Good questions are the driving force of critical and creative thinking and therefore one of the best indicators of significant learning. Good questions are those that force students to challenge their taken-forgranted assumptions and see their own underlying biases.
Unfortunately, such great questions are rarely asked by students in an education system facing a crisis of significance.
Such questions reflect the fact that, for many (students and teachers alike), education has become a relatively meaningless game of grades rather than an important and meaningful exploration of the world in which we live and co-create.
Contrary to many of my faculty peers, I do not blame the students themselves for asking these kinds of questions. As teachers we have created and continue to maintain an education system that inevitably produces them.
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