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xii Questions for Life: Powerful Strategies to Guide Critical Thinking

not matter; I was intrigued by his skill at asking questions that led to the conclusions he drew in his brilliant summations. Obviously, these types of questioning skills had a tremendous influence on me. They remained with me and, along with other specifically identi-fied teaching techniques, were a big part of the inspiration behind Performance Learning Systems.

The Questions for Life Model

We are bringing the Questions for Life model to a larger audience at this time because the need for change in education is so huge. Designed to elicit and generate high-level thinking, Questions for Life provides the scaffolding on which a person can build purpose-ful conversation and communication, whether in the classroom or around the globe. It opens the door to successful negotiation and provides a way for creative thoughts to develop and evolve into action. It allows us to be architects of information.

We all need to tackle enormous economic, social, environmental, technological, and cultural challenges—mighty changes are already upon us, and more are on the way. Rather than wait for educational reform, we offer a process now that teaches how to think about and manage whatever changes may come along.

Will a powerful questioning strategy alter the framework of education? Is it going to revolutionize current curriculum into one that teaches real-life skills, such as how to problem solve and how to create? Will it find ways to understand the value of going to college or where to invest money? Or how to communicate? How to be free, successful, and responsible?

Well, it’s a start and a tool to get there—a tool that can help us think within the box well enough to find a way to get out of it and move into the larger world, just ahead of the tsunami.

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