Four levels of questions
revision 0 — sometime — the contributor
Based on the method of critical thinking, these questions should help you learn about almost any topic.

One way to learn is to ask yourself questions, and then to answer them — which usually leads to more questions. This question/answser style is sometimes called the method of inquiry and is based on the ideas of Socrates.

But what questions should you ask?

Here is a list of questions that can help you get started. It is not an exhaustive list. You should be able to come up with more questions that just these; but these will get you started.

The questions are arranged into four levels. You should start with level 1 questions and work your way to level 4 questions.

Given any concept, idea, or thing (e.g. free body diagrams), just substitute it for XX in the questions.

Level 1: Facts and basic information

  • What is the definition of XX?
    • How many definitions are there?
    • Which definition(s) makes most sense to you?
  • Who did/invented/discovered XX?
  • When does XX occur?
    • Under what circumstances does XX occur?
    • When is XX supposed to be carried out?
  • What is the environment in which XX exists, operates, or is used?
  • How much or how many XX exist? Where?
    • How is XX distributed?
    • How does the amount of XX change in time?
  • What is an example of XX? (Name them)

Level 2: Analysis and interpretation

  • How did XX happen, occur, or come to be?
  • What causes XX to happen, occur, or come to be?
  • What are the reasons for/that XX?
  • What results from XX occuring or being used?
  • What are the types of XX?
  • How does XX function/work/occur?
  • What are my own examples of XX?
  • What is the relationship between XX and things in XX's environment?
  • How does XX change things in XX's environment?
  • How is XX similar/different from things in XX's environment?
  • How is XX similar/different to things that do the same thing as XX?
  • What does XX mean in context? (NOT just a definition)

  • What conclusions can be drawn from the answers to these questions?
  • What problems/conflicts/issues arise from the answers to these questions?
  • What are the possible resolutions/solutions to the problems/conflicts/issues raised?

  • What is the point (main argument or thesis) presented by XX?
  • How is this argument developed?
  • What evidence/proof/support is provided for this argument?
  • What are alternative explanations/theories that have been developed by others?

Level 3: Hypothesis and prediction

  • If XX were to occur, then what would happen in its environment or context?
  • If XX were changed, then what else would change in its environment or context?
  • What does theory XX predict will happen in a given environment or context?
  • What hypothesis or theory explains the occurence or existence of XX in the given environment or context?

Level 4: Critical analysis and evaluation

  • Is XX good/bad? Why?
  • Is XX correct/incorrect? Why?
  • Is XX effective/ineffective? Why?
  • Is XX relevant/irrelevant to some context? Why?
  • Is XX logical/illogical in some context? Why?
  • Is XX applicable/inapplicable in some context? Why?
  • Is XX proven/unproven? Why? Proven with respect to what?
  • Is XX ethical/unethical? Why?
  • What are the advantages/disadvantages of XX? Why?
  • What is the best solution to the problem/conflict/issue? Why?
  • What should or should not happen? Why?
  • Do I agree or disagree with XX? Why?
  • What is my opinion? What support do I have for my opinion?
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