Every young person carries within them the power to shape their own future. As a psychologist, I have spent my life studying how people rise to challenges, overcome setbacks and pursue meaningful goals. One truth shines through: every student is the author of their own quests, and those quests will determine the direction of their life.

History is filled with remarkable individuals whose lives were defined by the quests they chose.

Marie Curie followed the quest for scientific truth, working through illness, poverty and prejudice to change the world.

Isambard Kingdom Brunel pursued the quest to build bridges, tunnels and ships that reimagined what was possible.

Thomas Edison embraced the quest for innovation, learning from thousands of failures before success finally arrived.

Louis Pasteur committed to the quest of saving lives through science and perseverance.

Harriet Tubman lived the quest for freedom and justice, showing extraordinary courage in the face of danger.

Their lives were not smooth or simple. They experienced success and failure, hope and disappointment, progress and setbacks. Yet they kept going. They managed their time, focused on meaningful outputs and learned from every challenge. Their stories show students that greatness is not a gift — it is a quest.

Shakespeare captured this truth when he wrote, “Our remedies oft in ourselves lie.”

We are not passengers in life. We are the navigators.

Amazing People Schools helps students discover that the skills behind every great quest can be learned.

These include:

• establishing a purpose
• asking powerful questions
• managing time wisely
• focusing on outcomes
• learning from mistakes
• staying curious
• working with others
• communicating clearly
• reflecting on progress

These are the same Quest Skills used by Curie, Brunel, Edison, Pasteur and Tubman. When students explore their stories, they see that ordinary people can achieve extraordinary things by developing extraordinary habits.

Our mission is simple and profound: to help every student become the author of their own quests.

When young people understand that their life is something they create — not something that happens to them — they gain confidence, purpose and direction.

A student who develops these abilities becomes what I call a Quest Master — someone skilled at choosing, pursuing and completing meaningful quests throughout life.

Questology is the science of inquiry-based learning through active discovery. It is the study of how a ‘Quest’—a goal-oriented journey—transforms the way students engage with information.

The suffix ‘-ology’ indicates a formal subject of study, a branch of learning and a systematic way of understanding our world. Established professional subjects such as biology, psychology and geology indicate the value of developing the language, research and education in such concepts.

Questology describes the formal ‘study of’ the quest as a vehicle for human development. The history of human progress is based on continuing quests. The breakthroughs that define our civilisation have come from individuals driven by a quest to solve a mystery and overcome challenges. I call this the ‘Can Do’ spirit.

From the historical exploration of new lands to the current reach for the stars in space exploration, the common thread is the ‘Can Do’ spirit.

The Quest – A Learning Experience

I first discovered the profound power of this methodology during my doctoral research. I set a group of primary school students a specific quest: “What would you do if you lived on a deserted island?”

The results were a revelation. Freed from the constraints of searching for ‘correct’ answers to satisfy a test, these young students became remarkably innovative. They did not just plan; they organised. They engaged in constructive thinking, deciding who would perform various jobs, how to make laws by electing representatives and how to plan ahead to provide food and shelter.

This quest was a challenge that forced them to think and share ideas through group discussions, which significantly raised their self-confidence. They could see their ideas acted upon as we built what they decided upon with plasticine models. They built houses, a hospital, a library and a market, and agreed they needed a parliament for making laws.

It showed that children are natural ‘Questologists’. When presented with a narrative problem, their capacity for innovation and discussions far exceeds what is traditionally measured in a classroom. They were not just learning about social structures; they were building them.

From Memory Testing to Active Exploration

For too long, education has been dominated by ‘Information Transfer’—the process of moving data from a textbook to a student’s memory, only to be tested and quickly forgotten. With the rise of Artificial Intelligence, this model is obsolete. AI can provide any answer in seconds.

Quests move education away from simply testing memory toward active learning via exploration. This shifts the classroom dynamics. By using quests, teachers become educational coaches. They guide the students through the process of discovery, coaching them on how to refine their questions and how to navigate the challenges they encounter.

Designing The Classroom Quest

In a quest-based classroom, students learn by discussing, sharing and comparing. Students work in small groups of two or three to assess a challenge. Their first priority is not to find an answer, but to develop the right questions.

An example is to ask students to develop questions to understand their hometown or community. When was it founded, and why? How did it develop and change? Students can then go on a quest to find the answers by asking people in the community to provide information, which they can write up as an article for their class newspaper.

These are important thinking and social skills. By having a group discussion, they practice oracy, debate and consensus-building. Once their questions are formulated, they turn to a trusted source of information to help them bridge the gap between their current knowledge and the solution to their quest.

The Can Do Kids Band: Global Explorers and Storytellers

To bring Questology to life, we have developed an extensive range of quests across major subject areas, most notably the Periodic Table 118 Element Quests. These are led by the Can Do Kids Band, five virtual teenagers who reflect the interconnected world our students live in:
• Ravi from India
• Amy from the USA
• Ace from South Africa
• Lin from China
• Oz from Australia

They provide learning role models. They are explorers and storytellers of history, geography and science. They visit countries and cultures, meeting with students in local schools who become their guides.

They share and compare questions and experiences, which is the essence of Questology. In the process, they gain an insight into different ways of life.

Another example is to encourage students to develop their understanding of science through quests. We have done this by creating stories that show how the Can Do Kids Band explores the discovery of each of the 118 elements. For example, in an Element Quest, Ravi or Lin can meet a scientist who is currently using one of the chemical elements to develop new technology. This narrative connection makes the information ‘stick’ in a way that a list of facts never can.

In addition, we have built a facility for students to ask the Can Do Kids Band questions and gain their responses online at candokidsworldwide.com. This generates high interest as students want to see what the band members have to say about the use of chemical elements. We have also extended this educational quest approach to include virtual meetings with major achievers such as William Shakespeare and Marie Curie. Students can pose questions about their work and life, and then write up their views as journalists for the class newspaper.

Constructive Thinking for a New Era

Questology is more than a teaching tool; it is a philosophy of empowerment. By helping students move from critical thinking (which often focuses on what is wrong) toward constructive thinking (which focuses on how to build and solve problems), we prepare them for the complexities of the 21st century.

Questology—how to design, conduct and assess student learning via quests—offers a clear path for teachers to integrate science, literacy and social skills into high-engagement learning.

In a world that is changing faster than ever, we do not need students who can simply repeat what they have been told. We need students with the ‘Can Do’ spirit who ask questions and embark on their own quests. Through Questology, we move from teaching subjects to active learning.

Reference

For a detailed analysis of the pedagogical foundations and research supporting this approach, please refer to:

Margerison, C. J. (2023). The Development and Evaluation of an Experiential Programme in Education, Amazon Books

Thinking and Doing

We are what we say to ourselves. This is based on our self-talk.

If we give ourselves positive ‘can do’ messages, we start with an advantage.

If we start by having self-talk based on doubts, then the negative ‘can’t do it’ mindset is a barrier.

Every student has an internal play of the day script. Some scripts lead to confidence, effort and resilience. Others who have ‘can’t do’ self-talk undermine confidence and efforts.

How do I know? In my work as a psychologist, I have coached many who struggled with a personal script of self-doubt. Over time, it was possible, in most cases, to increase self-confidence without becoming arrogant.

Indeed, I had to train myself, via positive self-talk, to be a ‘can do’ person after experiences at school that undermined my confidence.

The difference between self-doubt and self-confidence lies in the words we silently repeat in our minds. Those who develop positive self-talk—and convert it into constructive behaviour—have a higher probability of succeeding.

They approach challenges with a belief that improvement is possible. They persist when things go wrong. They learn and adapt from their experience. Their self-talk becomes a guide for everyday decisions, relationships and learning.

Students can learn positive self-talk, just as they learn to read, write, or do mathematics. In our work at Amazing People Schools, we help them do exactly that by studying the lives of extraordinary individuals such as Albert Einstein, Marie Curie, Nelson Mandela and Harriet Tubman.

Each of these amazing people faced enormous difficulties. Yet each one told themselves, in their own way, “I can succeed.”

Their stories show students that positive self-talk is not wishful thinking; it is a practical tool for overcoming obstacles. Positive self-talk is the key to positive mental health.

Below are the 10 skills that students can learn, each supported by a simple self-talk phrase they can use in daily life.

The 10 Positive Self-talk Factors

1. Focus
Staying on task and managing distractions.
Student self-talk: “I can focus for the next few minutes and get this done.”

2. Confidence
Believing in one’s ability to try, learn and improve.
Student self-talk: “I believe I can do this if I give it a go.”

3. Patience
Accepting that progress takes time.
Student self-talk: “I can use my time to keep improving, going step by step.”

4. Effort
Trying again after setbacks.
Student self-talk: “I can try once more, as effort helps me improve.”

5. Learning
Reflecting on experience and growing from mistakes.
Student self-talk: “I can learn from this, and do better next time.”

6. Curiosity
Asking questions and exploring ideas.
Student self-talk: “I can ask why, and discover something new.”

7. Flexibility
Adapting when plans change.
Student self-talk: “I can adjust and find another way when things get difficult ”

8. Problem-solving
Thinking through challenges and finding solutions.
Student self-talk: “I can figure this out, even if it takes a few tries.”

9. Accountability
Taking responsibility for actions and choices.
Student self-talk: “I reflect on what I do, say if I make mistakes and try hard to rectify them.”

10. Optimism
Maintaining a positive outlook.
Student self-talk: “I can stay positive—things can improve.”

Summary – Why Positive Self-talk Matters

Positive self-talk helps students gain the internal tools to face difficulties. When students learn to speak to themselves with clarity, courage and optimism, they build the foundations for lifelong wellbeing and achievement.

• Albert Einstein persisted despite early failure.
• Marie Curie was refused entry to university in Poland, so she went to France to study.
• Nelson Mandela was a political prisoner for 27 years before becoming the President of South Africa.
• Harriet Tubman escaped from slavery to become a civil rights leader.

Their stories, and more, show students that positive self-talk shapes action, and action shapes destiny.

Reference

For more information and resources, go to Amazing People Schools.

I recently attended a family gathering where the conversation turned to holiday plans. The adults debated destinations, weighing up cultures, climates and costs. What struck me most was the children’s enthusiasm: they were fully engaged, sharing thoughtful reasons for favouring particular countries.

Yet, while the parents had glossy travel brochures packed with stunning images and itineraries, nothing was designed specifically for the children. The travel industry speaks confidently to adults, yet rarely invites children into the journey of discovery before they even board the plane.

This observation prompted me to consider how we can better support travel education for children aged 6 to 11. As the creator of the Can Do Kids Band stories, I saw an opportunity to move beyond traditional geography lessons and develop an imaginative, experience-based approach to help young learners understand the world.

Meeting the Band: Global Roles in Discovery

The Can Do Kids Band features five relatable characters from around the world, each with a unique cultural background and skill:

• Ace from South Africa: As the drummer, Ace provides the heartbeat and rhythm of the group. He helps students connect with the pulse of a nation, its festivals and the energy of its people.
• Amy from the USA: A versatile vocalist, Amy uses her voice to tell the stories of the places they visit. She encourages students to communicate, share their feelings and find their own voices in a global context.
• Lin from China: A wizard on the keyboards, Lin represents the fusion of tradition and modern technology.
• Ravi from India: As the cool bass guitarist, Ravi encourages students to look at the underlying structures of society, its values and its long-standing traditions.
• Oz from Australia: The adventurous lead guitarist, Oz is always ready to explore the great outdoors. He leads the way in discovering wildlife, natural wonders and the importance of environmental conservation.

In today’s primary classrooms, pupils constantly navigate time and space through their imagination and gain answers via AI.

Questions like:

• “Where is Brazil?”
• “How far is our school from the pyramids of Egypt?”
• “How did the Romans invade Britain?”

These questions demand more than memory. They require mental time travel. This cognitive context perception allows children to mentally project themselves into historic time zones.

Mental time travel helps young minds reconstruct historical events, visualise geographical distances and explore “what if” scenarios.

Involvement and Engagement

It is vital to make the time travel as real as possible. This can be done through role play and re-enactment. For instance, picturing Roman legions landing on British shores is virtual history.

That can be made more realistic by having pupils in two groups discussing how they will respond to the challenge.

We support and supercharge this process by offering many virtual flights through time and space to countries, cultures and events from yesteryear.

Pupils do more than learn the facts. They experience the context through involvement and participation.

Empowering Educators

Mental time travel transforms lessons about people and places into adventures. We do this with primary school pupils from 8 to 11 years via Can Do Kids Worldwide. 

The focus is on learning by exploration. This is done via an animated group of musicians called Can Do Kids Band.

• Lin, the wizard on keyboard, is from China
• Ravi, the cool bass guitarist, is from India
• Amy, the versatile vocalist, is from the USA
• Ace, the dynamic drummer, is from South Africa
• Oz, the adventurous lead guitarist, comes from Australia

They met at an international music camp for young students. With the aid of Dr Wizby, their manager and benefactor, they tour many countries and learn about people and places from fellow students.

Geography Quests

Using Can Do Kids Worldwide’s interactive globe helps pupils to “fly” from their school to many countries, such as:

• Egypt to see the pyramids, calculate distances and explore ancient wonders
• Brazil to explore the rainforest and the Amazon River
• China to visit the Great Wall and understand why it was created

In each place, pupils learn by asking questions. Children who are involved in mental time-travel show a stronger understanding of people and places.

They develop the ability to turn abstract curricula into relatable stories. It is ideal for diverse classrooms, helping all pupils, including those with learning challenges and to connect personally to global narratives.

Amazing People Schools

Mental time travel is supported through the work we do on character education and wellbeing. We facilitate learning from the way amazing people such as Albert Einstein, Marie Curie or Harriet Tubman worked. We encourage pupils to fly through time to the years when people were making amazing breakthroughs in science, medicine, music and business.

Via Amazing People Schools, pupils can gain readable stories about the lives and achievements of Amazing People, both past and present. In the process, they see that planning, determination, resilience, empathy and courage were all important factors. We encourage pupils to take a proactive approach by asking them to exhibit the key character strengths they noted in the life stories of those they studied.

Supporting Parents at Home

Parents play a vital role in extending these journeys beyond school. With the resources on Brazil, via Can Do Kids Worldwide, discussions on music and dance commence.

By linking home discussions to school topics, parents, through discussion, reinforce learning and nurture their child’s confidence.

Real-World Impact

Integrating mental time travel yields measurable gains such as enhanced motivation, prosocial behaviour and wellbeing, as children learn to anticipate outcomes and reflect on choices.

At Amazing People Schools, we have seen it bridge cultural gaps, from UK history to South American heritage, preparing pupils for an interconnected world.

Summary

Mental time travel equips primary pupils to master time, space, and history through imagination, amplified by online resources and tools. Educators can gain interactive strategies from the websites for engagement.

Parents can do the same and show their interest via discussions with their child. This fosters constructive thinking, empathy and resilience—key skills in an age of rapid change.