Self-confidence in their learning ability
Pleasure in problem solving
A keen sense of relevance
Reliance on their own judgment over other people's or society's
No fear of being wrong
No haste in answering
Flexibility in point of view
Respect for facts, and the ability to distinguish between fact and opinion
No need for final answers to all questions, and comfort in not knowing an answer to difficult questions rather than settling for a simplistic answer
In an attempt to instill students with these qualities and behaviors, a teacher adhering to the inquiry method in pedagogy must behave very differently from a traditional teacher. Postman and Weingartner suggest that inquiry teachers have the following characteristics (pp. 34–37):
They avoid telling students what they "ought to know".
They talk to students mostly by questioning, and especially by asking divergent questions.
They do not accept short, simple answers to questions.
They encourage students to interact directly with one another, and avoid judging what is said in student interactions.
They do not summarize students' discussion.
They do not plan the exact direction of their lessons in advance, and allow it to develop in response to students' interests.
Their lessons pose problems to students.
They gauge their success by change in students' inquiry behaviors (with the above characteristics of "good learners" as a goal).
Books take you on an adventure. Finding the book. Following recommendations. Being given a book. A more complete container of an idea. Every book you own there is a tendency to remember not only its content but how you arrived at finding it, getting it or choosing it. Chose carefully remember books are made from trees.