I.

TITLE

Socratic Questioning

II. INTRODUCTION

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

dialogue between teacher and students, instigated by the continual probing questions of the

teacher, in a concerted effort to explore the underlying beliefs that shape the students' views and

opinions. The aim of the questioning is to probe the underlying beliefs upon which each

participant’s statements, arguments and assumptions are built. The teacher is neither “the sage on

the stage” nor "the guide on the side" and the students are not passive recipients of knowledge.

The teacher leads by posing thought-provoking questions while students are actively engaged by

asking questions of their own. The discussion goes back and forth.

The principles of Socratic questioning put in the form of directives. It should responds

to all answers with a further question (that calls upon the respondent to develop his/her thinking

in a fuller and deeper way). Seek to understand, where possible, the ultimate foundations for what

is said or believed. Treat all assertions as a connecting point to further thoughts and treat all

thoughts as in need of development. It is a must to recognize as well that a thought can only exist

fully in a network of connected thoughts. Stimulate students, by your questions, to pursue those

connections. Recognize that all questions presuppose prior questions and all thinking

presupposes prior thinking. When raising questions, be open to the questions they presuppose.

Additionally, it is helpful to recognize, in light of the universal features in the logic of human

thought, that there are identifiable categories of questions for the adept Socratic questioner to dip

into such as questions of clarification, questions that probe assumptions, questions that probe

reasons and evidence, questions about viewpoints or perspectives, questions that probe

implications and consequences, and questions about the question.

Socratic questioning illuminates the importance of questioning in learning. This

includes differentiating between systematic and fragmented thinking, while forcing individuals to

understand the root of their knowledge and ideas. Educators who support the use of Socratic
questioning in educational settings argue that it helps students become active and independent

learners. Also, Socrates himself thought that questioning was the only defensible form of teaching.

III. SUMMARY

Socratic questioning involves a disciplined and thoughtful dialogue between two or

more people. It is widely used in teaching and counseling to expose and unravel deeply held

values and beliefs that frame and support what we think and say. By using a series of focused yet

open questions, we can unpack our beliefs and those of others. In education, we can remove, albeit

temporarily, the idea of the ‘sage on the stage.’ Instead, the teacher plays dumb, acting as though

ignorant of the subject. The student, rather than remaining passive, actively helps push the

dialogue forward. Rather than teaching in the conventional sense, there is no lesson plan and often

no pre-defined goal; the dialogue can take its path, remaining open ended between teacher and

student. The Socratic method is used in coaching, with, or without a clear goal in mind, to probe

our deepest thoughts.

IV. KEY TAKEAWAYS

Socratic Questioning in the classroom can achieve the following teaching and learning goals.

• Model scientific practices of inquiry

• Support active, student-centered learning

• Facilitate inquiry-based learning

• Help students to construct knowledge

• Help students to develop problem-solving skills

• Improve long-term retention of knowledge

Socratic questions can be phrased in three general ways:

1. To explore a general aspect of course material.

2. To encourage creativity and brainstorming.

3. To focus attention on a specific problem.

V. CONCLUSION

Therefore, during Socratic questioning, the teacher is a model of critical thinking who

respects students' viewpoints, probes their understanding, and shows genuine interest in their

thinking. The teacher poses questions that are more meaningful than those a novice of a given

topic might develop on his or her own. The teacher creates and sustains an intellectually

stimulating classroom environment and acknowledges the value of the student in that

environment. In an intellectually open, safe, and demanding learning environment, students will

be challenged, yet comfortable in answering questions honestly and fully in front of their peers.

Critical thinking has the goal of reflective thinking that focuses on what should be

believed or done about a topic. Socratic questioning adds another level of thought to critical

thinking, by focusing on extracting depth, interest and assessing the truth or plausibility of

thought. Socrates argued that a lack of knowledge is not bad, but students must strive to make

known what they don't know through the means of a form of critical thinking. Critical thinking

provides the rational tools to monitor, assess, and perhaps reconstitute or re-direct our thinking

and action. To conclude, critical thinking and Socratic questioning both seek meaning and truth,

and that benefits the students a lot.

VI. REFLECTION

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

the process of thinking in classroom discussions. It fosters active engagement and enabled

students to logically examine and validate ideas as well.

This helps to provide all students greater confidence about talking to large groups

and allow them to develop the ability to argue forcefully and persuasively. In fact, students can

practice of assessing and revising their own ideas and approaches in light of new information or

different reasoning when they are exposed to this way of questioning. Developing their ability to
present ideas effectively would be easier too for them to arrive at a more accurate and well-

rounded understanding about some concepts or thing.

VII. REFERENCES/BIBLIOGRAPHY

Clark, G. I., & Egan, S. J. (2015). The Socratic method in cognitive behavioural therapy: A narrative

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

https://positivepsychology.com/socratic-questioning

https://serc.carleton.edu/345

https://serc.carleton.edu/950

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

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

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4449800/

https://en.m.wikipedia.org/wiki/Socratic_questioning

https://tilt.colostate.edu/the-socratic-method/

https://www.uu.edu/centers/faculty/teaching/article.cfm?ID=73