The teachers’ lounge was perpetually filled with discourse, ranging from the price of gold and refrigerators to mother-in-law anecdotes and endless debates about students. I often pondered, “Is this truly a school? We were meant to be educators, not adjudicators of students’ personal lives.”

On that particular day, I resolved to defy convention. I retrieved my phone and asked my seasoned colleagues: “How do you address students’ profanity? How do you manage classroom disruptions? How do you interact with obstinate students?”

As I awaited their responses, the school’s amiable religious studies teacher nudged me gently and whispered with a smile: “Refrain from posing such questions. They will perceive you as inept in classroom management!” At that moment, I realized that in this society, inquiry is equated with incompetence, not intellectual growth.

Undaunted, I proceeded. The following week, I was scheduled to teach a lesson on the Seljuk dynasty. But I entered the classroom with a distinct approach. I drew a map on the blackboard: the Roman army advanced from one flank, while Alp Arslan, with his small forces, confronted a far greater adversary. I asked: “Envision yourselves in his position. A formidable, superior, and well-equipped enemy stands before you. What course of action would you pursue?”

Their eyes widened. Silence filled the room. No one dared to respond. I continued: Instead of making a hasty decision, Alp Arslan sought counsel from his vizier, Nizam al-Mulk. They deliberated on strategies. Ultimately, he not only avoided defeat but captured the Roman commander.

The classroom erupted in excitement. Students cheered, pencil cases flew into the air. They felt like participants in the battle. At the height of their exhilaration, I posed the pivotal question: “Had Alp Arslan refrained from seeking counsel due to fear of ridicule, what would have transpired? Had he relied solely on pride, could he have achieved victory?”

A profound silence descended. Slowly, index fingers rose. The courage to inquire began to shine in their eyes. I asked: “What questions linger in your minds, questions you have never dared to ask? Which queries have remained dormant only because of fear of others’ judgment?”

One hand went up, then another, then a third… and discussion blossomed. Silence gave way to curiosity. I smiled inwardly. “Alp Arslan was a powerful monarch, yet he sought counsel and asked questions at critical moments. Why should I, a humble teacher in a modest town, refrain?”

As the book The Boy, the Mole, the Fox and the Horse says: “What was the bravest thing you ever said?” “Help.”

The Power of Inquiry in Education: From Fear of Judgment to the Courage to Learn

Hossein Talebzadeh — Department of Social Sciences, Farhangian University of Tehran

Introduction

In traditional educational systems, teachers are often perceived as omniscient figures, expected to exhibit no weaknesses. This perspective stifles growth and fosters a culture where inquiry is equated with incompetence. The recounted experience exemplifies this challenge, where a teacher, upon posing questions about classroom management, encounters resistance from colleagues, yet subsequently imparts the value of inquiry to students.

Discussion

• Sociological Analysis: Schools as hierarchical institutions expect teachers to be infallible. This discourages inquiry. Progressive systems, however, view teachers as lifelong learners.
• Psychological Analysis: Fear of judgment (akin to the bystander effect) prevents risk-taking. Yet when a safe space was created, students dared to ask questions. This aligns with cognitive offloading theory.
• Classroom Management: Storytelling (the Battle of Manzikert) engaged students emotionally and cognitively, resonating with Mayer’s multimedia learning theory.
• Learning Theories: Constructivism emphasizes active engagement—“If you were Alp Arslan…” spurred critical thinking. Bandura’s social learning theory shows that observing a questioning teacher encouraged students to inquire.
• Professional Development: Donald Schön’s reflective practice distinguishes reflection-in-action (adjusting during teaching) and reflection-on-action (post-analysis). The teacher embraced both.

Conclusion

This narrative illustrates how a culture of silence and fear of judgment impedes learning. Conversely, teachers and students who dare to ask questions are the true learners. Through storytelling, critical thinking, and fostering inquiry, the teacher reshaped classroom culture. Ultimately, the bravest act is to ask for help—and no one, including teachers, should fear posing questions.