“For Questioning is the Piety of Thought” But, Not Without Consequences in Technocratic Culture



Using a representative anecdote, insights from Jürgen Habermas, Jacques Ellul, and Ivan Illich, and in the form of a collage, this paper advocates a pedagogy of questioning and explores some of the conflicts and consequences of adopting such a pedagogy in a technocratic culture, especially as related to conventional expectations for education framed by efficiency, practicality, and functionality.