The Curiosity in Marketing Thinking

Abstract

This article identifies the curiosity in marketing thinking and offers ways to teach for marketing thinking through an environment that fosters students' curiosity. The significance of curiosity in its relationship with thinking is that when curiosity is absent, so is thinking. Challenges are discussed in recognizing the fragility of curiosity through an understanding of the factors that suppress it. Drawing on existing research in education, psychology, and marketing, a synthesized pedagogical reversal is suggested-instead of pursuing learning in the form of students' acquisition of knowledge, the focus should be on students' exploration and appropriation of knowledge and marketing knowledge through their curiosity and thinking. The pedagogical differences are discussed in terms of expectations, measures of success, and what students leave with upon completion.

The Future Belongs to the Curious: Towards Automatic Understanding and Recognition of Curiosity in Children

“…Attention towards the subject is one of the most important cues to recognize curiosity. Individuals tend to focus more on the subjects that are novel or unfamiliar over the more familiar ones, to make sense of them [27]. (2) Inspecting the object: children use their gaze to closely inspect an object and the observed behaviors from this stage are the vertical and horizontal gaze shifts, rotating the object and focusing on sub-parts of the object, moving around the object and changing the head orientation and position to fully inspect it.…”

Art Isn’t Easy . . . But It Makes Learning Easier: Using Art to Improve Cognition

“…One innovative technique gaining popularity is the integration of liberal arts within business education. Featuring a liberal arts component in the assignment develops creative and reflective skills, and ensures that students gain experience with all three dimensions of thinking: reflective, critical, and creative (Celly, 2009;Hill & McGinnis, 2007;Ruggiero, 2003).…”

Marketing Outputs as Art? Bringing an Aesthetic Sensibility to the Marketing Curriculum

“…In response to these factors, the pedagogical paradigm has shifted perspectives from technocratic thinking to critical and creative thinking (Hill and McGinnis 2007). Indeed, the facilitation of creative thinking in the marketing classroom has been shown to improve students' ability to inductively build theory in the marketing and consumer behavior context (Fisher and Smith 2010).…”