The Value of Not Knowing

Educators make difficult choices when guiding children. Sometimes we give clues to help children learn. When we see children struggle in learning, we may tell them the answer. 

How do we know when to engage with children as they learn something new?

Children are always learning. Our role as educators is to create environments, guide social skills and learn alongside children. They are seeking to answer the questions they have about life. As educators, we must ask ourselves when we share knowledge and when to support children's discovery of their questions. 

As adults, we live in information at our fingertips society. Our access to information allows us to find quick answers to children's questions. It is tempting for educators to share all we know with children. This temptation connects to our ego.

The ego, a person's sense of self-esteem or self-importance, prefers knowing and thrives in a comfortable, predictable place. When performing familiar tasks, a sense of calm and control is with us. As an educator, the space in our minds filled by the ego inhibits our learning potential and inhibits the potential of the children we work with. By moving out of our adult comfort zone and into the children's world of wonder, we can seek answers together and stretch our thinking. The value of not knowing is a journey of seeking answers to our questions. By going on this journey, we realize that learning results from an adventure of discovery.

An adventure of discovery may travel two different paths. The first features adult structured learning activities for children. On the other path, children structure their learning adventures. When the adventure of discovery is collaborative, we invite children to explore and wonder. They experience awe, observe, find answers and build the learning community. 

A benefit of not knowing is the opportunity to develop our growth mindset. Author Carol Dweck wrote a book about growth mindset, titled Mindset. She says, "Our most basic abilities can be developed through dedication and hard work.” For children, the benefit of not knowing creates an opportunity to develop a specific skill set of seeking answers to their questions.

In seeking answers to their questions, children are developing the skill of mindfulness. In Webster's, mindfulness is. "The practice of maintaining a non-judgmental state of heightened awareness of one's thoughts, emotions or experiences on a moment to moment basis." I am not saying children always utilize the precise application of mindfulness. I am saying that the practice of not knowing and seeking answers is beneficial. It improves focus, stillness, and self-awareness. 

As educators, we can be grateful for our opportunities to work alongside children. We see them as they wonder, seek answers, and make discoveries. Children are on a learning journey that always begins with not knowing. Not knowing is part of the developmental process and occurs at any stage of the learning journey.