Chapter 4: Let Us Inquire Together

In Chapter 4, we are introduced to the concept of inquiry as an educational strategy. This involves setting aside the traditional structure of "covering" a topic area or subject matter and allowing a common need for attaining answers to common questions drive the direction of the class. This is a truly novel approach to both learning and teaching as it provides the ultimate forum for enabling an educator to step aside, and allow every other element of the course do the teaching.

In order for true learning to occur within such an endeavor, the learner must bring an inherent interest of the material to the class, This cannot be manufactured or impressed upon the learner, as such a strategy would likely work against the cooperative spirit of common inquiry. The cooperative nature of inquiry is vital to its success as a learning strategy. Investment on the part of both learner and teacher must be mutual and genuine. Elbow describes that the culmination of these efforts is for learners to be rewarded with an experience that highlights the content itself and not the instructor's perception of it.

Have any of you taken a course like this? If so, what was your experience? If not, do the principles of an inquiry driven class sound plausible? Should learners be required to bring their own inherent interest in a subject to the class? Does an educator hold any responsibility in generating that interest?