Activity in Benlac Cabaces

I.
TITLE
Socratic Questioning
II. INTRODUCTION
Developed by the Greek philosopher, Socrates, the Socratic Method or Questioning is a
dialogue between teacher and students, instigated by the continual probing questions of the
teacher, in a concerted effort to explore the underlying beliefs that shape the students' views and
opinions. The aim of the questioning is to probe the underlying beliefs upon which each
participant’s statements, arguments and assumptions are built. The teacher is neither “the sage on
the stage” nor "the guide on the side" and the students are not passive recipients of knowledge.
The teacher leads by posing thought-provoking questions while students are actively engaged by
asking questions of their own. The discussion goes back and forth.
The principles of Socratic questioning put in the form of directives. It should responds
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. Treat all assertions as a connecting point to further thoughts and treat all
thoughts as in need of development. It is a must to recognize as well that a thought can only exist
fully in a network of connected thoughts. Stimulate students, by your questions, to pursue those
connections. Recognize that all questions presuppose prior questions and all thinking
presupposes prior thinking. When raising questions, be open to the questions they presuppose.
Additionally, it is helpful to recognize, in light of the universal features in the logic of human
thought, that there are identifiable categories of questions for the adept Socratic questioner to dip
into such as questions of clarification, questions that probe assumptions, questions that probe
reasons and evidence, questions about viewpoints or perspectives, questions that probe
implications and consequences, and questions about the question.
Socratic questioning illuminates the importance of questioning in learning. This
includes differentiating between systematic and fragmented thinking, while forcing individuals to
understand the root of their knowledge and ideas. Educators who support the use of Socratic
questioning in educational settings argue that it helps students become active and independent
learners. Also, Socrates himself thought that questioning was the only defensible form of teaching.
III. SUMMARY
Socratic questioning involves a disciplined and thoughtful dialogue between two or
more people. It is widely used in teaching and counseling to expose and unravel deeply held
values and beliefs that frame and support what we think and say. By using a series of focused yet
open questions, we can unpack our beliefs and those of others. In education, we can remove, albeit
temporarily, the idea of the ‘sage on the stage.’ Instead, the teacher plays dumb, acting as though
ignorant of the subject. The student, rather than remaining passive, actively helps push the
dialogue forward. Rather than teaching in the conventional sense, there is no lesson plan and often
no pre-defined goal; the dialogue can take its path, remaining open ended between teacher and
student. The Socratic method is used in coaching, with, or without a clear goal in mind, to probe
our deepest thoughts.
IV. KEY TAKEAWAYS
Socratic 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
Socratic questions can be phrased in three general ways:
1. To explore a general aspect of course material.
2. To encourage creativity and brainstorming.

3. To focus attention on a specific problem.
V. CONCLUSION
Therefore, 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. The teacher poses questions that are more meaningful than those a novice of a given
topic might develop on his or her own. The teacher creates and sustains an intellectually
stimulating classroom environment and acknowledges the value of the student in that
environment. In an intellectually open, safe, and demanding learning environment, students will
be challenged, yet comfortable in answering questions honestly and fully in front of their peers.
Critical thinking has the goal of reflective thinking that focuses on what should be
believed or done about a topic. Socratic questioning adds another level of thought to critical
thinking, by focusing on extracting depth, interest and assessing the truth or plausibility of
thought. Socrates argued that a lack of knowledge is not bad, but students must strive to make
known what they don't know through the means of a form of critical thinking. Critical thinking
provides the rational tools to monitor, assess, and perhaps reconstitute or re-direct our thinking
and action. To conclude, critical thinking and Socratic questioning both seek meaning and truth,
and that benefits the students a lot.
VI. REFLECTION
Socratic questioning could help students to think critically by focusing explicitly on
the process of thinking in classroom discussions. It fosters active engagement and enabled
students to logically examine and validate ideas as well.
This helps to provide all students greater confidence about talking to large groups
and allow them to develop the ability to argue forcefully and persuasively. In fact, students can
practice of assessing and revising their own ideas and approaches in light of new information or
different reasoning when they are exposed to this way of questioning. Developing their ability to
present ideas effectively would be easier too for them to arrive at a more accurate and well-
rounded understanding about some concepts or thing.
VII. REFERENCES/BIBLIOGRAPHY
Clark, G. I., & Egan, S. J. (2015). The Socratic method in cognitive behavioural therapy: A narrative
review. Cognitive Therapy and Research, 39(6), 863–879.
https://positivepsychology.com/socratic-questioning
https://serc.carleton.edu/345
https://serc.carleton.edu/950
Neenan M. Using Socratic questioning in coaching. Journal of Rational-Emotive & Cognitive-
Behavior Therapy. 2009;27:249–264. doi: 10.1007/s10942-007-0076-z
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4449800/
https://en.m.wikipedia.org/wiki/Socratic_questioning
https://tilt.colostate.edu/the-socratic-method/
https://www.uu.edu/centers/faculty/teaching/article.cfm?ID=73

Activity in Benlac Cabaces

Uploaded by

Copyright:

Available Formats

Activity in Benlac Cabaces

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Activity in Benlac Cabaces

Uploaded by

Copyright:

Available Formats

I.

Developed by the Greek philosopher, Socrates, the Socratic Method or Questioning is a

implications and consequences, and questions about the question.

Socratic questioning illuminates the importance of questioning in learning. This

Socratic questioning involves a disciplined and thoughtful dialogue between two or

our deepest thoughts.

IV. KEY TAKEAWAYS

• 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

Socratic questions can be phrased in three general ways:

1. To explore a general aspect of course material.

2. To encourage creativity and brainstorming.

and that benefits the students a lot.

Socratic questioning could help students to think critically by focusing explicitly on

students to logically examine and validate ideas as well.

rounded understanding about some concepts or thing.

review. Cognitive Therapy and Research, 39(6), 863–879.

Neenan M. Using Socratic questioning in coaching. Journal of Rational-Emotive & Cognitive-

Behavior Therapy. 2009;27:249–264. doi: 10.1007/s10942-007-0076-z

You might also like