The pedagogical implications of the four freedoms of inquiry/discovery learning
were then specified as a set of negative and positive procedural principles for orientating
the role of teachers. The negative principles emphasise the teacher’s responsibility
to refrain from actions that impose constraints on students exercising these
freedoms, with a reminder also to do all in their power to protect students from other
forms of external constraint. The positive principles emphasise the teacher’s
responsibility to intervene in the learning process in ways that actually enhance