What If? | Makesha Gordan | TEDxYouth@FranklinSchoolOfInnovation
The speaker argues that curiosity, exemplified by asking "what if" or "would you rather" questions, is vital for learning and understanding because it activates the brain's reward system. She supports this by citing cognitive science research and personal anecdotes, suggesting that stifling curiosity—like asking students "no more questions"—is detrimental, as shown by the success of modern technology like the cell phone.
## Speakers & Context
- Speaker: Unidentified woman addressing an audience, appearing to be an educator or speaker at a conference.
- Context: Initial activities involve having the audience play random hypothetical games ("what if," "would you rather") with neighbors.
## Theses & Positions
- Asking random, seemingly meaningless questions like "what did you have for dinner" is a valuable tool for learning about oneself, others, and the world.
- Curiosity is highly beneficial because it keeps the mind engaged and adaptable.
- The act of being curious is crucial for deeper understanding, going beyond simple "what" questions to the "why," "how," and "when."
- Stifling curiosity, whether in a classroom setting ("no more questions") or by demanding only correct answers, prevents growth and innovation.
- Fostering curiosity through inquiry and risk-taking is essential for continuous development; otherwise, "what are we doing?"
## Concepts & Definitions
- **Curiosity:** Defined as an innate human sensation, compared to hunger and thirst, that acts as a filter for the world to guide attention.
- **Dopamine:** The neurotransmitter and "Feelgood hormone" released when curiosity is stimulated.
- **Questioning:** The act that helps initiate analysis, improve interactions, and make connections, serving as a starting point for deeper inquiry.
- **Growth Mindset:** A necessary state to cultivate, requiring continuous learning and embracing inquiry.
## Mechanisms & Processes
- **Curiosity Stimulation (Cognitive Mechanism):** Stimulating curiosity releases dopamine, placing the brain in a state more likely to learn and retain information.
- **Question-Based Inquiry:** Using random prompts (e.g., dinner, "would you rather") to draw out unexpected insights.
- **Educational Intervention:** Providing structured outlets for curiosity, such as a "Did you know/What if/Would you rather" whiteboard and a "Topic Choice board" allowing students to teach their area of interest.
## Timeline & Sequence
- **Age 5:** Speaker began asking random and seemingly meaningless questions.
- **Over 42 years:** Experience of asking these questions yielded a "plethora of information" about the world and others.
- **Prehistoric Year (2002):** Speaker recalling a marine biology course interaction regarding communicating with dolphins.
- **American Suburban Elementary School:** Research conducted showing a sharp drop in questioning after students started school.
- **Student Inquiry Observation:** Observing a student asking if there were places on Earth where no one made art.
## Named Entities
- **UC Davis Center for neuroscience and psychology:** Location of professor whose insights were mentioned.
- **American Medical Journal of Medicine:** Source cited regarding the benefits of curiosity.
- **Elizabeth Bonowitz:** Cognitive scientist and researcher who defined curiosity's function.
- **Susan Engel:** Author of *The Hungry Mind*, whose research was cited.
- **Martin Cooper:** Inventor credited with the first cell phone.
- **Steve Jobs:** Person quoted regarding the challenge to remain curious.
## Numbers & Data
- Age speaker started asking questions: **5 years old**.
- Duration of experience with questions: **over 42 years**.
- Dopamine: **neurotransmitter** and "Feelgood hormone."
- Question frequency drop (American Suburban Elementary School): Students asked between **two to five** questions within a **2-hour** period.
- Global cell phone ownership: Astonishing **97%** of Americans currently own a cell phone.
## Examples & Cases
- **Dinner Question:** Asking a person what they ate for dinner, which felt weird to ask by a stranger.
- **"Would You Rather" Question:** Choosing between having everything drawn to life or every thought coming true.
- **Dolphin Communication:** A student asking a professor how advanced dolphin communication could be, leading to encouragement.
- **The Stifled Question:** A teacher stopping a student in mid-sentence who asked, "Are there any places on Earth where no one makes art?" by saying, "hey not now no more questions."
- **Technology Innovations:**
* **Air Fryer:** Questioning if William Maxon thought his idea of the air fryer would never be accepted.
* **Cell Phone:** The concept of talking thousands of miles away on a device not connected to a wall, pioneered by Martin Cooper.
## Tools, Tech & Products
- **Did you know/What if/Would you rather whiteboard:** A standing whiteboard kept outside the speaker's classroom with daily prompts.
- **Topic Choice board:** A designated educational resource board allowing students to select and teach a topic they are genuinely curious about.
## References Cited
- *American Medical Journal of Medicine*: Source stating benefits of curiosity.
- *The Hungry Mind*: Book by Susan Engel, citing research on questioning.
## Counterarguments & Caveats
- The perceived difficulty of the questions (like dinner) makes them seem weird, but this superficial perception doesn't invalidate their value.
- The risk of being laughed at when sharing intellectual curiosity, as experienced by one student when presenting their topic on black holes.
## Methodology
- **Inquiry-Based Learning:** Encouraging students to select educational topics they are genuinely curious about and teach the class, expanding their thinking.
- **Provocation:** Using random, low-stakes questioning to circumvent ingrained thought patterns.
## Conclusions & Recommendations
- Self-reflection is necessary regarding the habits that cause us to lose innate wonder.
- The primary recommendation is to actively champion a curious mindset.
- Specific actions recommended: Asking "what if" and "would you rather" questions, and even the seemingly mundane "what did you eat for dinner?"
## Implications & Consequences
- The consequence of stifling curiosity is the missing of "so many learning opportunities for growth," leading to a static or "black and white mindset."
- Remaining curious allows individuals to take risks and experience profound personal accomplishment, evidenced by the student's fear yet willingness to share knowledge about black holes.
## Verbatim Moments
- *"what if or would you rather or 20 questions"*
- *"hey what did you for dinner last"*
- *"would you rather have everything you drew come to life or every thought you had come true"*
- *"the only stupid question is the one not asked"*
- *"it's the why and the how and the when questions that help us understand things on a deeper level"*
- *"what's out of the ordinary or what's commonly expected"*
- *"I've always been so scared that people would make fun of me for that"*
- *"hey not now no more questions"*
- *"Stay hungry stay foolish"*