Basic Aspects of the Erotetic Logic and the Role of Questions in Empirical Cognition in Pedagogical Research Practice

Abstract

The article approaches the basic aspects of the erotetic logic in order to highlight the complexity of the inquiry situation. This complexity is overshadowed by the patterns of everyday communication (after all, everyone has asked questions multiple times). In research practice, the linguistic question form is assumed by the research problem and/or research objectives, and – in cognition based on communication processes – by research tools. The author advocates a clear distinction between questions that determine the examined object and research objectives that justify the examination of this very object. In the context of research tools, she proposes a differentiation between questions about information and questions about experiences, which is relevant to the basic questioning intention specific to quantitative (standardised) and qualitative (non-standardised) research.