Most studies on questioning have been heavily dependent on the paradigm of positivism which has its own problems, thus showing unduly underestimated, narrow and distorted pictures of questioning in education. This study reviews the past and current studies on questioning and criticizes their major drawbacks and limitations which seem to be unavoidable consequences of the dependence on the paradigm of positivism. The reviews and criticisms are made in the four categories as following: narrow conceptualization of the purpose of teacher's questioning, an unwarranted assumption that objectively effective types of questions exist, an assumption that the meaning of the text is explicit and fixed, and a belief that learner's question functions as a means for the other external ends. In conclusion, the present study suggests that we should take the turn for the post-positivistic approach in studying ‘questioning in education’. That is, the learners' questioning should be regarded not as a means but a purpose; the idiosyncratic and intentional aspects of learning and teaching have to be highlighted; the perspective to consider the learning process not as a quantitative cumulation but as a qualitative and structural self-renewing is needed; tacit and contextual dimension of questioning deserves attention.