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ERIC Number: ED391191
Record Type: Non-Journal
Publication Date: 1995-Nov-18
Pages: 5
Abstractor: N/A
Reference Count: N/A
What If We Asked Circular Questions instead of "Rhetorical Questions?": Possibilities for the Classroom and Daily Interactions.
Rossmann, Liliana Castaneda
With the instructor switching positions, alternately assuming the role of questioner and answerer, this paper explores the applicability of circular questioning to the types of interactions in which faculty members engage on a regular basis, such as teaching. Focusing on responses to various questions, the paper speculates that for students to see the element of choice in their habitual responses to issues that are brought up in the intercultural communication course, circular questioning could be instrumental in helping them understand their position in the system (often, students place themselves on the "receiver" end of communication and expect the instructor to "provide" the knowledge for which they have paid). Circular questioning can help to undermine these presumptions and is often most effective in the intercultural communication classroom in developing new possibilities for those students most resistant to change. These students may be unaware that their ways of communicating are one among many and may not be the most effective for every situation. To ensure the circularity of the classroom discussion, each comment made by the instructor can be linked to the last comment made by the student, by using the same terms that students use to explore the grammar or usage of terms in the Wittgensteinian sense. The paper concludes by considering the level of difficulty in switching from rhetorical to circular questions in the classroom. (TB)
Publication Type: Opinion Papers; Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A