How many teachers have thought “why do our students ask what they ask”?
A student having the potential trait to be a researcher once raised a question: “Why is it called re-search? Will ‘search’ not suffice?” Well, we all raises questions at different stages of progress. Every such question of intellectual curiosity is a serious mental adventure and a potential catalyst for search and re-search. And when every learner starts working on such an ethos to treat learning, as not yet wholly solved problems; we are in a ‘
research mode’. We start inquiring – researching and learning!
Typically, it is argued that traditional teaching is dominated by cerebral, abstract, overly-analytical models that characteristically rely on teacher-talk and learners’ writing. Such a chalk-walk-talk teaching is often based on a teacher-dominated ‘information transmission’ with emphasis on understanding research findings rather than research process. And if a teacher continue to teach how they themselves were taught as learners - “with the assumption that what worked for them will work every time, for everyone”, learning becomes obsolete. But if we aim at improving the quality of teaching-learning, and accept that current practice is probably based on questionable or unknown bases; a clear alternative solution lies in learning becoming research embedded.
When the element of a participatory approach between the teacher and the taught is set with a common pursuit of linking research and learning, we are set for Research Informed Teaching (RIT). In fact a research-led, research-oriented, research-based, or a research-informed teaching is far superior to teachers parroting textbook material. As Hudson Maxim (1853-1927) said, “All progress is born of inquiry. Doubt is often better than over confidence, for it leads to inquiry, and inquiry leads to invention”.
Research educates the intellect to doubt, educate, inquire and reason well in all matters, to reach out towards truth, and to grasp it. While it is reasonably self-evident, that being research-informed warrants greater learner attention than justifications based on hearsay, tradition, reputation, intuition, or bookish knowledge; there are strong arguments to justify RIT. Academic researchers like Spencer, Detrich and Slocum argue that RIT should be based on the best available evidence, “irrespective of its paradigm and chosen according to what is (a) most relevant to the decision and (b) has the highest degree of certainty.” Only such a learning provide learners with an understanding of knowledge creation (the research process and research methods) and its application (in economic, social, political, local and global contexts) stimulating key skills of critical analysis, respect for evidence and informed decision-making. Also for social processes be alive for radical change, one must continue to ask that vital question: ‘Why do I believe what I believe?’ One would thus go about finding the roots of beliefs and challenge conventional assumptions. Research therefore is inevitable for better learning outcomes and outputs.
In a ‘knowledge society’, all learners – certainly all – have to be researchers. Not only should they be engaged in the production of knowledge, but also be educated to cope with the risks and uncertainties generated by the advancements of it. So I believe the understanding of the research process – asking the right questions in the right way; conducting experiments; and collating and evaluating information – must be a key part of any learning. To doubt, to inquire, to invent, we need to make conscious efforts to move research from a marginal, privileged role to make it a significant structured curriculum experience for all learners. To quote Zora Neale Hurston (1891-1960) “Research is a formalized enquiry. It is poking and prying with a purpose”. Through such a purposive research and RIT, learning must flourish in academic
centers of excellence, by becoming
centers of experience; and enhance transferable and lifelong independent learning skills. Our students must therefore stay in ‘
research mode’ and keep asking the question: ‘Why do I believe what I believe?’!
