Barell, J. (2003). Developing More Curious Minds.

Barell, J. (2003). Developing more curious minds. Alexandria, VA: Association for Supervision and Curriculum Development (244 pp., $25.95, pb, ISBN 0-87120-719-2).

The purpose of this book is to make our schools "become cultures of inquiry wherein all our children learn to conceive and cherish questions and to act on these curiosities beyond kindergarten, to speculate reasonably and with respect about what they are doing and about the natural and interpersonal worlds into which they are growing" (p. ix). Dr. Barell provides guidelines to reach this goal very effectively. He provides, early on, examples of how authoritarian resistance to questions can result in tragedy: the bonfire at Texas A&M in 1999 that led to numerous deaths and serious injuries, the bombing of the Chinese embassy in Belgrade during the war in Yugoslavia, the tragedy of the Challenger explosion minutes after lift-off in 1986, and others. He also views authoritarian resistance to questions as violating the essence of democracy that leads to a "dictatorship of the powerful over the apathetic, the passive, the led" (p. 15). This perspective underlies his message to parents and teachers alike, the message that says "encourage questions."

In each of the 12 chapters, Barell writes with commitment, clarity, and passion--a compelling combination. He also writes from experience as an English teacher at the secondary and college levels (now a professor emeritus), and as a consultant at the American Museum of Natural History in New York City. In this latter role, he works with teachers and students who visit the Museum. Dr. Barell's principal target audience is the world of educators at every level, for administrators need to encourage curiosity and questions if classroom teachers are to do so.

Every chapter is filled with examples of stimuli, approaches, and projects that incorporate questions at every level. These are presented as text, lists, and graphics. He also includes, every few pages, "reflective pauses" in which he asks the readers to pause and think about what they have just read. This is one example of what he encourages teachers to have their students do. Beginning on p. 61, he identifies criteria for what is a "good question," continuing through the use of criteria in critical thinking. He offers suggestions on using the World Wide Web and other computer on-line sources to develop, explore, and answer questions, as well as the more traditional research in books, teams of students working on a project, and individual journals. From his work at the Museum, Dr. Barell describes what paths teachers can take to make a field trip to such an institution stimulating and truly instructive rather than just a "walk through." His closing chapters are appropriately focused on assessing inquisitiveness and the power of leadership.

This book grabs and keeps readers' attention. It is clearly written and logically organized. The abundant examples stimulate readers to raise questions about their own ongoing activities and to jot these thoughts down for further exploration. The author's underlying opposition to those who assert that questioning authority figures is "unpatriotic" or otherwise inappropriate is occasionally distracting, although he repeatedly states that such activity should always be done with respect for that authority in the classroom and elsewhere.

If I were still teaching prospective teachers, this slim book would be required reading for them. Why "required"? Why do you think I would do that?

A professor emerita at Pennsylvania State University, Lita Linzer Schwartz is the author of Why give "gifts" to the gifted? and other books, a veteran teacher of prospective teachers (and others), and is very committed to curiosity. E-mail: [e-mail]