This
week The Chronicle of Higher Education draws me to itself with an article regarding the famine in East Africa. Millions of people are suffering, it says--suffering
in a variety of extreme ways. When
suffering is so wide-spread, efforts for relief become all the more
daunting. ‘What is the solution?’ we
clamor to each other, ‘What can be done?’
Often,
getting to the solution involves asking more questions—questions like “Who is
at fault?” or “What are the consequences?”
The trouble with these types of questions, the authors suggest however, is that
they are only ‘a part of the story’.
They say that—instead—we need to ‘identify the conditions that underpin
poverty’ so that we might understand why these populations are so vulnerable, and why they are so affected when famine strikes.
As
I read, it strikes me that the trouble with the questions such as “Who is at
fault” or “What are the consequences” is that—though they are important—they
are not the most useful
questions. Remaining on the surface of
the issue, they do not go deep
enough. As the authors suggest, we need questions that will get to the root of
the problem instead of looking at what is merely right in front of us.
Asking
the more useful questions helps us to re-structure the system at its roots, so
that tragedy on such a grand scale cannot occur again.
Right
now, I imagine that you are saying “Excuse me, isn’t this blog supposed to be
about teaching?”, and my response to you is:
It
is.
Today, in your classroom, you will face situations that
ask you to ask questions. What route of
questioning will you choose to take?
Will you remain on the surface, asking questions that
deal with what is right in front of you?
Or, will you go deeper, looking for the most useful
question to get at the root?
Surface questions deal with today, maybe the semester;
useful questions deal in long-term change.
The essence of a useful question is encouragement toward
and guidance into the places that really matter. Useful questions move your students further
than where they can see on their own to go.
Useful questions drive them deeper, make them think, make them consider
implications and consequences. Useful questions provide them opportunity to
live in freedom, beyond the surface.
The more I think about the role of useful questions in my
own life and the lives around me, the more I think that they are rooted in the
phenomenology of caring. In Philosophy
of Education, Nel Noddings (2007) writes that the end goal of caring is to
‘relieve a burden, activate a dream, share a joy, or clear up a confusion’ (p.
72). A useful question is made of the
same goal.
If we position ourselves to ask useful questions of our
students, we will position them to
think deeper, see farther, and reach
further as they move out beyond our classrooms.
We will position them to get
to the roots of famine, we will position them to care.



