This piece is slightly modified from a paper submitted to an online course on the scientific revolution of the 17th century. The article was an excursion into twin obsessions of mine — over-elaboration and an exploration of coaching pedagogy, explicitly, what works, and why.
My conclusion was that the scientific revolution legitimised the question as a tool for learning. From observation (“what’s going on out there?”) to hypothesis (“is this what’s happening?”) via experiment (“is my hypothesis correct?”) and on to a new understanding (or another question).
And that sounds rather like the model for coaching (and, more pertinently, learning) that I can subscribe to.
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The Teesra 