Questioning as a Pedagogical Tool in Teaching and Research

In this postmodern era, there has emerged an urgency to create teaching and research approaches that are responsive to the social, political, and moral dimensions of learning and teaching (Silin, 1995; Smith, 1999; Tyack & Cuban, 1995). While theorists have identified a tension between epistemological and ontological knowing (Bruner, 1986; Eisner, 1992; Gadamer, 1960; Gallagher, 1992), there remains a practical need to reconcile professional rational/technical goals of teaching and research with the personal social/emotional reality of the classroom.