The Socratic method to questioning is rest on the practice of confirmed, thoughtful dialogue. Socrates, Greek philosopher, believed that disciplined practice of thoughtful questioning prepared the student to check ideas logically and to determine the validity of those ideas. In this technique, the teacher professes ignorance of the topic in order to engage in dialogue with the students. With this “acting dumb,” the student develops the fullest possible knowledge about the topic.
The Socratic Questioning technique is an effective way to explore ideas in intense way. It can be used at all levels and is also helpful to teachers. It can be used at different points within a unit or project. By using Socratic Questioning, teachers promote independent thinking in their students and give them ownership of what they are learning. Higher-level thinking skills are present while students think, discuss, debate, evaluate, and analyze content through their own thinking and the thinking of those around them. These types of questions may take some practice on both the teacher and students’ part since it may be a whole new approach. Socratic questioning is at the heart of critical thinking and a number of homework problems draw from R.W. Paul's six types of Socratic questions: Questions for clarification Questions that probe assumptions Questions that probe reasons and evidence Questions about Viewpoints and Perspectives Questions that probe implications and consequences Questions about the question
Socrates himself thought that questioning is the only and most important tool for teaching and learning process. That is why he suggested questioning that focuses on exploring ideas, to know new things and also helps to create logical implications to the questions. In his opinion students will learn the problems and the gap between what they know and what they do not through questioning. This kind of questioning teaches the difference between systematic and fragmented learning. It helps us to go from surface to the hidden meanings. It suggests that to learn something you have to ask logical questions that is the main part of learning process. It helps teachers to make his students intellectually independent. R.W. Paul's gives six types of Socratic questions: Questions for clarification Questions that probe assumptions Questions that probe reasons and evidence Questions about Viewpoints and Perspectives Questions that probe implications and consequences Questions about the question The art of Socratic questioning is in a way connected with critical thinking. Critical thinking helps us to observe, monitor and sometimes to create altogether new insight into our own thinking process and on the other hand Socratic questioning advocates to construct new rational questions and framing them to achieve the art of critical thinking.
What is Socratic questioning? A Socratic approach to teaching is based on the practice of disciplined, thoughtful dialogue. Socrates, the early Greek philosopher/teacher, believed that disciplined practice of thoughtful questioning enabled the student to examine ideas logically and to determine the validity of those ideas. In this technique, the teacher professes ignorance of the topic in order to engage in dialogue with the students. By using Socratic Questioning, teachers promote independent thinking in their students and give them ownership of what they are learning. Socratic questioning helps students to think critically by focusing explicitly on the process of thinking. A Socratic questioner should:- Keep the discussion focused Keep the discussion intellectually responsible Stimulate the discussion with probing questions Periodically summarize what has been and what has not been dealt with and/or resolved Draw as many students as possible into the discussion. 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.
WHAT IS SOCRATIC QUESTIONING ? Socratic Questioning is an approach named for Socrates (ca 470-399 B.C), the Greek philosopher/teacher. This approach is based on the practice of disciplined, rigorously thoughtful dialogue. His emphasis that disciplined practice of thoughtful questioning enables the students or scholars to examine ideas logically. The Socratic Method is that things are not always what they seem to be, that the truth may not be in the conventional wisdom, that matters of fact need to be transcended to discover the fact of the matter. It is an assumption. Aristotle pointed that only one arrow can hit the central idea but it misses many things. It is more open to new possibilities. According to Richard Paul, this program is designed to foster the habit of reflective thinkers rather than the habit of looking to a teacher to a book or a formula for readymade materials. The Socratic Questioning is helpful in • Getting students to clarify their thinking. • Challenging students about assumptions. • Perspectives and alternative viewpoints.
Socratic method of questioning is an art of framing questions thoughtfully and systematically. It focuses on making students self reliant and also making them able to know the journey from known to unknown. It helps teachers to make his students more intellectual and more rationally directed. This helps students to understand different issues and also to understand others' thinking. This kind of questioning clearly shows the importance of questioning in the process of learning. Because questioning leads us to know new things Socrates took it as a most important thing in learning anything. There are six types of questions given by R.W. Paul. They are Questions for clarification Questions that probe assumptions Questions that probe reasons and evidence Questions about Viewpoints and Perspectives Questions that probe implications and consequences Questions about the question. The art of Socratic questioning is connected with critical thinking. Critical thinking demands meaning and truth and Socratic questioning provides total systematic way of questioning to reach the goal of critical thinking i.e. meaning and truth.
Socratic questioning 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. The key to distinguishing Socratic questioning from questioning per se is that Socratic questioning is systematic, disciplined, deep and usually focuses on fundamental concepts, principles, theories, issues or problems. Socratic questioning is referred to in teaching, and has gained currency as a concept in education particularly in the past two decades.Teachers, students or indeed anyone interested in probing thinking at a deep level can and should construct Socratic questions and engage in these questions. When teachers use Socratic questioning in teaching, their purpose may be to probe student thinking, to determine the extent of student knowledge on a given topic, issue or subject, to model Socratic questioning for students or to help students analyze a concept or line of reasoning. It is suggested that students should learn the discipline of Socratic questioning so that they begin to use it in reasoning through complex issues, in understanding and assessing the thinking of others and in following-out the implications of what they and others think. In fact, Socrates himself thought that questioning was the only defensible form of teaching. In teaching, teachers can use Socratic questioning for at least two purposes: To deeply probe student thinking, to help students begin to distinguish what they know or understand from what they do not know or understand (and to help them develop intellectual humility in the process). To foster students' abilities to ask Socratic questions, to help students acquire the powerful tools of Socratic dialogue, so that they can use these tools in everyday life (in questioning themselves and others). To this end, teachers can model the questioning strategies they want students to emulate and employ. Moreover, teachers need to directly teach students how to construct and ask deep questions. Beyond that, students need practice to improve their questioning abilities. Socratic questioning illuminates the importance of questioning in learning. It illuminates the difference between systematic and fragmented thinking. It teaches us to dig beneath the surface of our ideas. It teaches us the value of developing questioning minds in cultivating deep learning. Integrating Socratic questions in the following manner in the classroom helps develop active, independent learners:
Socratic questioning 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. The key to distinguishing Socratic questioning from questioning per se is that Socratic questioning is systematic, disciplined, deep and usually focuses on fundamental concepts, principles, theories, issues or problems. Socratic questioning is referred to in teaching, and has gained currency as a concept in education particularly in the past two decades.Teachers, students or indeed anyone interested in probing thinking at a deep level can and should construct Socratic questions and engage in these questions. When teachers use Socratic questioning in teaching, their purpose may be to probe student thinking, to determine the extent of student knowledge on a given topic, issue or subject, to model Socratic questioning for students or to help students analyze a concept or line of reasoning. It is suggested that students should learn the discipline of Socratic questioning so that they begin to use it in reasoning through complex issues, in understanding and assessing the thinking of others and in following-out the implications of what they and others think. In fact, Socrates himself thought that questioning was the only defensible form of teaching. In teaching, teachers can use Socratic questioning for at least two purposes: To deeply probe student thinking, to help students begin to distinguish what they know or understand from what they do not know or understand (and to help them develop intellectual humility in the process). To foster students' abilities to ask Socratic questions, to help students acquire the powerful tools of Socratic dialogue, so that they can use these tools in everyday life (in questioning themselves and others). To this end, teachers can model the questioning strategies they want students to emulate and employ. Moreover, teachers need to directly teach students how to construct and ask deep questions. Beyond that, students need practice to improve their questioning ability. Questions for clarification Questions that probe assumptions Questions that probe reasons and evidence Questions about Viewpoints and Perspectives Questions that probe implications and consequences Questions about the question.
The Socratic Method is inappropriate for children because it teaches them to question adult authority before they the necessary experience. The Socratic Method is based on the practice and thoughtful dialogue. In Socratic Questioning, he present that teacher as a guide and student put their point of view related to topic .Socratic questioning most of related to teaching and learning based. So, the result is questioning focus on the new ideas, their own thought, and their experience share with everyone. In Socratic opinion students face some problems and what they have no understand it is solution by their questioning. In his method students do different type of activity related to topic, as like background information, debate, group work etc. The overall purpose of Socratic questioning is to challenge accuracy and completeness of thinking in a way that acts to move people towards their ultimate goal. In Socratic opinion disciplined questioning in the classroom can achive the following teaching and learning goals:
Model scientific practices of inquiry.
Support active , student- centered learning
Help student to construct knowledge.
• An Example of the Socratic approach to teaching. Socratic questioning on the approach to teaching is one in which the instructor poses thoughtful question o help students learn. Socratic gave example of Socratic questioning is here he said that how a teacher engage in students in Socratic questioning during class. For given example Socratic questioning and discuss that the topic is given for example faulting and earthquakes is designed for introductory Earth science course in which students have some background course related to topic. e g : through lecture and giving text or task. Or video or other type of learning material.
Socratic thinks that questioning is useful wapen for teaching and learning process.Socratic questioning 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. The key to distinguishing Socratic questioning from questioning per se is that Socratic questioning is systematic, disciplined, deep and usually focuses on fundamental concepts, principles, theories, issues or problems. Socratic questioning is referred to in teaching, and has gained currency as a concept in education particularly in the past two decades.[citation needed] Teachers, students or indeed anyone interested in probing thinking at a deep level can and should construct Socratic questions and engage in these questions Socrates the early Greek philosopher & teacher, a Socratic approach to teaching is based on the practice of disciplined, rigorously thoughtful dialogue.The instructor professes ignorance of the topic under discussion in order to elicit engaged dialogue with students. Socrates was convinced that disciplined practice of thoughtful questioning enables the scholar/student to examine ideas logically and to be able to determine the validity of those ideas. Also known as the dialectical approach, this type of questioning can correct misconceptions and lead to reliable knowledge construction. Although "Socratic questioning" appears simple, it is in fact quite rigorous.The teacher attempts to draw out the student's fullest possible knowledge of the topic. Individuals have the capacity to recognize contradictions, so Socrates assumed that incomplete or inaccurate ideas would be corrected during the process of disciplined questioning, and hence would lead to progressively greater truth and accuracy. THE SIX TYPES OF SOCRATIC QUESTIONS 1. Questions for clarification: 2. Questions that probe assumptions: 3. Questions that probe reasons and evidence: 4. Questions about Viewpoints and Perspectives: 5. Questions that probe implications and consequences: 6. Questions about the question:
Socratic's Questioning:- Socrates is a Greek philosopher with a teacher. A Socratic approach to teaching is based on the practice of disciplined, rigorously thoughtful dialogue. Socrates, as instructor, ignorance of the topic under discussion in order to elicit engaged dialogue with students. The Socratic approach was built upon the assumption that knowledge was within the learner and proper questioning and commentary could cause this knowledge to surface. Socratic questioning helps students to think critically by focusing explicitly on the process of thinking. During disciplined, carefully structured questioning, students must slow down and examine their own thinking processes. As a teacher, during Socratic questioning, creates and sustains an intellectually stimulating classroom environment and acknowledges the value of the student in that environment. Some tips for a teacher: • Plan significant questions that provide structure and direction to the lesson. • Phrase the questions clearly and specifically. • Follow up on students' responses and invite elaboration. As a student, before an exercise in thoughtful questioning, they are expected to do. Some tips for students: • Answer questions as carefully and clearly as possible. • Be as succinct as possible in the interest of maximizing classroom time and effectiveness.
Socratic questioning is disciplined questioning that can be used to pursue thought in many directions and for many purposes including ideas, truth of things, issues, problems, logical implications of thought. Socratic questioning is systematic, disciplined, and deep and usually focuses on fundamental concepts, principles, theories, issues or problems. It is referred to in teaching. When teachers use Socratic questioning in teaching, their purpose may be to probe student thinking.
In teaching, teachers can use Socratic questioning for at least two purposes:
1). To deeply probe student thinking and to help them develop intellectual humility in the process. 2). To foster students' abilities to ask Socratic questions.
Critical thinking and Socratic questioning both seek meaning and truth. Socratic questioning is an explicit focus on framing self-directed, disciplined questions to achieve that goal.
Socratic Questioning is a disciplined questioning that can be used to take your thought in many directions and for many purposes. Socratic Questioning can be used to… • explore complex ideas • get to the truth of things • open up the issues and problems • uncover assumptions • analyze concepts • distinguish from what we know to what we do not know This method is systematic, disciplined, deep and it focuses on fundamental concept. Teacher uses this type of questioning mainly for two purposes: • To draw students towards what they do not know from what they know • To foster students’ ability to ask Socratic questions With the help of Socratic Questioning method, ideas become more clear from the surface. Socratic Questioning is intimately connected with critical thinking. It seeks meaning and truth. In psychotherapy, logotherapy or cognitive therapy, Socratic Questioning is used to uncover the assumptions and evidence that support people’s thought from the surface in respect of problem. R.W. Paul has given following types of Socratic Questions… • Getting students to clarify the things • Challenging students about assumptions • Evidence as a basis for argument • Implications and consequences • Question the question
What is Socratic Questioning? -> Socratic questioning is an offshot of the critical thinking movement and is named after the teaching practice of the great philosopher, Socrates, who lived about 24 centuries ago. Through the use of penetrating (thought-provoking) questions, Socrates helped his pupils gain deeper insight and understanding and develop coherent lines of reasoning on which to base their thoughts and beliefs. Socratic questioning is disciplined questioning that can be used to explore thought in many directions and for many purposes, n to get to the truth of things n to open up issues and problems n to explore complex ideas n to uncover assumptions n to analyze concepts n to distinguish what we know from what we don’t know, and n to follow out logical implications of thought
->Socratic questioning is – Raises basic issues -Pursues problematic areas of thought – helps students to discover the structure of their own thought – helps students develop sensitively to clarity, accuracy, and relevance. -helps students arrive at judgment through their own reasoning. – helps students note claims, evidence, conclusions, questions , questions-at-issue, assumptions, implications, consequences , concepts, interpretations , points of view-the elements of thought.
Socratic questioning helps students to think critically by focusing explicitly on the process of thinking. During disciplined, carefully structured questioning, students must slow down and examine their own Thinking processes (i.e., reflective thinking). 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
What is Socratic Questioning? -> Socratic questioning is an offshot of the critical thinking movement and is named after the teaching practice of the great philosopher, Socrates, who lived about 24 centuries ago. Through the use of penetrating (thought-provoking) questions, Socrates helped his pupils gain deeper insight and understanding and develop coherent lines of reasoning on which to base their thoughts and beliefs. ->Socratic questioning is disciplined questioning that can be used to explore thought in many directions and for many purposes, - to get to the truth of things - to open up issues and problems - to explore complex ideas - to uncover assumptions - to analyze concepts - to distinguish what we know from what we don’t know, and - to follow out logical implications of thought
->Socratic questioning is – Raises basic issues -Pursues problematic areas of thought – helps students to discover the structure of their own thought – helps students develop sensitively to clarity, accuracy, and relevance. -helps students arrive at judgment through their own reasoning. – helps students note claims, evidence, conclusions, questions , questions-at-issue, assumptions, implications, consequences , concepts, interpretations , points of view-the elements of thought.
Socratic questioning helps students to think critically by focusing explicitly on the process of thinking. During disciplined, carefully structured questioning, students must slow down and examine their own Thinking processes (i.e., reflective thinking). 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
Socratic Method is a form of inquiry and discussion between individuals, based on asking and answering questions to stimulate critical thinking and to illuminate ideas. It involving a discussion in which the defense of one point of view is questioned. Socratic questioning is disciplined questioning that can be used to pursue thought in many directions. Socratic questioning is systematic, disciplined, deep and usually focuses on fundamental concepts, principles, theories, issues or problems. Socratic questioning referred to in teaching teacher can use it for two purposes: 1. Students begin to distinguish what they know or understand from what they do not know or understand. 2. Teachers teach students how to construct and ask the questions and improve their Socratic questioning abilities. Socratic questioning is related with the critical thinking. Critical thinking and Socratic questioning both seek meaning and truth. Socratic questioning is an explicit focus on framing self-directed, disciplined questions to achieve that goal. It illuminates the difference between systematic and fragmented thinking. Socratic questions in the classroom help develop active, independent learners. There are six types of Socratic questions: 1. Getting students to clarify their thinking 2. Challenging students about assumptions 3. Evidence as a basis for argument 4. Alternative viewpoints and perspectives 5. Implications and consequences 6. Question the question
Socratic Question : A Socratic approach to teaching is based on the practice of disciplined, rigorously thoughtful dialogue. The instructor professes ignorance of the topic under discussion in order to elicit engaged dialogue with students. Socrates was convinced that disciplined practice of thoughtful questioning enables the scholar/student to examine ideas logically and to be able to determine the validity of those ideas. Also known as the dialectical approach, this type of questioning can correct misconceptions and lead to reliable knowledge construction.As the assigned texts are typically case law, the Socratic method, if properly used, can display that judges' decisions are usually conscientiously made but are based on certain premises, belief, and conclusions that are the subject of legitimate argument. Socratic questioning is at the heart of critical thinking and a number of homework problems draw from R.W. Paul's six types of Socratic questions: THE SIX TYPES OF SOCRATIC QUESTIONS 1. Questions for clarification: 2. Questions that probe assumptions: 3. Questions that probe reasons and evidence: 4. Questions about Viewpoints and Perspectives: 5. Questions that probe implications and consequences: 6. Questions about the question:
What is Socratic questioning and how does it differ from other types of questioning?
• Socrates:
This article is about the classical Greek philosopher. He was born in Athens. Socrates was a classical Greek philosopher. He was credited as one of the founders of western philosophy. Socrates did not write philosophical texts, the knowledge of the man, his life, and his philosophy is entirely based on writings by his students and contemporaries. Foremost among them is Plato; however, works by Xenophon, Aristotle, and Aristophanes also provide important insights. His notable ideas of Socratic Method and Socratic irony.
• What is Socratic Method?
Socratic most important contribution to Western thought is his dialogical method of enquiry, known as the Socratic Method, which he largely applied to the examination of key moral concepts and was first described by Plato in the Socratic Dialogues. For this, Socrates is customarily regarded as the father and fountainhead for ethics or moral philosophy, and of philosophy in general.
• What is Socratic Questioning?
Socrates is a Greek philosopher with a teacher. A Socratic approach to teaching is based on the practice of disciplined, rigorously thoughtful dialogue. Socratic Questioning is a disciplined questioning that can be used to take your thought in many directions and for many purposes. Socratic Questioning used thought and many ways including such as; 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 systematic, disciplined, deep and usually focuses on fundamental concepts, principles, theories, issues or problems. 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. Socratic questioning helps students to think critically by focusing explicitly on the process of thinking. During disciplined, carefully structured questioning, students must slow down and examine their own thinking processes (i.e., reflective thinking).
R.W. Paul's six types of Socratic questions:
(1) Questions for clarification, (2) Questions that probe assumptions, (3) Questions that probe reasons and evidence, (4) Questions about Viewpoints and Perspectives, (5) Questions that probe implications and consequences, (6) Questions about the question.
Socratic questioning is desciplined questioning that can be used to pursue thought in many directions and for many purposes including ideas, thruth of things, issues, problems, logical implications of thought. Socratic questioning is systematic, disciplined and deep and usually focuses on fundamental concepts, principles, theories, issues or problems. It is referred to in teaching. When teachers use Socratic questioning in teaching their purpose may be to probe student thinking. @ the four types of socratic questions. 1. Questions for clarification? 2. Questions that probe assumptions? 3. Questions that probe implications and consequences? 4. Questions about the question?
Socratic questioning 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. "Socratic questioning" appears simple, it is in fact intensely rigorous. 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. Individuals have the capacity to recognize contradictions, so Socrates assumed that incomplete or inaccurate ideas would be corrected during the process of disciplined questioning, and hence would lead to progressively greater truth and accuracy.
The Socratic method of questioning is named after the Greek philosopher Socrates (469 BC–399 BC), who lived in Athens during the Golden age of Greece. His father was Sophroniscus, a stone cutter, and his mother was Phaenarete, a midwife. His mother’s profession of the midwife is how Socrates would later characterize his own profession. Socrates was well known in Athens by the time he was in his forties due to his habit of engaging in philosophy conversations in public and at private gatherings. Socrates used questions to encourage his students to arrive at the answers they sought. Instead of simply responding to students’ questions or providing lectures, he systematically asked questions that encouraged deep thought which allowed students to gain knowledge through critical thinking. Cognitive therapists often use Socratic questioning to help people challenge maladaptive, unrealistic, and/or unbalanced thoughts. People can learn to challenge their own thoughts through Socratic questioning as well. Focus on three: (a) Socratic questioning, (b) identifying cognitive distortions, and (c) accepting reality while committing to change. The Socratic Questioning Method is a questioning model which focuses on giving students questions, not answers. It leads students to self-understanding of content and encourages higher level thinking skills. By following all answers with further questions, and by selecting questions which advance the discussion, the Socratic questioner forces the student to think in a disciplined, intellectually responsible manner.
-Socratic Questioning is,to challenge accuracy and completeness of thinking in a way that acts o move people towards their ultimate goal. -It 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,etc. -It is differ from others because Critical thinking is the process,we use to reflect on,access and judge the assumptions,underlying our own and other ideas and actions.where as Socratic questioning is at the heart of critical thinking and a number of homework problems draw from R.W.Paul's six types of Socratic questions. 1.questions for clarification 2.q.that probe assumptions 3.q. that probe reasons and evidence 4.q.that probe implications and consequences 6.q. about questions.
Socrates (470-399 BC) was a Greek philosopher who, despite being considered one of the greatest and most important philosophers who ever lived, left no writings at all. Most of what we know about his life and work comes from the writings of his disciples, Xenophon and Plato. He lived during a period of transition in the Greek empire, and after the Peloponnesian War, he was tried, convicted, and executed for corrupting the young.
Socrates engaged in questioning of his students in an unending search for truth. He sought to get to the foundations of his students' and colleagues' views by asking continual questions until a contradiction was exposed, thus proving the fallacy of the initial assumption. This became known as the Socratic Method, and may be Socrates' most enduring contribution to philosophy.
Perhaps because of its over-the-top portrayal in the 1973 movie The Paper Chase, the very mention of the Socratic Method strikes fear in the hearts of those considering attending law school. John Houseman may have won an Oscar for his impressive performance, but if anyone ever did teach a law school class like his Professor Kingsfield, no one at Chicago does today. Instead, our students discover quickly that the Socratic Method is a tool and a good one at that used to engage a large group of students in a discussion, while using probing questions to get at the heart of the subject matter. The Socratic Method is not used at Chicago to intimidate, nor to "break down" new law students, but instead for the very reason Socrates developed it: to develop critical thinking skills in students and enable them to approach the law as intellectuals. 1. Teacher assigns a short passage of text the day prior to the Socratic circle activity. 2. Students read, analyze, and take notes individually. 3. Students are divided into two circles. 4. The inner circle reads the passage aloud and discusses the text for about ten minutes, while the outer circle silently observes. 5. The outer circle evaluates the inner circle’s conversation and provides feedback to the inner circle. 6. Students switch circles. 7. The new inner circle discusses the text for approximately ten minutes and then is given ten minutes of feedback by the outer circle.
What is Socratic Questioning? Socratic questioning is referred to in teaching, and has gained currency as a concept in particularly in education the past two decades Teachers, students or indeed anyone interested in probing thinking at a deep level can and should construct Socratic questions and engage in these question Socratic questioning in teaching, their purpose may be to probe student thinking, to determine the extent of student knowledge on a given topic, issue or subject, to model Socratic questioning for students or to help students analyze a concept or line of reasoning. It is suggested that students should learn the discipline of Socratic questioning so that they begin to use it in reasoning through complex issues, in understanding and assessing the thinking of others and in following-out the implications of what they and others think. In fact, Socrates himself thought that questioning was the only defensible form of teaching. Socratic questioning illuminates the importance of questioning in learning. It illuminates the difference between systematic and fragmented thinking. It teaches us to dig beneath the surface of our ideas. It teaches us the value of developing questioning minds in cultivating deep learning. Integrating Socratic questions in the following manner in the classroom helps develop active, independent learners.
R.W. Paul's six types of Socratic questions:
(1) Questions for clarification, (2) Questions that probe assumptions, (3) Questions that probe reasons and evidence, (4) Questions about Viewpoints and Perspectives, (5) Questions that probe implications and consequences, (6) Questions about the question.
What is Socrates questioning? The great Greek philosopher Socrates believed to teaching is thoughtful questions to help students learn. Socrates assumed that incomplete or inaccurate ideas are corrected by the process of disciplined questioning, and lead students progressively greater truth and accuracy. Socrates questioning helps students to thinking critically by focusing clearly on the process of thinking. Student need to think critically in order to solve questions. His questioning method is effective way to explore ideas. R.W. Paul divides questions in to six different types. Questions for clarification Questions that probe assumptions Questions that probe reasons and evidence Questions about Viewpoints and Perspectives Questions that probe implications and consequences Questions about the question
What is Socratic questioning and how does it differ from other types of questioning?
Socratic questioning 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. The key to distinguishing Socratic questioning from questioning per se is that Socratic questioning is systematic, disciplined, deep and usually focus. In Socratic opinion students face some problems and what they have no understand it is solution by their questioning. In his method students do different type of activity related to topic, as like background information, debate, group work etc. The overall purpose of Socratic questioning is to challenge accuracy and completeness of thinking in a way that acts to move people towards their ultimate goal. In Socratic opinion disciplined questioning in the classroom can achive the following teaching and learning goals on fundamental concepts, principles, theories, issues or problems. Socratic questioning is at the heart of critical thinking and a number of homework problems draw from R.W. Paul's six types of Socratic questions:
THE SIX TYPES OF SOCRATIC QUESTIONS: 1. Questions for clarification: 2. Questions that probe assumptions: 3. Questions that probe reasons and evidence: 4. Questions about Viewpoints and Perspectives: 5. Questions that probe implications and consequences: 6. Questions about the question:
Socrates questioning advocates that questions helps the learning most. According to him questioning is the essential part of any learning. Teachers need to ask questions in order to make his students capable of thinking critically and to make them think analytically, responding, and also to have some new point of views on the same. It is a very important way to explore totally new ideas in explicit way. Students will come to know on their own that what is the gap between what they know and what they don’t know. R.W. Paul's gives six types of Socratic questions: Questions for clarification Questions that probe assumptions Questions that probe reasons and evidence Questions about Viewpoints and Perspectives Questions that probe implications and consequences Questions about the question
The great Greek philosopher Socrates introduced the questioning method to understand the ideas at his time. Plato, the student of Socrates, described “Socratic Dialogues” first time in his work. Socratic Questioning is the engage in dialogue. Socrates follow dialectical approach and he believed that disciplined practice of thoughtful questioning enables students for logical thinking and determine the validity of ideas. The incomplete ideas or issues can be complete while questioning. Socratic Method is dialogical method of inquiry. At the ancient time the method used to examine the terms like justice, wisdom, society, politics etc. Thinking is driven by questions. So Socratic questioning leads to critical thinking for logical and empirical answer. Art of questioning is important to excellence of thought. There are six types of Socratic questioning created by Richard Paul. 1) Questions of classification 2) Questions that Probe Assumptions 3) Questions that Probe Reasons and Evidence 4) Questions about Viewpoints of Perspectives 5) Questions that Probe Implications and Consequences 6) Questions about the Questions These are used by skillful teacher to allow the students to think over and examine and understand the ideas. Socratic questioning helps students to achieve their 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 skill. Improve long-term retention of knowledge.
Socrates, the early Greek philosopher and teacher as well, believed that disciplined practice of thoughtful questioning enabled the student to examine ideas logically and to determine the validity of those ideas. The Socratic approach to questioning is based on the practice of disciplined, thoughtful dialogue. The Socratic Questioning technique is an effective way to explore ideas in depth. . It can be used at all levels and is a helpful tool for all teachers. This technique enables students for independent thinking and give them ownership of what they are learning . Higher-level thinking skills are present while students think, discuss, debate, evaluate, and analyze content through their own thinking and the thinking of those around them. Socratic questioning is at the heart of critical thinking and a number of homework problems draw from R.W. Paul's six types of Socratic questions: 1. Questions for clarification 2. Questions that probe assumptions 3. Questions that probe reasons and evidence 4. Questions about Viewpoints and Perspectives 5. Questions that probe implications and consequences 6. Questions about the question
Socratic questioning is a process where questions are used to construct and examine knowledge; it's named after the ancient Greek philosopher Socrates who lived circa 400 BC. It is considered to be a vital part of the critical thinking process and has educational and therapeutic applications. Socratic questioning helps students to interact with and think about knowledge, thus making it their own rather than simply accepting and absorbing it. Specific types of questions are designed to elicit information from students and guide the active examination and expansion of knowledge. Question types include clarifying the issue as well as probing assumptions, reasons, evidence, and considering consequences and implications. Although "Socratic questioning" appears simple, it is in fact intensely rigorous. 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. Individuals have the capacity to recognize contradictions, so Socrates assumed that incomplete or inaccurate ideas would be corrected during the process of disciplined questioning, and hence would lead to progressively greater truth and accuracy. There are six types of Socratic questions: (1) Questions for clarification, (2) Questions that probe assumptions, (3) Questions that probe reasons and evidence, (4) Questions about Viewpoints and Perspectives, (5) Questions that probe implications and consequences, (6) Questions about the question.
The great Greek philosopher Socrates established questioning of disciplined practicing thoughtful process. Socratic questioning is based on disciplined approach and it is also related with progressive, truth and accuracy element. Thinking process is very essential. Thoughtful practice of disciplined is also useful in socratic questuoning. There are other six types of socratic questioning established by R.W. Paul, which can be given below. 1.Questions for clarification 2.Questions that probe assumptions 3.Questions that probe reasons and evidence 4.Questions about viewpoints and perspectives 5.Questions that probe implications and consequences. 6.Questions about the question. Here, thinking process of disciplined approach is very appropriate for socraticmethod.
What is Socrates questing? Socratic questioning is restricted questioning that can be used to pursue thought in many information 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. The key to distinguishing Socratic questioning from questioning per se is that Socratic questioning is systematic, disciplined, and deep and usually focuses on fundamental concepts, principles, theories, issues or problems. Socratic questioning is referred to in teaching, and has gained currency as a concept in education particularly in the past two decades.[citation needed] Teachers, students or indeed anyone interested in probing thinking at a deep level can and should construct Socratic questions and engage in these questions. Six Types of Socratic Questions The taxonomy of Socratic questions was created by Richard Paul. While it is not a hierarchy in the traditional sense and the categories build upon each other, simplifying, we can distinguish the following six types of Socratic questions: 1. Probing underling concepts 2. Probing Assumptions 3. Probing evidence 4. Probe implications and consequences 5. Questioning underling position 6. Questions about the question
Socratic questioning is a process where questions are used to construct and examine knowledge; it's named after the ancient Greek philosopher Socrates who lived circa 400 BC. It is considered to be a vital part of the critical thinking process and has educational and therapeutic applications. Socratic questioning helps students to interact with and think about knowledge, thus making it their own rather than simply accepting and absorbing it. Specific types of questions are designed to elicit information from students and guide the active examination and expansion of knowledge. Question types include clarifying the issue as well as probing assumptions, reasons, evidence, and considering consequences and implications. The art of skillful Socratic questioning is designed with the purpose of making the student an active participant, rather than a passive recipient, in learning. It encourages critical thinking and has many applications in education across multiple disciplines such as science, literature, history, and psychology. Through the use of carefully constructed questions, students are able to interact with the knowledge and the teacher, thereby thinking about the subject at hand from all angles in the quest for greater understanding. Socratic questioning can help patients learn more about themselves, including their motivations and actions, as well as exploring ways to adjust behavior so that functioning can be improved. • Six Types of Socratic Questions:- 1. Probing underling concepts 2. Probing Assumptions 3. Probing evidence 4. Probe implications and consequences 5. Questioning underling position 6. Questions about the question
The Socratic method of questioning is emphatically not "teaching" in the conventional sense of the word. The method is a questioning model which focuses on giving students questions, not answers.
The classroom experience in this method is a shared dialogue between teacher and students in which both are responsible for pushing the dialogue forward through questioning. The teacher, or leader of the dialogue, asks probing questions in order to expose the values and beliefs which frame and support the thoughts and statements of the participants in the inquiry. The students also ask questions to the teacher or to each other.
In this method the inquiry is open-ended in which the teacher also acts as a participant and encourages the students to think more critically and intellectually.
The Socratic Questioning technique involves mainly seven types of questions.
1) Clarification questions 2) Questions about an initial issue 3) Assumption questions 4) Reason and evidence questions 5) Origin or source questions 6) Implication and consequence questions 7) Viewpoint questions
The Socratic Questioning Method is a questioning model which focuses on giving students questions, not answers. It leads students to self-understanding of content and encourages higher level thinking skills. By following all answers with further questions, and by selecting questions which advance the discussion, the Socratic questioner forces the student to think in a disciplined, intellectually responsible manner.The focus of a Socratic questioner is to delve further into these elements, each of which represents a dimension of understanding.
Socratic questions fall into six major categories:
Clarifying Increasing Critical Awareness Refocusing Prompting Redirecting to Another Student
Another type of Socratic Questioning follows Bloom’s Taxonomy. This taxonomy follows six levels of questions, from Knowledge (lowest level) to Evaluation (highest level). The Question Cues for each level are helpful for asking questions which can be used to assess a student’s understanding of concepts.
Socratic Questioning: In the Socratic method of education, teachers engage students by asking questions that require generative answers. Ideally, the answers to questions are not a stopping point for thought but are instead a beginning to further analysis and research. Teachers can use the Socratic method in a variety of subject areas and across grade levels in order to challenge students to examine both contemporary and historical issues. In modeling the practice of Socrates, the teacher questions students in a manner that requires them to consider how they rationalize and respond about topics. Copeland explains that it is important for teachers to clarify that these questions are not intended to create an environment of judgment, but rather to help students “examine their attitudes, beliefs, knowledge and logic.”3 The goal of the Socratic method is to help students process information and engage in deeper understanding of topics. Most importantly, Socratic teaching engages students in dialogue and discussion that is collaborative and open-minded as opposed to debate, which is often competitive and individualized. Ideally, teachers develop open-ended questions about texts and encourage students to use textual evidence to support their opinions and answers. In the Socratic seminar, the teacher uses questions to guide discussion around specific learning goals. It is imperative for teachers to “establish guidelines to help students understand their roles and responsibilities” in the Socratic discussion.4 “Socratic questioning is a systematic process for examining the ideas, questions, and answers that form the basis of human belief. It involves recognizing that all new understanding is linked to prior understanding, that thought itself is a continuous thread woven throughout lives rather than isolated sets of questions and answers.
six types of Socratic questions:
Questions for clarification Questions that probe assumptions Questions that probe reasons and evidence Questions about Viewpoints and Perspectives Questions that probe implications and consequences Questions about the question
48 comments:
The Socratic method to questioning is rest on the practice of confirmed, thoughtful dialogue. Socrates, Greek philosopher, believed that disciplined practice of thoughtful
questioning prepared the student to check ideas logically and to determine the validity of those
ideas. In this technique, the teacher professes ignorance of the topic in order to engage in
dialogue with the students. With this “acting dumb,” the student develops the fullest possible
knowledge about the topic.
The Socratic Questioning technique is an effective way to explore ideas in intense way. It can be used at all levels and is also helpful to teachers. It can be used at different points within a unit or project. By using Socratic Questioning, teachers promote independent thinking in their students and give them ownership of what they are learning. Higher-level thinking skills are present while students think, discuss, debate, evaluate, and analyze content through their own thinking and the thinking of those around them. These types of questions may take some practice on both the
teacher and students’ part since it may be a whole new approach.
Socratic questioning is at the heart of critical thinking and a number of homework problems draw from R.W. Paul's six types of Socratic questions:
Questions for clarification
Questions that probe assumptions
Questions that probe reasons and evidence
Questions about Viewpoints and Perspectives
Questions that probe implications and consequences
Questions about the question
Socrates himself thought that questioning is the only and most important tool for teaching and learning process. That is why he suggested questioning that focuses on exploring ideas, to know new things and also helps to create logical implications to the questions. In his opinion students will learn the problems and the gap between what they know and what they do not through questioning. This kind of questioning teaches the difference between systematic and fragmented learning. It helps us to go from surface to the hidden meanings. It suggests that to learn something you have to ask logical questions that is the main part of learning process. It helps teachers to make his students intellectually independent. R.W. Paul's gives six types of Socratic questions:
Questions for clarification
Questions that probe assumptions
Questions that probe reasons and evidence
Questions about Viewpoints and Perspectives
Questions that probe implications and consequences
Questions about the question
The art of Socratic questioning is in a way connected with critical thinking. Critical thinking helps us to observe, monitor and sometimes to create altogether new insight into our own thinking process and on the other hand Socratic questioning advocates to construct new rational questions and framing them to achieve the art of critical thinking.
What is Socratic questioning?
A Socratic approach to teaching is based on the practice of disciplined, thoughtful dialogue. Socrates, the early Greek philosopher/teacher, believed that disciplined practice of thoughtful questioning enabled the student to examine ideas logically and to determine the validity of those ideas. In this technique, the teacher professes ignorance of the topic in order to engage in dialogue with the students. By using Socratic Questioning, teachers promote independent thinking in their students and give them ownership of what they are learning. Socratic questioning helps students to think critically by focusing explicitly on the process of thinking.
A Socratic questioner should:-
Keep the discussion focused
Keep the discussion intellectually responsible
Stimulate the discussion with probing questions
Periodically summarize what has been and what has not been dealt with and/or resolved
Draw as many students as possible into the discussion.
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.
WHAT IS SOCRATIC QUESTIONING ?
Socratic Questioning is an approach named for Socrates (ca 470-399 B.C), the Greek philosopher/teacher. This approach is based on the practice of disciplined, rigorously thoughtful dialogue. His emphasis that disciplined practice of thoughtful questioning enables the students or scholars to examine ideas logically.
The Socratic Method is that things are not always what they seem to be, that the truth may not be in the conventional wisdom, that matters of fact need to be transcended to discover the fact of the matter. It is an assumption. Aristotle pointed that only one arrow can hit the central idea but it misses many things. It is more open to new possibilities. According to Richard Paul, this program is designed to foster the habit of reflective thinkers rather than the habit of looking to a teacher to a book or a formula for readymade materials.
The Socratic Questioning is helpful in
• Getting students to clarify their thinking.
• Challenging students about assumptions.
• Perspectives and alternative viewpoints.
Socratic method of questioning is an art of framing questions thoughtfully and systematically. It focuses on making students self reliant and also making them able to know the journey from known to unknown. It helps teachers to make his students more intellectual and more rationally directed. This helps students to understand different issues and also to understand others' thinking. This kind of questioning clearly shows the importance of questioning in the process of learning. Because questioning leads us to know new things Socrates took it as a most important thing in learning anything. There are six types of questions given by R.W. Paul. They are
Questions for clarification
Questions that probe assumptions
Questions that probe reasons and evidence
Questions about Viewpoints and Perspectives
Questions that probe implications and consequences
Questions about the question.
The art of Socratic questioning is connected with critical thinking. Critical thinking demands meaning and truth and Socratic questioning provides total systematic way of questioning to reach the goal of critical thinking i.e. meaning and truth.
Socratic questioning 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. The key to distinguishing Socratic questioning from questioning per se is that Socratic questioning is systematic, disciplined, deep and usually focuses on fundamental concepts, principles, theories, issues or problems.
Socratic questioning is referred to in teaching, and has gained currency as a concept in education particularly in the past two decades.Teachers, students or indeed anyone interested in probing thinking at a deep level can and should construct Socratic questions and engage in these questions.
When teachers use Socratic questioning in teaching, their purpose may be to probe student thinking, to determine the extent of student knowledge on a given topic, issue or subject, to model Socratic questioning for students or to help students analyze a concept or line of reasoning. It is suggested that students should learn the discipline of Socratic questioning so that they begin to use it in reasoning through complex issues, in understanding and assessing the thinking of others and in following-out the implications of what they and others think. In fact, Socrates himself thought that questioning was the only defensible form of teaching.
In teaching, teachers can use Socratic questioning for at least two purposes:
To deeply probe student thinking, to help students begin to distinguish what they know or understand from what they do not know or understand (and to help them develop intellectual humility in the process).
To foster students' abilities to ask Socratic questions, to help students acquire the powerful tools of Socratic dialogue, so that they can use these tools in everyday life (in questioning themselves and others). To this end, teachers can model the questioning strategies they want students to emulate and employ. Moreover, teachers need to directly teach students how to construct and ask deep questions. Beyond that, students need practice to improve their questioning abilities.
Socratic questioning illuminates the importance of questioning in learning. It illuminates the difference between systematic and fragmented thinking. It teaches us to dig beneath the surface of our ideas. It teaches us the value of developing questioning minds in cultivating deep learning. Integrating Socratic questions in the following manner in the classroom helps develop active, independent learners:
Socratic questioning 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. The key to distinguishing Socratic questioning from questioning per se is that Socratic questioning is systematic, disciplined, deep and usually focuses on fundamental concepts, principles, theories, issues or problems.
Socratic questioning is referred to in teaching, and has gained currency as a concept in education particularly in the past two decades.Teachers, students or indeed anyone interested in probing thinking at a deep level can and should construct Socratic questions and engage in these questions.
When teachers use Socratic questioning in teaching, their purpose may be to probe student thinking, to determine the extent of student knowledge on a given topic, issue or subject, to model Socratic questioning for students or to help students analyze a concept or line of reasoning. It is suggested that students should learn the discipline of Socratic questioning so that they begin to use it in reasoning through complex issues, in understanding and assessing the thinking of others and in following-out the implications of what they and others think. In fact, Socrates himself thought that questioning was the only defensible form of teaching.
In teaching, teachers can use Socratic questioning for at least two purposes:
To deeply probe student thinking, to help students begin to distinguish what they know or understand from what they do not know or understand (and to help them develop intellectual humility in the process).
To foster students' abilities to ask Socratic questions, to help students acquire the powerful tools of Socratic dialogue, so that they can use these tools in everyday life (in questioning themselves and others). To this end, teachers can model the questioning strategies they want students to emulate and employ. Moreover, teachers need to directly teach students how to construct and ask deep questions. Beyond that, students need practice to improve their questioning ability.
Questions for clarification
Questions that probe assumptions
Questions that probe reasons and evidence
Questions about Viewpoints and Perspectives
Questions that probe implications and consequences
Questions about the question.
The Socratic Method is inappropriate for children because it teaches them to question adult authority before they the necessary experience. The Socratic Method is based on the practice and thoughtful dialogue. In Socratic Questioning, he present that teacher as a guide and student put their point of view related to topic .Socratic questioning most of related to teaching and learning based. So, the result is questioning focus on the new ideas, their own thought, and their experience share with everyone.
In Socratic opinion students face some problems and what they have no understand it is solution by their questioning. In his method students do different type of activity related to topic, as like background information, debate, group work etc. The overall purpose of Socratic questioning is to challenge accuracy and completeness of thinking in a way that acts to move people towards their ultimate goal. In Socratic opinion disciplined questioning in the classroom can achive the following teaching and learning goals:
Model scientific practices of inquiry.
Support active , student- centered learning
Help student to construct knowledge.
• An Example of the Socratic approach to teaching.
Socratic questioning on the approach to teaching is one in which the instructor poses thoughtful question o help students learn.
Socratic gave example of Socratic questioning is here he said that how a teacher engage in students in Socratic questioning during class.
For given example Socratic questioning and discuss that the topic is given for example faulting and earthquakes is designed for introductory Earth science course in which students have some background course related to topic. e g : through lecture and giving text or task. Or video or other type of learning material.
Socratic thinks that questioning is useful wapen for teaching and learning process.Socratic questioning 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. The key to distinguishing Socratic questioning from questioning per se is that Socratic questioning is systematic, disciplined, deep and usually focuses on fundamental concepts, principles, theories, issues or problems.
Socratic questioning is referred to in teaching, and has gained currency as a concept in education particularly in the past two decades.[citation needed] Teachers, students or indeed anyone interested in probing thinking at a deep level can and should construct Socratic questions and engage in these questions
Socrates the early Greek philosopher & teacher, a Socratic approach to teaching is based on the practice of disciplined, rigorously thoughtful dialogue.The instructor professes ignorance of the topic under discussion in order to elicit engaged dialogue with students. Socrates was convinced that disciplined practice of thoughtful questioning enables the scholar/student to examine ideas logically and to be able to determine the validity of those ideas. Also known as the dialectical approach, this type of questioning can correct misconceptions and lead to reliable knowledge construction. Although "Socratic questioning" appears simple, it is in fact quite rigorous.The teacher attempts to draw out the student's fullest possible knowledge of the topic. Individuals have the capacity to recognize contradictions, so Socrates assumed that incomplete or inaccurate ideas would be corrected during the process of disciplined questioning, and hence would lead to progressively greater truth and accuracy.
THE SIX TYPES OF SOCRATIC QUESTIONS
1. Questions for clarification:
2. Questions that probe assumptions:
3. Questions that probe reasons and evidence:
4. Questions about Viewpoints and Perspectives:
5. Questions that probe implications and consequences:
6. Questions about the question:
Socratic's Questioning:- Socrates is a Greek philosopher with a teacher. A Socratic approach to teaching is based on the practice of disciplined, rigorously thoughtful dialogue. Socrates, as
instructor, ignorance of the topic under discussion in order to elicit engaged dialogue with students. The Socratic approach was built upon the assumption that knowledge was within the learner and proper questioning and commentary could cause this knowledge to surface. Socratic questioning helps students to think critically by focusing explicitly on the process of thinking. During disciplined, carefully structured questioning, students must slow down and examine their own thinking processes. As a teacher, during Socratic questioning, creates and sustains an intellectually stimulating classroom environment and acknowledges the value of the student in that environment. Some tips for a teacher:
• Plan significant questions that provide structure and direction to the lesson.
• Phrase the questions clearly and specifically.
• Follow up on students' responses and invite elaboration.
As a student, before an exercise in thoughtful questioning, they are expected to do. Some tips for students:
• Answer questions as carefully and clearly as possible.
• Be as succinct as possible in the interest of maximizing classroom time and effectiveness.
Socratic questioning is disciplined questioning that can be used to pursue thought in many directions and for many purposes including ideas, truth of things, issues, problems, logical implications of thought. Socratic questioning is systematic, disciplined, and deep and usually focuses on fundamental concepts, principles, theories, issues or problems. It is referred to in teaching. When teachers use Socratic questioning in teaching, their purpose may be to probe student thinking.
In teaching, teachers can use Socratic questioning for at least two purposes:
1). To deeply probe student thinking and to help them develop intellectual humility in the process.
2). To foster students' abilities to ask Socratic questions.
Critical thinking and Socratic questioning both seek meaning and truth. Socratic questioning is an explicit focus on framing self-directed, disciplined questions to achieve that goal.
Socratic Questioning is a disciplined questioning that can be used to take your thought in many directions and for many purposes. Socratic Questioning can be used to…
• explore complex ideas
• get to the truth of things
• open up the issues and problems
• uncover assumptions
• analyze concepts
• distinguish from what we know to what we do not know
This method is systematic, disciplined, deep and it focuses on fundamental concept. Teacher uses this type of questioning mainly for two purposes:
• To draw students towards what they do not know from what they know
• To foster students’ ability to ask Socratic questions
With the help of Socratic Questioning method, ideas become more clear from the surface. Socratic Questioning is intimately connected with critical thinking. It seeks meaning and truth. In psychotherapy, logotherapy or cognitive therapy, Socratic Questioning is used to uncover the assumptions and evidence that support people’s thought from the surface in respect of problem. R.W. Paul has given following types of Socratic Questions…
• Getting students to clarify the things
• Challenging students about assumptions
• Evidence as a basis for argument
• Implications and consequences
• Question the question
What is Socratic Questioning?
-> Socratic questioning is an offshot of the critical thinking movement and is named after the teaching practice of the great philosopher, Socrates, who lived about 24 centuries ago. Through the use of penetrating (thought-provoking) questions, Socrates helped his pupils gain deeper insight and understanding and develop coherent lines of reasoning on which to base their thoughts and beliefs.
Socratic questioning is disciplined questioning that can be used to explore thought in many directions and for many purposes,
n to get to the truth of things
n to open up issues and problems
n to explore complex ideas
n to uncover assumptions
n to analyze concepts
n to distinguish what we know from what we don’t know, and
n to follow out logical implications of thought
->Socratic questioning is – Raises basic issues
-Pursues problematic areas of thought
– helps students to discover the structure of their own thought
– helps students develop sensitively to clarity, accuracy, and relevance.
-helps students arrive at judgment through their own reasoning.
– helps students note claims, evidence, conclusions, questions , questions-at-issue, assumptions, implications, consequences , concepts, interpretations , points of view-the elements of thought.
Socratic questioning helps students to think critically by focusing explicitly on the process of thinking.
During disciplined, carefully structured questioning, students must slow down and examine their own
Thinking processes (i.e., reflective thinking). 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
What is Socratic Questioning?
-> Socratic questioning is an offshot of the critical thinking movement and is named after the teaching practice of the great philosopher, Socrates, who lived about 24 centuries ago. Through the use of penetrating (thought-provoking) questions, Socrates helped his pupils gain deeper insight and understanding and develop coherent lines of reasoning on which to base their thoughts and beliefs.
->Socratic questioning is disciplined questioning that can be used to explore thought in many directions and for many purposes,
- to get to the truth of things
- to open up issues and problems
- to explore complex ideas
- to uncover assumptions
- to analyze concepts
- to distinguish what we know from what we don’t know, and
- to follow out logical implications of thought
->Socratic questioning is – Raises basic issues
-Pursues problematic areas of thought
– helps students to discover the structure of their own thought
– helps students develop sensitively to clarity, accuracy, and relevance.
-helps students arrive at judgment through their own reasoning.
– helps students note claims, evidence, conclusions, questions , questions-at-issue, assumptions, implications, consequences , concepts, interpretations , points of view-the elements of thought.
Socratic questioning helps students to think critically by focusing explicitly on the process of thinking.
During disciplined, carefully structured questioning, students must slow down and examine their own
Thinking processes (i.e., reflective thinking). 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
Socratic Method is a form of inquiry and discussion between individuals, based on asking and answering questions to stimulate critical thinking and to illuminate ideas. It involving a discussion in which the defense of one point of view is questioned. Socratic questioning is disciplined questioning that can be used to pursue thought in many directions. Socratic questioning is systematic, disciplined, deep and usually focuses on fundamental concepts, principles, theories, issues or problems. Socratic questioning referred to in teaching teacher can use it for two purposes:
1. Students begin to distinguish what they know or understand from what they do not know or understand.
2. Teachers teach students how to construct and ask the questions and improve their Socratic questioning abilities.
Socratic questioning is related with the critical thinking. Critical thinking and Socratic questioning both seek meaning and truth. Socratic questioning is an explicit focus on framing self-directed, disciplined questions to achieve that goal. It illuminates the difference between systematic and fragmented thinking. Socratic questions in the classroom help develop active, independent learners.
There are six types of Socratic questions:
1. Getting students to clarify their thinking
2. Challenging students about assumptions
3. Evidence as a basis for argument
4. Alternative viewpoints and perspectives
5. Implications and consequences
6. Question the question
Socratic Question : A Socratic approach to teaching is based on the practice of disciplined, rigorously thoughtful dialogue. The instructor professes ignorance of the topic under discussion in order to elicit engaged dialogue with students. Socrates was convinced that disciplined practice of thoughtful questioning enables the scholar/student to examine ideas logically and to be able to determine the validity of those ideas. Also known as the dialectical approach, this type of questioning can correct misconceptions and lead to reliable knowledge construction.As the assigned texts are typically case law, the Socratic method, if properly used, can display that judges' decisions are usually conscientiously made but are based on certain premises, belief, and conclusions that are the subject of legitimate argument.
Socratic questioning is at the heart of critical thinking and a number of homework problems draw from R.W. Paul's six types of Socratic questions:
THE SIX TYPES OF SOCRATIC QUESTIONS
1. Questions for clarification:
2. Questions that probe assumptions:
3. Questions that probe reasons and evidence:
4. Questions about Viewpoints and Perspectives:
5. Questions that probe implications and consequences:
6. Questions about the question:
What is Socratic questioning and how does it differ from other types of questioning?
• Socrates:
This article is about the classical Greek philosopher. He was born in Athens. Socrates was a classical Greek philosopher. He was credited as one of the founders of western philosophy. Socrates did not write philosophical texts, the knowledge of the man, his life, and his philosophy is entirely based on writings by his students and contemporaries. Foremost among them is Plato; however, works by Xenophon, Aristotle, and Aristophanes also provide important insights. His notable ideas of Socratic Method and Socratic irony.
• What is Socratic Method?
Socratic most important contribution to Western thought is his dialogical method of enquiry, known as the Socratic Method, which he largely applied to the examination of key moral concepts and was first described by Plato in the Socratic Dialogues. For this, Socrates is customarily regarded as the father and fountainhead for ethics or moral philosophy, and of philosophy in general.
• What is Socratic Questioning?
Socrates is a Greek philosopher with a teacher. A Socratic approach to teaching is based on the practice of disciplined, rigorously thoughtful dialogue. Socratic Questioning is a disciplined questioning that can be used to take your thought in many directions and for many purposes. Socratic Questioning used thought and many ways including such as;
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 systematic, disciplined, deep and usually focuses on fundamental concepts, principles, theories, issues or problems.
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.
Socratic questioning helps students to think critically by focusing explicitly on the process of thinking. During disciplined, carefully structured questioning, students must slow down and examine their own thinking processes (i.e., reflective thinking).
R.W. Paul's six types of Socratic questions:
(1) Questions for clarification,
(2) Questions that probe assumptions,
(3) Questions that probe reasons and evidence,
(4) Questions about Viewpoints and Perspectives,
(5) Questions that probe implications and consequences,
(6) Questions about the question.
Socratic questioning is desciplined questioning that can be used to pursue thought in many directions and for many purposes including ideas, thruth of things, issues, problems, logical implications of thought. Socratic questioning is systematic, disciplined and deep and usually focuses on fundamental concepts, principles, theories, issues or problems. It is referred to in teaching. When teachers use Socratic questioning in teaching their purpose may be to probe student thinking.
@ the four types of socratic questions.
1. Questions for clarification?
2. Questions that probe assumptions?
3. Questions that probe implications
and consequences?
4. Questions about the question?
Socratic questioning 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. "Socratic questioning" appears simple, it is in fact intensely rigorous. 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. Individuals have the capacity to recognize contradictions, so Socrates assumed that incomplete or inaccurate ideas would be corrected during the process of disciplined questioning, and hence would lead to progressively greater truth and accuracy.
The Socratic method of questioning is named after the Greek philosopher Socrates (469 BC–399 BC), who lived in Athens during the Golden age of Greece. His father was Sophroniscus, a stone cutter, and his mother was Phaenarete, a midwife. His mother’s profession of the midwife is how Socrates would later characterize his own profession. Socrates was well known in Athens by the time he was in his forties due to his habit of engaging in philosophy conversations in public and at private gatherings.
Socrates used questions to encourage his students to arrive at the answers they sought. Instead of simply responding to students’ questions or providing lectures, he systematically asked questions that encouraged deep thought which allowed students to gain knowledge through critical thinking. Cognitive therapists often use Socratic questioning to help people challenge maladaptive, unrealistic, and/or unbalanced thoughts. People can learn to challenge their own thoughts through Socratic questioning as well. Focus on three: (a) Socratic questioning, (b) identifying cognitive distortions, and (c) accepting reality while committing to change. The Socratic Questioning Method is a questioning model which focuses on giving students questions, not answers. It leads students to self-understanding of content and encourages higher level thinking skills. By following all answers with further questions, and by selecting questions which advance the discussion, the Socratic questioner forces the student to think in a disciplined, intellectually responsible manner.
-Socratic Questioning is,to challenge accuracy and completeness of thinking in a way that acts o move people towards their ultimate goal.
-It 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,etc.
-It is differ from others because Critical thinking is the process,we use to reflect on,access and judge the assumptions,underlying our own and other ideas and actions.where as Socratic questioning is at the heart of critical thinking and a number of homework problems draw from R.W.Paul's six types of Socratic questions.
1.questions for clarification
2.q.that probe assumptions
3.q. that probe reasons and evidence
4.q.that probe implications and consequences
6.q. about questions.
Socrates (470-399 BC) was a Greek philosopher who, despite being considered one of the greatest and most important philosophers who ever lived, left no writings at all. Most of what we know about his life and work comes from the writings of his disciples, Xenophon and Plato. He lived during a period of transition in the Greek empire, and after the Peloponnesian War, he was tried, convicted, and executed for corrupting the young.
Socrates engaged in questioning of his students in an unending search for truth. He sought to get to the foundations of his students' and colleagues' views by asking continual questions until a contradiction was exposed, thus proving the fallacy of the initial assumption. This became known as the Socratic Method, and may be Socrates' most enduring contribution to philosophy.
Perhaps because of its over-the-top portrayal in the 1973 movie The Paper Chase, the very mention of the Socratic Method strikes fear in the hearts of those considering attending law school. John Houseman may have won an Oscar for his impressive performance, but if anyone ever did teach a law school class like his Professor Kingsfield, no one at Chicago does today. Instead, our students discover quickly that the Socratic Method is a tool and a good one at that used to engage a large group of students in a discussion, while using probing questions to get at the heart of the subject matter. The Socratic Method is not used at Chicago to intimidate, nor to "break down" new law students, but instead for the very reason Socrates developed it: to develop critical thinking skills in students and enable them to approach the law as intellectuals.
1. Teacher assigns a short passage of text the day prior to the Socratic circle activity.
2. Students read, analyze, and take notes individually.
3. Students are divided into two circles.
4. The inner circle reads the passage aloud and discusses the text for about ten minutes, while the outer circle silently observes.
5. The outer circle evaluates the inner circle’s conversation and provides feedback to the inner circle.
6. Students switch circles.
7. The new inner circle discusses the text for approximately ten minutes and then is given ten minutes of feedback by the outer circle.
What is Socratic Questioning?
Socratic questioning is referred to in teaching, and has gained currency as a concept in particularly in education the past two decades Teachers, students or indeed anyone interested in probing thinking at a deep level can and should construct Socratic questions and engage in these question Socratic questioning in teaching, their purpose may be to probe student thinking, to determine the extent of student knowledge on a given topic, issue or subject, to model Socratic questioning for students or to help students analyze a concept or line of reasoning. It is suggested that students should learn the discipline of Socratic questioning so that they begin to use it in reasoning through complex issues, in understanding and assessing the thinking of others and in following-out the implications of what they and others think. In fact, Socrates himself thought that questioning was the only defensible form of teaching. Socratic questioning illuminates the importance of questioning in learning. It illuminates the difference between systematic and fragmented thinking. It teaches us to dig beneath the surface of our ideas. It teaches us the value of developing questioning minds in cultivating deep learning. Integrating Socratic questions in the following manner in the classroom helps develop active, independent learners.
R.W. Paul's six types of Socratic questions:
(1) Questions for clarification,
(2) Questions that probe assumptions,
(3) Questions that probe reasons and evidence,
(4) Questions about Viewpoints and Perspectives,
(5) Questions that probe implications and consequences,
(6) Questions about the question.
What is Socrates questioning?
The great Greek philosopher Socrates believed to teaching is thoughtful questions to help students learn. Socrates assumed that incomplete or inaccurate ideas are corrected by the process of disciplined questioning, and lead students progressively greater truth and accuracy. Socrates questioning helps students to thinking critically by focusing clearly on the process of thinking. Student need to think critically in order to solve questions. His questioning method is effective way to explore ideas. R.W. Paul divides questions in to six different types.
Questions for clarification
Questions that probe assumptions
Questions that probe reasons and evidence
Questions about Viewpoints and Perspectives
Questions that probe implications and consequences
Questions about the question
What is Socratic questioning and how does it differ from other types of questioning?
Socratic questioning 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. The key to distinguishing Socratic questioning from questioning per se is that Socratic questioning is systematic, disciplined, deep and usually focus. In Socratic opinion students face some problems and what they have no understand it is solution by their questioning. In his method students do different type of activity related to topic, as like background information, debate, group work etc. The overall purpose of Socratic questioning is to challenge accuracy and completeness of thinking in a way that acts to move people towards their ultimate goal. In Socratic opinion disciplined questioning in the classroom can achive the following teaching and learning goals on fundamental concepts, principles, theories, issues or problems.
Socratic questioning is at the heart of critical thinking and a number of homework problems draw from R.W. Paul's six types of Socratic questions:
THE SIX TYPES OF SOCRATIC QUESTIONS:
1. Questions for clarification:
2. Questions that probe assumptions:
3. Questions that probe reasons and evidence:
4. Questions about Viewpoints and Perspectives:
5. Questions that probe implications and consequences:
6. Questions about the question:
Socrates questioning advocates that questions helps the learning most. According to him questioning is the essential part of any learning. Teachers need to ask questions in order to make his students capable of thinking critically and to make them think analytically, responding, and also to have some new point of views on the same. It is a very important way to explore totally new ideas in explicit way. Students will come to know on their own that what is the gap between what they know and what they don’t know.
R.W. Paul's gives six types of Socratic questions:
Questions for clarification
Questions that probe assumptions
Questions that probe reasons and evidence
Questions about Viewpoints and Perspectives
Questions that probe implications and consequences
Questions about the question
The great Greek philosopher Socrates introduced the questioning method to understand the ideas at his time. Plato, the student of Socrates, described “Socratic Dialogues” first time in his work. Socratic Questioning is the engage in dialogue. Socrates follow dialectical approach and he believed that disciplined practice of thoughtful questioning enables students for logical thinking and determine the validity of ideas. The incomplete ideas or issues can be complete while questioning. Socratic Method is dialogical method of inquiry. At the ancient time the method used to examine the terms like justice, wisdom, society, politics etc.
Thinking is driven by questions. So Socratic questioning leads to critical thinking for logical and empirical answer. Art of questioning is important to excellence of thought. There are six types of Socratic questioning created by Richard Paul.
1) Questions of classification
2) Questions that Probe Assumptions
3) Questions that Probe Reasons and Evidence
4) Questions about Viewpoints of Perspectives
5) Questions that Probe Implications and Consequences
6) Questions about the Questions
These are used by skillful teacher to allow the students to think over and examine and understand the ideas. Socratic questioning helps students to achieve their 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 skill.
Improve long-term retention of knowledge.
Socrates, the early Greek philosopher and teacher as well, believed that disciplined practice of thoughtful questioning enabled the student to examine ideas logically and to determine the validity of those ideas. The Socratic approach to questioning is based on the practice of disciplined, thoughtful dialogue. The Socratic Questioning technique is an effective way to explore ideas in depth. . It can be used at all levels and is a helpful tool for all teachers. This technique enables students for independent thinking and give them ownership of what they are learning . Higher-level thinking skills are present while students think, discuss, debate, evaluate, and analyze content through their own thinking and the thinking of those around them.
Socratic questioning is at the heart of critical thinking and a number of homework problems draw from R.W. Paul's six types of Socratic questions:
1. Questions for clarification
2. Questions that probe assumptions
3. Questions that probe reasons and evidence
4. Questions about Viewpoints and Perspectives
5. Questions that probe implications and consequences
6. Questions about the question
Socratic questioning is a process where questions are used to construct and examine knowledge; it's named after the ancient Greek philosopher Socrates who lived circa 400 BC. It is considered to be a vital part of the critical thinking process and has educational and therapeutic applications. Socratic questioning helps students to interact with and think about knowledge, thus making it their own rather than simply accepting and absorbing it. Specific types of questions are designed to elicit information from students and guide the active examination and expansion of knowledge. Question types include clarifying the issue as well as probing assumptions, reasons, evidence, and considering consequences and implications. Although "Socratic questioning" appears simple, it is in fact intensely rigorous. 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. Individuals have the capacity to recognize contradictions, so Socrates assumed that incomplete or inaccurate ideas would be corrected during the process of disciplined questioning, and hence would lead to progressively greater truth and accuracy.
There are six types of Socratic questions:
(1) Questions for clarification,
(2) Questions that probe assumptions,
(3) Questions that probe reasons and evidence,
(4) Questions about Viewpoints and Perspectives,
(5) Questions that probe implications and consequences,
(6) Questions about the question.
The great Greek philosopher Socrates established questioning of disciplined practicing thoughtful process. Socratic questioning is based on disciplined approach and it is also related with progressive, truth and accuracy element. Thinking process is very essential. Thoughtful practice of disciplined is also useful in socratic questuoning.
There are other six types of socratic questioning established by R.W. Paul, which can be given below.
1.Questions for clarification
2.Questions that probe assumptions
3.Questions that probe reasons and evidence
4.Questions about viewpoints and perspectives
5.Questions that probe implications and consequences.
6.Questions about the question.
Here, thinking process of disciplined approach is very appropriate for socraticmethod.
What is Socrates questing?
Socratic questioning is restricted questioning that can be used to pursue thought in many information 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. The key to distinguishing Socratic questioning from questioning per se is that Socratic questioning is systematic, disciplined, and deep and usually focuses on fundamental concepts, principles, theories, issues or problems.
Socratic questioning is referred to in teaching, and has gained currency as a concept in education particularly in the past two decades.[citation needed] Teachers, students or indeed anyone interested in probing thinking at a deep level can and should construct Socratic questions and engage in these questions.
Six Types of Socratic Questions
The taxonomy of Socratic questions was created by Richard Paul. While it is not a hierarchy in the traditional sense and the categories build upon each other, simplifying, we can distinguish the following six types of Socratic questions:
1. Probing underling concepts
2. Probing Assumptions
3. Probing evidence
4. Probe implications and consequences
5. Questioning underling position
6. Questions about the question
Socratic questioning is a process where questions are used to construct and examine knowledge; it's named after the ancient Greek philosopher Socrates who lived circa 400 BC. It is considered to be a vital part of the critical thinking process and has educational and therapeutic applications. Socratic questioning helps students to interact with and think about knowledge, thus making it their own rather than simply accepting and absorbing it. Specific types of questions are designed to elicit information from students and guide the active examination and expansion of knowledge. Question types include clarifying the issue as well as probing assumptions, reasons, evidence, and considering consequences and implications.
The art of skillful Socratic questioning is designed with the purpose of making the student an active participant, rather than a passive recipient, in learning. It encourages critical thinking and has many applications in education across multiple disciplines such as science, literature, history, and psychology. Through the use of carefully constructed questions, students are able to interact with the knowledge and the teacher, thereby thinking about the subject at hand from all angles in the quest for greater understanding. Socratic questioning can help patients learn more about themselves, including their motivations and actions, as well as exploring ways to adjust behavior so that functioning can be improved.
• Six Types of Socratic Questions:-
1. Probing underling concepts
2. Probing Assumptions
3. Probing evidence
4. Probe implications and consequences
5. Questioning underling position
6. Questions about the question
The Socratic method of questioning is emphatically not "teaching" in the conventional sense of the word. The method is a questioning model which focuses on giving students questions, not answers.
The classroom experience in this method is a shared dialogue between teacher and students in which both are responsible for pushing the dialogue forward through questioning. The teacher, or leader of the dialogue, asks probing questions in order to expose the values and beliefs which frame and support the thoughts and statements of the participants in the inquiry. The students also ask questions to the teacher or to each other.
In this method the inquiry is open-ended in which the teacher also acts as a participant and encourages the students to think more critically and intellectually.
The Socratic Questioning technique involves mainly seven types of questions.
1) Clarification questions
2) Questions about an initial issue
3) Assumption questions
4) Reason and evidence questions
5) Origin or source questions
6) Implication and consequence
questions
7) Viewpoint questions
The Socratic Questioning Method is a questioning model which focuses on giving students questions,
not answers. It leads students to self-understanding of content and encourages higher level thinking
skills. By following all answers with further questions, and by selecting questions which advance the
discussion, the Socratic questioner forces the student to think in a disciplined, intellectually responsible
manner.The focus of a Socratic questioner is to delve further into these elements, each of which represents a dimension of understanding.
Socratic questions fall into six major categories:
Clarifying
Increasing Critical Awareness
Refocusing
Prompting
Redirecting to Another Student
Another type of Socratic Questioning follows Bloom’s Taxonomy. This taxonomy follows six levels of questions, from Knowledge (lowest level) to Evaluation (highest level). The Question Cues for each level are helpful for asking questions which can be used to assess a student’s understanding of concepts.
Socratic Questioning:
In the Socratic method of education, teachers engage students by asking questions that require generative answers. Ideally, the answers to questions are not a stopping point for thought but are instead a beginning to further analysis and research. Teachers can use the Socratic method in a variety of subject areas and across grade levels in order to challenge students to examine both contemporary and historical issues. In modeling the practice of Socrates, the teacher questions students in a manner that requires them to consider how they rationalize and respond about topics. Copeland explains that it is important for teachers to clarify that these questions are not intended to create an environment of judgment, but rather to help students “examine their attitudes, beliefs, knowledge and logic.”3 The goal of the Socratic method is to help students process information and engage in deeper understanding of topics. Most importantly, Socratic teaching engages students in dialogue and discussion that is collaborative and open-minded as opposed to debate, which is often competitive and individualized.
Ideally, teachers develop open-ended questions about texts and encourage students to use textual evidence to support their opinions and answers. In the Socratic seminar, the teacher uses questions to guide discussion around specific learning goals. It is imperative for teachers to “establish guidelines to help students understand their roles and responsibilities” in the Socratic discussion.4 “Socratic questioning is a systematic process for examining the ideas, questions, and answers that form the basis of human belief. It involves recognizing that all new understanding is linked to prior understanding, that thought itself is a continuous thread woven throughout lives rather than isolated sets of questions and answers.
six types of Socratic questions:
Questions for clarification
Questions that probe assumptions
Questions that probe reasons and evidence
Questions about Viewpoints and Perspectives
Questions that probe implications and consequences
Questions about the question
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