Critical Inquiry

Overview
Many academic and business institutions emphasize the importance of critical inquiry, but what does that really mean? From an adult education perspective, critical inquiry is a deep learning process where we take the time to identify and evaluate our assumptions on a topic or situation, actively seek new ideas, and synthesize this information to form new opinions and ideas (Davis & Arend, 2013; Jennings & Smith, 2002; Wlodkowski, 2017).

Critical inquiry is curiosity in action. It can be used to introspectively examine our personal values, and it can also be used to collaboratively  solve problems in the complex and interconnected worlds of business, nature, and human interaction. If we can teach learners to engage in critical inquiry, they will build the skills necessary to adapt to a changing world and become curious, lifelong learners.

Examples -- click on each tab to explore
  • Learning Teams
  • Critical Incident Questionnaire
  • Consider the "Other" side
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As described in the Problem-Based Learning section, a Learning Team is a collaborative incident review process that focuses on learning and improving from events (instead of blaming and punishing) (Baker, 2018; Conklin, 2016). This method asks employees to zoom out from the incident and look at the work processes in practice, identifying all systemic factors that may contribute to the incident.  This critical inquiry method encourages businesses to consider diverse perspectives and promotes trust, learning, and accountability. 

​Click on the buttons below to check out more resources on learning teams, as well as my AAACE conference presentation and learning team activity materials.
Developed by adult educator Dr. Stephen Brookfield, the Critical Incident Questionnaire (CIQ) is a reflective feedback tool that can be used to gauge student learning and opinions after a class or lesson (2019). It encourages learners to think critically about what happened during the lesson, and provides feedback for facilitators to critically evaluate their lessons for future improvement.

Click on the buttons below to download the CIQ and find out more about how it can be used.
For most of us, it is easy to become stuck in a certain way of thinking. It may be so engrained in our culture and upbringing that we don't even realize that alternative views exist. One way to combat this issue is by actively considering the "other" side (or sides). To promote this kind of critical inquiry, here are some ideas for learning activities:
  • Seek to understand the "enemy" perspective
  • Ask, "What if this theory / idea is wrong?"
  • Find a critical review article about your theory / idea​​

By considering the other side, we give ourselves an opportunity to critically reflect and identify why we believe certain ideas to be the best. It is always possible that we will come to the same conclusions as before, but we will have greater knowledge of why, and a greater understanding of the alternatives.

Other Considerations
  • Remember that critical inquiry takes time, and reflection is necessary for deep learning.
  • Critical inquiry sets learners up for independent thinking and lifelong learning. 
  • Critical inquiry exercises can develop communication skills and the ability to engage in thoughtful and respectful discussions.
  • ​Environments that encourage critical inquiry often lead to higher engagement and satisfaction.

References
  • Baker, A. (2018, May 2). A short introduction to human and organizational performance (HOP) and learning teams. Retrieved from https://safetydifferently.com/a-short-introduction-to-human-and-organizational-performance-hop-and-learning-teams/
  • Brookfield, S.D. (2019). Using the critical incident questionnaire. Retrieved from http://www.stephenbrookfield.com/ciq
  • Conklin, T. (2016). Better Questions. Boca Raton, FL: CRC Press.
  • Davis, J.R. and Arend, B.D. (2013). Facilitating Seven Ways of Learning. Sterling, VA: Stylus Publishing, LLC.
  • Jennings, L. B. & Smith, C. P. (April 2002) Examining the role of critical inquiry for transformative practices: Two joint case studies of multicultural education. Teachers College Record, 104(3), 456-481.​
  • Wlodkowski, R. and Ginsberg, M. (2017). Enhancing Adult Motivation to Learn. San Francisco, CA: Jossey-Bass.