Americaโs Teachers Are โDrunkโ on Inquiry-Based Learning: Why Virginia Should Include Social Studies in its Accountability Standards
by Jaime Osborne
I attended the recent National Council of the Social Studies (NCSS) annual conference in Washington, D.C., an event that draws thousands of educators from across the country. Unsurprisingly, inquiry-based learning dominated the agenda. Even sessions not explicitly labeled as such framed inquiry as the preferredโif not superiorโmode of instruction. The message was unmistakable: Inquiry-based learning is no longer one approach among many. It has become the orthodoxy in social studies education.ย ย
For those unfamiliar with it, inquiry-based learning is a way of learning that starts with questions instead of answers. Rather than a teacher just saying, โHere are the facts,โ they ask questions like, โWhy do you think this happens?โ They encourage students to explore, ask questions, try things out, and find answers on their own, with the teacher acting more like a guide on the side.
My skepticism of this trend had been building for years. It crystallized at the NCSS conference in Nashville, Tenn., two years ago, when I stopped by the National Assessment of Educational Progress (NAEP) booth and spoke with a representative about widespread learning losses, particularly among economically disadvantaged students. One exception stood out; namely Catholic schools. โEveryone is wondering what Catholic schools are doing differently,โ the NAEP representative remarked.
As an adjunct professor in a school of education, I wasnโt surprised. Catholic schools tend to emphasize direct instruction and content-rich curricula. Their success aligns with decades of cognitive science researchโmost notably the work of E.D. Hirschโshowing that background knowledge is a prerequisite for reading comprehension and higher-order thinking. Critical thinking is not a generic skill that can be taught in the abstract; it is domain-specific and depends on what students already know. Yet many schools have become so enamored with vague โ21st-century skillsโ that they have sidelined content knowledge, despite clear evidence that knowledge still matters.













