ABSTRACT
Questions drive academic work; they are the opening lines that generate the conversations of a discipline. Indeed, academic disciplines themselves may be distinguished by the particular set of questions their members open for debate and the sanctioned procedures for interpreting and arguing about those questions (Toulmin, 1958). When we acknowledge a question as open, we recognize that it cannot be resolved by available “facts” alone but will require further deliberation. Open questions call for contingent responses and working hypotheses.
