Questioning

Drawing on resilience theories, this study examined the individual and community factors of Israeli lesbians, gays, bisexuals, queers, and questioning (LGBQs) that contribute to positive mental health and the degree to which individual and community protective factors mitigate the adverse effect of risk factors for poor mental health. Differences in resilience factors  between LGBQ youth and adults were explored. Data were collected on 890 LGBQ youth and adults. Findings emphasize the role of community-level resilience factors in the lives of LGBQs, and that these support systems differ slightly between the two age groups. Among youth, family support was both a strong predictor for well-being and a protective factor for mental distress. Although family support was found as a resilience factor among adults as well, other community-level factors (friends’ support, LGBT connectedness and having steady partner) were found as protective factors for poorer mental health. These findings suggest for efforts on fostering familial support for LGBQ youth and a multi-level system that offers support at the familial, peer, relationship and community levels for both LGBQ youth and adults.

This book provides new interpretations of Heidegger’s philosophical method in light of 20th-century postmodernism and 21st-century speculative realism. In doing so, it raises important questions about philosophical method in the age of global warming and climate change. Vincent Blok addresses topics that have yet to be extensively discussed in Heidegger scholarship, including Heidegger’s method of questioning, the religious character of Heidegger’s philosophical method, and Heidegger’s conceptualization of philosophical method as explorative confrontation. He is also critical of Heidegger’s conceptuality and develops a post-Heideggerian concept of philosophical method, which provides a new perspective on the role of willing, poetry, and earth-interest in contemporary philosophy. This earth-interest turns out to be particularly important to consider and leads to critical reflections on Heidegger’s concept of Earth, the necessity of Earth-interest in contemporary philosophy, and a post-Heideggerian concept of the Earth. Heidegger’s Concept of Philosophical Method will be of interest primarily to Heidegger scholars and graduate students, but its discussion of philosophical method and environmental philosophy will also appeal to scholars in other disciplines and areas of philosophy.

How does the idea that knowledge is power play out in our schools and universities. How does it feature in our education systems and how does it impact upon the intellectual characters of students. Specifically, how does the pervasiveness of this idea in our schools and classrooms affect students’ willingness and ability to be intellectually humble. In this paper, I suggest that this idea presents itself in contemporary classrooms as a barrier to the development and exercise of intellectual humility. Simply put, when we equate knowledge with power, we make it harder to be intellectually humble. In its most prevalent manifestation, this barrier arises in the form of answer-oriented education. I spend the majority of the paper outlining the nature and impact of answer-oriented education and, towards the end, suggest one way to remove this barrier by shifting from answer-oriented to question-oriented education. The latter, I argue, warrants further attention in philosophical and educational research.

This paper offers an in-depth examination of the intellectual virtue of inquisitiveness. A characterisation of inquisitiveness is developed in Part I in which the inquisitive person is identified as one who is characteristically motivated to engage sincerely in good questioning. Part II then examines the place of inquisitiveness among the virtues. Inquisitiveness is seen to bear a defining relationship to the process of inquiry as a fundamentally motivating intellectual virtue. On this basis it is argued that inquisitiveness plays a distinctively valuable role in the intellectually virtuous life placing it at the heart of autonomous virtue epistemology.

in M. Meyer et B. Frydman (dir.), Perelman ). De la nouvelle rhétorique à la logique juridique, Paris PUF, 2012, p. 189-202. 1 N. Bobbio, « Kelsen e Perelman », in G. Haarscher et L. Ingber (ed.), Justice et argumentation. Essais à la mémoire de Ch. Perelman, Bruxelles, ed. de l'Univ., 1986, p. 161-174 réimp. in Diritto e Potere, Saggi su Kelsen, Naples, ESI, 1992, p. 161-174, trad. fçse « Kelsen et Perelman », in Essais de théorie du droit, trad. fçse M. Guéret, Paris, LGDJ, 1998, p. 271-283 et Droits, n°33, 2001, p. 165 s., trad. A. Melcer.

Contemporary political theorists have used Dewey's thought to revitalise practical reason (Bernstein 1966, 1986), and the policy sciences tradition has drawn upon and extended Dewey's ideas (Lasswell 1971, Lerner and Lasswell 1951, Torgerson 1995). Central to Dewey's philosophy is the concept of questioning, in both his theory of 'inquiry'and his attention to practical 'problem solving'.

Harold Lasswell's 'problem orientation' is the keystone in his concept of the 'policy sciences'. However, many critics have since rejected his view of policymaking as a problem solving science. I explain and critique Lasswell's problem orientation in a new way, in terms of his scientific conception of problem and solution. Lasswell derived his vision of the policy sciences from Dewey's conception of knowledge as problem solving. Lasswell modified Dewey's pragmatism by proposing a policy sciences composed of two separate poles, the scientific study of problems and policymaking around these problems. These were synthesized in a larger scientific perspective, the 'problem orientation'for the policy sciences. However, this synthesis is neither scientific in theory nor in practice. The link between the two poles is contingent, rather than necessary. Lasswell suppressed the problematic to cast policy science as a non-political politics. The relationship between the two poles, and the problem orientation in general, should be theorized as contingent and political.

There is still an apparent lack of critical thinking skills in English language reading comprehension among Malaysian secondary school students. This has been a major issue in the rural area of Sabah, the most isolated state of Malaysia. The students lacked the necessary skills to analyze reading texts to attain deep understanding as they became accustomed to recalling and recognizing skills only.  Thus, the goal of this research is to examine the feasibility of SOLO (Structured of Observed Learning Outcomes) Taxonomy as the framework for designing questions that could foster higher order thinking skills in English as Second Language (ESL) reading comprehension. Questions are the most common tool used by any teacher in the classroom to elicit students’ responses and to evaluate their understanding but this research focused on utilizing questions to deepen students’ understanding of what they read by getting them to respond to questions which were developed according to SOLO levels: unistructural, multistructural, relational and extended abstract. The subject consisted of 30 students from two intact classes in a vocational secondary school located in the rural area of Sabah. This study narrowed the focus on four reading comprehension strategies: prediction, inference, questioning and making connection.  An eight-week intervention that utilized SOLO questions in reading comprehension task was conducted to identify any possible effect of this approach.  The mixed methods study comprised of pretests and posttests, questionnaire, interviews and concept maps. The results recorded students’ improved performance in utilizing the reading comprehension strategies that demonstrated their abilities to think more critically. It was also discovered that the students needed more support to progress from multistructural level to relational level as they struggled to balance consistency and closure. They were either reluctant to go beyond the text in order to remain consistent or they attempted to reach closure without sufficient explanation. Thus, the major implication of this study is the need to maximize multistructural level by getting students to familiarize themselves with the process of generating and ideas and exploring multiple ideas. Another implication is the importance of making them aware of their own thinking process so they learn to connect ideas in a meaningful manner that lead to well-supported conclusions.  It is recommended that the role of lower level of understanding especially multistructural level in getting students to reach higher order thinking to be examined and explored as such responses might serve as early positive signs of critical thinking skills.

Philosophy-why and how? Why do it? what motivates you was a question I saw on a favebook forum. I will illustrate it with and example. I, at 80, tired, sleeping in a warm bed in icy winter, woke up and my head started respoding to this. So I got up to write this so that i could get rid of the thoughts in my head,

This study aimed to investigate the effectiveness of reciprocal teaching (RT) in improving high school female students' attitudes toward reading in a second language as the results might shed light on effective teaching practices in the L2 classrooms. To this end, a self-report questionnaire was developed and validated by the researcher. A quasi-experimental design was used, whereby the study sample was divided into two groups, experimental and control. The experimental group was taught reading in English classes by means of RT strategies, whereas the matched control group was taught reading by means of traditional instructive techniques. Both groups completed the self-report questionnaire on reading skills and motivation during term time, ensuring that the participants in the experimental group completed the questionnaire within ten weeks of the intervention. The findings show significant correlations between RT strategies and both reading comprehension and motivation to read, and are also effective in improving students' perception of their reading skills and motivation to read. Accordingly, the study recommends other researchers to investigate the effect of RT on students' performance and considering implementing RT with the use of technology in English as foreign language (EFL) classrooms.

Teaching English to non-native speakers today necessitates conducting conversations where learners interpret and decipher linguistic and nonverbal aspects of interaction, in other words, preparing learners to use English to participate in conversations inside and outside the classroom. However, this is not the case in Algerian Secondary school English classes. Regular observation indicated almost no continuous teacher-learner conversation while lessons. This paper intends to observe language use between the teachers and students; what instruction is used and how is it dealt with by learners. The results would aim at revealing the shortage learners show in the speaking skill and confirm the effectiveness of observation for classroom evaluation. Adopting a systematic observation, six classes at secondary school level in two different cities in Algeria were observed and audio-taped through a quantitative and qualitative method. Data is analysed from the amount of teacher's talk, types of classroom discourse structure and questioning. Based on data analysis, the findings showed that most of the talk is approximately initiated by the teacher; learners act only when asked display questions and keep silent when are challenged by influential questions. It also showed display questions dominate the classroom for they maximize learners' participation. Yet, this learner' short output would limit the learners' critical reflection and lessen the classroom interaction among participants. Therefore, this paper urges teachers to adopt a student-centred approach to FL learning that enables students' to talk more and participate in conversations negotiating meaning with their teacher and peers. For further research, the author puts forward some guidelines to build on new research.

The purpose of this article is to raise awareness of how the varied form and responsive and response-able use of teacher questions can invite and direct not only more student talk in classrooms but elicit specific and varied features of student talk that enhance comprehension building and provide evidence of student engagement and high-level thinking. I examine one teacher's questioning patterns and their relationship with types of student talk and learning in an elementary English language learning (ELL) classroom. I focus on two lessons, purposefully selected for differing student talk outcomes. I present a comparative look at descriptive statistics detailing teacher questioning patterning (in terms of typology, contingency, convergence-divergence, textual, extra-textual). I then illustrate how patterns of teacher questioning influence student talk and learning across these two lessons through close discourse analysis of representative classroom talk excerpts. I show how this teacher's questions are varied in form but consistently contingent on and responsive to students' talk contributions, even though in one lesson students struggle to make sense of surface meaning in the focal text and in the other lesson, students easily relate to the focal text. This teacher's willingness to listen, and wield questioning to follow and selectively support student ideas, purposes, and lines of reasoning, supports dialogic talk for thinking and learning. Student talk for thinking and learning is present, but looks different, in both lessons.

Telah sekian lama pengkaji mengamati tabiat pelajar yang jarang sekali bertanya di dalam kelas. Pelajar yang bertanya amat penting untuk memberi gambaran tentang sejauh mana pelajar menguasai pelajaran yang cuba disampaikan oleh guru. Secara tidak langsung, soalan yang dikemukakan oleh pelajar juga memberi maklum balas tentang keberkesanan pengajaran guru terlibat. Pelajar yang rajin bertanya juga dapat menunjukkan sejauh mana tahap kemahiran berfikir mereka. Anggapan saya ialah pelajar kurang bertanya kerana mereka kurang berfikir. Maka untuk melahirkan pelajar yang rajin bertanya di dalam kelas, pelajar ini perlulah terlebih dahulu mempunyai kemahiran berfikir. Dalam kajian tindakan ini, pengkaji menguji kesesuaian dan keberkesanan tayangan video dokumentari sebagai satu cara untuk mengatasi masalah pelajar kurang bertanya di dalam kelas dan kurang berfikir semasa belajar. Idea ini lahir daripada pengamatan pengkaji terhadap sifat pelajar yang amat suka menonton wayang. Pelajar juga tertarik pada kandungan CD Teaching Courseware yang dibekalkan oleh Kementerian Pelajaran yang memaparkan video dan grafik bergerak. Dalam kajian tindakan ini, pelajar telebih dahulu diberi soal selidik untuk mengesan persepektif mereka sendiri tentang kekerapan mereka bertanya dan kemahiran berfikir masing-masing. Setelah diberi penerangan tentang kemahiran berfikir secara kritis dan kreatif dan rawatannya iaitu tontonan dua judul video dokumentari, pelajar memberi respons tentang kesan dariapda rawatan itu. Soalan-soalan yang dikemukakan oleh pelajar semasa setiap kali tontonan video juga dikumpul dan direkodkan sebagai data kualitatif. Data yang diperoleh menunjukkan tontonan video memberi kesan positif terhadap kemahiran berfikir pelajar dan kekerapan mereka bertanya semasa rawatan tetapi kesan ini tidak kekal selepas rawatan. Pengkaji mengeyorkan peranan guru yang kreatif, berinisiatif dan sabar dalam usaha menggalakkan pelajar berfikir dan bertanya sebagai kesinambungan tindakan selepas rawatan untuk memastikan kesan positif semasa rawatan dapat dikekalkan semasa pengajaran dan pembelajaran sepanjang masa.

Questions posed by God and biblical characters in the Hebrew Bible are often philosophically empowering moments. They transpire from the very inception of human history, according to the Bible's own reconstructed version of it. Rather than divinely imposed law, biblical questioning is a vital tool initiating the decisive biblical way toward truth through independent investigation. Questions then recur throughout various biblical narratives, revealing the Bible's philosophical dimension. As such, they may indicate the Bible's conception of the essential expression of humanity, or where the Bible locates the beginning of serious thought, and how it suggests proceeding in the search for truth and the highest good. This chapter explores specific episodes where questions are posed, beginning with the Garden of Eden and ending with the book of Job.

Abstract Since the postpositivist critique of the policy sciences, policy theory has come into question. More particularly, the 'problem orientation'upon which Lasswell defined the policy sciences has come into question because policy making does not conform to his problem solving logic.

Inquisitiveness is a paradigm example of an intellectual virtue. Despite some extensive work on the characterisation of the intellectual virtues however (e.g. Roberts and Wood, 2007; Baehr 2011) no detailed treatment of the virtue of inquisitiveness has been forthcoming in the recent literature. This paper offers a characterisation of the virtue of inquisitiveness considered within the framework of educating for intellectual virtue. As such, it presents the case in support of educating for inquisitiveness. The characterisation offered seeks to highlight in particular the distinctive relationship that inquisitiveness bears to the activity of questioning. When considered within the context of educating for intellectual virtue, this distinctive relationship is seen to have particular significance. The activity of questioning is a ubiquitous feature of everyday learning. Young children in particular are often observed to be avid question-askers and this natural tendency is manifest in a wide variety of contexts including the school classroom. There is, therefore, a natural association between inquisitiveness and learning. On this basis it is argued, the natural inclination exhibited by young children towards questioning provides us with a valuable tool in the promotion of intellectual flourishing. Moreover, the distinctive relationship that inquisitiveness bears to questioning highlights its special significance in the intellectually virtuous life in virtue of its defining role in the initiation of intellectually virtuous inquiry. Insofar as the nurturing of intellectually virtuous inquiry is a central aim of the project of educating for intellectual virtue, this places inquisitiveness centre-stage. As such, inquisitiveness is a primary intellectual virtue to educate for.

[Doctoral Thesis]  Among the narratives associated with the evolution of e-learning are themes such as the transformation of education by global informational infrastructures, emergence of a ‘knowledge age’ through innovation in knowledge sharing technologies and ‘open’ protocols, empowerment of the individual in terms of the place and time of learning, democratisation of media and content production through the rise of social media, and the development of technologies conducive to inquiry-based learning. This thesis is primarily concerned with the latter narrative in which developing support for inquiry through digital technology is of central concern. A transdisciplinary approach is adopted in which sense-making and knowledge modelling provide pivotal perspective on one word that is both versatile and ambiguous: ‘why’. Given that why-questioning often occurs while learning and making sense of things, a key question addressed in this thesis is why current digital technologies do not explicitly support basic act. Specifically, this thesis introduces the why dimension – asking, learning, understanding, knowing, and explaining why – as an emergent construct of interrelated activities that can inform development of software technologies opening up a frontier of possibilities for inquiry-based digital learning: it explores, interrogates, and aims to scrutinise the opportunities and challenges arising. Within this construct reflection and dialogue are represented as polar facets of inquiry activated by reasoning and scaffolded by technology. Technical challenges associated with the representation and retrieval of digital content are identified and the search paradigm is introduced as a construct that explains a dominant but shallow form of inquiry enabled by mainstream contemporary Internet tools and shown to privilege the retrieval and discovery of informational as opposed to explanatory content. Informational content is shown to be retrievable by queries reducible to a set of primitive questions: who what, when, and where. Explanatory content is identified as a typical, expected response to why-questioning. Issues concerning cognitive engagement and deep inquiry are found to be associated with reflective and dialogic inquiry. In a similar way that the why dimension is presented as a conceptual tool that can inform the design and development of digital technology that supports learning, sense-making technologies are distinguished from semantic technologies and identified as likely to occupy a new frontier of development.

Questions are, in many respects, the hallmarks of the philosopher's trade. They are passed down from one generation to the next and yet, throughout history, philosophers have had relatively little to say about questions. In particular, few have asked or tried to answer the question ‘what is a question'. I call this the ‘Question Question’ and I offer an answer to it in this paper, furnishing philosophical analysis with the results of a large online survey, which has been running for more than a decade.

The requirements for effective contemporary leadership are changing along with leadership perspectives and priorities as more creative, innovative and entrepreneurial responses are required in the face of multiple challenges, opportunities and possibilities. Openness, diversity and collaboration and understanding the nature of the creativity, innovation and entrepreneurship required, their interrelation, and the factors that help and/or hinder them have become more important. Changing business models, challenges and opportunities are creating new arenas for both leadership and entrepreneurship and their success requirements are converging to such an extent that in certain contexts they may soon be almost indistinguishable.

Published in the June 2017 issue of Effective Executive (Vol. XX, No. 2, June, pp 12-30) a quarterly journal published by IUP Publications, a division of ICFAI. The citation is:

Coulson-Thomas, Colin (2017), Leadership for Creativity, Innovation and Entrepreneurship,  Effective Executive, Vol. XX No. 2, June, pp 12-30

There are many different kinds of  questions.

I have mentioned a few of them here-

Philosophy: Aims, Methods, Rationale Paperback –  2018
by Ulrich de Balbian (Author)

ISBN-10 : 1985719150
ISBN-13 : 978-1985719156

In this meta-philosophical study I commence with an investigation of Wisdom. I then continue with ane xploration of the institutionalization of the subject and the professionalization of those involved in it. Thien I show that philosophizing resembles and attempts to do theorizing. The 9 questions, etc of the Socratic Method and details of the Philosophical Toolkit occur throughout different stages of theorizing as one level and one dimension of it. Traditional philosophy is no longer viable, relevant and acceptable. It might be possible to continue doing philosophizing in traditional ways. It is possible to continue fabricating fictional realities in the manner of the Pre-Socratics, Spinoza, Leibniz, Husserl, Hegel, Plato, et al. It is possible to devise pictures of realities and depictions of human consciousness and cognition like Descartes or in the Kantian manner. One of the major issues with traditional philosophy is its lack of self-awareness, the absence of meta-cognition. This lack of meta-cognition of traditional philosophers leads to the creation of all sorts of questionable phenomena and fake problems. Traditional philosophy, metaphysics, ontology, epistemology, ethics, philosophy of sciences, religion, arts, etc are little more than the possibilities, limits and restrictions enabled and allowed by the philosopher's methodology, techniques and tools. It is most likely possible to envisage a project to devise a collection or synthesis of many alternative realities by means of the insights and theories of theoretical physics, mathematics, bio-chemistry, biology and other sciences, the depictions produced by the arts and pictures of realities presented by the humanities. If such a system of pictures of reality is philosophically relevant and meaningful is however another matter. It is possible to continue fabricating fictional realities in the manner of the Pre-Socratics, Spinoza, Leibniz, Husserl, Hegel, Plato, et al. It is possible to devise pictures of realities and depictions of human consciousness and cognition like Descartes or in the Kantian manner.

Some of these questions, certain kinds of questions are relevant to philosophy, to the doing of philosophy or philosophizing.

What are the aims of different kinds of questions?

What are their objectives and purposes?

How are their relevant to the doing of philosophy?

How are they related to philosophizing?

These are some of the topics that will be touched on, tacitly and explicitly, in this exploration.



I  travel through the exploration of concepts and their role in questions, how concepts can be viewed as interconnected and being interpreted as forming a system or set of ideas and being employed to devise a theory, good, bad or indifferent.

Reflective practice in practice settings can enhance practice knowledge, selfassessment and lifelong learning, develop future practice capability and professional identity, and critically appraise practice traditions rather than reproduce them. The inherent power imbalance between student and educator runs the risk for the reflective practice potential not being realised. This study explored final year physiotherapy students' perceptions of clinical educators as teachers of reflection and what role students assigned themselves in learning reflective practice. We found that only assertive students enforced reflection. Others waited for their educators to guide them and some were openly discouraged to reflect. As long as educators neglect the opportunity to deeply explore reflective practice moments with students, opportunities for students to develop autonomy and responsibility may continue to be missed or, at worst, inappropriately developed. Key dilemmas of teaching reflective practice are discussed including its implicit and tacit nature and non-conducive work environments.

Recently, developing students' thinking, especially critical thinking (CT), has become a hot issue. Critical thinking has been claimed to have an important impact on learners' reading comprehension because it can help them analyze, evaluate, construct their thinking, solving problems and reasoning (Ennis, 1989). However, the extent that teachers' classroom activities contribute to developing students' critical thinking has rarely been researched. The current case study was conducted with six EFL high school teachers and 10 reading lessons in Vietnam to explore the teachers' use of questions and to analyze if these questions could facilitate the students' critical thinking. Classroom observations and the cognitive domain of Bloom's taxonomy were adapted as the research instruments. The study results reveal common types of questions are often used by high school teachers in their reading lessons. Suggestions are made on types of questions that teachers should function more in their class in order to enhance students' critical thinking.

In this article, we raise the question whether the concept of faith can be radically excluded from Heidegger’s method of questioning, as Heidegger claims in his Introduction to Metaphysics. In his phenomenology of questioning for instance, Edmund Husserl characterized questioning precisely as a modality of faith. In the 1930s, Heidegger himself provided a formal analysis of thought as faith or belief; belief is holding-to-be-true. Our hypothesis is that Heidegger’s concept of holding-to-be-true is a necessary condition for the “original stance of inquiry [Fragehaltung] of philosophy”, because only in a philosophical questioning that is characterized by faith as holding-to-be-true, the “truth of being” can originally resonate. After our exploration of Heidegger’s characterization of philosophy as questioning in the first part of this essay, we articulate three characteristics of Heidegger’s concept of questioning in the second part. It will become clear that Heidegger’s method of philosophical questioning concerns the exploration of questioning in which the truth of being originally resonates. After our exploration of Heidegger’s concept of the Entfaltung der Frage in the second part, we inquire into the relation between philosophical questioning and Heidegger’s destructed concept of faith in the third part.

The concept of policy problem informs the scholarly study of policymaking as well as policy practice. But the problem solving theory of policymaking has many conceptual shortcomings. The problem solving concept is flawed because it defines complex problems univocally, obscuring differences of opinion; focuses on problem solving at the expense of problem setting; and represents the policy process scientifically to disguise and/or suppress the contingent nature of political reasoning. The propositional basis of theories of the policy process excludes problematicity and produces a fragmented theory which misrepresents the political nature of policymaking. By building upon an epistemology of questioning we can address these shortcomings by revising and expanding the problem concept in policy theory. Such a conception implies that policy studies is not distinctive because it is applied and should therefore be integrated with political theory.

Marianna Villa

Ai margini del Cortegiano: la dedicatoria d'autore al Da Silva

La dedica autoriale al Da Silva, aggiunta solo in fase di stampa del Cortegiano, ha finito per costituire un “doppio sistema” di dediche, perché si è sovrapposta ai proemi dei quattro libri, già composti e indirizzati ad un altro dedicatario, nel frattempo morto, Alfonso Ariosto. Un’analisi specifica dal punto di vista dei topoi ricorrenti, delle strategie di dedica e delle sue funzioni permette invece di ritrovare una intenzionale complementarietà tra i due sistemi. Dal momento che nei proemi Castiglione si era già soffermato sulle figure di dedicatario e patroni e sulle motivazioni che presiedevano alla composizione dell’opera, e quindi aveva già impiegato la tradizionale topica della lode o della convenientia, ora, a ridosso della pubblicazione, sceglie una strada diversa, ritagliandosi uno spazio diretto di intervento, con la finalità di giustificare i ritardi e le difficoltà intercorse, e soprattutto di incentivare e promuovere la lettura, conferendo così all’epistola una funzione prefatorio-esegetica, assente nei proemi dei quattro libri.




The dedication to Da Silva, written by Castiglione between 1527 and 1528 while the Courtesan is published in Venice, forms a double system of dedications. It was superimposed on the preface of the four books, dedicated to Alfonso Ariosto, who had died in the meantime. This investigation about the strategies of the new dedication, its presentation, its functions shows the relationship between the two systems of dedications. In 1527 Castiglione justifies the difficulties around the printing process and he promotes the Courtesan to his readers, giving an esegetical function to his new dedication.

Автор опирается на опыт работы со слушателями «Серебряного университета»-людьми пенсионного возраста, желающими осваивать тьюторские компетенции. Задача по вовлечению представителей «серебряного» возраста в новую конфигурацию рынка труда является одним из ключевых вызовов для современной образовательной ситуации. Одним из ответов на этот вызов является использование техник интерактивного вопрошания как средства формирования пространства для само-и переопределения. В чем контекст ситуации на рынке труда? С одной стороны, по оценкам Роструда ожидается рост числа безработных предпенсионеров в полтора раза, т.е. увеличение в 2020 году среднемесячного числа людей предпенсионного возраста, официально зарегистрированных в качестве безработных. Вскоре этот прогноз был удален, но не опровергнут. Согласно прогнозу ведомства среднемесячное число официально зарегистрированных в качестве безработных предпенсионеров (ими считаются люди, которым до выхода на пенсию осталось пять лет) составит более 150 тыс. человек, что примерно на 63% больше, чем сейчас (92 тыс.) [1]. Ситуация осложняется еще и тем, что в России официально трудоустроены только 40% из 10,1 млн граждан предпенсионного возраста [2]. Однако взгляд на новую трудовую волну людей предпенсионного и пенсионного возраста как на обузу, с которой надо поступать в духе «как бы поскорее от этого избавиться», на наш взгляд, представляется ошибочным. Все больше экспертов, общественных и политических деятелей начинает видеть в этом явлении потенциал для развития.

This foreword to the new edition of "Jesus: What Manner of Man?" (Eugene, OR: Wipf & Stock, 2008) introduces one of Henry J. Cadbury's two important contribution to the modern quest for Jesus during a period often called the "No Quest" period between the first quest for Jesus and the "New Quest" beginning in 1951. It was first delivered as the 1946 Shaffer Lectures at Yale Divinity School, and it focuses on the questions asked of Jesus in the Gospels with implications for later interpreters.

Questioning is a familiar, everyday practice which we use, often unreflectively, in order to gather information, communicate with each other, and advance our inquiries. Yet, not all questions are equally effective and not all questioners are equally adept. Being a good questioner requires a degree of proficiency and judgment, both in determining what to ask and in deciding who, where, when, and how to ask. Good questioning is an intellectual skill. Given its ubiquity and significance, it is an intellectual skill that, I believe, we should educate for. In this paper, I present a central line of argument in support of educating for good questioning, namely, that it plays an important role in the formation of an individual’s intellectual character and can thereby serve as a valuable pedagogical tool for intellectual character education. I argue that good questioning plays two important roles in the cultivation of intellectual character: good questioning (1) stimulates intellectually virtuous inquiry and (2) contributes to the development of several of the individual intellectual virtues. Insofar as the cultivation of intellectually virtuous character is a desirable educational objective, we should educate for good questioning.

The aims of this study were to: (i) design and implement strategies aiming to promote student questioning in the study of photosynthesis, and (ii) identify the strategies that lead to the formulation of a higher number of high level cognitive questions. A qualitative approach was adopted involving participant observation and collection of students’ written questions. Science-Technology-Society (STS) and practical strategies were conceived and implemented in a 10th grade Biology class. The results show that the students asked mainly low level cognitive questions. The greatest number of questions was raised when the STS strategy was implemented. However, the practical activity originated the greatest number of higher cognitive level questions.

This article investigates perceived existing classroom practices in mathematics pedagogy and the impact on Nepalese mathematics teachers' understanding and uses of questioning. For this study, a narrative inquiry approach has been used to focus on the experiences of six mathematics teachers working in schools in Kathmandu Valley, Nepal. A criterion-based selection strategy was used to choose research participants for this research (Roulston, 2010). This article aims to examine the complexities of mathematics classroom experiences by gaining insight into the use of questioning. This inquiry utilizes a variety of theoretical lenses, including sociological perspectives and behaviorists through constructivist approaches to categorize questioning using the criteria of expertise, critical pedagogical perspectives and algorithmic and daily life practices. Through this methodological approach an analysis of relative power relations in mathematics classroom established through teacher perspective in questioning is made. This study is framed through the research question: How do teachers narrate their experience of understanding and usage of questioning in relation to mathematics pedagogy? Subscribing to a narrative inquiry for meaning-making, this article thus studied six mathematics teachers' voices and experiences to explore classroom power relationship in the context of whose experiences are valued and whose voice can be heard in during student questioning. In conclusion it was found that the majority of the studied mathematics teachers seem to be conformist to a perceived appropriate method of questioning at the beginning of their teaching career but become nonconformist, defined as being more flexible in questioning technique later in their career. Further it was found that the majority of the research participants asked more questions within the simple to complex level with greater focus on simple (low level) questioning due to a belief that this encourages students to engage in mathematical discussion.

Bu çalışmada, ilköğretim ikinci kademe Türkçe derslerinde kullanılan yazılı sınav sorularının genel olarak düzeyleri ile bu sorular içerisinde okuduğunu anlama, dil bilgisi ve yazılı anlatım (kompozisyon) sorularının ayrı ayrı düzeyleri belirlenmeye çalışılmıştır. Araştırmada, 2004-2005 eğitim-öğretim yılında Hatay ili merkez ilçesinde bulunan 36 ilköğretim okulundaki Türkçe öğretmenlerinden alınan 96 adet yazılı sınav kâğıdındaki sorular içerik çözümlemesiyle, Bloom'un (1956) bilişsel alana ilişkin sınıflandırması ile Pearson ve Johnson'ın (1978) metinle ilgili sorulara yönelik sınıflaması kullanılarak incelenmiştir. Araştırma bulgularına göre Türkçe dersi yazılı sınavlarında, büyük oranda alt bilişsel düzeylerde soru sorulduğu tespit edilmiştir. Okuduğunu anlama sorularının büyük oranda bilgi (% 63,02) ve kavrama (% 25,2) düzeyinde olduğu ve cevapların % 74,7 oranında metinde aynen yer aldığı; dil bilgisi sorularının büyük oranda uygulama (% 60) ve analiz (% 21,7) düzeyinde olduğu; yazılı anlatım sorularının kavrama (% 46,6) ve sentez (% 53,4) düzeyinde olduğu belirlenmiştir. Anahtar Kelimeler: Ölçme, yazılı sınavlar, soru sorma, okuduğunu anlama, dil bilgisi, yazılı anlatım, Türkçe öğretimi. ABSTRACT This study has been carried out to explore overall level of written examination questions used in some Turkish courses offered at the secondary school and seperate individual levels of those regarding reading comprehension, grammar and written expression (essay writing). In the study, questions on 96 pieces of written examination prepared by Turkish language teachers in 36 primary schools in the central town of Hatay in the years of 2004-2005 were examined in terms of content analysis and Bloom's (1956) cognitive classification by means of Pearson and Johnson's (1978) classification regarding textual questions. * Bu çalışma, yüksek lisans tezi verileri kullanılarak meydana getirilmiştir ve Mustafa Kemal Üniversitesi Bilimsel Araştırma Projeleri komisyonu tarafından 04 N 0201 no'lu proje kapsamında desteklenmiştir.

Bu çalışmada, ilköğretim ikinci kademe Türkçe derslerinde kullanılan yazılı sınav sorularının genel olarak düzeyleri ile bu sorular içerisinde okuduğunu anlama, dil bilgisi ve yazılı anlatım (kompozisyon) sorularının ayrı ayrı düzeyleri belirlenmeye çalışılmıştır. Araştırmada, 2004-2005 eğitim-öğretim yılında Hatay ili merkez ilçesinde bulunan 36 ilköğretim okulundaki Türkçe öğretmenlerinden alınan 96 adet yazılı sınav kâğıdındaki sorular içerik çözümlemesiyle, Bloom'un (1956) bilişsel alana ilişkin sınıflandırması ile Pearson ve Johnson'ın (1978) metinle ilgili sorulara yönelik sınıflaması kullanılarak incelenmiştir. Araştırma bulgularına göre Türkçe dersi yazılı sınavlarında, büyük oranda alt bilişsel düzeylerde soru sorulduğu tespit edilmiştir. Okuduğunu anlama sorularının büyük oranda bilgi (% 63,02) ve kavrama (% 25,2) düzeyinde olduğu ve cevapların % 74,7 oranında metinde aynen yer aldığı; dil bilgisi sorularının büyük oranda uygulama (% 60) ve analiz (% 21,7) düzeyinde olduğu; yazılı anlatım sorularının kavrama (% 46,6) ve sentez (% 53,4) düzeyinde olduğu belirlenmiştir. Anahtar Kelimeler: Ölçme, yazılı sınavlar, soru sorma, okuduğunu anlama, dil bilgisi, yazılı anlatım, Türkçe öğretimi. ABSTRACT This study has been carried out to explore overall level of written examination questions used in some Turkish courses offered at the secondary school and seperate individual levels of those regarding reading comprehension, grammar and written expression (essay writing). In the study, questions on 96 pieces of written examination prepared by Turkish language teachers in 36 primary schools in the central town of Hatay in the years of 2004-2005 were examined in terms of content analysis and Bloom's (1956) cognitive classification by means of Pearson and Johnson's (1978) classification regarding textual questions. * Bu çalışma, yüksek lisans tezi verileri kullanılarak meydana getirilmiştir ve Mustafa Kemal Üniversitesi Bilimsel Araştırma Projeleri komisyonu tarafından 04 N 0201 no'lu proje kapsamında desteklenmiştir.

En este artículo se busca entender el operar y las formas del preguntar en forma general, así como distinguir un preguntar filosófico del que no lo es para la filosofía para niños, las prácticas filosóficas o para su uso cotidiano (mundo de la vida). Comenzaremos con un breve análisis fenomenológico, analizando la materialidad del preguntar y su operación en el mundo. Luego, clasificaremos dos tipos de preguntas a ser consideradas según el sujeto de la pretensión: las preguntas para mí y las preguntas para el Otro. Después se abordará una segunda clasificación, la distinción entre preguntas críticas y preguntas creativas, ahondando sobre algunos ejemplos. Posteriormente, detallaremos los elementos de lo que he denominado la tríada del buen preguntador, una propuesta que retoma los puntos anteriores y que busca entender a la pregunta más allá del ámbito de la formulación. A partir de esto, se brindarán algunas perspectivas para entender el carácter filosófico del preguntar cuando se liga a procesos vinculados con el profundizar, la trascendencia y la expansión en la vida, utilizando aquí las distinciones anteriores y pudiendo con ello distinguir las preguntas filosóficas de las que no lo son. Algunos referentes para este trabajo consisten en la bibliografía sobre filosofía para niños y práctica filosófica, así como la fenomenología, la filosofía de Lévinas y elementos de las posturas de Deleuze y de Rancière. Las aplicaciones de esta propuesta se vinculan a la filosofía para niños y a una diversidad de ámbitos de uso del preguntar en el mundo.

Contemporary political theorists have used Dewey's thought to revitalise practical reason (Bernstein 1966, 1986), and the policy sciences tradition has drawn upon and extended Dewey's ideas (Lasswell 1971, Lerner and Lasswell 1951, Torgerson 1995). Central to Dewey's philosophy is the concept of questioning, in both his theory of 'inquiry'and his attention to practical 'problem solving'. Dewey's attention to problems arose from his desire for philosophy to be relevant to human concerns and to improve society and democratic ...

Asking why is an important foundation of inquiry and fundamental to the development of reasoning skills and learning. Despite this, and despite the relentless and often disruptive nature of innovations in information and communications technology (ICT), sophisticated tools that directly support this basic act of learning appear to be undeveloped, not yet recognized, or in the very early stages of development. Why is this so? To this question, there is no single satisfactory answer; instead, numerous plausible explanations and related questions arise. After learning something, however, explaining why can be revealing of a person’s understanding (or lack of it). What then differentiates explanation from information; and, explanatory from descriptive content? What ICT scaffolding might support inquiry instigated by why-questioning? What is the role of reflective practice in inquiry-based learning? These and other questions have emerged from this investigation and underscore that why-questions often propagate further questions and are a catalyst for cognitive engagement and dialogue. This paper reports on a multi-disciplinary, theoretical investigation with a view to informing the broad discourse on e-learning by identifying a specific frontier for design and development of e-learning tools. Probing why reveals that versatile and ambiguous semantics present the core challenge – asking, learning, knowing, understanding, and explaining why.

Sometimes you buy a book wich unsuspectably delivers so much that it can be called revolutionary. The publication Fibula. Fabula. Fact. The Viking Age in Finland, edited by Joonas Ahola & Frog with Clive Tolley truly dismisses the beaten track. Just having arrived at page 41 (of a firm 500) I already cannot withold my sheer enthousiasm.

This paper is an essay on the role of the mathematics teacher's questioning in inquiry-based teaching. Questions are important communication tools that are used by the teacher for various purposes and underpin different visions of what it means to teach mathematics. Inquiry-based mathematics teaching has achieved relevance as a powerful alternative to direct teaching, which is inefficient in complying with current demands of mathematics learning. The paper constitutes a reflection on teachers´ questioning within an inquiry-based approach to teaching mathematics, based on available research and illustrated by classroom episodes of three basic education teachers. Our reflection has led us to advocate the central role of the teacher's questions in inquiry-based mathematics teaching, having two main goals: (i) verification of knowledge, a questioning goal that is common to the direct teaching approach; and (ii) development of knowledge, a questioning goal that is specific to inquiry-based teaching. These two goals are attained using three types of questions which may be present in all phases of an inquiry-based lesson, albeit with different weights according to the lesson phases and the teacher's own goals.

Since the postpositivist critique of the policy sciences, policy theory has come into question. More particularly, the 'problem orientation'upon which Lasswell defined the policy sciences has come into question because policy making does not conform to his problem solving logic.

It is by way of the call that one is enabled to wake up to responsibility. What is the illocutionary mood of the ‘call’ of conscience, though? Is this transcendental enabler of responsibility an imposing demand or an invitational question? Both Levinas and Heidegger emphasize the impositional character of the call(er) in conscience. The call seems to be the very essence of imperatives. I develop an apology for questioning by way of appeal to crumbs scattered throughout Jewish traditions as well as throughout the works of Levinas and Heidegger. Perhaps we are invited to be rather than told to be.

Questioning and challenge, openness and candour, diversity, collaboration, and engaging and learning from the creative arts are all conducive of creativity, innovation and entrepreneurship. Creativity, innovation and entrepreneurship are inter-related. Creative ideas need to be adopted, implemented and commercialised for innovation to occur which can require entrepreneurial flair. Business leaders need to discuss, consult and consider where creativity, innovation and entrepreneurship are most needed, what they should be applied to and for what purpose, and what their relevance, significance and value might be for customers and prospects. They should also consider whether they should take a wider range of interests into account when deciding when, where and for whom to be creative, innovative and entrepreneurial. 

Published as: Coulson-Thomas, Colin (2017), Stimulating Creativity, Enabling Innovation and Supporting Entrepreneurship, Management Services, Summer, pp 26-29

There are questions that are so important that it is a pity to spoil them with answers. No doubt, the question of God is one of them. Contrary to many presuppositions, theology is not capable of providing us with the final answers in this respect. On the contrary, theology professed as fides quaerens intellectum is an ongoing struggle with questions. Modernity interrupted this paradigm of theolog- ical questioning. Theology was withdrawn from the realm of understanding and shifted to the realm of explanation. Modernity brought the univocalization of God. Nonetheless, the attempts to tackle the question of God lead to hegemonic narra- tives about God. Such narratives are rightly criticized in a postmodern context for their totalizing pretensions. The problem of postmodern criticism is its one-sided emphasis on the apophatic dimension of theological discourse. I propose that the- ology can go a step further beyond postmodernity. In order to do so, I deal with the Czech philosopher Jan Patočka, who provides an opportunity to rethink God from the perspective of questioning in a new way. Patočka’s insistence on problematicity is the main reading key of his work. In this line of though, I interpret Patočka’s stu- dent Tomáš Halík and his thesis about the necessity to take the metaphor of an unknown God into account. I argue that theology must avoid the temptation to remove God from the question and make a well-known God of him. The time has come for theologians to turn their answers back into questions and dwell with them.