Higher-level curiosity involves exploring unknown unknowns, not just fixed goals.

Use first principles thinking to strip away assumptions and discover hidden insights.

Let exploration's utility emerge naturally; curiosity thrives without fixed targets.

Georgia and Laura are both teachers at the same school. They're curious about AI and start to tinker with it.

Georgia wants AI to help her automate repetitive work, like giving the same feedback or fielding the same questions. She's interested in how she could get it to do what she already does, but faster or more hands-off.

Laura takes a different approach. She asks it increasingly broad, open-ended questions, like:

What are some ways I could become a better teacher that I haven't thought about?

"What needs and preferences might my students have that I might not be meeting?"

"What tools could be useful in a teaching context but are rarely used in education?"

"How might I be unintentionally pigeonholing my students or holding them back without realizing it?"

She feeds it one of her lesson plans and asks: "If someone unfamiliar with a standard school environment saw this being delivered, what might they think was strange about it?" Then she asks, "Which students does my current style favor, and which students does it disadvantage?" And, "What might my students not be telling me they don't understand?"

Georgia and........

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