Collaborative Inquiry Quotes

An integral approach is based on one basic idea: no human mind can be 100% wrong. Or, we might say, nobody is smart enough to be wrong all the time. And that means, when it comes to deciding which approaches, methodologies, epistemologies, or ways or knowing are "correct," the answer can only be, "All of them." That is, all of the numerous practices or paradigms of human inquiry — including physics, chemistry, hermeneutics, collaborative inquiry, meditation, neuroscience, vision quest, phenomenology, structuralism, subtle energy research, systems theory, shamanic voyaging, chaos theory, developmental psychology—all of those modes of inquiry have an important piece of the overall puzzle of a total existence that includes, among other many things, health and illness, doctors and patients, sickness and healing.

It is time we recognized that the only thing that permits human beings to collaborate with one another in a truly open-ended way is their willingness to have their beliefs modified by new facts. Only openness to evidence and argument will secure a common world for us. Nothing guarantees that reasonable people will agree about everything, of course, but the unreasonable are certain to be divided by their dogmas. This spirit of mutual inquiry is the very antithesis of religious faith.

Having a leader serve as the “questioner in chief” is fine, but it’s not enough. Today’s companies are often tackling complex challenges that require collaborative, multidisciplinary problem solving. Creative thinking must come from all parts of the company (and from outside the company, too). When a business culture is inquisitive, the questioning, learning, and sharing of information becomes contagious—and gives people permission to explore new ideas across boundaries and silos.

At the organizational level, this value can take the form of acquiring the capacity to sustain ongoing evaluative inquiry. This outcome is more likely when participants experience evaluation as a meaningful and productive way to enhance patterns of work and communication. Participatory, collaborative, appreciative, and empowering mechanisms are often at the heart of evaluations where process use is a high priority. These mechanisms can promote stakeholder ownership of the evaluation processes and products and thus enhance process use, as well as use of evaluation findings. For some organizations, evaluation capacity building means that evaluation stakeholders learn how to work effectively with external evaluators. This organizational learning further facilitates the contributions that external evaluation processes and findings can make to the organization’s growth and productivity.

On the quantum level, down at the subatomic bottom of everything, there is no such thing as matter. Matter as we know it—everything from rocks to water, bone and blood, flora and fauna, everything, everything—arises out of nothing tangible. The universe appears to be woven from something as immaterial as thought waves. Everything is at base impalpable, discarnate, transmundane. Furthermore, the smallest and most fundamental subatomic particles seem not to exist until they are observed in the process of human inquiry. And so it seems that, as a reader collaborates with an author to envision the story being told in a novel, so all of us collaborate with some author unknown to imagine what occurs in our world as it is and as it will become. In that case, to at least some extent, to a degree we cannot know, we possess the power to weave the lives that will bring us happiness if we’re wise enough to be nice, but not so nice that we’re foolish, and if we realize that our free will and creativity should be used with humility rather than to acquire power to oppress others.

Dear Rebecca— You may have picked up on my growing disappointment with you this afternoon as our first meeting progressed. I have to say that though you seem quite personable in your electronic communications, in person your behavior is a little lacking in some of the traits that would let you get from a first to a second date with regularity. If Lovability had a rating system, I would award you 2.5 out of 5 stars; however, if it used a scale that only allowed for integral values, I would unfortunately be forced to round down to two. Here are some suggestions for what you could do to improve the initial impression you make. I am speaking here as a veteran of the online dating scene in LA, which is MUCH more intense than New Jersey’s—there, you are competing with aspiring actors and actresses, and a professionally produced headshot and a warm demeanor are the bare minimum necessary to get in the game. By the end of my first year in LA my askback rate (the rate at which my first dates with women led to second dates) was a remarkable 68%. So I know what I’m talking about. I hope you take this constructive criticism in the manner in which it is intended. 1. Vary your responses to inquiries. When our conversation began, you seemed quite cheerful and animated, but as it progressed you became much less so. I asked you a series of questions that were intended to give you opportunities to reveal more about yourself, but you offered only binary answers, and then, troublingly, no answers at all. If you want your date to go well, you need to display more interest. 2. Direct the flow of conversation. Dialogue is collaborative! One consequence of your reticence was that I was forced to propose all of the topics of discussion, both before and after the transition to more personal subjects. If you contribute topics of your own then it will make you appear more engaged: you should aim to bring up one new subject for every one introduced by your date. 3. Take control of the path of the date. If you want the initial meeting to extend beyond the planned drinks, there are many ways you can go about doing this. You can directly say, for instance, “So I wasn’t thinking about this when you showed up, but…do you have any plans for dinner? I’m starving, and I could really go for some pad thai.” Or you can make a vaguer, more general statement such as “After this, I’m up for whatever,” or “Hey, I don’t really want to go home yet, Bradley: I’m having a lot of fun.” Again, this comes down to a general lack of engagement on your part. Without your feedback I was left to offer a game of Scrabble, which was not the best way to end the meeting. 4. Don’t lie about your ability in Scrabble. I won’t go into an analysis of your strategic and tactical errors here, in the interest of brevity, but your amateurish playing style was quite evident. Now, despite my reservations as expressed above, I really do feel that we had some chemistry. So I would like to give things another chance. Would you respond to this message within the next three days, with a suggestion of a place you’d like us to visit together, or an activity that you believe we would both enjoy? I would be forced to construe a delay of more than three days as an unfortunate sign of indifference. I hope to hear from you soon. Best, Bradley

Effective Peer Coaches emphasize inquiry over advocacy. Too much advocacy can produce learned helplessness. Inquiry builds capacity to improve teaching and learning by helping teachers to be more effective at designing and implementing learning activities that meet the needs of their students.

For this reason I believe we need to do philosophy with children now more than ever. We have increasingly taken away their free time, their ability to make up their own games, their ability to solve their own problems, their ability to be by themselves and figure out the world on their own terms. We need to restore their relationship with the world around them so they can learn who they are and what matters to them. Doing philosophy with children helps to achieve just that. It restores their relationship with their own and others’ thinking, which is important for creating a community of inquiry and collaboration. In the process, self-knowledge is gained, and with that character and integrity can develop. Once again, we have to embrace the uncertainty inherent in the pursuit of knowledge, as opposed to presuming its certainty.

Ultimately the purpose of Humble Inquiry is to build relationships that lead to trust which, in turn, leads to better communication and collaboration.

The more we remain curious about the other person in the current context—before letting our own expectations and preconceptions creep in—the better our chances are of staying in the right questioning mode. The more we take a collaborative helping purpose into our conversations, the more likely we are to improve the relationship.

Pen pals Charles Darwin made good use of the postal service in his scientific work, corresponding regularly with hundreds of collaborators across more than a dozen fields of inquiry.

When Zeus sees what has happened, he adds an extra gift for free: the capacity for forming friendships and other social bonds. Now humans can cooperate. But not so fast: they still have only the capacity for these things. They have a seed. To develop a truly thriving and well-managed society, humans must make that seed grow, by means of learning, and teaching each other. This is something that we must take charge of ourselves. We are showered with gifts, but they are nothing unless we work out how to collaborate in using them together.

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Distrust of collaboration runs especially deep in the corporate world, where the patent system often closes down lines of inquiry. Ego is another obstacle. Researchers who sing the praises of collective toil can bristle when it threatens their patch, and many still prefer to keep their data as private as possible. Even if pooling knowledge and insights serves the greater good, it also makes it harder to assign kudos, tenure, and grant money.

To the public, they were either naive jihadi brides or calculating monsters. But most of the women in this book were neither passive nor predatory, and trying to pin down their degree of agency seemed to be only one line of inquiry, and certainly not the most revealing. Some collaborated or acted knowingly; some were so young that, despite the outward appearance of deliberate choice, they were not mature enough to exercise anything approaching adult judgement.