Is Curiosity Enough?

By Will Lee, Class of 2006

Why do we do this?

Perhaps it is a survival mechanism, where ignorance is seen as dangerous. This may explain why we so often feel frustration and uncertainty in situations where we don’t know what comes next. One of the most dangerous collateral effects of this is that we can unintentionally pass these feelings on to our students. I often observe students responding to the unknown in two ways:

• Frustration (stemming from discomfort and fear of the unknown)

• Indifference (stemming from the belief that denial is easier than caring)

Perhaps we see these behaviors so often in the classroom because there’s an expectation of ignorance. Students anticipate not knowing, which leads to these emotions preemptively. As a middle school science teacher, I’ve learned to lean into this construct of assumed ignorance. I believe there are few places better suited than the classroom for equipping students with the most powerful tool they can venture into the world with: the understanding that the unknown is not something to fear, but an opportunity for them to take charge of satisfying their own curiosities.

One of my favorite classes at Seoul Foreign School was Theory of Knowledge with Ms. Denis, where we explored the epistemology of various subjects as part of the IB Diploma requirement. One of our discussions focused on the idea that the purpose of studying science is to pursue truth and develop the ability to question how we know what we know. Explicitly identifying the boundary between knowledge and ignorance can make people uncomfortable, as it forces them to acknowledge that there is far more we don’t know (and may never know) than we can control.

As this is the purpose of science, the science classroom is the venue for an incredible opportunity to prepare students for the world. It provides a safe, controlled environment where students can learn to identify the unknown and recognize it as an opportunity for knowledge development. This framework becomes a powerful tool for young adults. When they realize they have the agency to illuminate the shadows of their own ignorance, they can move forward with confidence, driven by curiosity rather than paralyzed by fear of the unknown.

It’s important to recognize that curiosity alone isn’t enough to empower students. Curiosity can be exhausting. It requires experience, discipline, and comfort with ignorance—but never complacency. The intersection of curiosity and hard work lies at the heart of science. I always remind my students that it’s okay not to know something yet, but it’s not okay not to investigate. It’s crucial for them to learn that hard work and effort will always be rewarded—and there’s no greater reward than satisfying their own curiosities.

During my time at SFS, the Assistant Principal, Mr. Switzer, said something that has always resonated with me: the purpose of education should not be to fill students' minds, but to open them to the world. I believe that teaching students they have complete agency over how they engage with the unknown—with curiosity and hard work—is one of the best ways we can prepare them for whatever the world has to teach them. I hope to continue doing that for my students, in the same way that SFS did for me.

Will Lee ‘06 is currently a New York City Public School teacher, teaching 6th and 7th grades at George J. Ryan Middle School (JHS 216) in Fresh Meadows, Queens, NY. In addition to being a classroom teacher, he coaches the Robotics team (First Lego League) and advises the Board Game Club.