Being in the Grey

⇒ GONZALEZ, Jennifer, 2021. The Elegance of the Gray Area. Cult of Pedagogy. Online. 22 February 2021. [Accessed 25 May 2022]. article

Uncertainty is uncomfortable. Not having a clear path etched out in our mind and trusting the process of unfolding can be anxiety-provoking. For teachers, it often seemingly indicates disorganisation and a reflection of their commitment and expertise.

The work of a teacher is to plan, prepare and teach – to transfer knowledge to students in what is largely a passive process where success is measured by how well students can consume and regurgitate. We uphold the notion that teachers are keepers of the answers and knowledge.

As we seek to inspire creative learners, we recognize that a fundamental mindset shift is needed that transforms teachers into guides and students back into Natural Learners. To do so, educators must shift their identify, step into the grey area. As a new story of school and learners emerges, new stories about teachers are essential. No longer are we the knowledge bearers. We must become Comfortable Being Uncomfortable and espouse that we don't have all the answers. We ourselves become learners as we morph the way we teach.

Uncertainty in Inquiry-Based Learning is crucial and uncomfortable. Following our curiosity is our somewhat lost innate process of learning. Inquiry has the potential to throw the most competent and confident enculturated 'student' into chaos as they grapple with the notion of finding a way, a path to knowing. They grapple with being in the crucial grey area that is a key part of our foraging for meaning.

We must remember that we are innately learners - learning is a natural process we begun when we were babies. Favouring wondering, questioning and active ‘finding out’, inquiry-based learning asks learners to sit in uncertainty as a means of growing to understand. It gives them the opportunity to return to the most human of activities - learning.