Materially speaking, this method consists of:

1. This introduction for the teacher;

2. Texts

3. Music

4. Questions

Students can focus on:

1. Texts, Music and Questions.

Formally speaking, we can distinguish the following parts.

0. TEXTS

Texts, especially created for 'WHY' form the nucleus of this method. They cover diverse

subjects like the cosmic microscosmic universe (text 1), the perplexities of a doctor of

philosophy (text 8) the discoveries of a bored office clerck (text 6). Many stimulating

class discussions can be had, by trying to discover their true identity and relationship to

the inner and outer world.

Text one sets the ground theme for the method, in which apparently insignificant things

can be seen as universes after they have been studied.

1. MUSIC

Each text is interwoven with music, written for the guitar and created especially for

'WHY'. Text and music are conceived as a whole. The music not only underlines the

different parts of the text, but also says what the words cannot. It therefore should not

be thought of as an accompaniment to relax the class, but as a fundamental part of the

method.

Advised workform for text and music is frontal teaching by listening to text and music.

2. SEARCH

After each text, the students search for its true meaning through approach, exploration

and themes.

2.1 APPROACH

Taking the form of simple direct questions, the approach is a first exploration to the

depth of the text, helping the students to check some of its general traits and making

them visualize the landmarks of its landscape, in order to avoid misinterpretation. They

are meant to define and circumscribe the area of study. Class discussion is suggested

here.

2.2 EXPLORATION

The exporation questions train the eye to observe more sharply and the mind to think

more accurately, to make the students see, feel, understand what they had not grasped

on a first tour through the text.

They are often multiple­choice, with one slight difference: most of the answers that are

suggested are correct, but follow varying degrees of depth.

This section offers great possibilities for class discussion, as the students have to

identify their findings and justify their observations.

2.3 THEMES

Expressing some deep realities of the text, the themes are mysterious, surprising,

puzzles that the students have to solve, through the use of their creative faculties as

well as their intellectual powers.

They can be viewed as a bowl of mixed nuts: some hard, some soft, but all edible.

Advised workforms are group discussion, socratic conversation and the 'interview in

three steps'. In case of groups, we suggest to give each group a different theme.

3. ILLUSTRATION

3.1 ILLUSTRATIVE STORY

Each story is one of many illustrations that can be drawn from a text, though it is at the

same time an accurate mirror of its main points, designed to tempt the imagination of

the students and to discover their sensitivity for wonder and understanding of the

Question. They will be invited to confront an illustration with the text. There can be

several illustrations to one text and the teacher can make his own choice here. It also

offers some variation to the teacher when he uses the same text in different classes.

Group discussion followed by class discussion and the socratic conversation are fruitful

workforms to compare the illustration to the text. When these forms are not used, we

suggest the 'questions and study' hereunder.

Another suggestion is letting the students give a concrete example from their own lives.

3.2 QUESTIONS AND STUDY

The last stage of questions asks the student to shuttle between the universe of the

text and their own universes, with the discoveries they have made, so that they may

associate them with their personal world. A most useful exercise for synthesis!

We suggest class discussion. It can be preceded by group discussion (4­6 students)

with each group presenting its findings, or by the Interview in three steps 9 '.

3.3 MINI THEMES

The mini themes are an extra part, meant to give suggestions for class or group

discussions, the socratic conversation or the 'interview in three steps. They are

meant as an incentive, and both teacher and student can use their creativity here.

The teacher is free to create his own mini themes.