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data-event-name="pinnable-header.vector-appearance.unpin">hide</button> </div> </div> </div> </nav> </div> </div> <div id="bodyContent" class="vector-body" aria-labelledby="firstHeading" data-mw-ve-target-container> <div class="vector-body-before-content"> <div class="mw-indicators"> </div> <div id="siteSub" class="noprint">From Wikipedia, the free encyclopedia</div> </div> <div id="contentSub"><div id="mw-content-subtitle"><span class="mw-redirectedfrom">(Redirected from <a href="/w/index.php?title=Teaching_as_a_Subversive_Activity&redirect=no" class="mw-redirect" title="Teaching as a Subversive Activity">Teaching as a Subversive Activity</a>)</span></div></div> <div id="mw-content-text" class="mw-body-content"><div class="mw-content-ltr mw-parser-output" lang="en" dir="ltr"><div class="shortdescription nomobile noexcerpt noprint searchaux" style="display:none">Educational style</div> <p><b>Inquiry education</b> (sometimes known as the <b>inquiry method</b>) is a student-centered method of <a href="/wiki/Education" title="Education">education</a> focused on asking <a href="/wiki/Question" title="Question">questions</a>. Students are encouraged to ask questions which are meaningful to them, and which do not necessarily have easy answers; teachers are encouraged to avoid giving answers when this is possible, and in any case to avoid giving direct answers in favor of asking more questions. In this way it is similar in some respects to the <a href="/wiki/Socratic_method" title="Socratic method">Socratic method</a>. The method was advocated by <a href="/wiki/Neil_Postman" title="Neil Postman">Neil Postman</a> and <a href="/w/index.php?title=Charles_Weingartner&action=edit&redlink=1" class="new" title="Charles Weingartner (page does not exist)">Charles Weingartner</a> in their book <i>Teaching as a Subversive Activity</i>. </p><p>While inquiry-based education is a <a href="/wiki/Teaching_method" title="Teaching method">teaching method</a> that has been connected with <a href="/wiki/Piaget%27s_theory_of_cognitive_development" title="Piaget's theory of cognitive development">Piaget's theory of cognitive development</a> and other <a href="/wiki/Constructivism_(philosophy_of_education)" title="Constructivism (philosophy of education)">constructivists</a> like <a href="/wiki/Jean_Piaget" title="Jean Piaget">Jean Piaget</a>, there is some evidence that this sort of approach was already used by <a href="/wiki/Rabbinic_Judaism" title="Rabbinic Judaism">the rabbis</a> as early as <a href="/wiki/Classical_antiquity" title="Classical antiquity">antiquity</a> (with the <a href="/wiki/Passover_Seder" title="Passover Seder">Passover Seder</a> serving as an exemplar of such educational interventions).<sup id="cite_ref-1" class="reference"><a href="#cite_note-1"><span class="cite-bracket">[</span>1<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading2"><h2 id="Overview">Overview</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Inquiry_education&action=edit&section=1" title="Edit section: Overview"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>The inquiry method is motivated by Postman and Weingartner's recognition that good learners and sound reasoners center their attention and activity on the dynamic process of inquiry itself, not merely on the end product of static knowledge. They write that certain characteristics are common to all good learners (Postman and Weingartner, pp. 31–33), saying that all good learners have: </p> <dl><dd><ul><li>Self-confidence in their learning ability</li> <li>Pleasure in problem solving</li> <li>A keen sense of relevance</li> <li>Reliance on their own judgment over other people's or society's</li> <li>No fear of being wrong</li> <li>No haste in answering</li> <li>Flexibility in point of view</li> <li>Respect for facts, and the ability to distinguish between fact and opinion</li> <li>No need for final answers to all questions, and comfort in not knowing an answer to difficult questions rather than settling for a simplistic answer</li></ul></dd></dl> <p>In an attempt to instill students with these qualities and behaviors, a teacher adhering to the inquiry method in <a href="/wiki/Pedagogy" title="Pedagogy">pedagogy</a> must behave very differently from a traditional teacher. Postman and Weingartner suggest that inquiry teachers have the following characteristics (pp. 34–37): </p> <dl><dd><ul><li>They avoid telling students what they "ought to know".</li> <li>They talk to students mostly by questioning, and especially by asking <a href="/wiki/Divergent_questions" class="mw-redirect" title="Divergent questions">divergent questions</a>.</li> <li>They do not accept short, simple answers to questions.</li> <li>They encourage students to interact directly with one another, and avoid judging what is said in student interactions.</li> <li>They do not summarize students' discussion.</li> <li>They do not plan the exact direction of their lessons in advance, and allow it to develop in response to students' interests.</li> <li>Their lessons pose problems to students.</li> <li>They gauge their success by change in students' inquiry behaviors (with the above characteristics of "good learners" as a goal).</li></ul></dd></dl> <div class="mw-heading mw-heading2"><h2 id="References">References</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Inquiry_education&action=edit&section=2" title="Edit section: References"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <style data-mw-deduplicate="TemplateStyles:r1239543626">.mw-parser-output .reflist{margin-bottom:0.5em;list-style-type:decimal}@media screen{.mw-parser-output .reflist{font-size:90%}}.mw-parser-output .reflist .references{font-size:100%;margin-bottom:0;list-style-type:inherit}.mw-parser-output .reflist-columns-2{column-width:30em}.mw-parser-output .reflist-columns-3{column-width:25em}.mw-parser-output .reflist-columns{margin-top:0.3em}.mw-parser-output .reflist-columns ol{margin-top:0}.mw-parser-output .reflist-columns li{page-break-inside:avoid;break-inside:avoid-column}.mw-parser-output .reflist-upper-alpha{list-style-type:upper-alpha}.mw-parser-output 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.cs1-code{color:inherit;background:inherit;border:none;padding:inherit}.mw-parser-output .cs1-hidden-error{display:none;color:var(--color-error,#d33)}.mw-parser-output .cs1-visible-error{color:var(--color-error,#d33)}.mw-parser-output .cs1-maint{display:none;color:#085;margin-left:0.3em}.mw-parser-output .cs1-kern-left{padding-left:0.2em}.mw-parser-output .cs1-kern-right{padding-right:0.2em}.mw-parser-output .citation .mw-selflink{font-weight:inherit}@media screen{.mw-parser-output .cs1-format{font-size:95%}html.skin-theme-clientpref-night .mw-parser-output .cs1-maint{color:#18911f}}@media screen and (prefers-color-scheme:dark){html.skin-theme-clientpref-os .mw-parser-output .cs1-maint{color:#18911f}}</style><cite id="CITEREFKlein2023" class="citation journal cs1">Klein, Reuven Chaim (2023). <a rel="nofollow" class="external text" href="https://hcommons.org/deposits/view/hc:61280/CONTENT/the-passover-seder-as-an-exercise-in-piagetian-education-theory.pdf">"The Passover Seder as an Exercise in Piagetian Education Theory"</a> <span class="cs1-format">(PDF)</span>. <i>Religious Education</i>. <b>118</b> (4): 312–324. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1080%2F00344087.2023.2228189">10.1080/00344087.2023.2228189</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=Religious+Education&rft.atitle=The+Passover+Seder+as+an+Exercise+in+Piagetian+Education+Theory&rft.volume=118&rft.issue=4&rft.pages=312-324&rft.date=2023&rft_id=info%3Adoi%2F10.1080%2F00344087.2023.2228189&rft.aulast=Klein&rft.aufirst=Reuven+Chaim&rft_id=https%3A%2F%2Fhcommons.org%2Fdeposits%2Fview%2Fhc%3A61280%2FCONTENT%2Fthe-passover-seder-as-an-exercise-in-piagetian-education-theory.pdf&rfr_id=info%3Asid%2Fen.wikipedia.org%3AInquiry+education" class="Z3988"></span></span> </li> </ol></div></div> <ul><li><a href="/wiki/Neil_Postman" title="Neil Postman">Postman, Neil</a>, and Weingartner, Charles (1969), <i>Teaching as a Subversive Activity</i>, <a href="/wiki/Dell_Publishing" title="Dell Publishing">Dell</a>, New York, NY.</li></ul> <div class="mw-heading mw-heading2"><h2 id="Further_reading">Further reading</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Inquiry_education&action=edit&section=3" title="Edit section: Further reading"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <ul><li>Awbrey, Jon, and Awbrey, Susan (1995), "Interpretation as Action: The Risk of Inquiry", <i><a href="/wiki/Inquiry:_Critical_Thinking_Across_the_Disciplines" title="Inquiry: Critical Thinking Across the Disciplines">Inquiry: Critical Thinking Across the Disciplines</a></i> 15, 40–52. <a rel="nofollow" class="external text" href="https://web.archive.org/web/20071006102012/http://www.chss.montclair.edu/inquiry/fall95/awbrey.html">Eprint</a></li></ul> <div class="navbox-styles"><style data-mw-deduplicate="TemplateStyles:r1129693374">.mw-parser-output .hlist dl,.mw-parser-output .hlist ol,.mw-parser-output .hlist ul{margin:0;padding:0}.mw-parser-output .hlist dd,.mw-parser-output .hlist dt,.mw-parser-output .hlist li{margin:0;display:inline}.mw-parser-output .hlist.inline,.mw-parser-output .hlist.inline dl,.mw-parser-output .hlist.inline ol,.mw-parser-output .hlist.inline ul,.mw-parser-output .hlist dl dl,.mw-parser-output .hlist dl ol,.mw-parser-output .hlist dl ul,.mw-parser-output .hlist ol dl,.mw-parser-output .hlist ol ol,.mw-parser-output .hlist ol ul,.mw-parser-output .hlist ul dl,.mw-parser-output .hlist ul ol,.mw-parser-output .hlist ul ul{display:inline}.mw-parser-output .hlist .mw-empty-li{display:none}.mw-parser-output .hlist dt::after{content:": "}.mw-parser-output .hlist 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