Inquiry-based learning is often described as a philosophical and pedagogical response to the changing needs of the information age, but its roots are much deeper. It assumes that all learning begins with the learner. That is, what people know and what they want to learn are not just constraints on what can be taught; they are the very foundation for learning.
Aspects of this idea appear in the earliest writings on education, including Plato/Socrates in the West and Confucius in the East, but is more commonly traced back to Rousseau and Pestalozzi. Its fullest articulation can be found in the writings of John Dewey, whose wisdom derived in large part from his ability to see the unity across the social work of Jane Addams, the schools work of Ella Flagg Young, and the pragmatist philosophy developed by Charles Sanders Peirce and William James.
Relevant readings are listed with each of the links below.
- Current problems with teaching and learning
- Inquiry-based learning
- Process inquiry
- Inquiry in diverse settings
- How can inquiry be supported in libraries, museums, and other settings?
- How can inquiry be fostered in formal learning settings?
- What is the relation of learning to work and play?
- What tools, media, resources, or environments support learning?
- How does art help us make sense of experience?
- Learning from graveyards
- Bridge to College
- Substantive inquiry
- Teacher as inquirer
- What role should a teacher play to facilitate learning?
- How can we view the process of teaching as inquiry into learning?
- How effective is inquiry-based learning?
- How can we do research on inquiry-based learning?
- Inquiry as life