The Deep Historical Roots of Inquiry Learning

Abstract

This paper argues that, unlike many recently proposed and sometimes inaugurated educational innovations – theoretical or methodological, inquiry learning is founded on a strong historical and philosophical base. Following John Dewey’s warning, about conducting education under the control of customs and traditions that have never been examined, or in response to immediate social pressures, the inquiry approach does offer some clear idea of the ends in the way of ruling attitudes or desire or purpose that are to be created. The paper first defines inquiry learning and then outlines its evolutionary history