Curiosity, not conformity, the ultimate goal of learning

I was heartened by Mr Dudley Au’s letter “Desire for knowledge can accomplish what homework can’t” (Aug 1, online). He implied that instilling the desire for knowledge lies outside copious homework.

As a private tutor, I have witnessed the demands of homework and for exceptional grades gradually stifling pupils’ eagerness to learn. Stoking their curiosity is the first step towards mitigating stagnant learning.

Young children tend to be inquisitive about the seemingly mundane or that which is taken for granted. It is important that those around them, including educators, be patient and passionate about sustaining their thirst for knowledge.

During my sessions, I often sacrifice time meant for mock examination or assessment book questions to help pupils understand the reason behind and applicability of what they learn, in the spirit of theory being grounded in practice.

This makes textbooks seem not so stale, which is important to those for whom such books are written. One reason this remains an abstract goal, however, is that many pupils and their stakeholders fail to try or give up trying.

For example, comments on Mr Au’s letter cite factors such as tests, lack of time and the “Chinese culture” as impediments.

But such constraints should not translate into resignation at routine and conformity, attributes that would equip students poorly for the shifting, uncertain tides of the future.

I implore educators to try their best and partner students to deconstruct abstract formulae and preset definitions, thrash out uncertainties and, where necessary, substitute ink and paper for much more food for thought.

Ultimately, what students will take away from the paper chase is curiosity and a desire to understand, rethink and reimagine, rather than homework and the grades they were once made to strive for meaninglessly.