34:. Students are encouraged to ask questions which are meaningful to them, and which do not necessarily have easy answers; teachers are encouraged to avoid giving answers when this is possible, and in any case to avoid giving direct answers in favor of asking more questions. In this way it is similar in some respects to the
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The inquiry method is motivated by
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must behave very differently from a traditional teacher. Postman and
Weingartner suggest that inquiry teachers have the following characteristics (pp. 34–37):
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No need for final answers to all questions, and comfort in not knowing an answer to difficult questions rather than settling for a simplistic answer
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They gauge their success by change in students' inquiry behaviors (with the above characteristics of "good learners" as a goal).
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They do not plan the exact direction of their lessons in advance, and allow it to develop in response to students' interests.
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They encourage students to interact directly with one another, and avoid judging what is said in student interactions.
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In an attempt to instill students with these qualities and behaviors, a teacher adhering to the inquiry method in
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good learners (Postman and
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Awbrey, Jon, and Awbrey, Susan (1995), "Interpretation as Action: The Risk of
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Respect for facts, and the ability to distinguish between fact and opinion
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They talk to students mostly by questioning, and especially by asking
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Reliance on their own judgment over other people's or society's
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serving as an exemplar of such educational interventions).
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They do not accept short, simple answers to questions.
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They avoid telling students what they "ought to know".
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22:(sometimes known as the
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