When Holy Curiosity Wires with Neuroplasticity
By: Pinar Sekmen
“The important thing is not to stop questioning. Curiosity has its own reason for existence. One cannot help but be in awe when he [sic] contemplates the mysteries of eternity, of life, of the marvelous structure of reality. It is enough if one tries merely to comprehend a little of this mystery each day.
—”Old Man’s Advice to Youth: ‘Never Lose a Holy Curiosity.'” LIFE Magazine (2 May 1955) p. 64
In today’s “a click away” world, traditional approaches in education cannot be expected to be the one and only perspective in teaching and learning. Both learners and educators, who are also lifelong learners, are now seeking autonomy to attain the desired outcomes in their learning and teaching journeys. Here, I would like to activate our silent and/or somehow passivized neural voices on the importance and inevitable role of neuroplasticity—when ignited by curiosity—in building an autonomous learning environment. How can this interconnection of these three main actors—curiosity, neuroplasticity and autonomous learning—transform the learner’s brain while it is learning?
Autonomous Environment: Freedom with a Limit
Although learner autonomy is known as learners’ ability to take control of their own learning process, it should not be considered “freedom without limit” or the sense of taking responsibility for an individual’s learning journey will be ruined, along with the ability to do so. Therefore, this freedom should be understood as independence within a guided, well-balanced, and carefully designed and facilitated learning environment for a purposeful and meaningful outcome. Only in this condition can learners explore new experiences and environments, challenge their own capacity, and create new dimensions mentally and cognitively.
Is the Brain Fixed?
The brain admires change and transformation, as the word “plasticity” suggests, and it is what the brain yearns for to develop, adapt, and re-/organize itself throughout life. And curiosity is a powerful key driver for our neurons to wire and help neuroplasticity achieve learning. This fact now stimulates my neural pathways to ask the question: “As educators, are we providing the nurturing space (autonomous learning environment) for our learners’ brains to force and improve neuroplasticity by cultivating curiosity?” And another one pops up: “How can we contribute to our learners’ creativity, critical thinking, and problem-solving skills to help them in their struggle to grow intellectually?” Since my curiosity has already been boosted through asking questions and seeking answers, let me vocalize my neural wires a bit more: “How can we encourage our learners to follow their passions and pursue their own interests?”; “What kind of activities can we implement into our curriculum?”; “Where does AI (Artificial Intelligence) stand in our projects?”; “How can asynchronous learning materials/platforms be added and how can learners be exposed to authentic language and situations through them?”; “How can we have a more engaging, inclusive, and diverse learning environment for language acquisition?”; “What kind and level of gamification can be used for reflection and feedback?” and so on. Every ignited bit of wonder arouses new, linked ones that may strongly fuel the desire to discover new knowledge, as new neural connections are formed. Therefore, curiosity stimulates the brain’s neuroplasticity and hence leads to learning and cognitive development.
Summary of the Interlinkage
🧠 Curiosity enhances well-being, self-esteem, and motivation. It also leads to increased curiosity, persistence, self-regulation, and deeper learning.
🧠 Curiosity enhances memory by activating brain areas such as the hippocampus, prefrontal cortex, and dopaminergic areas. These brain regions play a crucial role in memory formation and retrieval.
🧠 Curiosity stimulates neuroplasticity, which is the brain’s ability to reorganize itself by forming new neural connections. When we are curious, the brain is more receptive to learning and adapts to new information more effectively.
🧠 Curiosity is associated with the release of dopamine, a neurotransmitter involved in reward and motivation. This activation of reward pathways in the brain can enhance learning and make the learning process more enjoyable.
🧠 Curiosity improves memory by promoting the encoding, consolidation, and retrieval of information. When we are genuinely interested in a topic, we are more likely to pay attention, engage in deeper processing, and remember the information better.
🧠 Curiosity nurtures a lifelong learning mindset. When we cultivate curiosity, we become more open to new ideas, perspectives, and experiences. This continuous quest for knowledge not only enriches our lives but also keeps our brains active and engaged.
Practical Tips for Promoting Autonomy, Curiosity, and Neuroplasticity
- Encourage self-directed learning: Provide learners with opportunities to choose their topics of study and design their learning paths.
- Foster a safe and supportive learning environment: Create an atmosphere where learners feel comfortable asking questions, sharing ideas, and taking risks.
- Promote active learning: Incorporate hands-on activities, group discussions, and real-world applications to spark curiosity and engage learners. Project-based language learning (PBLL) is a great way to promote active learning as you can see in the poster following my article.
- Emphasize the importance of reflection: Encourage learners to reflect on their learning experiences, identify areas for improvement, and set goals for future growth.
Let us embark on this journey of self-discovery, curiosity, and continuous learning, and unlock the full potential of neuroplasticity as educators and learners.
Pinar Sekmen has been in the ELT world for over two decades. She is the founder and academic coordinator of PS:Professional Support in Education for teachers and learners. She has been working in the fields of EAL, teacher training, and education management programs. Her interests include SEL, autonomy in teaching and learning, PBL, educational technologies and management, mindfulness and sustainability in ELT. She currently has an active role in Tesol Turkiye Grants and Sponsorships Council. She is also a member of Tesol International Association, IATEFL, IATEFL LASIG (Learner Autonomy Special Interest Group) and NAFSA.