pregunting

Pregunting is a communication and inquiry method that involves posing a set of questions before presenting a topic, argument, or decision. The aim is to frame the discussion, surface assumptions, and guide subsequent questioning or analysis. The term appears mainly in educational and facilitation contexts, and is not standardized in mainstream linguistics or rhetoric; it is often described in workshops and practice guides on critical thinking and inquiry-based learning.

Process and characteristics: Pregunting typically begins with a short preparatory stage in which facilitators or participants craft several open-ended questions that illuminate context, objectives, stakeholders, and evidence needs. Questions are designed to be non-judgmental and are posed before a main claim or task. The method emphasizes inquiry over advocacy and seeks to align participants around common ground before deeper interrogation.

Applications and examples: In classrooms, pregunting can activate prior knowledge and help students articulate what constitutes a satisfactory answer. In group decision-making, it can clarify goals and constraints; in journalism or policy debates, pregunting can outline a topic’s scope and identify potential biases. For example, before presenting a policy analysis, a moderator might ask: What problem are we addressing? Who is affected? What would count as evidence? What assumptions are we making?

Limitations and reception: Critics argue that pregunting can constrain exploration if questions are too prescriptive or lead respondents toward a desired conclusion. Effectiveness depends on facilitator skill and a culture comfortable with inquiry. It is typically used as a supplementary tool rather than a replacement for direct evidence gathering.