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More Thoughts on Ken Robinson’s TED Talk – Questioning

Hi everyone! I’ve been reading up on wonderful things I can’t wait to share with y’all (things like Cooperative Catalyst and IDEA and Paulo Freire’s Pedagogy of the Oppressed and “The Common Core” [no link here because there are just too many articles on this topic…]). 

Attention will be given to all of the above and more, but first, I wanted to share some thoughts about my post last night.

I’ve been letting myself experience Ken Robinson’s talk again (I like watching/reading/experiencing things over and over again, I get new perspectives every time), and I’ve discovered there is another… dimension, if you will, that is essential to humans’ flourishing, but that is currently stifled by the structure of our education system.


I don’t know about you, but I started asking questions the moment I could talk. I don’t even think my first words were, “Mama” or “Dada”. Legend has it, they were either “What’s that?” or “Where’s my food?”. Probably the latter. 

Anyway, I think Questioning deserves it’s own dimension, even though it’s basically the child of Diversity and Curiosity. Questioning entails being curious about diversity. It’s seeking alternatives to the status quo, looking at different and all perspectives, recognizing that there might be more than one right answer, maybe an even better answer than the one that’s widely accepted. Healthy skepticism, critical thinking, and careful analysis are all hallmarks of the human tendency of questioning.

Although this is a very important and natural part of being human, it appears to be missing from most students in America. What’s happening here?

Well, I can’t speak for those students, but I remember the first time I didn’t want to ask a question. It happened about 5 minutes after someone called my previous question stupid. And maybe it was stupid, but I asked it and now I felt stupid.

Now that isn’t the end of the story. One mean kid couldn’t quash the flame of questioning in me. But society could. If I got a quarter for every time someone told me “That’s just the way it is, Hannah” or “Why question it?” I could probably rename a building at USC after myself.

As I got older, it got harder to question and to speak up about my own opinion, or even come up with an individual opinion. For a long period of my life… I stopped thinking. I seriously just thought what anyone told me to think. So basically, I had a bunch of opinions about things, none of which were my own, most of which conflicted with one another.

Thank goodness real education saved my life, or at least my mind. Since then, I’ve valued questions, original ideas, moving discussions, and critical thinking like no other. I try my best to always question what I read or watch or hear about. I always try to find the source, to employ my sociological imagination to really consider all moving parts and factors of any situation. I know that I’ve only been able to arrive at the philosophies I currently hold about education because of a long, arduous process of considering various perspectives, analyzing them, and synthesizing them with ideas of my own while still holding true to my values as a student and aspiring teacher. 

I was only able to do this with support from my teachers and school. I was lucky enough to have the opportunity to engage in discussions, to question ideas, to voice my opinions, to think outside the box. Many students today in America don’t get that because testing and standardization moves questioning to the bottom of the priority list. Instead of being taught how to think for themselves, students are taught what to think and how to repeat that information for a number. Their tendency to question and doubt and critically analyze begins to fade the minute they are subject to a standardized test. Standardized tests don’t just restrict students and teachers in the process of education; they send a very clear message:

“That’s just the way it is. Why question it?”

“Why?” you ask? Well, that’s a very good question.