ABSTRACT
There are different ways to take an active role in lifescaping schools. The paths used in this text emphasize the participatory inquiry process (PIP) and appreciative inquiry (AI) (Barrett & Fry, 2005; Cooperrider & Whitney, 1999, 2005; Dole, Godwin, & Moehle, 2014; Lewis et al., 2010; Preskill & Catsambas, 2006; Stavros & Torres, 2005). This chapter concentrates on appreciative inquiry (AI). Cooperrider developed the notion of apprecia tive inquiry in conversations with his wife, who is an artist, when she talked about how important it is for artists to have an appreciative eye when looking at works of art. Being a student of organizational development, he shifted his scholarship to studying the impact appreciative questions have upon organizations. AI orients practi - tioners to look for the positive core, build relationships, recognize assets, challenge underlying assumptions that take energy from cooperative capacity, and actively engage participants in creating preferred futures. AI is a future forming process, just as it is a lifescaping process.
