When rote learning education models closely mirrored early industrial production based economies, outputs in the classroom followed the teacher driven input- predetermined output style. Modern theories of education include a far greater degree of student involvement in their learning. Additionally, in an attempt to mirror rapidly changing political, environmental, and economic factors, problems presented to children often involve a necessity for self-directed inquiry where outcomes are far from preset. In such an environment, it is vital to provide an opportunity for children from an early age to interact with information inputs in the process stage of learning.
As such, developing ways for children to understand what process is includes opportunities to work mindfully in this space. Examples of process learning might include working with mathematical manipulatives, reading a recipe and making a cake, investigating the scientific method in a collaboration on a specific topic with a university professor/researcher while in high school, or identifying and investigating a social need and developing a product to meet that need. Processes already exist in many areas of education, but seldom are they identified as a specific learning goal in and of themselves. Design thinking, critical thinking, art appreciation and discussion, the scientific method, negotiation, and conflict resolution are just some of the topics which may fall under this category. Applying these techniques to multidisciplinary subject areas enhances students’ capacity to solve problems creatively.
Students need to delve into, and work through, process in order to grapple with the complexities and demands of modern society. Process inquiry meets the curiosity of students who are always asking why and how in their daily learning.