‘There is frequently more to be learned from the unexpected questions of a child than the discourses of adults.’ (John Locke)
My 5 year-old daughter asked me, ‘Dad, why is it cold downstairs but hot upstairs?’ ‘Because warm air rises’ I replied, gesturing a floating-upwards movement with my hands. ‘But why does it rise?’ That’s a great example of a 2nd question. A 2nd question takes us closer to critical reflection. It’s useful in Action Learning because it challenges a presenter (issue-holder) to think more deeply, pushing beyond surface-level responses to what lays behind, beneath or beyond. Here’s why it matters, with some examples:
Uncovering underlying motives
Q1: ‘What are your goals for this project?’
Q2: ‘Why are these goals important to you?’
The 1st question may reveal what the presenter wants, but the 2nd question uncovers why they want it. It reveals the presenter’s values and motivations, helping to align efforts and understand the true significance of success.
Moving beyond assumptions
Q1: ‘Why do you believe this solution will work?’
Q2: ‘What evidence have you found that supports this belief?’
The 1st question asks for an opinion, but the 2nd question pushes for critical examination of that opinion. It challenges the presenter to consider facts, research or data to foster a more informed and reflective response.
Challenging initial reactions
Q1: ‘Do you think the new policy is fair?’
Q2: ‘Who benefits the most from this policy, and who might be disadvantaged?’
The 1st question elicits a gut reaction, often based on personal experience or bias. The 2nd question invites a deeper analysis by examining the broader implications, encouraging critical thinking about fairness for all parties involved.
Exploring various alternatives
Q1: ‘Why did you choose this option?’
Q2: ‘What other options did you consider, and why did you reject them?’
While the 1st question focuses on decision-making, the 2nd question helps the presenter consider whether alternative solutions were fully explored and whether biases or incomplete information influenced the choice.
