Cultivating Curiosity: Geography As A ‘Life Skill’ In Interdisciplinary Research Education

Keywords: pedagogy, research methods, research education, curiosity, Freire
Abstract Type: Virtual Paper Abstract

Abstract

Interdisciplinary education presents unique challenges: first and foremost being that students often retain their 'disciplinary silos’ driven by perceived degree learning outcomes. When learners perceive no vocational relevance, they can quickly become disengaged and fail to meet deeper learning outcomes. Undergraduate research education often is perceived of lower priority than disciplinary knowledge and skills. A key challenge presented to the research educator is acknowledging, addressing, and moving beyond the anxieties that learners have about certain skills, namely statistics, interviewing and observation. Curiosity is killed by a fear of failure. Courageous pedagogy can help learners to take risks and ignite their inner explorer.

This paper will draw on the experience of designing and delivering a large undergraduate Social Science research education unit, its successes, short-comings, and future challenges. The unit has been purposefully designed to cultivate learners’ curiosity and investigatory skills as academics, professionals, and global citizens. It positions Geography as a ‘life skill(s)’, to help learners to discover the skills and knowledge to understand and investigate their social world and the challenges it presents. ‘Life skills’ have value beyond the known context: all things are thus important and valuable until proven otherwise. Unambiguously utilising a Courageous Freirean pedagogy, the unit supports learners to venture into the unknown and uncomfortable, to explore and appreciate the value of research knowledge and skills. Good research education allows unification of learner backgrounds, experiences, interests, and intentions within an interdisciplinary context. It should demonstrate the importance of diversity, cooperation and collaboration.