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The abstract structure of inquiry - the process of acquiring and changing beliefs about the world - is the focus of this book which takes the position that the "pragmatic" rather than the "linguistic" approach better solves the philosophical problems about the nature of mental representation, and better accounts for the phenomena of thought and speech. It discusses propositions and propositional attitudes (the cluster of activities that constitute inquiry) in general and takes up the way beliefs change in response to potential new information, suggesting that conditional propositions should be understood as projections of epistemic policies onto the world.Robert C. Stalnaker is a professor in the Sage School of Philosophy at Cornell University. A Bradford Book.
Communication is essential in a healthy organization. But all too often when we interact with people—especially those who report to us—we simply tell them what we think they need to know. This shuts them down. To generate bold new ideas, to avoid disastrous mistakes, to develop agility and flexibility, we need to practice Humble Inquiry. Ed Schein defines Humble Inquiry as “the fine art of drawing someone out, of asking questions to which you do not know the answer, of building a relationship based on curiosity and interest in the other person.” In this seminal work, Schein contrasts Humble Inquiry with other kinds of inquiry, shows the benefits Humble Inquiry provides in many different settings, and offers advice on overcoming the cultural, organizational, and psychological barriers that keep us from practicing it.
One part practical guide, one part interactive journal, this book provides the opportunity to do inquiry as you read about it. You’ll learn what inquiry-based instruction looks like in practice through five key strategies, all of which can be immediately implemented in any learning environment. This resource offers Practical examples of what inquiry looks like in the classroom, and how to do it Opportunities for reflection throughout the book, including self-surveys, templates, and tools A user-friendly handbook format for quick reference and logical progression through your inquiry journey Fifty practical inquiry experiences that can be used individually, with students, or in small groups of teachers
This best-selling classic provides a great introduction on what appreciative inquiry is and how to apply it. Sue has updated the 3rd edition with the latest research and many new examples. The Thin Thin Book of® Appreciative Inquiry is the introduction to the exciting organizational change philosophy called Appreciative Inquiry. Appreciative Inquiry is a way of thinking, seeing and acting for powerful, purposeful change in organizations. It is particularly useful in systems being overwhelmed by a constant demand for change. Appreciative Inquiry approaches change by assuming that whatever you want more of already exists in all organizations.
Want to make learning more meaningful in your classroom? Looking to better prepare your students for the world of tomorrow? Keen to help learners create authentic connections to the world around them? Dive into Inquiry beautifully marries the voice and choice of inquiry with the structure and support required to optimise learning for students and get the results educators desire. With Dive into Inquiry you'll gain an understanding of how to best support your learners as they shift from a traditional learning model into the inquiry classroom where student agency is fostered and celebrated each and every day. This book strikes a perfect balance of meaningful pedagogy, touching narrative, helpful processes, original student examples, and rich how-to lesson plans all to get you going on bringing inquiry into your classroom. After reading this book educators will feel equipped to design their own inquiry units in a scaffolded manner that promote a gradual shift of control of learning from the teacher to the learner. Exploring student passions, curiosities, and interests and having these shape essential questions, units of study, and performance tasks are all covered in this powerful book. Learn to keep track of the many inquiry topics in your classroom and have students take ownership over their learning like never before! Trevor MacKenzie provides readers with a strong understanding of the Types of Student Inquiry and proposes a framework that best prepares both educators and learners for sharing the unpacking of curriculum in the classroom as they work together towards co-constructing a strong Free Inquiry unit. Helpful illustrations for in-class use, examples of essential questions from a variety of disciplines, practical goals for making progress in adopting inquiry into your practice, and powerful student learning on display throughout, Dive into Inquiry will energize, inspire, and transform your classroom!
This book provides a concise introduction to and overview of the growing discipline and practice of Appreciative Inquiry (AI). If you are intrigued by the prospect of mobilizing rapid, positive change with multiple stakeholders in a human system that is important to you, this book is for you.
This worldwide bestseller offers simple guidance for building the kind of open and trusting relatonships vital for tackling global systemic challenges and developing adaptive, innovative organizations—over 200,000 copies sold and translated into seventeen languages! We live, say Edgar and Peter Schein, in a culture of “tell.” All too often we tell others what we think they need to know or should do. But whether we are leading or following, what matters most is we get to the truth. We have to develop a commitment to sharing vital facts and identifying faulty assumptions—it can mean the difference between success and failure. This is why we need Humble Inquiry more than ever. The Scheins define Humble Inquiry as “the gentle art of drawing someone out, of asking questions to which you do not know the answer, of building relationships based on curiosity and interest in the other person.” It was inspired by Edgar's twenty years of work in high-hazard industries and the health-care system, where honest communication can literally mean the difference between life and death. In this new edition the authors look at how Humble Inquiry differs from other kinds of inquiry, offer examples of it in action, and show how to overcome the barriers that keep us telling when we should be asking. This edition offers a deepening and broadening of this concept, seeing it as not just a way of posing questions but an entire attitude that includes better listening, better responding to what others are trying to tell us, and better revealing of ourselves. Packed with case examples and a full chapter of exercises and simulations, this is a major contribution to how we see human conversational dynamics and relationships, presented in a compact, personal, and eminently practical way.
oAction inquiryo is a fresh approach to learning leadership in the midst of action. This highly accessible process takes each of us beyond muddling through daily dilemmas to exercising transforming power at key moments and more timely action in general. Bill Torbert and Associates lead you through more and more sophisticated oaction-logicso-strategies for analyzing the world and reacting to it-until you are able to practice action inquiry continually. Speaking to everyone from new managers to CEOs to world leaders, real-life stories of leadership and organizational transformations show how action inquiry increases personal integrity, relational mutuality, company profitability, and long-term organizational and environmental sustainability.
This volume covers the many issues and concepts of how IBL can be applied to STEM programs and serves as a conceptual and practical resource and guide for educators and offers practical examples of IBL in action and diverse strategies on how to implement IBL in different contexts.
This book is an attempt to show that preservice teacher knowledge is substantive and should be part of the wider database of knowledge about teaching and learning in the field of teacher education. From the perspectives of five prospective teacher interns and a teacher educator, this volume brings the experiences of students conducting research during preservice teacher education to life. Charged to conduct a semester long study in the school, the intern-authors studied classroom scenes and their own work, and wrote case studies depicting their experiences. Their pieces -- in their entirety -- compose the central chapters of the book and serve as examples of preservice teacher research. The surrounding chapters examine the interns' experiences of conducting research during their preservice internship year primarily from the perspective of a teacher educator who studied them and the scene throughout the experience. The teacher educator examines the interns' approaches to research and the processes they employed to conduct and complete their studies, the interns' professional growth as a result of their participation in the study, and the impact the project had on the program. This book fills the gaps that exist in the present literature on the use of teacher research during preservice by including the inquiry works of preservice teachers as examples of legitimate, important preliminary research in their own rights, and by addressing the complex issues of conducting this type of study during preservice from multiple perspectives, not just that of the university researcher. While some texts include the perspectives of students and even include portions of students' own work, this text takes the step of co-authorship, sharing the academic discourse with intern teachers who have produced experience and knowledge that are informative for the field of education as a whole and specifically for teacher education. The text attempts to combine many voices into one thorough, narrative approach, ultimately urging the reader to consider the possibilities of teacher research for advancing knowledge in the field and for enhancing the professional development of the participants.