46: Introductory Musings on α Probable State of Teaching and Learning

The writers within this and the past three volumes¹ of Journal of Critical Inquiry Into Curriculum and Instruction (JCI~>CI) consistently address the process of critical inquiry in the everyday of teaching and learning and how it may manifest when in dialog. I like to think of it as immersed in the instantaneous doing of becoming teacher/learners< ~ >learner/teachers. Critical inquiry in the contextualized processes of the everyday becomes infinite. It is, for example, an elder relearning and opening a mason jelly jar; or, a teacher helping her students make the relational connections between global warming and the devastating wild fires we have become anesthetized to seeing or reading via the media. It would take a lifetime of lived time to make sense of each human event—storied human events where truth is sought, sometimes found. “Indeed, who can tell where the truth lies?” argues Feuerverger (2001).