he who asks is a fool for five minutes but he who doesnt is a fool for life
Humans internalize learning through asking; learners are by nature inquisitive and enjoy asking questions. Confucius once said he who asks is a fool for five minutes but he who does not is a fool for life. In line with the above, the aim of this essay is to critically evaluate and validate to what extent the above statement could be said to be true. This paper will seek to address the truthful value of Confucius’ statement through a comprehensive look at literature that that has been written over the years on the importance of asking to academia.
Redfield & Rousseau (1981, p. 238)), states that asking questions has shown to facilitate learning. Questions are a good thing they have a number of benefits for students. When one asks questions it brings about clarity in their head. If for instance, a student oro pupil does not fully understand a concept once they raise their hand and ask for clarificationa question it alerts the speaker to draw their attention to the particular subject matter that wasis confusing the learners. This would not have happened had the learner decided not to ask.
Furthermore, Discussions are stimulated by the questions that learners ask. When a question is raised among a group of students each one present may give their point of view. This fosters learning in that all who are present will get an assortment of different answers and get to see things from a different anglesangle from their own. When one asks a question the may receive clarification of a particular point and benefit from the rest of the lesson. Through questions students are able to assess what they have learned to develop their thinking skills and to study for exams.
Moreover, questions asked by academia show the speaker that the listener is interested in what is being taught to them. This may lead to learners getting the maximum benefit from their lecturers as they tend to feel more motivated when they see that the material they are presenting to the class is being
Redfield & Rousseau (1981, p. 238)), states that asking questions has shown to facilitate learning. Questions are a good thing they have a number of benefits for students. When one asks questions it brings about clarity in their head. If for instance, a student oro pupil does not fully understand a concept once they raise their hand and ask for clarificationa question it alerts the speaker to draw their attention to the particular subject matter that wasis confusing the learners. This would not have happened had the learner decided not to ask.
Furthermore, Discussions are stimulated by the questions that learners ask. When a question is raised among a group of students each one present may give their point of view. This fosters learning in that all who are present will get an assortment of different answers and get to see things from a different anglesangle from their own. When one asks a question the may receive clarification of a particular point and benefit from the rest of the lesson. Through questions students are able to assess what they have learned to develop their thinking skills and to study for exams.
Moreover, questions asked by academia show the speaker that the listener is interested in what is being taught to them. This may lead to learners getting the maximum benefit from their lecturers as they tend to feel more motivated when they see that the material they are presenting to the class is being
References: Brain Marshall, (1998).) The Importance Of Questions, Emphasis On Teaching, BYG Publishing Inc, Raleigh. Pressley Michael, Peter Afflerbach (1995).), Verbal Protocols of Reading, Lawrence Erlbaum associates, New Jersey. Postman Neil, (1979).), Teaching as a Conserving Activity, Delacorte Pr, Santa Barbra. Redfield Doris, Rousseau Elaine Waldman, (1981). ‘A Meta-Analysis of Experimental Research on Teacher Questioning Behaviour,’ Review Of Educational Research, Vol. REVIEW OF EDUCATIONAL RESEARCH Summer 1981 vol. 51 no. 2, 237-245.