Why?! The ABCE's of analytical questioning in the classroom.

My days are currently punctuated by the insistent chorus of 'Whyyyyy?', courtesy of my inquisitive toddler. This week alone, I've been interrogated on the existential purpose of belly buttons and the aerodynamic capabilities of pineapples. I'm practicing upping my own skills whilst we are in this phase, one of which is trying to really listen to his questions and try and understand what he's getting at rather than just assuming I know what he's really asking. The other day, amidst a block-building session, the question arose: 'Why aren't we going to Shanghai?' It turned out his friend had mentioned a trip, and suddenly, Shanghai was apparently a universal experience we were inexplicably missing out on. When I ask him, “Why does he want to go to Shanghai?” He isn't sure. But, sometimes we come across a real zinger that encourages more questioning.

My kitchen often transforms into a mini science lab, especially when pizza dough is involved. The soft, bubbly texture, the yeasty aroma – it's all prime fodder for little observations. 'Why does it get so big?' he'll ask, eyes wide as the dough balloons in its bowl. “The yeast produces carbon dioxide, so the dough gets bigger.” “Yeah! Carbon dioxide! … Why?” he pressed. My mental rolodex comes up short, so I give my honest answer: “That's a fantastic question! You know what? I'm not entirely sure myself. How about we become detectives and find out together?”

These daily “Why?” bombardments at home have surprisingly sharpened my own awareness of the power of questioning. It made me reflect on my own journey as a learner and, more importantly, as an educator. I realized that even my questioning skills are constantly evolving. This constant need to ask and answer "why" is a microcosm of the analytical thinking we need to cultivate in ourselves and our students, a skill increasingly vital in a world shaped by rapidly advancing technology.

The World Economic Forum (WEF) has consistently highlighted analytical thinking as a crucial skill for the future workforce. As they note, "Analytical thinking and creativity are some of the most sought-after skills" (World Economic Forum). This is not just about succeeding in traditional roles; it's about adapting to a landscape where automation and artificial intelligence are reshaping industries.

Beyond the initial 'Why?' and 'How?', I strive to cultivate speculative questioning in my classroom. For instance, when exploring quadratic equations, we might ask, 'What would happen to the graph if we changed the value of 'c'?' or 'How might we use this concept to model the trajectory of a ball? This type of questioning, moving beyond simple recall to explore possibilities and implications, is fundamental to developing strong analytical skills.

Of course, we want to provoke deeper thinking with our students. Enter: The goal-free problem. The point of a goal-free problem is to have students identify things they know about a scenario without posing a specific question. This approach encourages students to explore concepts without the constraints of a predefined objective, fostering a more open-ended and analytical approach to problem-solving.

Example from Suffolk Math via https://goalfreeproblems.blogspot.com/

Presenting a goal-free problem often elicits a shift in the classroom atmosphere. Accustomed to the clear direction of a typical math problem, students might initially look around with a bewildered frown or a hesitant, “So... what do we do?” This discomfort, however, is a crucial part of the learning process. It forces them to rely on their own reasoning and analytical abilities, rather than simply following a set procedure.

This need is becoming increasingly urgent. As the World Economic Forum reports, AI is not just changing how we work, but who gets to work. "AI seems to be closing the door on entry level roles, leaving recent graduates displaced in some industries" (World Economic Forum). This means that the ability to analyze complex situations, to identify problems, and to develop innovative solutions – all hallmarks of strong analytical thinking – are no longer just desirable skills; they are essential for navigating a rapidly evolving job market.

Returning to our pizza dough adventure, the initial “Why?” about the rising led to a spontaneous eruption of curiosity – literally! We decided to create a baking soda volcano to 'bury' his toy dinosaurs. As the foamy lava bubbled over, the inevitable “Wow! It fizzes! Why?!?” echoed through the kitchen.

“Carbon Dioxide!” I exclaimed. While the chemical formula might still be a distant concept, he's beginning to associate that mysterious term 'carbon dioxide' with things that expand and fizz – a foundational understanding built through simple, repeated experiences. This seemingly simple example highlights a crucial point: the foundations of analytical thinking are laid early, through the encouragement of curiosity and the development of basic reasoning skills.

So, let's return to that foundational question, that insistent "Why?" that echoes through our homes and, as we've seen, even in the face of raw pizza dough. That seemingly simple inquiry, so characteristic of early childhood, is not something we outgrow; rather, it evolves and deepens. As our children mature, their "Why?" expands from the immediate and tangible to the abstract and complex. And now, in the age of artificial intelligence, this innate human curiosity takes on a new, critical dimension. We must cultivate in our students, and in ourselves, the ability to ask "Why?" with intention and rigor, guided by the essential framework of Analytical Questioning, or as I like to call it, the ABCE's of Questioning: That are Accuracy, Bias, Completeness, and Ethics.

Accuracy: Just as a toddler might ask, "Why is the sky blue?", a teenager encountering AI-generated information needs to ask, "How do we know this data is correct? What are the sources, and are they reliable?" This evolved "Why?" fosters a deep respect for truth and evidence, empowering us to discern fact from fiction in an increasingly information-saturated world.

Bias: The childhood "Why?" might manifest as, "Why does Leo get a bigger cookie?". As adults engaging with AI, this translates to the crucial question, "Could the AI's training data have influenced its interpretation? Whose perspectives are amplified, and whose are marginalized?" This more sophisticated "Why?" encourages a nuanced understanding of perspective and empowers us to challenge inherent biases in the technology shaping our decisions.

Completeness: The toddler's "Why?" when a story ends might be, "Why isn't there more?". In the context of AI summaries and analyses, this matures into, "Does this information provide the full picture? What nuances or complexities might be missing?" This evolved "Why?" cultivates the ability to seek comprehensive understanding and resist the allure of oversimplification.

Ethics: The early "Why?" of, "Why can't I push my friend?", lays the groundwork for ethical reasoning. In the realm of AI, this critical "Why?" becomes, "What are the ethical implications of this technology? Who benefits, and who might be harmed? Are we using AI in a way that aligns with our values?" This mature "Why?" empowers us to engage thoughtfully with the moral dimensions of artificial intelligence and advocate for its responsible use.

From the insistent curiosity of a toddler to the critical inquiries of a thoughtful adult, the power of "Why?" remains constant. By consciously nurturing this innate human drive and equipping it with the analytical lens of our ABCE's, we empower ourselves and our students to navigate the complexities of the AI age with wisdom, responsibility, and a deep-seated commitment to understanding. Let us champion the "Why?" at every stage, fostering a future where critical thinking thrives and our analytical skills are developed to their fullest potential. In doing so, we not only prepare the next generation for the challenges and opportunities of an AI-driven world, but also equip them to shape that world for the better. We teach our students to actively critique and point out where accuracy, bias, completeness, and ethics may be of concern. By asking “Why?” we prepare ourselves to be critical of AI in Education and the algorithms around us, and to advocate for a future where technology serves humanity's best interests.