Inquiry and Exploration

If necessity is the mother of invention, then curiosity is the mother of learning.

I have always of been curious about different ways of learning. Since childhood, I have been a bit rebellious to the conventional methods of teaching which I experienced while growing up. But the more I explored the subject of different ways of learning, the more I encountered quality work done by many educationists across the world. ‘Inquiry and Exploration’ is on the methods which I find powerful and consider as one of the strongest tools for truth seekers.

I run a global education company around new age skills for kids. This is a blessing which allows me to experience the various ways in which teachers and students respond to different situations. The variety of responses makes things interesting as well complicated.

Today, while watching some of the videos of our children who are being taught the concepts of financial literacy, I started imagining how some of the well known educationists and philosophers would have taught the concept in their own style. This blog is a result of that.

It is interesting how the same concept can be taught differently by different people. And there is so much to learn from the different teaching styles of the many educationists and philosophers of the world. Let us take the concept of opportunity cost and follow our protagonist Sarah, a little girl, as she traverses through history, meeting and learning from some of the great educationists and philosophers of different times.

Socrates teaching Sarah about opportunity cost

In the heart of an ancient Athenian garden, under the sprawling branches of an olive tree, young Sarah finds herself seated across from Socrates, the philosopher known for his probing questions and enigmatic smile. The air is filled with the gentle hum of summer, and the scent of blossoming flowers drifts on the breeze.

Socrates: “Tell me, Sarah, have you ever faced a decision where choosing one delight meant forgoing another?”

Sarah, intrigued by the gentle nature of the question and the twinkle in Socrates’ eye, nods, her mind racing with memories of choices made and opportunities lost.

Sarah: “Yes, just last week. I had to choose between going to my friend’s birthday party and visiting my grandparents in the countryside.”

Socrates, leaning forward, his expression one of genuine curiosity: “Ah, a choice between the joy of companionship and the tranquility of nature. Tell me, which did you choose?”

Sarah: “I chose the birthday party, but then I wondered what fun I might have had with my grandparents.”

Socrates, with a knowing nod: “And so you encountered the shadow of your choice, the unseen path not taken. This, dear Sarah, is what the wise call ‘opportunity cost’—the value of the path left unexplored due to our decisions.”

Seeking to deepen Sarah’s understanding, Socrates picks up two small stones from the ground, handing one to Sarah.

Socrates: “Imagine, if you will, that this stone in your hand is the birthday party you attended, and the one in mine is the visit to your grandparents you did not. Now, if you were to choose again, knowing that each stone represents a unique experience, how would you weigh your decision?”

Sarah, turning the stone over in her hand thoughtfully: “I guess I would think about what I might miss by not choosing the other stone.”

Socrates smiles, pleased with her insight.

Socrates: “Precisely! Each choice we make in life, just like choosing between these stones, comes with its own hidden costs. The art of living wisely, Sarah, lies in recognizing these costs and choosing paths that enrich our souls, even if it means sometimes wondering about the road not taken.”

Sarah, her eyes alight with newfound understanding, looks at the stone in her hand, now a symbol of choices and their invisible costs.

Sarah, with a playful yet thoughtful tone: “So, every time I make a choice, I should think about the stone I’m not picking up?”

Socrates, laughing heartily: “Indeed, young philosopher! But remember, life is not just about pondering stones but also about enjoying the journey they represent. Choose wisely, but do not let the fear of lost stones weigh you down.”

As the sun dips lower in the sky, casting long shadows across the garden, Sarah and Socrates continue their dialogue, delving deeper into the mysteries of choice, opportunity, and the unseen paths that shape our lives. Through laughter and reflection, Sarah learns the profound lesson of opportunity cost, not just as an economic principle, but as a fundamental aspect of the human experience, all under the gentle guidance of Socrates’ timeless wisdom.

John Dewey teaching Sarah about opportunity cost

In a classroom buzzing with anticipation, John Dewey unveils his latest educational adventure: “Dewey’s Marketplace.” Tables draped in colorful cloths hold an array of enticing items: books, art supplies, science kits, and even tickets to the school play. Each table has a sign: “Dewey Dollars Only.”

Sarah, wide-eyed with excitement, clutches her purse filled with the coveted “Dewey Dollars” she’s earned from previous classroom activities. Dewey smiles at the class, his eyes twinkling with the promise of discovery.

Dewey: “Today, we embark on a journey of choice and consequence. Each of you will decide how to spend your Dewey Dollars in our marketplace. But remember, every choice has its price and its hidden opportunity.”

Sarah approaches the first table, her heart set on a beautiful watercolor set. But then, the science kits catch her eye, sparking a battle of desires within her.

Sarah, turning to Dewey with a puzzled look: “Mr. Dewey, I want both the watercolor set and the science kit, but I don’t have enough Dewey Dollars for both.”

Dewey, leaning in with a gentle nod: “Ah, Sarah, you’ve stumbled upon our lesson’s heart. Choosing one means letting go of the other. What you give up, the opportunity not taken, is its cost. How will you decide?”

Sarah ponders, her gaze shifting between her desires. Finally, with a decisive nod, she purchases the watercolor set, her Dewey Dollars exchanged for a palette of potential.

As the marketplace buzzes with the energy of decisions made and opportunities weighed, Dewey gathers the class for reflection.

Dewey: “Let’s share our experiences. Sarah, tell us about your choice.”

Sarah, holding up her watercolor set with a mix of pride and a hint of regret: “I chose this because I love painting, but it was hard to give up the science kit. I guess that’s the opportunity cost, right?”

Dewey, with an approving smile: “Exactly, Sarah. And through this, you’ve learned not just about economics but about values, priorities, and the art of decision-making. Every choice shapes our journey, teaching us about ourselves and the world around us.”

The bell rings, signaling the end of the day, but the lessons from “Dewey’s Marketplace” linger, leaving Sarah and her classmates with a newfound appreciation for the complexities of choice and the silent stories of paths not taken.

Maria Montessori teaching Sarah about opportunity cost

In a sunlit, orderly classroom filled with thoughtfully arranged educational materials, Maria Montessori introduces a new activity designed to illuminate the concept of opportunity cost to her eager pupil, Sarah.

Montessori begins by placing a beautifully crafted wooden board game on a low, accessible table. The game features two paths winding through a miniature landscape of mountains and valleys, each dotted with small stations where players can “spend” their tokens on various educational adventures: one path for artistic endeavors and the other for scientific explorations.

Montessori: “Sarah, today we will embark on a journey through the Valley of Choices. You have a pouch of golden tokens, but be mindful, for they are limited.”

Sarah’s eyes sparkle with curiosity as she examines the tokens and the board, her mind racing with possibilities.

Sarah, hesitantly: “But, Miss Montessori, what if I want to do everything? How do I choose?”

Montessori, with a warm, encouraging smile: “Ah, that is the heart of our lesson. Every choice we make leads us down a path, but also away from another. This is what we call opportunity cost—the adventures we forego to pursue others.”

With a thoughtful nod, Sarah begins her journey, moving her game piece along the board. She reaches a fork in the path: one route leads to a painting workshop, the other to a botanical garden.

Sarah, pondering aloud: “I love to paint, but I’m also curious about plants…”

She spends a moment in silent contemplation, then places a token on the painting workshop, her decision lighting up her face with a mix of excitement and a slight hint of wonder about the garden left unexplored.

As the game progresses, Sarah encounters several such choices, each time pausing to consider her options, sometimes glancing back at the path not taken with a thoughtful expression.

Montessori: “Notice, Sarah, how with each decision, your pouch grows lighter, but your experiences richer. What have you learned from these choices?”

Sarah, with a newfound depth in her young voice: “I’ve learned that I can’t do everything, and that’s okay. Choosing one thing means I can’t choose another, and that’s the cost… but it also makes my choice special.”

Montessori: “Precisely, Sarah. And through this, you’ve not only learned about opportunity cost but also about making decisions that are true to yourself and valuing the paths you choose to walk.”

The lesson concludes, but the insights Sarah gains from the “Valley of Choices” board game extend beyond the classroom, weaving into the fabric of her everyday decisions, teaching her the delicate art of choice and the hidden depths of opportunity cost, all guided by Montessori’s gentle philosophy of self-directed learning and exploration.

Jean Piaget teaching Sarah about opportunity cost

In a vibrant classroom filled with interactive learning stations, Jean Piaget sets the stage for an intriguing lesson on opportunity cost, tailored specifically for his curious student, Sarah.

Piaget, with a twinkle in his eye, presents Sarah with a captivating challenge: a beautifully designed garden board, replete with various plots, each representing different hobbies and interests such as music, sports, reading, and science experiments. Alongside the board, there are a limited number of water droplets, symbolizing Sarah’s time and attention.

Piaget: “Sarah, imagine these droplets are the hours in your day. How will you nurture your garden of interests?”

Sarah, her eyes alight with curiosity, picks up the droplets, weighing them thoughtfully in her hand.

Sarah: “It’s tough, Mr. Piaget. I want to do everything, but there aren’t enough droplets for all the plots.”

Piaget: “Ah, that’s where the essence of our lesson lies, Sarah. Each choice you make, like where to ‘water,’ means you can’t ‘water’ somewhere else. This is what we call opportunity cost in the world of decision-making.”

With careful consideration, Sarah begins allocating her droplets, visibly torn between her love for reading and her burgeoning interest in science experiments. After a moment of deliberation, she decides to prioritize the science plot, her face a canvas of mixed emotions as she leaves the book plot untouched.

As the activity progresses, Sarah becomes more deliberate with her choices, occasionally glancing back at the dry plots with a thoughtful expression, symbolizing the interests she’s had to forgo in favor of others.

Piaget: “Observe, Sarah, how your garden grows based on where you’ve chosen to invest your time. What thoughts come to mind as you see the outcome of your choices?”

Sarah, with a reflective pause: “I’ve learned that I have to make tough choices about what I spend my time on. And even though I can’t do everything, the things I do choose are more meaningful.”

Piaget: “Exactly, Sarah. Through this garden, you’ve not only learned about opportunity cost but also about making informed choices that align with your values and interests. It’s a fundamental aspect of cognitive development, understanding the consequences of our decisions.”

The lesson concludes, leaving Sarah with a deeper understanding of opportunity cost, not just as an abstract economic concept but as a tangible aspect of her daily life and learning journey. Piaget’s hands-on approach, rooted in cognitive development theory, empowers Sarah to grasp complex ideas through concrete experiences, fostering her growth as a thoughtful and reflective decision-maker.

Lev Vygotsky teaching Sarah about opportunity cost

In a classroom designed to encourage interaction and collaboration, Lev Vygotsky prepares an engaging lesson on opportunity cost, tailored for his perceptive student, Sarah, and her classmates.

Vygotsky gathers the children around a large, communal table, setting the stage for a group project that simulates a small community. The table is adorned with various resources and materials representing communal needs and desires, such as building a park, a library, and a sports field. However, the resources provided are intentionally limited, requiring the children to make collective decisions on their allocation.

Vygotsky: “Today, we’ll decide as a community how to best use our shared resources. Each choice we make together will shape our community, but remember, choosing one project means we might have to wait on another.”

The children buzz with excitement, sharing ideas and debating their visions for the community. Sarah, known for her love of reading, initially advocates for the library.

Sarah: “I think we should build the library first. It’s important for everyone to read and learn.”

As the discussion unfolds, other children express their preferences, and it becomes clear that reaching a consensus will require negotiation and compromise. Vygotsky observes the dynamics, guiding the children to listen to each other and consider the broader implications of their choices.

Vygotsky: “Consider the impact of each project on our community. How will it benefit us now and in the future? And what are we willing to set aside for now to achieve our collective goal?”

Through thoughtful discussion, the children decide to allocate resources to the park first, recognizing its immediate benefit to the community’s well-being and social cohesion. Sarah, though slightly disappointed, understands the value of collective decision-making and the concept of opportunity cost in a new light.

Vygotsky: “Sarah, can you share how you feel about our decision and what you’ve learned from this process?”

Sarah, with a mature sense of understanding: “I’ve learned that sometimes we have to make tough choices for the greater good. Even though I really wanted the library, I see how the park will bring us all together. It’s about what we give up for what we gain as a community.”

Vygotsky: “Exactly, Sarah. You’ve grasped the essence of opportunity cost in the context of our shared lives. It’s not just about individual choices but also about how we come together to make decisions that affect us all.”

The lesson concludes with the children reflecting on their experience, gaining not only an understanding of opportunity cost but also valuable lessons in collaboration, empathy, and the complexities of communal decision-making.

Seymour Papert teaching Sarah about opportunity cost

In a classroom filled with the hum of computers and the glow of screens, Seymour Papert sets up an intriguing challenge that blends technology, storytelling, and decision-making, all designed to illuminate the concept of opportunity cost for his enthusiastic student, Sarah.

Papert introduces a simple, user-friendly programming environment to the class, where each student will create their own digital story. Sarah’s project involves a character faced with a series of decisions, each leading to different outcomes and adventures.

Papert: “Sarah, imagine your character at a crossroads in a digital world you’ve created. One path leads to a treasure-filled cave, and the other to a mysterious ancient library. Your character has time to explore only one. How will you decide?”

Sarah, her fingers poised over the keyboard, ponders the dilemma, her mind racing with the possibilities and consequences of each choice.

Sarah: “It’s tough, Mr. Papert. I love the idea of treasure, but the ancient library could hold so much knowledge!”

As she programs her story, Sarah embeds choices that reflect her character’s dilemmas, each decision point branching into different narratives. She becomes deeply engaged in the process, her story a reflection of her own internal deliberations about value, priorities, and the inevitable trade-offs.

Papert: “Notice how your character’s journey evolves with each choice made. What does this tell you about opportunity cost?”

Sarah, with a dawning realization: “Each decision my character makes closes the door on another adventure. It’s like in real life, when I choose to do one thing, I miss out on something else.”

Papert: “Exactly, Sarah. And through this digital storytelling, you’re not just learning to code; you’re exploring the complex web of choices and consequences that define our lives. This is the essence of opportunity cost, experienced through the creative process.”

As the project concludes, Sarah presents her digital story to the class, showcasing the intricate narrative paths her character navigated. Through this interactive and reflective process, she gains a profound understanding of opportunity cost, not as an abstract economic term, but as a tangible aspect of every decision made, both in the digital world she created and in her own life.

Howard Gardner teaching Sarah about opportunity cost

In a classroom adorned with diverse workstations ranging from musical instruments to science models, Howard Gardner is preparing a unique lesson plan designed to explore the concept of opportunity cost, tailored specifically for his student, Sarah, and her varied interests.

Gardner, recognizing Sarah’s musical talent and her keen interest in environmental science, devises a two-part activity. The first part involves composing a piece of music that expresses the emotions of having to make a difficult choice. The second part requires researching and preparing a mini-presentation on a current environmental issue, emphasizing the choices and trade-offs involved in addressing the problem.

Gardner: “Sarah, today we’re going to explore how choices impact our lives and the world around us. You’ll express this first through music, using your talent to convey the emotions of making choices, and then through science, by examining the real-world implications of those choices.”

Sarah’s eyes light up with excitement as she approaches the music workstation. She begins composing, her melody capturing the tension and release of decision-making. Each note seems to weigh the balance between one path and another, mirroring the concept of opportunity cost in her music.

Gardner: “How does your composition reflect the process of choosing, Sarah?”

Sarah: “Each chord progression feels like a crossroads, Mr. Gardner. One melody leads to another, but I can’t go back to the notes I didn’t play. It’s like once I choose, I leave behind what could have been.”

Satisfied with her musical exploration, Sarah then delves into the environmental science part of the lesson. She researches the complex issue of deforestation, focusing on the choices between land development and conservation. Her presentation highlights the opportunity costs of each decision, from lost biodiversity to economic growth.

Gardner: “What did you discover about choices and costs in your research, Sarah?”

Sarah, with a thoughtful expression: “I learned that every environmental decision has a cost, like losing animal habitats for new buildings. It’s hard, but we have to think about what we’re giving up.”

Gardner: “Exactly, Sarah. You’ve used your strengths in music and science to understand opportunity cost deeply. This is the essence of learning across multiple intelligences—using all aspects of your intellect and creativity to grasp complex ideas.”

The lesson concludes with Sarah reflecting on her unique learning experience, understanding opportunity cost not just as an economic principle but as a fundamental aspect of human and environmental choices. Through Gardner’s approach, she appreciates the value of exploring concepts through multiple lenses, enriching her learning and personal growth.

Carl Rogers teaching Sarah about opportunity cost

In a warmly lit classroom filled with comfortable seating and a welcoming atmosphere, Carl Rogers is about to guide his student, Sarah, through a reflective journey to explore the concept of opportunity cost, emphasizing personal growth and self-understanding.

Rogers starts the session by presenting Sarah with a simple yet thought-provoking scenario: She has been given a gift of seeds, but she only has enough space in her garden to plant either flowers, which will beautify her environment, or vegetables, which will nourish her.

Rogers: “Sarah, imagine you’re holding these seeds in your hand, pondering over the soil that awaits them. What goes through your mind as you decide which seeds to plant?”

Sarah, feeling the safe and supportive presence of Rogers, delves into her thoughts, expressing her initial excitement followed by the dawning realization of having to make a choice.

Sarah: “I love the idea of flowers brightening up my garden, Mr. Rogers. But then, growing my own vegetables sounds amazing too. It’s hard to choose.”

Rogers, with a nod of understanding: “It sounds like you’re feeling the weight of decision-making. Each choice carries its own beauty and value, doesn’t it? And in choosing, we also face the cost of what we leave unchosen.”

Encouraged by Rogers’ empathetic listening, Sarah explores her values and priorities more deeply, considering not just the immediate impact of her choices but also their broader implications on her sense of fulfillment and well-being.

Rogers: “As you reflect on this decision, Sarah, what are you learning about yourself and the nature of making choices?”

Sarah, with growing self-awareness: “I’m starting to see that every choice I make is really about what matters most to me. And that it’s okay to feel sad about the things I don’t choose. It’s all part of growing up, I guess.”

Rogers: “Beautifully said, Sarah. This process of choosing and letting go is indeed a part of our growth. It teaches us about our values, our desires, and ultimately, about who we are becoming. The opportunity cost is not just about what we give up, but also about what we gain in understanding ourselves.”

As the session concludes, Sarah feels a profound sense of clarity and acceptance regarding her choices and the inherent opportunity costs. Rogers’ gentle guidance has not only helped her grasp an economic principle but has also facilitated a deeper journey into self-discovery and personal growth.

Jiddu Krishnamurti teaching Sarah about opportunity cost

In a serene, open-air setting surrounded by the gentle sounds of nature, Jiddu Krishnamurti sits with Sarah, his young inquisitive student, under the expansive sky. Today, they delve into the concept of opportunity cost, not through traditional teaching methods, but through introspection and the exploration of the self and the interconnectedness of life.

Krishnamurti begins by pointing to a fork in the garden path, each leading to distinctly different areas: one to a vibrant flower garden and the other to a tranquil, shaded woodland.

Krishnamurti: “Sarah, observe the paths before us. Each invites us on a unique journey, yet choosing one means we cannot experience the other at the same time. What thoughts arise in you as you contemplate this choice?”

Sarah looks thoughtfully at the paths, then back at Krishnamurti, sensing the deeper implications of her decision.

Sarah: “It feels a bit sad, Mr. Krishnamurti. I’m curious about both, but choosing feels like I’m losing something, either way.”

Krishnamurti, with a gentle nod, encourages Sarah to delve deeper into her feelings and what they reveal about the nature of choice and sacrifice.

Krishnamurti: “And in this feeling of loss, Sarah, is there also not a reflection of life’s vast tapestry of choices? Each decision we make shapes our journey, teaching us not only about the world around us but also about our inner selves and what we truly value.”

Encouraged by Krishnamurti’s words, Sarah begins to see her dilemma not as a limitation but as an opportunity for growth and self-discovery. She understands that the essence of opportunity cost is not just in the external choices, but in the internal revelations those choices provoke.

Sarah: “So, the real cost isn’t just about what I’m missing outside, but what I learn about myself from what I choose?”

Krishnamurti: “Precisely, Sarah. Each choice is a mirror, reflecting parts of ourselves we may not have seen otherwise. The paths we choose and those we leave untraveled are both teachers, guiding us towards understanding our place in the world and our true nature.”

As the lesson concludes, Sarah feels a profound sense of peace and clarity. She understands that opportunity cost, as taught by Krishnamurti, transcends the mere economic or material implications, touching the very core of human existence and consciousness.

Clearly, they have a distinct and unique way to explain things but at the core of it is about inquiry and exploration. Following table is a summary of their style and methodologies.

Educationist	Educational Philosophy	Method	Approach
Socrates	Socratic Method	Dialogue and Questioning	Engage in a dialogue with the child, using scenarios that involve making choices. Ask probing questions to guide them to understand what they give up with each choice.
John Dewey	Experiential Learning	Practical Experiment	Provide play money and set up scenarios where the child can “spend” it on different options. Discuss the outcomes to illustrate the concept of opportunity cost.
Maria Montessori	Montessori Method	Hands-On Materials	Use a board game with pieces that move based on spending or saving decisions. Tangible tokens represent different values, helping visualize opportunity cost.
Jean Piaget	Cognitive Development	Problem-Solving Tasks	Design activities that require solving problems involving choices, like allocating a limited resource, to encourage logical thinking about the consequences of each choice.
Lev Vygotsky	Social Interaction	Collaborative Discussion	Facilitate a group activity where the child and peers decide on allocating a shared resource. This helps the child consider various perspectives and opportunity costs.
Seymour Papert	Constructionism	Creating and Reflecting	Encourage the child to create a project or story involving choices with limited resources, helping them construct their understanding of opportunity cost through creation.
Howard Gardner	Multiple Intelligences	Diverse Activities	Tailor activities to the child’s strengths (e.g., musical composition, athletic activities) to illustrate the concept of opportunity cost in a context that resonates with them.
Carl Rogers	Learner-Centered Approach	Facilitate Exploration	Provide a supportive environment for the child to explore scenarios involving choices and opportunity costs, allowing them to lead the exploration and draw their own conclusions.
Jiddu Krishnamurti	Krishnamurti’s Approach	Reflective Inquiry	Encourage deep reflection and inquiry about the inner and outer implications of choices, fostering self-awareness and understanding of the broader impacts of opportunity costs.

The more I think about them, the more curious I become but I am always lost in exploring how to provide the most conducive conditioning to the most beautiful device THE Almighty has given to us – Our Mind. Will keep sharing.