Chapter 6 Ask Questions That Lead to Good Thinking From what we ha.docx

Chapter 6 Ask Questions That Lead to Good Thinking From
what we have emphasized thus far, it should be clear that to
emulate the thinking of the best thinkers you must become
interested in thinking. you must become a critic of your own
thinking. you must be willing to establish new habits of
thought. you must develop a passion for thinking well. you must
study the interplay of thoughts, feelings, and desires. you must
become interested in the role of thinking in your life. you must
routinely analyze thinking into its elements. you must routinely
assess thinking for its strengths and weaknesses. you must
routinely assess your study (and learning) habits. you must
learn how to think within diverse systems of thought. In this
chapter, we shall explore the role of questions in thinking to
make explicit the questions the best thinkers ask. The
Importance of Questions in Thinking It is not possible to
become a good thinker and be a poor questioner. Thinking is not
driven by answers but, rather, by questions. If those who laid
the foundation for a field—for example, physics or biology—
asked no questions, the field would not have been developed in
the first place. Every intellectual field is born out of a cluster of
questions to which answers are either needed or highly
desirable. Furthermore, every field stays alive only to the extent
that fresh questions are generated and taken seriously as the
driving force in thinking. To learn a subject is to learn to ask
the questions the best thinkers in the field routinely ask. When a
field of study is no longer pursuing answers to questions, it
becomes extinct. To think through or rethink anything, one must
ask questions that stimulate thought. On the one hand, questions
define tasks, express problems, and delineate issues. Answers,
on the other hand, often signal a full stop in thought. Only when
an answer generates further questions does thought continue its
life as such. This is why you are really thinking and learning
only when you have questions. Moreover, the quality of the
questions you ask determines the quality of your thinking. When

you have no questions, you are not concerned with pursuing any
answers. For example, biologists and biochemists make progress
when they ask questions such as: “What are we made of? How
do our bodies work? What is life?” They make even more
progress when they take their questioning to the subcellular and
molecular level. They ask questions about isolated molecules
and events on the molecular level: “What are proteins? What are
enzymes? What are enzyme reactions? How do molecular events
underlie macroscopic phenomena?” (Jevons, 1964). By focusing
on these subcellular questions, they can move to important
questions such as: “How do vitamins interact with chemistry in
the body to produce healthier functioning? How do cancer cells
differ from normal cells? What kinds of foods interact with the
body’s chemistry to lessen the likelihood of the development of
cancerous cells?” The best teachers are usually those who
understand the relationship between learning and asking
questions. As Jevons (1964) says of his students, “Those who
asked questions helped me most, but even those who merely
looked puzzled helped a little, by stimulating me to find more
effective ways of making myself understood.” A field is alive
only to the extent that there are live questions in it. Questioning
Your Questions When you meet a person for the first time, what
questions would you most like to answer about him or her?
Another way to put this question is to ask, “What information
do you seek about people when you first meet them?” What do
these questions (and the information you seek) tell you about
your values and concerns? What do they tell you, as well, about
the nature of the relationships you tend to form? Consider the
following types of questions based on the elements of reasoning
and intellectual standards. Questions of purpose force us to
define our task. Questions of information force us to look at our
sources of information as well as the quality of our information.
Questions of interpretation force us to examine how we are
organizing or giving meaning to information and to consider
alternative ways of giving meaning. Questions of assumption
force us to examine what we are taking forgranted. Questions of

implication force us to follow where our thinking is leading us.
Questions of point of view force us to examine our point of
view and to consider other relevant points of view. Questions of
relevance force us to differentiate what does and does not bear
on a question. Questions of accuracy force us to evaluate and
test for truth andcorrectness. Questions of precision force us to
give details and be specific. Questions of consistency force us
to examine our thinking for contradictions. Questions of logic
force us to consider how we are putting all our thought together,
to make sure that it all adds up and makes sense within a
reasonable system of some kind. Think for Yourself 6.1
Questioning the Depth of Your Questions Write out your
answers to these questions: Are any of the questions you are
focused on in your life deep questions? To what extent are you
questioning your purposes and goals? Your assumptions? The
implications of your thought and action? Do you ever question
your point of view? Do you ever wonder whether your point of
view is keeping you from seeing things from an opposing
perspective? When? Do you ever question the consistency of
your thought and behavior? Do you question the logicalness of
your thinking? What did answering these questions, and your
reflection on them, tell you about yourself and about your habits
of questioning? Dead Questions Reflect Inert Minds Most
students ask virtually none of these thought-stimulating types of
questions. Most tend to stick to dead questions such as, “Is this
going to be on the test?” This sort of question usually implies
the desire not to think at all. The best thinkers ask live
questions that lead to knowledge and further questions that lead
to knowledge and yet further questions. We must continually
remind ourselves that thinking begins within some content only
when questions are generated. No questions (asked) equals no
understanding (achieved). Superficial questions equal
superficial understanding; unclear questions equal unclear
understanding. If you sit in class in silence, your mind probably
will be silent as well. When this is the case, you either will ask
no questions or your questions will tend to be superficial, ill-

formed, and self-serving. You should strive for a state of mind
in which, even when you are outwardly quiet, you are inwardly
asking questions. You should formulate questions that will lead
you to productive learning. Isaac Newton at age 19 drew up a
list of questions under 45 headings. His goal was constantly to
question the nature of matter, place, time, and motion. If you
want to learn deeply and independently, you should always
strive to study so that what you do stimulates your thinking with
questions that lead to further questions. Think for Yourself 6.2,
6.3 Questioning As You Read Read a chapter in one of your
textbooks specifically to generate questions. Only when you are
asking questions as you read are you reading critically. After
reading each section, or every few paragraphs, make a list of all
the questions you have about what you are reading. Then try to
answer these questions—either by looking in the textbook or by
raising them in class. Questioning Your Questioning Ability At
this point in your intellectual development, to what extent
would you call yourself a skilled or deep questioner? That is,
how would you rate the overall quality of the questions you are
asking (those that you share with others and those you keep to
yourself)? Do you know anyone who you would say is a deep
questioner? If so, what makes you think this person questions
deeply? Three Categories of Questions Before we go further in
our discussion about how to question deeply, we want to
introduce a useful way of categorizing questions. This way of
classifying questions provides a “jumpstart” in discovering the
kind of reasoning a question calls for. The three categories of
questions are: Questions of fact. Questions with one right
answer (Factual questions fall into this category.) What is the
boiling point of lead? What is the size of this room? What is the
differential of this equation? How does the hard drive on a
computer operate? Questions of preference. Questions with as
many answers as there are different human preferences (a
category in which mere subjective opinion rules). These
questions ask you to express a preference. Which would you
prefer, a vacation in the mountains or one at the seashore? How

do you like to wear your hair? Exhibit 6.1 In approaching a
question, it is useful to figure out what type it is. Is it a
question with one definitive answer? Is it a question that calls
for a subjective choice? Or does the question require you to
consider competing answers? Do you like to go to the opera?
What is your favorite type of food? Questions of judgment.
Questions requiring reasoning but with more than one
defensible answer. These are questions that make sense to
debate, questions with better-or-worse answers (well-reasoned
or poorly reasoned answers). Here we are seeking the best
possible answer given the range of possibilities. How can we
best address the most basic and significant economic problems
of the nation today? What can be done to significantly reduce
the number of people who become addicted to illegal drugs?
What is the best thing we can do to save the earth? Is abortion
morally justifiable? Should capital punishment be abolished?
Only the second kind of question (a question of preference)
calls for sheer subjective opinion. The third kind is a matter of
reasoned judgment. We should rationally evaluate answers to
the question by using universal intellectual standards—such as
clarity, depth, consistency, and so forth. Some people think of
all judgments as either fact or subjective preference. They ask
questions that elicit either a factual response or an opinion. Yet,
the kind of judgment most important to educated people—and
the kind we most want to be good at—falls into the third, now
almost totally ignored, category: reasoned judgment. A judge in
a court of law is expected to engage in reasoned judgment. He
or she is expected to render a judgment and to base that
judgment on sound, relevant evidence and valid legal reasoning.
A judge is under the ethical and legal obligation not to base his
or her judgments on subjective preferences or on personal
opinions. Judgment based on sound reasoning goes beyond, and
is never to be equated with, fact alone or mere opinion alone.
Facts are typically used in reasoning, but good reasoning does
more than state facts. Furthermore, a position that is well
reasoned is not to be described as simply “opinion.” Of course,

we sometimes call the judge’s verdict an “opinion,” but we not
only expect but demand that it be based on relevant and sound
reasoning. When questions that require reasoned judgment are
treated as matters of preference, counterfeit critical thinking
occurs. In that case, some people come to uncritically assume
that everyone’s subjective opinion is of equal value. Their
capacity to appreciate the importance of intellectual standards
diminishes, and we can expect to hear questions such as these:
What if I don’t like these standards? Why shouldn’t I use my
own standards? Don’t I have a right to my own opinion? What if
I’m just an emotional person? What if I like to follow my
intuition? What if I think spirituality is more important than
reason? What if I don’t believe in being “rational”? When
people reject questions that call for reasoned judgment and deep
thought, they fail to see the difference between offering
legitimate reasons and evidence in support of a view and simply
asserting the view as true. Intellectually responsible people, by
contrast, recognize questions of judgment for what they are:
questions that require the consideration of alternative ways of
reasoning. Put another way, intellectually responsible people
recognize when a question calls for good reasoning, and they
behave in accordance with that responsibility. This means that
they realize when a question can be answered in more than one
reasonable way. Moreover, they appreciate the responsibility
they have to consider alternative ways of looking at the
problem, of entering in good faith viewpoints that oppose their
own before coming to final judgments. To summarize, we all
need to recognize that questions call on us to do one of three
things: To express a subjective preference To establish an
objective fact (within a well-defined system) To come up with
the best of competing answers (generated by competing
systems) We do not fully understand the task we are faced with
until we know which of these three is called for in our thinking.
Is the question calling for a subjective or personal choice? If so,
let’s make that choice in terms of our personal preferences. If
not, is there a way to come up with one correct answer to this

question (a definite system in which to find the answer)? Or,
finally, are we dealing with a question that could reasonably be
answered differently within different points of view? In other
words, is it debatable? If the last, what is the best answer to the
question, all things considered? Think for Yourself 6.4
Distinguishing Types of Questions 1 Make a random list of
clear and precise questions. Then decide which questions are
factual (with a definite right or wrong answer), which questions
are matters of subjective preference, and which questions
require reasoning and judgment (within multiple perspectives).
To make these determinations, you might think through each
question in the following way: Ask, “Are there any facts that a
reasonable person would have to consider to answer this
question?” (If there are some facts you need to consider, the
question is not purely a matter of subjective preference.) If any
facts are relevant to the question, would all reasonable persons
interpret the fact in the same way? If so, it is a question of fact.
If not, the facts presumably can be rationally interpreted
differently from competing, reasonable perspectives. It is
therefore a question of judgment. As you study a subject,
distinguish among the three types of questions. Look for the
questions that have definitive or correct answers. These will be
matters settled by definition or fixed, established, and
recognized procedures. Identify those questions that are
ultimately a matter of personal choice. And, most important,
identify those questions that can be legitimately, or at least
arguably, approached from more than one point of view. These
latter will arise most commonly when there are competing
traditions or schools or theories within the discipline. For
example, psychology incorporates many competing schools:
Freudian, Jungian, Adlerian, rational–emotive, Gestalt, and so
on. Many issues in psychology will be reasoned through
differently, depending on the reasoner’s academic allegiance.
These issues will call for considering argumentation from a
variety of perspectives and will result in different reasoned
judgments. Think for Yourself 6.5 Distinguishing Types of

Questions 2 Identify at least one subject you have studied in
school that involves competing traditions or schools of thought.
Then identify some questions that would be answered
differently, depending on the school of thought used to think
through the question. Which of the schools of thought do you
best understand or most identify with? How might this school of
thought be questioned from the perspective of a competing
school of thought? Become a Socratic Questioner Now that you
are beginning to understand how to categorize questions, let us
discuss how we can approach questions in general so our
questions will lead us to better thinking. As critical thinkers, we
want to go beyond questions that are undisciplined, questions
that go in multiple directions with neither rhyme nor reason.
Therefore, we turn from merely questioning to what might be
termed Socratic questioning. The word Socratic adds
systematicity, depth, and a keen interest in assessing the truth
or plausibility of things to ordinary questioning. One of the
primary goals of critical thinking is to establish a disciplined,
“executive” component of thinking in our thinking, a powerful
inner voice of reason, to monitor, assess, and repair—in a more
rational direction—our thinking, feelings, and action. Socratic
questioning provides that inner voice. Here are some of the
fundamentals of Socratic questioning, followed by examples of
questions you might ask in Socratic dialogue to probe deeply
the thinking of another person. Seek to understand—when
possible—the ultimate foundations for what is said or believed
and follow the implications of those foundations through further
questions. (You might ask, for example, “On what do you base
your beliefs? Could you explain your reasoning to me in more
detail so I can more fully understand your position?”)
Recognize that any thought can exist fully only in a network of
connected thoughts. Therefore, treat all assertions as connecting
points to further thoughts. Pursue those connections. (You
might ask, for example, “If what you say is true, wouldn’t X or
Y also be so?”) Treat all thoughts as in need of development.
(You might ask: “Could you elaborate on what you are saying

so I can understand you better?”) Recognize that all questions
presuppose prior questions, and all thinking presupposes prior
thinking. When raising questions, be open to the questions they
presuppose. (You might ask, for example, “To answer this
complex question, what other questions do we need to
answer?”) Think for Yourself 6.6 Practicing Socratic
Questioning When you become a Socratic questioner, a
systematic questioner, you can question anyone about
anything—effectively! Try out your questioning skills by
questioning someone you know as systematically and as deeply
as you can about something he or she deeply believes. Record
the discussion. Follow the suggestions given here. When
finished, replay the tape and analyze your Socratic questioning
abilities. Did you probe beneath the surface of the other
person’s thinking? Did you ask for elaboration when needed?
Did you pursue connections? Overall, how you would rate
yourself as a Socratic questioner? Exhibit 6.2 Socratic thinking
is an integrated, disciplined approach to thinking. To take your
thinking to the level of disciplined questioning, to think or
question Socratically, you can go in several directions: You can
focus your questions on types of question (fact, preference, or
judgment). You can focus your questions on assessment by
targeting intellectualstandards. You can focus your questions on
analysis by targeting the elements ofreasoning. You can learn to
“unpack” complex questions by developing questions one would
have to answer prior to answering the lead question. You can
learn to determine the domains of questions inherent in a
complex question. In the following discussion, we will
elaborate on these forms of Socratic questioning. Of course, the
questions you would ask in a given situation will be determined
by the context within which you are thinking. When you become
skilled at using these questions, you will see the powerful role
they can play in your thinking. With practice, they eventually
will become intuitive to you. You will naturally ask questions
of clarification when you are unclear and ask questions focused
on information when the data seem to be inaccurate or otherwise

questionable. You will recognize intuitively when people are
mistakenly answering questions of judgment with their
subjective preference, and so on. Again, intuitive ability comes
only after a lot of practice. Focus Your Thinking on the Type of
Question Being Asked As discussed earlier in this chapter, when
you approach questions systematically, you are able to
recognize that all thought has three possible functions: to
express a subjective preference, to establish an objective fact
(within a well-defined system), or to come up with the best of
competing answers (generated by competing systems). Assume
that you do not fully understand thinking until you know which
type of thinking the question is focused on. In pursuing
questions, Charles Darwin relied on perseverance and continual
reflection: “I have never been able to remember for more than a
few days a single date or line of poetry.” Here are questions you
can ask that focus on getting at the type of question you are
dealing with: Is the question calling for a subjective or personal
choice? If so, let’s make that choice in terms of our personal
preferences. If not, is this a question that has one correct
answer or a definite system in which to find the answer? Or are
we dealing with a question that would be answered differently
within different points of view? Exhibit 6.3 Here are five ways
to generate questions that lead to disciplined thinking. If so,
what is the best answer to the question, all things considered? Is
this person treating a question of judgment as a question of
preference by saying he doesn’t have to give reasoning for his
answer when the question implies that he does? Is this person
treating a question of judgment as a question for which there is
one right answer? Focus Your Questions on Universal
Intellectual Standards for Thought When you approach
questions systematically, you recognize when people are failing
to use the universal intellectual standards in their thinking. You
also recognize when you are failing to use these standards in
your thinking. And you ask questions, specifically targeting the
intellectual standards, that upgrade thinking. From discussions
in previous chapters, the guidelines are as follows. Recognize

that thinking is always more or less clear. Assume that you do
not fully understand a thought except to the extent you can
elaborate, illustrate, and exemplify it. Questions that focus on
clarity in thinking are: Could you elaborate on what you are
saying? Could you give me an example or illustration of your
point? I hear you saying “X.” Am I hearing you correctly, or
have I misunderstood you? Recognize that thinking is always
more or less precise. Assume that you do not fully understand it
except to the extent that you can specify it in detail. Questions
that focus on precision in thinking are: Could you give me more
details about that? Could you be more specific? Could you
specify your allegations more fully? Recognize that thinking is
always more or less accurate. Assume that you have not fully
assessed it except to the extent that you have checked to
determine whether it represents things as they really are.
Questions that focus on accuracy in thinking are: How could we
check that to see whether it is true? How could we verify these
alleged facts? Can we trust the accuracy of these data given the
questionable source from which they come? Recognize that
thinking is always capable of straying from the task, question,
problem, or issue under consideration. Assume that you have
not fully assessed thinking except to the extent that you have
ensured that all considerations used in addressing it are
genuinely relevant to it. Questions that focus on relevance in
thinking are: I don’t see how what you said bears on the
question. Could you show me how it is relevant? Could you
explain what you think the connection is between your question
and the question we have focused on? Recognize that thinking
can either function at the surface of things or probe beneath that
surface to deeper matters and issues. Assume that you have not
fully assessed a line of thinking except to the extent that you
have determined the depth required for the task at hand (and
compared that with the depth that actually has been achieved).
(To figure out whether a question is deep, we need to determine
whether it involves complexities that must be considered.)
Questions that focus on depth in thinking are: Is this question

simple or complex? Is it easy or difficult to answer? What
makes this a complex question? How are we dealing with the
complexities inherent in the question? Recognize that thinking
can be more or less broad-minded (or narrow-minded) and that
breadth of thinking requires the thinker to think insightfully
within morethan one point of view or frame of reference.
Assume that you have not fully assessed a line of thinking
except to the extent that you have determined how much breadth
of thinking is required (and how much has actually been
exercised). Questions that focus on breadth in thinking are:
What points of view are relevant to this issue? What relevant
points of view have I ignored thus far? Am I failing to consider
this issue from an opposing viewpoint because I don’t want to
change my view? Have I entered the opposing views in good
faith or only enough to find flaws in them? I have looked at the
question from an economic point of view. What is the moral
point of view? I have considered a liberal position on the issue.
What would conservatives say? Think for Yourself 6.7 Focusing
Your Questions on Intellectual Standards For each of the
categories of questions focusing on intellectual standards (see
the previous section), try to come up with one situation in
which your failure to use intellectual standards had negative
consequences. This might be a situation in which you should
have asked a question of clarification and didn’t or should have
asked a question focusing on precision and didn’t, and so on.
State what happened as a result of each failure. For example,
you might recall a time when you asked for directions to
someone’s house but got lost because you failed to ask
questions focused on important details. Focus Your Questions
on the Elements of Thought Another powerful way to discipline
your questions is to focus on the elements or parts of thinking.
As you formulate your questions, recall the following
guidelines: All thought reflects an agenda or purpose. Assume
that you do not fully understand someone’s thought (including
your own) until you understand the agenda behind it. Questions
that focus on purpose in thinking include: What are you trying

to accomplish in saying this? What is your central aim in this
line of thought? What is the purpose of this meeting? What is
the purpose of this chapter? What is the purpose of our
relationship? What is my purpose for being in college? All
thoughts presuppose an information base. Assume that you do
not fully understand the thought until you understand the
background information (facts, data, experiences) that supports
or informs it. Questions that focus on information in thinking
include: On what information are you basing that comment?
What experience convinced you of this? Could the way you are
experiencing the situation be based in distorted views? How do
we know this information is accurate? Have we left out any
important information that we need to consider? All thought
requires making inferences, drawing conclusions, creating
meaning. Assume that you do not fully understand a thought
until you understand the inferences that have shaped it.
Questions that focus on inferences in thinking include: How did
you reach that conclusion? Could you explain your reasoning?
Is there an alternative plausible conclusion? Given all the facts,
what is the best possible conclusion? All thought involves the
application of concepts. Assume that you do not fully
understand a thought until you understand the concepts that
define and shape it. Questions that focus on concepts in
thinking include: What is the main idea you are using in your
reasoning? Could you explain that idea? Are we using our
concepts justifiably? All thought rests upon other thoughts,
which are taken for granted or assumed. Assume that you do not
fully understand a thought until you understand what it takes for
granted. Questions that focus on assumptions in thinking
include: What exactly are you taking for granted here? Why are
you assuming that? Should I question the assumptions I am
using about my roommate, my friends, my intimate other, my
parents, my instructors, my country? All thought is headed in a
direction. It not only rests upon something (assumptions) but
also is going somewhere (implications and consequences).
Assume that you do not fully understand a thought unless you

know the implications and consequences that follow from it.
Questions that focus on implications in thinking include: What
are you implying when you say that? What is likely to happen if
we do this versus that? Are you implying that . . .? All thought
takes place within a point of view or frame of reference.
Assume that you do not fully understand a thought until you
understand the point of view or frame of reference that places it
on an intellectual map. Questions that focus on point of view in
thinking include: From what point of view are you looking at
this? Is there another point of view we should consider? Which
of these possible viewpoints makes the most sense given the
situation? All thought is responsive to a question. Assume that
you do not fully understand the thought until you understand the
question that gives rise to it. Questions that focus on questions
in thinking include: I am not sure exactly what question you are
raising. Could you explain it? Is this question the best one to
focus on at this point, or is there a more pressing question we
need to address? The question in my mind is this: How do you
see the question? How is your question related to the question
we have been reasoning through? Think for Yourself 6.8
Focusing Your Questions on the Elements of Reasoning From
each of the eight categories we just outlined, ask yourself at
least one question about your view of marriage (or family). For
example, you might begin with the question, “In my view, what
is the basic purpose or goal of marriage?” (Answer each
question after you ask it.) Afterward, question a friend about his
or her views, using the same questions (you should feel free to
ask additional questions as they occur to you). Write out an
analysis of your questioning process. Do you notice yourself
beginning to think at a deeper level—given the questions you
are now asking? Did you focus on all eight elements? Focus
Your Questions on Prior Questions Whenever we are dealing
with complex questions, another tool that is useful in
disciplining our thinking is to construct prior questions—
questions we need to answer before we can answer a more
complex question. Hence, to answer the question, “What is

multiculturalism?” we should be able first to settle the question,
“What is culture?” To settle that question, we should settle the
question, “What are the factors about a person that determine
what culture he or she belongs to?” When you learn to
formulate and pursue prior questions, you have another
important “idea” you can use to develop your ability to learn in
any context. To construct a list of prior questions, simply write
down the main question upon which you are going to focus your
discussion and then formulate as many questions as you can
think of that you would have to answer before you could answer
the first. Then determine from this list what question you would
have to answer to answer these questions. Continue following
the same procedure for every new set of questions on your list.
As you construct your list, keep your attention focused on the
first question on the list as well as on the last. If you do this
well, you should end up with a list of questions that probe the
logic of the first question. As an example of how to construct
logically prior questions, consider this list of questions we
would need to answer to address the larger question, “What is
history?” What do historians write about? What is “the past”? Is
it possible to include all of the past in a history book? How
many of the events during a given time period are left out in a
history of that time period? Is more left out than is included?
How does a historian know what to emphasize? Do historians
make value judgments in deciding what to include and what to
leave out? Is it possible simply to list facts in a history book, or
does all history writing involve interpretations as well as facts?
Is it possible to decide what to include and exclude and how to
interpret facts without adopting a historical point of view? How
can we begin to judge a historical interpretation? How can we
begin to judge a historical point of view? The best questions are
those that keep us focused on achieving our mostsignificant
goals andpurposes. When you have practiced formulating prior
questions to complex questions, you will begin to develop a
Socratic questioning tool you can use whenever you need to
answer a complicated question. You will notice your mind

coming up with questions that are inherent in other questions.
You are unpacking questions to answer them better. You should
also then begin to recognize when others are failing to consider
the complexities in a question. Think for Yourself 6.9
Constructing a List of Prior Questions Formulate a complex
question to which you would like to find an answer. Then use
the procedure of constructing prior questions until you have a
list of at least 10 questions. Afterward, see if you have gained
insight into how the first question has to be thought through in
light of the prior questions you formulated. Focus Your
Questions on Domains of Thinking When you are addressing a
complex question that covers more than one domain of thought,
you can target your prior questions by figuring out the domains
of thinking inherent in the question. Does the complex question,
for example, include an economic dimension? Does it include a
biological, sociological, cultural, political, ethical,
psychological, religious, historical, or some other dimension?
For each dimension of thinking inherent in the question, you
can formulate questions that force you to consider complexities
you otherwise may miss. Consider the following question, some
of the domains imbedded in the question, and some of the
questions imbedded in those domains. Complex question: What
can be done about the number of people who abuse illegal
drugs? Domains inherent in the question, along with some
questions we would have to address within each domain before
we could answer our complex question, are: Economic What
economic forces support drug use? What can be done to
minimize the influence of money involved in drug sales?
Political What possible solutions to drug abuse are politically
unacceptable? Are there any realistic solutions that the power
structure would accept? To what extent does the political
structure exacerbate the problem? Social/Sociological What
social structures and practices support drug abuse? How does
gang membership contribute to drug abuse? How does
membership within any group contribute to the problem or,
conversely, insulate group members from abusing drugs?

Psychological How do factors such as stress, individual
personality differences, and childhood traumas support drug
abuse? What role, if any, does human irrationality play in drug
abuse? Exhibit 6.4 Complex questions have multiple domains.
Biological How do genetics play a role in drug abuse? What
biological changes in the body resulting from drug abuse
contribute to the problem? Educational What role are
educational institutions now playing to support or diminish the
problem? Religious What can religious institutions do to reduce
the incidence of drug abuse? What role are they now playing in
regard to drug abuse? Cultural What cultural beliefs support the
drug-abuse problem? What can we learn from cultures that have
a low incidence of drug abuse? Think for Yourself 6.10
Formulating Questions Within Domains of Thinking Focus on
the question: What can be done to significantly improve the
health of the ecosystems on Earth? Using the preceding model,
figure out the domains within the question that you would have
to think within to address the complexities in the question. Then
formulate as many questions as you can within each domain.
(The question you are originally addressing determines the
domains within which you need to think.) When we can
approach questions to target the domains inherent in them, we
are able to ask questions such as: What domains of questions
are inherent in this complex question? Is this person dealing
with all the relevant domains within the question? Am I leaving
out some important domains when reasoning through this issue?
Conclusion Questions play an important role in the minds of the
best thinkers. Three important types of questions are questions
of fact, questions of preference, and questions of judgment. The
best thinkers differentiate these forms of questions because the
form of the question determines the kind of thinking the
question calls for. The ability to ask questions is not enough in
and of itself for the best thinkers. It is necessary to ask
important questions relevant to the purposes we are pursuing
(including questions that lead us to scrutinize our purposes).
Socratic or systematic questioning is a means to disciplined

thinking. One method of approaching Socratic questioning is to
develop prior questions. Because there is a sense in which “you
think only as well as the questions you ask,” you want to force
yourself, as a developing thinker, to focus on the role that
questions play in your thinking. To what extent are you asking
significant questions? To what extent are you able to figure out
whether a question is asking for a factual answer, preference, or
reasoned judgment? To what extent are you asking questions
that follow a disciplined path, leading to rationally defensible
answers? To what extent are you able to take apart complex
questions, to figure out questions you would have to answer
prior to answering those questions? When you are practicing the
fundamental questioning steps we have explored in this chapter,
you will find yourself progressing as a questioner—and as a
thinker.
Asking Questions Worksheet
HUM/115 Version 7
2
Chapter 6 reading
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Asking Questions Worksheet
Directions:
In this assignment, you work with the categories of questions
discussed in Ch. 6 of your text to gain understanding about
different points of view.

1. List the three categories of questions identified in this week’s
reading.
1.
2.
3.
2. Create a question of your own that represents each category
you listed above. Be sure to indicate what category the question
represents. (10 to 25 words for each question; 30 to 75 words
total)
1.
2.
3.
3. Ch. 6, pp. 130-132 discusses the concept of Socratic
questioning. Review that material and provide a definition of
Socratic questioning. (15 to 25 words)
4. Discuss how Socratic questions contribute to sound critical
thinking. (25 to 50 words)
5. In Week 2, you identified two different viewpoints about the
topic you selected. Locate those viewpoints, and in the space
below, write one Socratic question you could ask to gain a
deeper understanding about each viewpoint. (10 to 25 words for
each question; 20 to 50 words total)
Socratic Question for Viewpoint #1
Socratic Question for Viewpoint #2

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