Theory Building

Inquiry is sometimes synonymous with asking questions. We can, however, construct meaning, fueled by curiosity and driven by a questioning stance, but without the semantics of a question. Inquiries are often rooted in theories. The inquiry process allows theories to be constructed, re-constructed and deconstructed. 

“The Hundred Languages of Children” offer useful gems about theory building: “We tend to build theory as a satisfactory explanation that can help us to understand the whys that are inside of us.” The authors unpack the notion of theory building:

- A theory is more an idea. 

- Sharing theories is a response to uncertainty

- Theories must be pleasing and convincing 

- They are useful and able to satisfy our intellect and aesthetic needs 

- A theory is an expression of our point of view about things and about life

- Therefore the child is a real researcher. 

Earlier this month, Alfie Kohn spoke as part of the Free to Play Summit: “Kids make sense of the world by having a theory about how things work that then is challenged by either someone else’s theory or by something that they encounter that raises doubts about the theory, where they have to re-construe, reconstruct, re-evaluate how they thought about things.” He goes on to comment: “The tricky part is to figure out how to... knowing when to toss a monkey wrench into the gears to artfully complicate the sense that they’ve made of the world.” 

I love the phrasing “artfully complicate” as it advocates deep, conceptual and complex learning and intentionality in going beyond surface level connections. Alfie’s comments also honour the principles of social constructivism and the work of Vygotsky, recognising that cognition is the outcome of social interactions. 

The IB has published a planning process guide as a TSM (Teacher Support Material) for educators to keep in mind: “Building in flexibility to respond to students’ interests, inquiries, evolving theories and actions.” I appreciate the term ‘evolving’ as it recognises the continual process of inquiry and highlights the importance of ongoing monitoring and documenting of learning. 

Strategies to embed theory building in classroom practice:

- Model the language of theory building and openness to new learning. Examples include: My theory is… I think… perhaps… I have something to add to ___’s idea… I just noticed… I have a different idea… it happened because… I’m wondering… maybe… I want to test… what if… I’m not sure if… I doubt…)

- Develop strong relationships so the classroom is a safe place to feel vulnerable, embrace uncertainty, entertain doubt, take risks and play with tentative language. Proving and disproving theories and realising partial truths become the culture of learning.

- Consider the use of various resources and engagements to stimulate thinking and theory building, inviting and provoking children’s natural curiosity. For example, outdoor spaces, unexpected changes in the classroom environment, loose parts, literature, the news, Visible Thinking Routines such as “I used to think… now I think” and Kathy Short’s Save the Last Word for Me. 

- Observe children’s play, looking and listening beyond just children’s interests, but “catching” theories that emerge about concepts. It is important to note that these theories might be expressed non-verbally. 

- Document children’s theories, for example, through audio, scribing, video or photography. 

- Intentionally share these theories back with children in discussions, debates, displays, provocations, invitations…

- Provide time and space for children to reflect on theories, engage in dialogue, become excited about testing ideas in their play and develop an awareness of how their thinking is evolving. 

Reflective Questions:

What theories do your students have? How do you know?

What theories do you have about learning and teaching? Which ones are you most curious about to test and build on?

What strategies do you use to elicit students’ evolving theories about the world they live in?