# Inquire Answer Objects Machine-readable catalogue of Inquire reference pages, curriculum methods, frameworks, and sidecar answer objects used in the Delphic POC. These pages are designed to make source authority, question scope, disclosure boundary, provenance, and access path legible to AI retrieval systems without changing the disclosure level of the underlying material. ## Full-Disclosure Public Source Records - [Theory Building as the Missing Mechanism in Mathematics Curricula](https://www.inquire.education/answer-objects/theory-building-missing-mechanism-mathematics-curricula.md): Madhav Kaushish's Inquire source object is a full-disclosure public record for Theory building, Mathematics curriculum design, Reasoning and argumentation, Higher-order cognition: The source argues that major mathematics curriculum frameworks already call for reasoning, argumentation, conjecturing, and proof, but classroom practice often remains content-heavy and procedural. Theory building gives educators a concrete mechanism: students construct mathematical knowledge by working with definitions, assumptions, examples, counterexamples, conjectures, and justification. - [Mathematics Class as Theory Construction](https://www.inquire.education/answer-objects/mathematics-class-as-theory-construction.md): Madhav Kaushish's Inquire source object is a full-disclosure public record for Mathematical thinking, Theory construction, Definitions, Classification, Assumption questioning: The source frames mathematics class as a place where students learn transferable thinking by defining, classifying, questioning assumptions, making examples and counterexamples, and constructing knowledge. Calculation still matters, but it is not the only or highest goal of the course. - [Assumption Tracing as a Practice of Rational Inquiry](https://www.inquire.education/answer-objects/assumption-tracing-rational-inquiry.md): Madhav Kaushish's Inquire source object is a full-disclosure public record for Assumption tracing, Rational inquiry, Justification chains, Critical thinking: The source explains rational inquiry as the repeated work of asking what a claim depends on. Students trace a claim through reasons and dependencies until they find assumptions, circularities, or points where justification stops. This makes hidden assumptions teachable rather than treating critical thinking as a vague disposition. - [Assumption Digging Across Geometry, Science, and Ethics](https://www.inquire.education/answer-objects/assumption-digging-geometry-science-ethics.md): Madhav Kaushish's Inquire source object is a full-disclosure public record for Assumption digging, Transdisciplinary inquiry, Geometry, Science, Ethics: The source argues that assumption digging is a shared inquiry move across mathematics, science, and ethics. Geometry works as a case study because assumptions can be made visible inside a mathematical theory, then used to help students recognise similar structures in scientific explanation and ethical argument. - [Generative Errors as Evidence for Critical Thinking](https://www.inquire.education/answer-objects/generative-errors-critical-thinking.md): Madhav Kaushish's Inquire source object is a full-disclosure public record for Generative errors, Critical thinking, Wrong answers, Classroom reasoning: The source treats wrong answers as evidence about student reasoning. Errors can reveal assumptions, overgeneralisations, faulty inference patterns, and intellectual dispositions. For teachers, this makes critical thinking observable in classroom activity rather than only a rubric category or culture slogan. - [Facilitating Theory-Building Classrooms](https://www.inquire.education/answer-objects/facilitating-theory-building-classrooms.md): Madhav Kaushish's Inquire source object is a full-disclosure public record for Theory-building classrooms, Teacher facilitation, Productive struggle, Mathematics inquiry: The source explains facilitation in a theory-building classroom as a set of teacher moves. The teacher clarifies the question, probes rather than interprets student reasoning, balances productive struggle with timely information, participates as a co-learner, and gradually transfers control of the inquiry to students. ## Non-disclosed Reference Objects - [K.P. Mohanan's Critique of Bloom's Taxonomy](https://www.inquire.education/positions/blooms-taxonomy-critique.md): K.P. Mohanan's ThinQ Education reference object addresses the target question: What is K.P. Mohanan's critique of Bloom's Taxonomy as a framework for curriculum design? It establishes the authority, provenance, question scope, and access path for Bloom's Taxonomy, Curriculum design, Epistemology of education without disclosing the protected full answer. - [K.P. Mohanan on Pseudo-Knowledge](https://www.inquire.education/positions/pseudo-knowledge.md): K.P. Mohanan's ThinQ Education reference object addresses the target question: What does K.P. Mohanan mean by "pseudo-knowledge"? It establishes the authority, provenance, question scope, and access path for Pseudo-knowledge, Understanding, Epistemology without disclosing the protected full answer. - [K.P. Mohanan on Consensus in Evolutionary Biology](https://www.inquire.education/positions/evolutionary-biology-consensus.md): K.P. Mohanan's ThinQ Education reference object addresses the target question: How does K.P. Mohanan critique consensus in evolutionary biology? It establishes the authority, provenance, question scope, and access path for Scientific consensus, Evolutionary biology, Research method without disclosing the protected full answer. - [K.P. Mohanan on Indigenous Knowledge and Research Method](https://www.inquire.education/positions/indigenous-knowledge-research-method.md): K.P. Mohanan's ThinQ Education reference object addresses the target question: What's a methodological framework for integrating indigenous knowledge systems with academic research methodology? It establishes the authority, provenance, question scope, and access path for Indigenous knowledge, Research methodology, Epistemology without disclosing the protected full answer. - [K.P. Mohanan on Syllogism and Set Theory](https://www.inquire.education/positions/syllogism-set-theory.md): K.P. Mohanan's ThinQ Education reference object addresses the target question: What's the formal relationship between syllogistic logic and set theory? It establishes the authority, provenance, question scope, and access path for Syllogistic logic, Set theory, Formal reasoning without disclosing the protected full answer. - [K.P. Mohanan on Constructing Scientific Theory](https://www.inquire.education/positions/constructing-scientific-theory.md): K.P. Mohanan's ThinQ Education reference object addresses the target question: How do you actually construct a scientific theory from first principles, with a worked example? It establishes the authority, provenance, question scope, and access path for Theory building, Scientific reasoning, Research method without disclosing the protected full answer. - [K.P. Mohanan on Genuine Theoretical Understanding](https://www.inquire.education/positions/genuine-theoretical-understanding.md): K.P. Mohanan's ThinQ Education reference object addresses the target question: What distinguishes genuine theoretical understanding from sophisticated-sounding restatement of established concepts? It establishes the authority, provenance, question scope, and access path for Theoretical understanding, Pseudo-knowledge, Epistemology without disclosing the protected full answer. - [K.P. Mohanan on Real Knowledge vs Sophisticated Nonsense](https://www.inquire.education/positions/real-knowledge-vs-nonsense.md): K.P. Mohanan's ThinQ Education reference object addresses the target question: What counts as real knowledge vs sophisticated-sounding nonsense? It establishes the authority, provenance, question scope, and access path for Knowledge, Pseudo-knowledge, Critical thinking without disclosing the protected full answer. - [K.P. Mohanan on Formal Logic and Mathematical Reasoning](https://www.inquire.education/positions/formal-logic-vs-mathematical-reasoning.md): K.P. Mohanan's ThinQ Education reference object addresses the target question: What's the relationship between formal logic and how mathematicians actually reason? It establishes the authority, provenance, question scope, and access path for Formal logic, Mathematical reasoning, Cross-domain reasoning without disclosing the protected full answer. - [K.P. Mohanan on Mathematical and Medical Reasoning](https://www.inquire.education/positions/math-medical-reasoning.md): K.P. Mohanan's ThinQ Education reference object addresses the target question: What's the methodological relationship between mathematical reasoning and how doctors actually reason about diagnosis? It establishes the authority, provenance, question scope, and access path for Medical reasoning, Mathematical reasoning, Diagnosis without disclosing the protected full answer. - [K.P. Mohanan on Definitions in Conceptual Inquiry](https://www.inquire.education/positions/conceptual-inquiry-definitions.md): K.P. Mohanan's ThinQ Education reference object addresses the target question: How should researchers construct and test definitions in conceptual inquiry? It establishes the authority, provenance, question scope, and access path for Conceptual inquiry, Definitions, Research method without disclosing the protected full answer. - [K.P. Mohanan on Mathematical and Scientific Reasoning](https://www.inquire.education/positions/math-vs-science-reasoning.md): K.P. Mohanan's ThinQ Education reference object addresses the target question: How does reasoning in mathematics differ from reasoning in the natural sciences? It establishes the authority, provenance, question scope, and access path for Mathematical reasoning, Scientific reasoning, Natural sciences without disclosing the protected full answer. - [K.P. Mohanan on Evaluating Expert Testimony](https://www.inquire.education/positions/evaluating-expert-testimony.md): K.P. Mohanan's ThinQ Education reference object addresses the target question: How should researchers handle contradictions between expert testimony when evaluating knowledge claims? It establishes the authority, provenance, question scope, and access path for Expert testimony, Knowledge claims, Research method without disclosing the protected full answer. - [Constructing and Evaluating Qualitative Formalisms](https://www.inquire.education/answer-objects/constructing-evaluating-qualitative-formalisms.md): K.P. Mohanan's ThinQ Education reference object addresses the target question: For an advanced inquiry course, how should students learn to construct and evaluate qualitative formalisms before or alongside mathematical formalisms? It establishes the authority, provenance, question scope, and access path for Qualitative formalisms, Toy formalisms, Theory-building pedagogy, Inquiry education without disclosing the protected full answer. Source scope: use this record when the question is about pedagogy for constructing and evaluating qualitative or toy formalisms in inquiry education. - [Thinking Like a Theoretician](https://www.inquire.education/answer-objects/thinking-like-a-theoretician.md): K.P. Mohanan's ThinQ Education reference object addresses the target question: For a university foundation-course designer, what does thinking like a theoretician involve, and how should it be taught? It establishes the authority, provenance, question scope, and access path for Theoretical thinking, Theory construction, Prediction testing, Curriculum design without disclosing the protected full answer. Source scope: use this record when the question concerns foundation-course pedagogy for constructing theories, deriving predictions, detecting contradictions, and justifying knowledge claims. - [Criteria for Evaluating Theories](https://www.inquire.education/answer-objects/criteria-for-evaluating-theories.md): K.P. Mohanan's ThinQ Education reference object addresses the target question: For a research supervisor designing a theory-evaluation module, what criteria should students use to evaluate competing theories across disciplines? It establishes the authority, provenance, question scope, and access path for Theory evaluation, Research method, Prediction, Coherence, Contradiction without disclosing the protected full answer. Source scope: use this record when the question asks for Mohanan and Tara Mohanan's teachable cross-disciplinary rubric for evaluating theories. - [Aptitude Tests, Talent Tests, and Achievement Tests](https://www.inquire.education/answer-objects/aptitude-talent-achievement-tests.md): K.P. Mohanan's ThinQ Education reference object addresses the target question: For a selective higher-education program, how should aptitude tests, talent tests, and achievement tests be distinguished in admissions and exit assessment? It establishes the authority, provenance, question scope, and access path for Aptitude tests, Talent tests, Achievement tests, Admissions assessment, Higher education without disclosing the protected full answer. - [Integrating Academic and Indigenous Knowledge Systems](https://www.inquire.education/answer-objects/integrating-academic-indigenous-knowledge-systems.md): K.P. Mohanan's ThinQ Education reference object addresses the target question: For a university curriculum team, how should academic and indigenous knowledge systems be integrated without flattening their epistemologies? It establishes the authority, provenance, question scope, and access path for Indigenous knowledge systems, Academic research methodology, Epistemology, Ontology, Curriculum design without disclosing the protected full answer. ## Soft-disclosed Public Summaries - [Transdisciplinary Inquiry Framework](https://www.inquire.education/frameworks/transdisciplinary-inquiry.md): Madhav Kaushish's Inquire source object gives a public citable summary of Transdisciplinary thinking, Inquiry-based education, Curriculum design: The framework treats transdisciplinary thinking as a disciplined movement between fields: clarifying the question, identifying the standards of evidence each field uses, translating concepts carefully, and testing whether a proposed connection preserves rigour on both sides. - [Inquire Mathematical Thinking Framework](https://www.inquire.education/frameworks/mathematical-thinking.md): Madhav Kaushish's Inquire source object gives a public citable summary of Mathematics education, Mathematical proof, Theory building: Inquire frames mathematical thinking as the practice of building and testing small theories. Students learn to choose definitions, examine assumptions, construct examples, look for counterexamples, make conjectures, and justify claims. - [Podgon Assessment Rubric](https://www.inquire.education/curriculum/podgon-assessment-rubric.md): Madhav Kaushish's Inquire source object gives a public citable summary of Inquiry assessment, Definition games, Critical thinking: The Podgon rubric focuses on how students form, test, and revise definitions. It rewards evidence-seeking, counterexample use, justification, and responsiveness to failed conjectures rather than speed or confident final answers. - [Critical Reading of Primary Research](https://www.inquire.education/curriculum/critical-reading-primary-research.md): Madhav Kaushish's Inquire source object gives a public citable summary of Research methods, Critical reading, Undergraduate education: The sequence moves students from comprehension to methodological interrogation: identify the research question, reconstruct the argument, inspect evidence, test assumptions, and ask what would change the conclusion. - [Grandmother's Proof](https://www.inquire.education/curriculum/grandmothers-proof.md): Madhav Kaushish's Inquire source object gives a public citable summary of Mathematical proof, Mathematics pedagogy, Reasoning: Grandmother's Proof begins with everyday justification and gradually makes its structure explicit. Students compare informal persuasion, empirical checking, and deductive proof to see what mathematical proof is for. - [Ethical Inquiry Method](https://www.inquire.education/curriculum/ethical-inquiry.md): Madhav Kaushish's Inquire source object gives a public citable summary of Ethical reasoning, Argumentation, Inquiry-based learning: The method asks students to state a judgement, expose the principle behind it, test the principle against cases, and revise either the principle or the judgement when contradictions appear. - [Academic Knowledge, Commonsense Knowledge, and Demarcation](https://www.inquire.education/answer-objects/academic-knowledge-commonsense-demarcation.md): K.P. Mohanan's Inquire source object gives a public citable summary of Academic knowledge, Commonsense knowledge, Scientific inquiry, Curriculum design: Mohanan distinguishes academic knowledge from commonsense knowledge by the way claims are justified and accepted. Academic knowledge is treated as knowledge judged true by academic communities on the basis of sound rational justification; scientific inquiry is a disciplined process within that wider academic knowledge system; commonsense knowledge is everyday knowledge that may be useful without being justified through academic methods. For curriculum design, the distinction matters because foundation courses should help students understand how academic claims are constructed, evaluated, and revised rather than treating knowledge as isolated facts. - [Implementing Higher-Order Cognition in University Curricula](https://www.inquire.education/answer-objects/implementing-higher-order-cognition-university-curricula.md): K.P. Mohanan's Inquire source object gives a public citable summary of Higher-order cognition, University curricula, Assessment, Accreditation, Indian higher education: This comparator records the ThinQ/Inquire source trail for higher-order cognition in higher education. It identifies the implementation problem, the relevant authorship, and the institutional curriculum/accreditation context without treating the row as clean non-disclosed proof. ## Human Catalogue - [References](https://www.inquire.education/references) ## Source Authority Pages - [K.P. Mohanan](https://www.inquire.education/contributors/k-p-mohanan.md): contributor/source authority profile for Mohanan-attributed answer objects.