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CONTENTS

 Acknowledgements
 Quotes Of Socrates
 Who is Socrates? (Introduction)

 Socratic Questioning (Definition)
 Art of Socratic Questioning

 The Socratic Method

 The Six Types of Socratic Questioning
 Importance of Socratic Questioning In Education

 General Examples Of Socratic Questioning
 Why is it Effective in Teaching & Learning?

 Role of Questioning in Teaching, Thinking & Learning
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C
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Socrates himself left no writings,
and most of our knowledge of him and his teachings comes from the
dialogues of his most famous pupil, Plato (427-347 B
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), and from the
memoirs of Xenophon
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C
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He is known
for creating Socratic irony and the Socratic Method (elenchus)

 Socrates (ca
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C
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The instructor professes ignorance of the
topic under discussion in order to elicit engaged dialogue with students
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Also known as the
dialectical approach, this type of questioning can correct misconceptions
and lead to reliable knowledge construction
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As described in the writings of Plato, a student of Socrates, the
teacher feigns ignorance about a given subject in order to acquire
another person's fullest possible knowledge of the topic
...


DEFINITION OF SOCRATIC QUESTIONING:

Socratic questioning (or Socratic maieutics) is disciplined questioning that can
be used to pursue thought in many directions and for many purposes, including:
to explore complex ideas, to get to the truth of things, to open up issues and
problems, to uncover assumptions, to analyze concepts, to distinguish what we
know from what we don't know, to follow out logical implications of thought or
to control the discussion
...

Socratic questioning is referred to in teaching, and has gained currency as a
concept in education, particularly in the past two decades
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The Art of Socratic Questioning
 The art of Socratic questioning is important for the critical thinker because
the art of questioning is important to excellence of thought
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 There is a special relationship between critical thinking and Socratic
questioning because both share a common end
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 The goal of critical thinking is to establish a disciplined “executive” level
of thinking to our thinking, a powerful inner voice of reason, to monitor,
assess, and re-constitute–in a more rational direction–our thinking, feeling,
and action
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The Socratic Method:
 It is a different style of education than a lecture
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It is
a forum for open-ended inquiry, one in which both student and teacher
can use probing questions to develop a deeper understanding of the
topic
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Think of the Socratic Method as mainly back
and forth between a teacher, like Socrates, and a student
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 The Socratic Method has sometimes been portrayed in movies or by
particular teachers as an intimidating experience, where a teacher tries
to put down the student's knowledge
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The goal is greater knowledge,
not just winning an argument or showing you to be superior
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W
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Questions for
clarification:





Why do you say that?
How does this relate to our discussion?
"Are you going to include diffusion in your
mole balance equations?"

2
...
Questions that probe
reasons and evidence:






4
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Questions that probe
implications and
consequences:


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




6
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analogous to?
What do you think causes to happen
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?
How are
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similar?
What is a counterargument for
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affect
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tie in with what we learned
before?
"How would our results be affected if
neglected diffusion?"
What was the point of this question?
Why do you think I asked this question?
What does
...
apply to everyday life?
"Why do you think diffusion is important?"

IMPORTANCE OF SOCRTIC QUESTIONING
IN EDUCATION:
 How to Use the Socratic Method in the
Classroom



Role of the Teacher

During Socratic questioning, the teacher is a model of critical thinking who
respects students' viewpoints, probes their understanding, and shows genuine
interest in their thinking
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The
teacher creates and sustains an intellectually stimulating classroom environment
and acknowledges the value of the student in that environment
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

Tips for the Teacher:



Plan significant questions that provide structure and direction to the lesson
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

Wait Time: Maintain silence and wait at least 5 to 10 seconds for students to
respond
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

Follow up on students' responses and invite elaboration
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

Periodically summarize (e
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, on blackboard or overhead projector) what
has been discussed
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

Do not pose yes/no questions, as they do little to promote thinking or
encourage discussion
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

Role of the Student

Before an exercise in thoughtful questioning, it is helpful if the teacher tells
students that they are expected to do the following:


Participate when called upon
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

Address the whole class so that everyone can hear their answers
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General Examples of Socratic Questions
Socratic questions can be phrased in three general ways:
 To explore a general aspect of course material
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"
 To encourage creativity and brainstorming
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"
 To focus attention on a specific problem
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 Benefits of Socratic questioning
The use of Socratic questioning creates an active classroom where
learning is student-centered and inquiry-based
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Why is it effective in teaching and learning?
According to the Carleton University:
 Socratic questioning helps students to think critically by focusing explicitly
on the process of thinking
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e
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Thoughtful, disciplined questioning in
the classroom can achieve the following teaching and learning goals:
 Model scientific practices of inquiry
 Support active, student-centered learning
 Facilitate inquiry-based learning
 Help students to construct knowledge
 Help students to develop problem-solving skills
 Improve long-term retention of knowledge
This approach may seem simple, but it is in fact quite rigorous to manage
successfully in practice
...
If the teacher steps in
and starts giving them the answers, the process of getting students to
question their own ideas and think about their knowledge in a more
disciplined and rigorous way is somewhat defeated
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How to ‘do’ Socratic questioning Teachers Engaged in a
Socratic Dialogue with their students should try to:
 Respond to all answers with a further question (that calls upon the
respondent to develop his/her thinking in a fuller and deeper way)
 Seek to understand–where possible–the ultimate foundations for what is
said or believed and follow the implications of those foundations through
further questions
 Treat all assertions as a connecting point to further thoughts
 Treat all thoughts as in need of development
 Recognize that any thought can only exist fully in a network of
connected thoughts
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When raising questions, be open to the
questions they presuppose
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Indeed, so buried are questions in established
instruction that the fact that all assertions — all statements that this or that
is so — are implicit answers to questions is virtually never recognized
...
Hence, every textbook could be rewritten in the interrogative
mode by translating every statement into a question
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That it has not is testimony to the privileged
status of answers over questions in instruction and the misunderstanding of
teachers about the significance of questions in the learning process
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"
 Thinking is Driven by Questions
Thinking is not driven by answers but by questions
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To think through or rethink anything, one must ask
questions that stimulate our thought
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Answers on
the other hand, often signal a full stop in thought
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 This is why it is true that only students who have questions are really
thinking and learning
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 That we do not test students by asking them to list questions and explain
their significance is again evidence of the privileged status we give to
answers isolated from questions
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Feeding Students Endless Content to
Remember
 Feeding students endless content to remember (that is, declarative
sentences to remember) is akin to repeatedly stepping on the brakes in a
vehicle that is, unfortunately, already at rest
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Thinking is of no use unless it goes somewhere, and again, the questions
we ask determine where our thinking goes
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Questions of purpose force us to define our
task
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 Questions of interpretation force us to examine how we are organizing or
giving meaning to information
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Questions of implication force us
to follow out where our thinking is going
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 Questions of relevance force us to discriminate what does and what does
not bear on a question
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Questions of precision force us to give
details and be specific
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Questions of logic force us to consider how we
are putting the whole of our thought together, to make sure that it all
adds up and makes sense within a reasonable system of some kind
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They tend to stick to dead questions like "Is

this going to be on the test?", questions that imply the desire not to think
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Rather, they are purveyors of the
questions and answers of others-usually those of a textbook
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No questions equals no understanding
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Most students typically have no
questions
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Hence,
the questions they do have tend to be superficial and ill-informed
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This demonstrates that most of
the time they are not learning the content they are presumed to be
learning
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wikipedia
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com/academy/lesson/what-is-the-socraticmethod-definition-examples
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thefreedictionary
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umich
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htm
 http://serc
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edu/introgeo/socratic/fourth
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com/tlb/how-can-i-usesocratic-questioning-to-support-learning-in-the-classroom/
 www
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net/publication/249039119_The_Role_of_S
ocratic_Questioning_in_Thinking_Teaching_and_Learning
 www
...
org/pages/the-role-of-questions-inteaching-thinking-and-learning/524



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