By Philip Cam
Is designed to help the advance of collaborative inquiry- established instructing and studying via type dialogue and small crew paintings. It introduces academics to the speculation and perform of collaborative inquiry and offers an easy-to-follow advisor to the instruments that scholars will gather as they learn how to study concerns.
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Additional info for 20 Thinking Tools: Collaborative Inquiry for the Classroom
Although they provide very elementary examples of open imaginative questions, it is easy to see that they can help to fulﬁl a very important educational function. Imaginative exploration of the possibilities within a story is a means to its interpretation. We engage in it whenever we make guesses about what a character will do, where their behaviour is likely to lead, what possibilities are open to them, or how a plot will turn. We also do exactly the same thing in daily life when we attempt to discern people’s motivations, try to predict how they would behave in a given set of circumstances, or think about our own life’s possibilities.
We may speak here in terms of logical and evidential criteria. Coherence and consistency are logical criteria that any suggestion would need to satisfy. Any suggestion (idea, conjecture or hypothesis) that is found to be incoherent would need to be modiﬁed or abandoned. A conjecture might be perfectly coherent in itself, however, and yet inconsistent with some other conjecture that has been made. Therefore the two conjectures cannot both be true, so that at least one of them must be false. In this case, the logical demand for consistency is an important part of the evaluative process that can help to point the way forward.
Evidential support is a common reason for introducing examples. If someone says that global warming is a reality, they might cite the disintegration of Antarctic ice shelves in evidence. In that case, the breakup of the ice shelves is oﬀered as an example to prove what they say. Care must be exercised when an example is used in evidence, as it might not be typical or representative. That something is sometimes so does not mean that it is always or even normally the case, and we need to take care that we are not led astray by examples that we already have in mind just because they appear to conﬁrm what we are saying.
20 Thinking Tools: Collaborative Inquiry for the Classroom by Philip Cam