What struck me was that Paris doesn’t feel like a city; it feels like a neighborhood that kept going—small shops, intimate bakeries, and architecture built by craftsmen whose work seemed to transcend time. The buildings themselves were all of stone—solid, intentional, crafted with care, as though built to last forever.
I didn’t have a fixed plan or itinerary, no map dictating my next step; instead, I allowed curiosity to be my only guide.
This made me think deeply about how learning should be approached—both for students and teachers.
Provide space for curiosity, exploration and discovery
Much like these streets of Paris, where each discovery felt deeply personal, learning too should feel crafted for the individual. Imagine a classroom where each student explores at their own pace, like a wanderer in a new city. Instead of rushing towards the pursuit of a grand, singular goal—like tourists racing past countless other treasures to reach the Eiffel Tower—they might find joy in unexpected corners of knowledge, in asking questions they weren't assigned to ask. Learning like that is built to last, like those stone buildings, formed by the hands of a craftsman—educators guiding each student with intention, fostering something enduring rather than something quickly discarded after an exam.
How often do we give our students the opportunity to embrace exploration like this in their education? In the same way I allowed myself to get lost in Paris, students should be given space to experience unstructured learning moments. The beauty of not knowing what’s around the next corner is what makes real learning so powerful. When we prescribe every step, every outcome, we risk eliminating the wonder that fuels discovery.
Too often, classrooms are structured around predefined goals, rigid timelines, and narrow expectations. Students rarely get the chance to explore concepts at their own pace or follow a path that diverges from the lesson plan. This can stifle any excitement that comes from making connections independently. Imagine instead a classroom environment where students feel like explorers in a beautiful and unfamiliar city—wandering down unknown pathways, stumbling upon fascinating ideas they hadn’t expected.
Empower teachers with freedom and the right tools
The same principle could apply to teachers and professional learning. At times, professional development is delivered in a way that is overly prescriptive, with little room for educators to explore new methods or experiment with their teaching practices. Much like I meandered through the streets today—finding beauty in what was unexpected—teachers should be encouraged to find those unexpected moments of growth in their work. Professional growth needs the same freedom to evolve naturally, through curiosity, reflection, and collaboration.
Technology can help foster this spirit of exploration. With the right tools, students and teachers alike can embark on journeys of discovery, breaking free from the constraints of rigid systems. Just as I followed my curiosity today, technology should be a guide—not a limiter—in helping learners navigate their educational pathways.
Exploration, whether through a city or a classroom, is transformative. It’s about allowing ourselves the freedom to follow curiosity, to step off the prescribed route, and to celebrate the discoveries made along the way. Let’s bring more of that spirit into our classrooms—for both students and teachers alike.
Jason McKenna is V.P. of Global Educational Strategy for VEX Robotics and author of “What STEM Can Do for Your Classroom: Improving Student Problem Solving, Collaboration, and Engagement, Grade K-6.” His work specializes in curriculum development, global educational strategy, and engaging with educators and policymakers worldwide. For more of his insights, subscribe to his newsletter.
