We Aren’t Here to Learn What We Already Know

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A good question, in short, is an honest question, one that, like good theory, dances on the edge of what is knowable, what it is possible to speculate on, what is available to our immediate grasp of what we are reading, or what it is possible to say. A good question, that is, like good theory, might be quite unlovely to read, particularly in its... See more

We Aren’t Here to Learn What We Already Know

Sometimes you are stuck with an instinct, a hunch, a nagging feeling and a half-formed question and you simply can’t move forward without thinking about it out loud. Bring those seemingly half-formed thoughts to the class: we will figure the direction or shape of your question together.

We Aren’t Here to Learn What We Already Know

Sometimes the question you write is simply the jumping-off point for more developed questions on the part of the class. That is fine! The point is to catalyze inquiry, not perform mastery: good pedagogy means letting go of your ego-investments in your own ideas.

We Aren’t Here to Learn What We Already Know

It’s not the worst idea to make sure you have some thoughts about how to answer your questions before sending them on to your colleagues. However, sometimes you are just really stumped and need to work through this question with your classmates. That’s okay too.

Which brings me to: it is often smart and productive to write a preamble to a question.

We Aren’t Here to Learn What We Already Know

Often we are tempted to ask the “what about” question: e.g., what about the people who are excluded from this theory? Although not an unreasonable question, asked in this manner this is not really a sophisticated question because it doesn’t open up conversation. The only answer to “what about” is: they aren’t there. More productive is to ask: how

We Aren’t Here to Learn What We Already Know

Less me; more us. Less me-search, more research.

We Aren’t Here to Learn What We Already Know

A good discussion question reframes some of the problems of the text and then tries to get at internal logical problems and paradoxes or to think through the consequences, implications and applications of the theory.

As such, questions about “experience” or “responses” or “feelings” tend not to be helpful questions – try to step back from personal

We Aren’t Here to Learn What We Already Know

Make your discussion question(s) simple, straightforward and jargon-free.

Proofread your questions so that you catch grammar and spelling mistakes.

Make your questions open-ended, i.e. not answerable with fact or by direct and immediate reference to the text.

Make sure your question doesn’t rely on information the rest of the class doesn’t have, OR

We Aren’t Here to Learn What We Already Know

Contextualize the writing. You should know, and your handout should provide, the following information: who wrote the essay/chapter; what is their discipline, or interdisciplinary nexus; what else have they written; what is the/are the central arguments; who is the writer in conversation with; what are some key passages; what are some key terms;