I wonder about this constantly. I especially think about this when I’m teaching as it seems curious children are more successful. And if that’s true, what does that mean in the classroom?
This article and the research it pulls from have challenged my thinking (or at least given me pause). From Professor Steven Dutch’s research:
Curiosity and creativity in the fully adult sense are hard work and are acquired tastes, just like running is an acquired taste….
Even the most creative people spend most of their time tinkering. That’s probably a hallmark of real creativity – a restless curiosity. Noncurious people tinker only occasionally and with only short-range goals in mind. (They pay for it. I once visited a man who spent the entire time lamenting how miserable his life had been and how lonely he was. I looked around the house and saw not a single book or any sign of a hobby. No wonder he was miserable, and lonely too. Who would want to spend time with such a person?) The creative person’s constant tinkering first of all yields lots of unexpected insights, and second sharpens the ability to recognize potentially significant new results.
Since I haven’t come up with the definitive answer (and when I do, I’ll bottle and sell it), I’ll share an opposing view from this blog I found recently called Creating Brains. The author writes about creativity and curiosity, often quoting Mihaly Csikszentmihalyi, one of my favorite researchers.
Original image: ‘curious roy’
by: Stefano Mortellaro