Questioning is a familiar, everyday practice which we use, often unreflectively, in order to gather information, communicate with each other, and advance our inquiries. Yet, not all questions are equally effective and not all questioners are equally adept. Being a good questioner requires a degree of proficiency and judgment, both in determining what to ask and in deciding who, where, when, and how to ask. Good questioning is an intellectual skill. Given its ubiquity and significance, it is an intellectual skill that, I believe, we should educate for. In this paper, I present a central line of argument in support of educating for good questioning, namely, that it plays an important role in the formation of an individual's intellectual character and can thereby serve as a valuable pedagogical tool for intellectual character education. I argue that good questioning plays two important roles in the cultivation of intellectual character: good questioning (1) stimulates intellectually virtuous inquiry and (2) contributes to the development of several of the individual intellectual virtues. Insofar as the cultivation of intellectually virtuous character is a desirable educational objective, we should educate for good questioning.Questioning is a familiar, everyday practice. We ask questions from an early age in order to gather and exchange information, to communicate our needs and desires, to engage others in conversation, and to advance both our public and private inquiries. Questioning, in short, is an essential component of our collective, social, and intellectual endeavours. Yet, not all questions are equally effective and not all questioners are equally adept at achieving these ends. Being a good questioner requires a degree of proficiency and judgement, both in determining what to ask and in deciding who, where, when, and how to ask. Good questioning is an intellectual skill. Given its ubiquity and personal and societal significance, it is an intellectual skill that, I believe, we should educate for. In this paper, I present a central line of argument in support of educating for good questioning, namely, that it plays an important role in the formation of an individual's intellectual character. Educating for the
Educating for inquisitiveness: A case against exemplarism for intellectual character education One natural application of Linda Zagzebski's Exemplarist Moral Theory (EMT) (2010, 2017) is found in the context of moral character education, as indicated by the present special issue. Zagzebski (2017) discusses this application in her recent book (2017, p. 5), commenting that 'exemplars can serve as a guide for moral training' (p. 129) and endorsing 'the learning of virtue by imitation' (p.
Along with numerous similar headlines and stories, they present a stark and unified message regarding the nature, scale, and impact of immigration in the UK. With a combined print readership of approximately 4.25 million (The Sun and Daily Mail having the highest readerships of any newspapers in the UK) 1 , the reach of this message was vast and penetrating. A survey conducted by the independent market research company, Ipsos MORI, two weeks prior to the referendum, found immigration to be the number one issue influencing votes, surpassing concerns about the UK economy, as well as jobs, the welfare system, and governance. 2 The correlation between public concern with immigration, during the run-up to the referendum, and media attention on the topic can hardly be denied. That the UK media actively shaped the beliefs and opinions of its audience during this time is also, I argue, overwhelmingly plausible. That it did so through the endorsement and propagation of vast amounts of misinformation, as well as in the biasing, concealment, and suppression of accurate information, is, likewise, clear upon examination. The media handling of information concerning immigration in the case of Brexit provides an illustration of the widespread and systematic violation
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