The 'Why' Method (Lateral Questioning)
A lateral thinking technique that uses repeated 'why' questions to challenge accepted explanations and encourage restructuring of thought patterns, often by refusing to be satisfied with conventional answers.
THE IDEA
Examples
Why are blackboards black?
Because otherwise they would not be called blackboards.
Why would it matter what they were called?
It would not matter.
Why?
Because they are there to write or draw upon.
Why?
Because if something is to be shown to the whole classroom it is easier to write on the blackboard where everyone can see it.
The above questioning might however have taken quite a different line.
Why are blackboards black?
So that the white chalk marks can be seen easily.
Why do you want to see the white chalk marks?
or:
Why is the chalk white?
or:
Why does one want to use white chalk?
or:
Why don’t you use black chalk?
In each of these cases ‘why’ is directed to a particular aspect of the subject and this determines the development of the questioning. The teacher can of course also direct the development by the way the question is answered.
The teacher keeps up the answers as long as possible. He may however at any time say: ‘I don’t know. Why do you think?’ If the student can give an answer then the roles can be reversed with the student answering the why questions and the teacher putting them.
Some possible subjects for this type of session are given below:
Why are wheels round?
Why does a chair have four legs?
Why are most rooms square or oblong?
Why do girls wear different clothes from boys?
Why do we come to school?
Why do people have two legs?
The usual purpose of ‘why’ is to elicit information. One wants to be comforted with some explanation which one can accept and be satisfied with. The lateral use of why is quite opposite. The intention is to create discomfort with any explanation. By refusing to be comforted with an explanation one tries to look at things in a different way and so increases the possibility of restructuring the pattern.
In answering the question the teacher does not have to struggle to justify something as a unique explanation. In his answer he can suggest alternatives. The answer to the question, ‘Why does the blackboard have to be black?’ could be, ‘It does not have to be black, it could be green or blue so long as the white chalk showed.’ The impression that there is a unique and necessary reason behind everything must be avoided. Contrast the answers:
‘Blackboards are black because black is a convenient colour to show up white chalk marks.’
‘Blackboards are black because otherwise you would not see what was written on them.’
Even if there is a true historic reason behind something the teacher must not give the impression that the historic reason is a sufficient one. Suppose that blackboards really were black because the usefulness of white chalk was discovered first. Historically this is an accurate reason for the use of black but in practice it is not enough. After all it only explains why people started to use black but does not explain why it is convenient to continue doing so. One might say: ‘Blackboards were originally coloured black because they were looking for a surface to show up the white chalk marks. They have continued to be black ever since because black has proved satisfactory.’
When to use it
Classroom discussions to encourage critical thinking and challenge students' assumptions.
Creative problem-solving sessions to break out of habitual thought patterns.
Self-reflection to uncover hidden biases or unexamined beliefs.
FROM THEORY TO EVERYDAY LIFE
In practice
Why are blackboards black?
A classic example showing how repeated 'why' questions can lead to different lines of inquiry, such as focusing on visibility ('So that white chalk marks can be seen easily') or on naming conventions ('Otherwise they wouldn't be called blackboards').
Why are wheels round?
Suggested as a subject for lateral questioning; the aim is to explore reasons beyond the obvious, like efficiency or historical accident, and to challenge the assumption that round is the only possible shape.
A MOMENT TO REFLECT
Put it to work.
Think of a common object or practice you take for granted. Ask 'Why is it that way?' at least five times, and note how your understanding shifts.
In a recent discussion, did you accept an explanation too quickly? How might using the lateral 'why' have opened up new perspectives?
When teaching or explaining, how can you avoid giving the impression that there is a single, necessary reason behind everything?
CONTINUE THE CONVERSATION
Source texts
- Lateral Thinking A Textbook of Creativity (Edward de Bono)