When exploring the role of questioning in education, it seems only fitting to ask ques- tions about the process itself. I propose that we start with
the customary way of framing this topic and then
proceed to questions that are deeper and potentially more subversive of traditional schooling.
To begin, let’s consider what we might ask our
students. The least interesting questions are those
with straightforward, factual answers. That’s why
a number of writers have encouraged the use of
questions described variously as “true” (Wolf,
1987); “essential” (Simon, 2002); “generative”
(Perkins, 1992; Perrone, 1998); “guiding” (Traver,
1998); or “fertile” (Harpaz & Lefstein, 2000).
Such questions are open-ended. Sometimes, in
WHO’S What matters isn’t just which questions are asked, but who gets to ask them and what role they play in the curriculum.