Grant Wiggins, in the classic article “The futility of trying to teach everything of importance” (1989), calls the task of teaching Sisyphean; there is simply too much to know and thus to teach:
This was one thing that Socrates knew deeply and unequivocally: The ideal curriculum would use knowledge judiciously to further insight. Maybe, there, the myth of Sisyphus is appropriate for curriculum work. As Camus suggested at the end of his essay on Sisyphus, given a deep awareness of the “absurd” plight of his task, “One cam imagine Sisyphus as happy” (58).
Meaning-making from information and its transformation into knowledge are the natural and intended outcomes of providing information in the framework of inquiry. Inquiry, as Barbara Stripling suggests in the “Using Inquiry” (2004), is quite simply:
… a way of learning that requires active engagement. The learner identifies what he already knows, asks intriguing questions about what he does not know, investigates the answers, constructs new understanding, and shares those understandings with others. Inquiry involves reading, writing, speaking and listening to learn. The entire process is permeated with reflection and critical thinking. The result of inquiry is not only deep learning about the inquiry question, but also the development of skills for independent learning (15).
READINGS:
The following articles offer deep insight into how inquiry works in various instructional contexts, why it is used, and what exactly it is; often it is compared to traditional instruction. As you read, consider how and why it works, what it is, and what challenges you could anticipate to designing, implementing, and assessing an inquiry approach.
Altman, A. (2014). Skipping out. Time 183(15): 12.
Coatney, S. (2013). Zeroing in on inquiry. School Library Monthly 29(4): 5-8.
Coatney, S. (2015). Essential questions and answers for implementing inquiry. School Library Monthly 31(5): 11-13.
Donham, J. (2010). Deep learning through concept-based inquiry. School Library Monthly 27(1): 8-11.
Edwards, H.S. (2015). Leaving tests behind. Time 185(5): 28-31.
Ekdahl, M. (2013). Inquiry about inquiry. TL Special Weekly Report. Vancouver, BC.
Fontichiaro, K. (2013). Nudging toward inquiry – Move beyond traditional research. School Library Monthly 30(1): 49.
Maloney, D.H. (2010). Solving problems that count. Educational Leadership 68(1): 55-58.
Stripling, B.K. (2008). Using inquiry to explode myths about learning and libraries. CSLA Journal 28(1):15-17.
Stripling, B.K. (2008). Inquiry: Inquiring minds want to know. School Library Media Activities Monthly 25(1): 50-52.
Wiggins, G. (1989). The futility of trying to teach everything of importance. Educational Leadership 47(3): 54-59.
Additional Reading, excerpted from book:
Stripling, B.K. (2003). Inquiry-based learning. In B.K. Stripling & S. Hughes-Hassell (Eds.) Curriculum connections through the library (3-39). Westport, CT: Libraries Unlimited.