Citation frequency and the opinion of faculty in New York University's School of Education were used to determine 52 authors who were influential in advocating the use of inquiry methods between 1960 and 1970. Each writer's principles of inquiry were classified in terms of Dewey's "phases of reflective thought" and their statements concerning the objectives of inquiry teaching were classified according to Bloom's Taxonomy. There was substantial agreement on the steps involved in inquiry learning: the learner must perceive a general problem, reformulate it into a solvable specific problem, consider alternate hypotheses, refine one hypothesis, and test the hypothesis. Although there was agreement that both affective and cognitive objectives are appropriate for inquiry learning, authors who stressed affective goals generally believed that the student should generate the problems for solution and that the emotional tone of the classroom was vital to success. Those who stressed cognitive objectives thought that the teacher should propose the problems, and that the emotional tone was not critical for successful inquiry. (Author/AL)