosaur), 206 University of Chicago, 89 Updike, John, 206 USS Cole, vi, 52 U.S Supreme Court, on Florida presidential election, 119 Van Allsburg, Chris, 49 Venter, Craig, 21 Walker, Alice, 11 Wallace, Mary, 61, 80, 88, 194, 204, 233 Wallach, Bruce, 213, 214, 222 Weigand, Jenny, 33 Wellesley High School, 115 White, Ann, 133, 137, 140, 144, 146, 147, 233 White, E B., 27 Whitehead Institute, 21 Wiggins, Grant, 198 Wilkes, John, 46 Wilson, Edward A., 97, 99, 100 Wolfe, Pat, 12 World Trade Center, vi, vii, viii, 52 Worldtrek expedition, 39 World Wide Web, 113–114 analyzing information found on, 159–160 chat rooms and, 166 community and, a sense of, 165–166 “cut and paste mentality” and, 156–157 cyber-efficiency and, 160–166 enhancing curriculum and, 154–155 as an enriched environment, 136 how to read, 157–158 information gathering on, 143–144 meaningful connection of sites on, 165 opposing points of view, 161, 163f plagiarism and, 156–157 posting reports on, 148–149 relevance/importance of information on, 158–159, 166 research and, 184 resources on, 227–231 searching on, 142 students’/children’s use of, 151–153, 155 what’s best about, 155–156 Wright, Richard, 48 writing, 83, 84, 86, 88, 99, 101 Zinsser, William, 83 John Barell has been involved with inquiry ever since he read a book about Antarctic exploration That book, Alone by Admiral Richard E Byrd, led to questions about science, survival, and expeditions to the South Pole Following a tour of duty with the Navy in Antarctica, he began teaching in New York City, continued at Montclair State University, and is now Professor, Emeritus at the university and a consultant at the American Museum of Natural History in New York City At the museum, he helps develop and coordinate educational plans for teachers and students interested in expanding their curriculum offerings to include alternative, more informal settings where their curiosities can freely explore the wonders of our planet—both inner and outer spaces Barell’s previous publications include Playgrounds of Our Minds (1980), “ .EVER WONDER ?” (1992), and Teaching for Thoughtfulness (2nd, 1995) He can be contacted through e-mail at jbarell@nyc.rr.com and johnbarell@hotmail.com 244 Related ASCD Resources: Developing More Curious Minds At the time of publication, the following ASCD resources were available; for the most up-to-date information about ASCD resources, go to www.ascd.org ASCD stock numbers are noted in parentheses Audiotapes Celebrate Learning with Student-Led Conferences: Increase Student Accountability, Involve Parents, and Help Meet Standards by Susan Barnett and Barbara Benson (#200174) Education: The Key to a Healthy America by M Joycelyn Elders (#202133) The Net: Teaching Zack to Think by Alan November (#202241) Teaching Thinking to Multiple Intelligences and Diverse Student Populations (#294022) Taking the Ho-Hum Out of Teaching: Strategies for Embedding Thinking Skill in the Curriculum by J Robert Hanson and P Robert Hanson (#200179) Multimedia Dimensions of Learning Complete Program (#614239) Problem-Based Learning Across the Curriculum Professional Inquiry Kit by William J Stepien and Shelagh Gallagher (#997148) Networks Visit the ASCD Web site (www.ascd.org) and search for “networks” for information about professional educators who have formed groups around topics like “Dimensions of Learning,” “Problem-Based Learning,” and “Teaching Thinking.” Look in the “Network Directory” for current facilitators’ addresses and phone numbers Online Resources Educational Leadership: Do Students Care About Learning? (entire issue, September 2002) Excerpted articles online free (http://www.ascd.org/ frameedlead.html); entire issue online and accessible to ASCD members (http://www.ascd.org/membersonly.html) Professional Development Online: Dimensions of Learning, among others (http://www.ascd.org/framepdonline.html) (for a small fee; password protected) Print Products Developing Minds: A Resource Book for Teaching Thinking, 3rd Edition edited by Arthur L Costa (#101063) Dimensions of Thinking: A Framework for Curriculum and Instruction by Robert Marzano (#61187040) How to Develop Student Creativity by Robert J Sternberg and Wendy M Williams (#196073) How to Use Problem-Based Learning in the Classroom by Robert Delise (#197166) Problems as Possibilities: Problem-Based Learning for K–16 Education, 2nd Edition by Linda Torp and Sara Sage (#101064) Schooling for Life: Reclaiming the Essence of Learning by Jacqueline Grennon Brooks (#101302) The Soul of Education: Helping Students Find Connection, Compassion, and Character at School by Rachael Kessler (#100045) Videos Dimensions of Learning Video Series (six videos) (#614236) How to Engage Students in Critical Thinking Tape (#400050) Problem-Based Learning Across the Curriculum by William Stepien (#297182) For more information, visit us on the World Wide Web (http://www.ascd.org), send an e-mail message to member@ascd.org, call the ASCD Service Center (1-800-933-ASCD or 703-578-9600, then press 2), send a fax to 703-575-5400, or write to Information Services, ASCD, 1703 N Beauregard St., Alexandria, VA 22311-1714 USA If you like this book, you’ll LOVE the membership! JOIN ASCD TO GET OUR AWARD-WINNING RESOURCES ALL YEAR LONG! F ounded in 1943, the Association for Supervision and Curriculum Development (ASCD) is an international, nonpartisan, not-for-profit education association dedicated to the success of all learners ASCD provides many services to educators—kindergarten through grade 12—as well as others in the education community, including administrators, school board members, university professors, and parents ASCD membership is a convenient, low-cost way to stay current on the best new ideas for K–College educators ASCD member benefits include the following: ◆ Subscriptions to Educational Leadership magazine and Education Update and Curriculum Update newsletters ◆ Newly published Member Books delivered to you throughout the year ◆ Access to the ASCD Online Library and other online educational resources ◆ Low Member Prices on ASCD professional development resources and meetings ◆ and much more! JOIN TODAY! BECOMING AN ASCD MEMBER IS QUICK AND EASY! Check out our membership site on the Internet: www.ascd.org or Call (toll-free in the United States and Canada): 800-933-ASCD (2723) or 703-578-9600 ® ASSOCIATION FOR S UPERVISION AND C URRICULUM DEVELOPMENT 1703 North Beauregard Street Alexandria, VA 22311-1714 USA ... productive enough to feed and sustain us as well as millions around the world viii | DEVELOPING MORE CURIOUS MINDS But more than the precious gift of the earth we till have been the beliefs by which... of our democracy, now and forever But of even greater importance, inquisitive minds x | DEVELOPING MORE CURIOUS MINDS are the promise of living enriching lives; they are the energizers of our... listen, take in the information, and then someday repeat it in more or less the same form on an answer sheet 8 | DEVELOPING MORE CURIOUS MINDS Preserving the Status Quo Another causal factor in hesitating