The concept of study and research inquiry: A foundational approach

Abstract

This paper outlines the concept of Study and Research Inquiry (SRI). It emphasises how SRIs facilitate the modelling of didactic praxeologies and how the dialectic of media and milieus is central to knowledge creation and validation. The study scrutinises the institutional treatment of questions, highlighting a hierarchy that often marginalises emergent inquiries. It also reconceptualises the notion of authorship in knowledge creation, promoting a model where inquirers are recognised as legitimate authors. Addressing the fragmentation of knowledge, the paper suggests that SRI can mitigate the epistemic deficit caused by the traditional treatment of students as non-authors, fostering a culture of inquiry where knowledge is not only constructed but also critically examined and democratically validated.

The concept of study and research inquiry: A foundational approach