Dr. Sharon L. Bender
August, 2006
What is
a
culture
of
inquiry?
A
culture
of
inquiry
is a
means to
gain
openness
in
asking
questions,
giving
careful
consideration
to the
answers,
and
considering
change
and a
willingness
to learn
something
new and
unexpected.
A
culture
of
inquiry
is
obligated
to
provide
an
opportunity
for new
and
greater
exploration,
to
provide
a means
to
develop
empirically-based
approaches,
to
foster a
sense of
purpose
for
evaluation,
and to
demystify
the
evaluation
process.
Quasitative
in terms
of its
investigatory
approach
invites
and
enables
a new
culture
of
inquiry
through
its
unique
applications.
Quasitative,
in
leading
a new
culture
of
inquiry,
illuminates
underlying
holistic
ontology
rather
than
enables
an
atomistic
thinking
pattern,
which
may
result
in
systemic
fragmentation
of human
accomplishments.
Cultures
of
Inquiry
Creating
or
building
a
culture
of
inquiry,
in
general,
assists
in
developing
productive
individuals,
organizations,
and
communities.
It
enables
a
process
of
instilling
the
values
of
observation,
reflection,
and
analysis
in the
application
(inquiry/research/approach).
As I
have
previously
published
in early January,
2005, quasitative
inquiry
potentially
creates a new
culture
of
inquiry.
According
to
Cushman
(1999):
|
Cultures of Inquiry create multiple, flexible structures as they need them. For example, multi-age groups, multiple forms of assessments, or various ways for school and families to interact–and they continually test those structures against the vision. Rather than asking how to make a current structure more efficient or how to put a new one into practice, inquiry cultures ask what problems the old structures solved, what values they reflected, whose interests they served, what structures might be more consistent with the values and beliefs of the school's vision, and what people need to know to enact those. An inflexible, prescriptive bureaucratic system does not work well with this; instead, the larger system also must be able to purposefully reconfigure itself as necessary.
Cultures of inquiry depend on adults and students collaborating in teams and networks, and they set up critically reflective processes and norms that guide them. These structures–grade-level or cross-grade teams, critical friends groups, school-university teams, leadership teams–include professional interactions among teachers, but also involve other people important to the work, inside or outside the school and community. To support this characteristic, the larger system, too, must replace its hierarchy with multiple networks of this sort.
Cultures of inquiry have sophisticated structures, settings, processes, and norms that support problem-setting, problem-exploring, problem-solving, and inquiry. They have little patience for categorical, prescriptive approaches; for traditional ways of choosing among innovations to implement; or for "experts." From the larger system they seek critical friendships with "outsiders" who are themselves part of learning systems, and who increasingly act also as insiders.
Cultures of inquiry create a risk-taking, experimental environment that encourages members to develop, reflect on, and modify structures and processes. The larger system must not penalize such risk-taking by creating a high-stakes environment or imposing highly structured or constrained settings for change. Instead, it should support, encourage, and reward open-ended, creative work.
Cultures of inquiry are highly strategic and purposeful about seeking and using outside information, resources, expertise, and collaborations. Ideas, information, and people constantly move across their boundaries with the "outside." The larger system must provide access to information and support, networks for sharing and building knowledge, and non-hierarchical, ongoing partnerships, interactions, and critical friendships. |
|
Culture of Inquiry in Research
In
research
a
culture
of
inquiry
resonates
the next
level in
each of
the
quantitative,
qualitative,
and
quasitative
approaches.
For
instance,
a
culture
of
inquiry
under
the
quantitative
design
might
entail
an
experimental
approach.
A
qualitative
design
might
enlist a case
study,
phenomenology,
grounded
theory,
ethnology,
historical
approach,
or the
hermeneutic
cycle
approach.
In a
quasitative
design a
mixed
methodology
approach
is employed.
|
Figure 1. Culture of Inquiry Cycle |
According to Watkins (Cushman, 1999), a culture of inquiry is an "open system,"
continually examining and reaching its own purposes. New and conflicting ideas can come into the system at any time to influence what happens.
The larger system must thus see all aspects of the system as settings for developing communities of inquirers that are non-bureaucratic and non-hierarchical.
Research in a culture of inquiry is shared and inclusive, a model for asking difficult questions. The system should support, facilitate, and provide resources for investigative decision-making.
|
Figure 1 depicts the culture of inquiry cycle typically used in a research related undertaking. I have adapted this graphic from CES National's "The Cycle of Inquiry" model. CES National uses this cycle with participants in its project “Instructional Improvement through Inquiry and Collaboration” (IITIC).
The "Culture of Inquiry Cycle" provides a glimpse into the larger system. Each component of the system contributes to its complexity and usefulness in any investigatory venture. Once implications are drawn, a vision is once again developed, and the cycle begins anew.
In the "Culture of Inquiry Cycle" the
components in essence are: Vision, Question, Investigation,
Collection, Analization, Implication, and again Vision.
Quasitative as Culture of Inquiry
A quasitatively
lead
culture
of
inquiry
is one
of
trust,
openness,
and
flexibility.
It
connotes a collective paradigm in that it unites quantitative and
qualitative inquiries in a new epistemological triad.
Sources
Cushman,
K.
(1999).
The
cycle of
inquiry
and
action:
Essential
learning
communities.
Horace,
(15), 4.
