Learning environments that foster these imaginings and behaviours have become increasingly rarer as our higher education system and society for that matter has become more risk averse and where teaching efficiency and predictable outcomes are the most valued indicators of a quality education.
To follow such a pathway without being sure of reward requires self-belief and trust in one’s own processes and practices. It also requires learners to harness their pragmatic imaginations to not only visualise a fuzzy goal but to imagine and turn into action the steps to achieving such a goal. It also requires the building of confidence and attitudes, orientations and character like the willingness to take risks, to work with uncertainty and environments that are often not well ordered, to persist in the face of disappointment, and to try again if efforts fail to realise a goal.
Developing students’ capability and capacity to explore is not simply a matter of developing the requisite knowledge and skills to explore in a particular domain.
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