Abstract
In this chapter we shall examine two transcripts of actual classes.1 There are two purposes for this; first, we shall examine some problems of teachers’ use of questions in real life, showing how they differ from other uses of questions; second, we shall try to demonstrate that an erotetic analysis of teaching can be fruitful even in cases where the teacher is not intentionally structuring a lesson erotetically. If we are right that viewing teaching as question-answering is conceptually right and empirically fruitful, it should be so in cases where the teacher is not out to prove a theory. The examples will not definitively settle the issue, but they should support the theory’s applicability to ordinary teaching.
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© 1988 Kluwer Academic Publishers
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MacMillan, C.J.B., Garrison, J.W. (1988). Teachers’ Questions. In: A Logical Theory of Teaching. Philosophy and Education, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-94-009-3067-4_8
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DOI: https://doi.org/10.1007/978-94-009-3067-4_8
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-010-7879-5
Online ISBN: 978-94-009-3067-4
eBook Packages: Springer Book Archive