A little child senses the world through the sense organs. It is yet to experience or know the world, finds everything outside, new, fascinating, and amazing. Under normal and natural circumstances, the child is curious to sense the world. Gradually the sense of curiosity develops and he begins to find answers to all the many questions that come up in his mind.

Very soon, some intriguing questions related to death, sickness, suffering may also arise. There is no defined sequence for the questions to come up. Parents, adults and others around the child, who has begun to ask questions, at times find it difficult to receive, address, discuss, or answer them. Very soon, we feel uncomfortable and avoid such questions in different ways. This subdues and impairs the curiosity of a child.

The questions of a child are powerful and one cannot wish them away. The questions influence and affect the child in many different ways, and over a long period, which an adult may not know or realise. In some cases, the child forgets to question as he grows up and becomes insensitive and dull. In a rare case, the questions enable a child to explore and understand.

In spite of the immense possibility that questions provide, why do we not respect them? Why have we banished questioning as a pedagogical approach? Why do we treat questions related to life and death differently, as if they are only for the grown-ups?

Are they not logical to ask when any close family member suffers or dies? Are these questions not so significant to life and existence that they arise in the most primitive and powerful manner?

Does education make us selective in what we enquire about and what we preclude from enquiry? If we are “taught” to enquire into some questions and prevented to enquire about some others, are we not contaminating the essence of enquiry? Will this not eventually impair our ability to enquire into even the selected areas? What is the basic purpose of education?

In spite of the immense possibility that questions provide, why do we not respect them? Why have we banished questioning as a pedagogical approach? Why do we treat questions related to life and death differently, as if they are only for the grown-ups? Are they not logical to ask when any close family member suffers or dies? Are these questions not so significant to life and existence that they arise in the most primitive and powerful manner?

Does education make us selective in what we enquire about and what we preclude from enquiry? If we are “taught” to enquire into some questions and prevented to enquire about some others, are we not contaminating the essence of enquiry? Will this not eventually impair our ability to enquire into even the selected areas? What is the basic purpose of education?