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 “…which happens when ingenuous curiosity, while remaining curious, becomes capable of self-criticism.  In criticizing itself, ingenuous curiosity become ‘epistemological curiosity,’ as through greater methodological exactitude it appropriates the object of its knowing.” P.37

Ingenuous and epistemological curiosities are always present from the outset because of genetics and also because babies spend most of their time sleeping and dreaming, which is a reflective process.  However, cultures can act to suppress the development of a child's ingenuous curiosity, and therefore, their epistemological curiosity is handicapped as well.  Epistemological curiosity, although always present, can be developed to varying degrees through an accumulation of a child's interactions with other people culturally and through their education.  This analytical ability that accelerates the development of a child's epistemological curiosity arises through the interaction between the 1^st 2^nd and 3^rd loops.

Why do we educate people?
Education shapes the person; teaches them social and cultural norms.. The interactions between people enable the person to develop their analytical skills and then to apply them to society/culture so that they are not a means to an end but can develop new knowledge through the reflective loop and towards the advancement of society as a whole.