The paper explores the essence of research curiosity and its relevance in educational contexts, indicating broader implications for community engagement.
Research begins with curiosity-a manifestation of man's love for understanding things. It is not confined to men in laboratories; the educator is doing research when he studies the community so as to match his efforts to the needs of his potential clientele. Characteristics of the research idea are identified that are pertinent at whatever level of simplicity or complexity an inquiry may function. Their pertinence is not restricted to the career "researcher." Perhaps even more important are the characteristics of the research-minded person-characteristics that are useful at any level of operation and that are required of any person who is alert to and concerned with his surroundings.
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Royal Bank of Canada (1966) studied this question.
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