This paper and its companion presentation describes a series of experiential educational exercises that was developed to better engage and more effectively educate master degree students in the necessary foundation skills that comprise a true scholar. It was developed from the atmosphere of viewing the initial disengagement of my students while at the same time recalling, as a student, my own boredom and frustrations with traditional educational methods. As a Chulalongkorn University instructor with over 23 years of classroom experience I would like to offer to my colleagues this effective program that has been fine-tuned over the last 6 years.

This Curiosity Based Learning consists of a simple series of exercises focuses on experiences to increase the students investigative curiosity, critical thinking and skills of self-expression. Its initial activity draws the students attention to their own baseline of self-limiting preconceptions and then with that motivational awareness, guides them progressively into developing the 3 key skills of a scholar. A scholar needs to be able to:

• Read well & Listen well (Input)- Comprehension & understanding of information from all available sources, not just journals, books & internet, but leaders in the field, industry or market place.

• Think well (Process) - Analysis, problem definition & multiple solution generation.

• Communicate well (Output)- Verbal self-expression, explanatory methods & skills as well as audience awareness.

The program is a 6 step process that includes multi-modes of student self-expression and processes. They are expected to represent their ideas orally, in writing and diagrammed visually while learning the effectiveness and appropriateness of each. They also receive practice in explaining and justifying their views/positions as well as fielding questions from the floor in a peer-review forum as a micro-society of real world presentations. The core issues related to independent work and responsibility is an unstated focal point throughout. Furthermore, the true objectives of this experiential exercise are only disclosed to the participants and expounded upon after their final exercise. The example described in this paper was developed and generalized and easy applicable to most subject areas.