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eBook details

• Title: Editor's Introduction: Questioning the Questions.
• Author : Journal of Thought
• Release Date : January 22, 2006
• Genre: Education,Books,Professional & Technical,
• Pages : * pages
• Size : 168 KB

Description

Do you ever wonder why some scholars ask so many questions and others ask so few? Are some brighter, better educated, more reflective and inquisitive than others? Are some scholars simply more dogmatic and less well informed about epistemological issues? Do those who bypass a lot of questions and argue strongly for their views suffer from some type of epistemic deficiency or missing gene? Or are many of their questions embedded in their arguments and the presentation of their evidence? Are their questions more likely to be implicit than explicit? Why would they take that approach rather than be transparent about their doubts, hypotheses, and concerns? Indeed, why do we ask questions, regardless of whether they are implicit or explicit? Is it because we have been told and have unreflectively believed that good questions are more valuable than good arguments and even answers? If so, should we question this claim? Is it really the case that good questions outweigh good arguments and answers? If yes, when and why do they outweigh good arguments and answers? And why--if ever they do--do good arguments and answers count for more than good questions? And should we ask what constitutes a good question or answer anyway? Are we speaking of a conceptually clear question or answer? Are we thinking of an ethically perceptive question or answer? Are we interested in an epistemologically informed question or answer? Or do we want a question or answer that effectively stimulates additional thinking? Do we desire a question and an answer that efficiently nurtures reflection and reflective behavior, that leads to additional learning and behavioral changes?

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