This article explores the resurgence and application of John Dewey's concept of "inquiry" within Francophone literature, particularly in the context of education and training. Dewey's "Theory of Inquiry," first introduced in 1938, is examined through a comprehensive lexicographical analysis of 291 French- language scientific publications. The study identifies six main classes of pub-lications that utilize Dewey's concept in diverse ways, ranging from philosophical analyses to practical applications in education and professional training. The analysis highlights the varied and evolving uses of the concept, reflecting a dynamic interplay between theoretical foundations and practical implementations. The findings suggest that while Dewey's theory is increasingly referenced, its applications remain fragmented, necessitating a deeper understanding of its integration into different research contexts. The study provides insights into the scientific dynamics within the Francophone educational research community and proposes further exploration of these trends in the English literature.