Dewey's theory of inquiry: reflection as the instrument that resolves problematic situations¶

Theory · All theories
Evidence · no claims cited

Description¶

Dewey's theory of inquiry, which the paper calls the centerpiece of his philosophy and often equated with scientific method, holds that much behavior is automatic, driven by habit and impulse. When these are blocked, activity becomes problematic, and inquiry begins with the recognition of the problematic. Alternative actions are tried out in thought—what Dewey calls deliberation or reflection—and are assessed as hypotheses for their likely consequences, then evaluated against actual outcomes. The paper presents this as the study of thought as an instrumentality in inquiry, Dewey's own term for it being instrumentalism.

Design Implications¶

Context¶

Requirements¶

• A problematic situation in which habit and impulse are blocked and activity lacks direction

Constraints¶

• The paper notes the theory can become more complex in applications such as formal logic, and that problem resolution always introduces new problems requiring new reflection

Target Learners¶

• educational administrators
• administrator preparation program participants

Target Learning Objectives¶

• reflective problem solving
• treating ideas as hypotheses to be tested

Claims¶

Related Theories¶

• Dewey's five-phase reflective cycle of thought

Examples¶

• Schools should teach and protect reflective processes, not particular conclusions or ideological positions

Key Sources¶

• Willower, Donald J. (1992). Dewey's Theory of Inquiry and Reflective Administration. Paper presented at the annual convention of the University Council for Educational Administration, Minneapolis. https://eric.ed.gov/?id=ED355669