Thursday 18 October 2012

the art of asking


Following on from a very stimulating and interesting discussion with BAPP Arts students last week and in relation to developing inquiry questions, I wanted to post some thoughts on the making of questions …
So what is a question?
If we were to visualise a question in the most general sense, then we could liken it to a torch. It is a tool we make and use to reveal new insights into the half-dark gaps in our knowledge. It is a tool in that we fashion and craft questions so they are the best tool to reveal the deepest insights and understanding. And in fashioning our questions, we seek to capture qualities in the question that illuminate and direct the searching within those half-dark gaps.
So what are the qualities or attributes of ‘questions’ that make for ‘better’ questions?
Firstly to recognise our own starting point, motivation or need. Why precisely do we want to know something? What would that knowledge enable us to do? What value do we attribute to that knowledge (or better still, who would value it and for what reasons?). Within this attribute lives the notion of bias. Bias is at one level the recognition that our questions are coming from somewhere, a need, a want, an interest. Bias to a question is like the beehive to the bee. It is where the bee comes from; its perspective is a hive-perspective. The hive gives the bee meaning in is constant search for nectar. To be biased is to be normal. To understand that the questions we ask are by their very nature, biased, provides us with a basis to understand where the questioner is coming from.
Agency is another attribute and is, probably, a category of bias, but worth mentioning separately. I think of agency as the ‘who’ or ‘what’ the question is asked on behalf of. So when we ask ‘is ISTD or National Curriculum a better framework for teaching dance’ we ask a question sanitised of any agency. We think, or imply, that there is some natural ‘truth’ out there, which this question hinges on. Untrue. This question is simply nonsense. However, were we to ask ‘what qualities to do KS3 dance teachers attribute to ISTD and National Curriculum’ we add an essential ingredient. That is, the agency in terms of teachers’ views’. 
Pragmatism is another worthwhile attribute of all questions. Pragmatism focuses our attention on what the question is being used for. What is produced or intended by the question? What is the question driving at? A question lacking purpose lacks both meaning and the means of producing an answer.
The next attribute that comes to mind is scope. This is about the appetite of the asker. When forming a question, what is the dimension(s) of the question? and number of issues? Connections? Variations? similarities and contrasts does the question imply? The question can simply be too big to answer given the time, resources and ability of the questioner. Recognising that within the limits of a given resource (time, ability of the questioner etc.) that a broader question will most likely lead to more superficial results. Depth of understanding, of quality of answer, of knowledge, will come with more focused questions.
So lastly I come to the attribute of the question making process itself. I see this as about crafting, honing and refining of questions, and through this process, the value and meanings themselves develop and become more concreted in our minds. As in all human endeavours, sustained engagement with any process helps to clarify where we are coming from, what we value and what we are trying to do. Asking questions is no different.

6 comments:

  1. Hi Alan
    Well, this has made me stop and think about my inquiry. It has reminded me and will assist me formulate my 'Introduction to the Critical Review' for module 3.
    You mention mind scope and I think my inquiry is extensively broad and that I've collected may be too much data for this inquiry given the time scale in which to report my findings. I have recognised that I will need to pick and focus on analysing a smaller area for more quality and valuable results.

    Corinda

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  2. Hi Corinda,

    Actually that's fine and perfectly normal. Use the process of analysis to 'craft' your responses to the data .. what does the data suggest? .. and focus into the most interesting parts of the data (surprises; confirmation of your original thoughts). All that I have said about questions in a strange way applies to answers as well. Your answers will be grounded in 'your' thinking, it will express your you as much as anything. Once you realise that outside the natural sciences (e.g. physics) where absolute laws apply, then literally the meaning of everything is constructed (somewhere, by someone, for some reason, limited and liberated by the experiences and concerns of the question maker and the answerer.

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  3. Alan,

    Thank you for linking me to this blog. I found your ideas on Bias really interesting. The idea that it relates to the perspective of where the questions comes from is a great way to look at it. I've only began to think about my questions as areas of interest, but what I'm really liking is that my questions can naturally be bias, but then by providing sub-quetsions after in a kind of category could allow opportunity to challenge this bias and inform me of a different perspective.

    Thanks,
    Alan.

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  4. Hi ALan

    Just wanted to let you know that this blog has really really helped me. At my current stage on the course i am developing my questions, and returning to the basics such as what is a question? has really given me insight to further develop my questions and try and be unbiased - which is a problem which i believe i am facing.
    If you could look at my blog and let me know if my questions are potentially biased that would be much apprciated.

    Thanks
    Jojo

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  5. Good line of thinking here - bias is a concept that is different than developing a point of view in an 'academic' or professional debate. Gathering data through questioning means that we will have on hand the evidence to make decisions better and perhaps more swiftly - being able to say why we decided on a particular course of action. So these questions are starting points that point out directions that can be mapped out - in this case- in the professional context of each individual. It is a skillset - think do/gather evidence evaluate analyse question again... I think one of the measuring sticks to these questions for Module 2 is - do others understand what we are asking? Have we made it clear - is there a rationale for the questions that lead to real insight or improve practice?

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  6. Hi Alan,

    This is very helpful and has already made my mind begin to work ready for my critical reflection on module 1. I tend to be someone that describes so your interesting information on questions and the details involved in 'asking' has made me look at it all from a new angle.
    The idea of bias of a question being like a beehive to a bee is useful. Where would our questions come from without a solid foundation or base of information?.. there would be nothing to ask about!
    Scope is something I shall be focusing on. It is easy to say too much and resulting in a broad, overview of an answer. By questioning exactly what it is that we need to know, we will get a focused answer and to the point.

    Thank you Alan!

    Emily

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