What does a Big Question look like?

question-mark-2492009_1920

Some say “Essential
Some say “Compelling
Others say “Open-Ended

I say “Big Questions” recaptures the spirit of the Socrates way. Though Socrates made asking questions seem deceptively simple, it’s actually a complex process. Here are three essential criteria to creating Big Questions.

Criteria #1- Big Questions confuse and convey ambiguity

Big Questions cause confusion, throwing off comfortable ways of thinking. This is the critical first step in learning. Lack of clarity, though, becomes an asset that sets in motion the process of thinking through a complex problem. The inherent confusion of Big Questions motivates us to find an answer.

Criteria #2– Big Questions reveal multiple perspectives.

There is typically more than one way to answer Big Questions. Lack of certainty is again an asset, positioning us intellectually to develop logical arguments to convince others towards our perspective. Seeing multiple perspectives cultivates a spirit of empathy and tolerance for difference.

Criteria #3– Big Questions beg for clear definitions

Hiding inside many Big Questions are words with messy definitions often overlooked. For example, “Does American history reflect the achievement or failure of the American Dream?” Notice the phrase “American Dream” requires immediate and extensive investigation. The American Dream for a union worker, business owner or farmer will be very different. Socrates demonstrated that the starting point for critical thinking is a precise definition of words.

===========================================================================

C3Framework

Are Big Questions really that important?

Yes!

There are now specific standards reinforcing the importance of questions which come from the recently published C3 Framework for Social Studies. These standards coalesce to form an Inquiry Arc, described as “a set of interlocking and mutually reinforcing ideas that feature the four Dimensions of informed inquiry in social studies.”

Here are the four dimensionsDimensionOne

  1. Developing questions and planning inquiries
  2. Applying disciplinary concepts and tools
  3. Evaluating sources and using evidence
  4. Communicating conclusions and taking informed action

Dimension 1 of the Inquiry Arc which highlights the importance of teachers and students’ abilities to design compelling and supporting questions reflects the heart and soul of the Socrates approach.  

Sub-Images_BQIA (1)

Author: Dan Fouts

Since 1993 I've taught AP government, philosophy and US history in the Chicagoland area. I have an undergraduate degree in political science and philosophy from Bradley University and a M.S. in education and social policy from Northwestern University. I served as a member of the committee on pre-collegiate instruction in philosophy through the American Philosophical Association from 2012-201. Additionally, I work with NCSS to create and instruct online courses designed to help middle/high school teachers integrate Big Questions into their classrooms.

One thought on “What does a Big Question look like?”

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Google+ photo

You are commenting using your Google+ account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

w

Connecting to %s