The 'Why' Technique
A technique for challenging assumptions by repeatedly asking 'why' even when you know the answer, focusing on familiar terms until no explanation seems obvious.
THE IDEA
The 'Why' Technique
This is a game which provides an opportunity for practising the challenging of assumptions. It can also be used as a deliberate technique. The 'why' technique is very similar to the usual child's habit of asking 'why' all the time. The difference is that 'why' is usually asked when one does not know the answer, whereas with the 'why' technique it is asked when one does know the answer. The usual response to 'why' is to explain something unfamiliar in terms that are familiar enough to be an acceptable explanation. With the 'why' technique these familiar terms are questioned as well. Nothing is sacred.
The process is rather more difficult than it seems. There is a natural tendency to run out of explanations or to circle back and give an explanation that has already been used before. There is also the very natural tendency to say 'because' if something very obvious is questioned. The whole point of the exercise is to avoid feeling that anything is so obvious that it merits a 'because' answer.
The teacher makes some sort of statement and then a student asks, 'Why?' The teacher offers an explanation which is in turn met by another, 'Why?' If the process was no more than an automatic repetition of 'why' then one would hardly need a second party to ask 'why' except that the student gets into the habit of assuming nothing. In practice it never is an automatic repetition of 'why'. The question is directed to some particular aspect of the previous explanation rather than being a blanket response. 'Why' can be focused.
When to use it
In education, to deepen understanding and encourage critical thinking.
In business, for root cause analysis during problem-solving.
In personal development, to challenge ingrained beliefs and habits.
In scientific research, to test the validity of assumptions behind hypotheses.
FROM THEORY TO EVERYDAY LIFE
In practice
Classroom example
Assume standard atmospheric pressure. A teacher says 'Water boils at 100°C.' Student asks 'Why?' Teacher: 'Because at that temperature, vapor pressure equals atmospheric pressure.' Student: 'Why does vapor pressure increase with temperature?' Continues until underlying assumptions are exposed.
Business meeting
A manager says 'We need to increase sales.' Team member asks 'Why?' Manager: 'To meet quarterly targets.' Member: 'Why are those targets important?' Revealing the deeper purpose behind the numbers.
A MOMENT TO REFLECT
Put it to work.
Identify a belief you hold about yourself or others. Ask 'why' five times to explore its foundation.
Think of a recent decision you made. What assumptions did you rely on? How might asking 'why' have uncovered hidden assumptions?
In a group discussion, practice asking focused 'why' questions to avoid automatic agreement.
CONTINUE THE CONVERSATION
Source texts
- Lateral Thinking A Textbook of Creativity (Edward de Bono)