Socratic Teaching for Critical Thinking

From: http://www.tlc.eku.edu/biweeklytip/

By Loris Sherman
Somerset Community College

"The unexamined life is not worth living, because...many unexamined lives together
result in an uncritical, unjust, dangerous world. -Linda Elder, September, 2007

An important instructional strategy to enhance the critical thinking skills of our students is Socratic Questioning. The purpose of this approach is to allow students to evaluate their own thinking by making it explicit. As the instructor asks probing questions, the student must articulate the logic of their thought while clarifying and elaborating their reasoning. The questioning also requires them to check their assumptions as they are asked to evaluate evidence and consider not only their own viewpoints and perspectives, but to think about the perspectives of others. Most importantly, students must also consider the implications and consequences of their thinking. In other words, Socratic Questioning helps students to develop their thinking and to learn how to think deeply about problems and issues, whether in the classroom or in their lives. The outcome will be students equipped with good decision-making skills who will be better able to function in the classroom, on the job and as citizens in a democratic society. Thinking deeply can provide students with motivation and purpose, and lead to good decisions, such as to study hard, to stay in school, etc.

For most of us, deep thinking is not something that happens spontaneously or without nurturing. We act impulsively, with little structured or deep thought about most of the issues we face. Students need the chance to practice thinking about issues and forming well-thought-out opinions. It is difficult for them to develop this ability on their own. They need guidance to help them examine more closely how they have formed opinions in the past. Socratic Questioning in the classroom provides the practice that will enable students to develop the routine of questioning their own thinking at a deeper level.

For more information and detail on this classroom technique and an example of a Socratic dialogue, see The Role of Socratic Questioning in Thinking, Teaching, & Learning at https://www.criticalthinking.org/articles/the-role-socratic-questioning-ttl.cfm

It will be necessary to communicate to your students the purpose of Socratic Discussion, what they must do to effectively participate in it, and how it can benefit them to participate. Below is an example of a tutorial that might help introduce students to the technique.
Participating in Socratic Discussions

Who was Socrates? A Brief Overview and Introduction to the Method
He was a Classical Greek philosopher who lived in Athens from 469 BC-399 BC. Much of Western philosophy (our laws and morals, politics, even the Scientific Method) is based on his teachings. What we know about his philosophy and life comes from the works of Plato, his most famous student. The best known ideas of Socrates deal with ethics and the pursuit of knowledge and truth; he believed that both should be pursued and adhered to regardless of any resulting personal adversity. He was imprisoned for his teachings, and although given many opportunities to relent or recant, was finally sentenced to death by drinking poisonous hemlock.

It is the method used by Socrates to find knowledge and truth that we will focus on in this exercise. As mentioned above, we rely on Plato’s writings because Socrates left none. He believed that the only thing he really knew was that he knew nothing and that knowledge and truth are fluid and obtained through interaction. Writing doesn’t allow either interaction or the constant evolution from one belief to the next belief.

His method relies on posing all problems in the form of a question, with questions being formed for each possible answer to that question. The series of questions then leads to an examination by the student of what beliefs underlie their answers, to the forming of better answers and to the elimination of contradictions in their reasoning (Hooker, 1996).

What is the purpose or benefit of using the Socratic Discussion approach to our course material?
According to Paul (1995), Socratic approaches to learning will enhance your ability to structure your thought in a way that identifies problematic areas with your reasoning. You will become more practiced at understanding why you believe what you believe. He goes on to point out that Socratic discussions will increase your awareness of the need to be clear, accurate and relevant in your in examination of issues and discussions of these issues with others. Most importantly, you will begin to think critically in all areas of your life, examining the claims, evidence, assumptions, conclusions, implications and consequences of ideas, issues and actions.

Developing the ability to reflect slowly and carefully on ideas and concepts and to use carefully constructed questions will cause you to begin to examine your thought processes. As students and life long learners, critical thinking will improve your understanding of the scientific method, engage you actively in the learning (resulting in improved retention of information) and will increase your problem-solving skills.

How do we do it? What is the technique?
In this technique, we will focus on a particular issue or topic by using a series of questions which flow out of and are stimulated by your responses to the questions. This questioning will allow us to examine the ideas logically and to determine if the ideas or beliefs are valid. (Merritts and Walter, 2006)

What are the game rules?
There are some distinct differences between a general class discussion and a Socratic Discussion. If the game rules aren’t followed, the goal of enhancing your ability to think critically will be defeated.

Expectations for students:
1. Treat all classmates with respect and consider all responses as worthy of
consideration.
2. Pay close attention at all times (see #s 4 and 5 below!)
3. When applicable, come prepared for the exercise by reading assigned material before class.
4. You must participate at all times and answer all questions asked of you.
5. You will be asked at various points to paraphrase the response of a classmate.
6. Only one person will speak at a time and you may not interject comments without being called on first.
7. Answer questions clearing and carefully. This is an exercise in thinking, therefore, – think before your speak! Use reason and give evidence or use examples in your responses.
8. Give your answers to the entire class, not just the instructor, so that everyone can hear and feel a part of the discussion and process.
9. Your answers should be as concise and to the point as possible, allowing more time to continue our examination of ideas being presented.

Expectations for the instructor:
1. I will treat all students with respect and consider all responses as worthy of consideration.
2. I will provide a structure and focus for the discussion, guiding us back to the topic when necessary.
3. I will form questions that are clear and specific.
4. I will play the role of devil’s advocate in order to help you think reflectively.
5. I will allow enough time for you to form a thoughtful response to the question.
6. I will at all times respect your ideas, but challenge you to go beyond your previous level of thinking by questioning those ideas.
7. I will facilitate your learning by periodically summarizing in writing what has been discussed.
8. I will ensure that everyone is participating by directing questions to as many students as possible in our allotted time.
9. I will ensure that we all follow the rules of the game.

References Cited
Hooker, Richard. (1996) Ancient Greece, World Civilizations. Retrieved Sept 23, 2007 from http://www.wsu.edu/~dee/GREECE/SOCRATES.HTM

Paul, Richard W. Critical Thinking: How to Prepare Students for a Rapidly Changing World. Foundation for Critical Thinking, Santa Rosa, CA. 1995.

Merritts, Dorothy and Robert Walter. (2006) Using Socratic Questioning, Starting Point. Retrieved Sept 23, 2007

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Distributed by: Nancy Givens
Faculty Center for Excellence in Teaching
Western Kentucky University
1906 College Heights Blvd., #11095
Bowling Green, KY 42101
(270) 745-6508
http://www.wku.edu/teaching/