«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.»
(Koshi, 1996 p. 408)
ʺ... Socratic questioning is systematic, disciplined, and deep and usually focuses on foundational concepts, principles, theories, issues, or problems.ʺ
(Paul and Elder, 2007 p. 36)
I keep six honest serving-men(They taught me all I knew);Their names are What and Why and WhenAnd How and Where and Who.I send them over land and sea,I send them east and west;But after they have worked for me,I give them all a rest.
Rudyard Kipling
WHY?
Check Connect Construct
Make the implicit explicit
Retention - Permanence” Tell me and I forget. Teach me and I remember. Involve me and I learn.”
(Benjamin Franklin)
«All I know is that I know nothing.»(Socrates)
Distinguish the knowing from the unknowing known from the unknown
Humility
«All I know is that I know nothing.»(Socrates)
Distinguish the knowing from the unknowing
known from the unknown
Humility
WHAT?Two taxonomies by Richard Paul and Linda Elder
(Paul & Elder, 2007; Elder & Paul, 2007)
• Parts of thinking, components of reasoningBreak a whole into manageable parts
• Quality of reasoning, assessing thinkingIntellectual standards on a daily basis
WHAT?Parts of thinking
• Goals & purposes Why do you want this MA?What does this task attempt to accomplish?
• Questions Could the question (problem, issue) be put this way?What do you mean?
• Information, data, and experienceIs there any proof?On what experience is this conviction based?
• Inferences and conclusionHow was the conclusion reached?Is there an alternative conclusion?
WHAT?Parts of thinking
• Concepts and ideas Is this a technical or social problem?What is the main idea used in reasoning?
• AssumptionsWhat assumptions underlie the central point of view?Could we also assume that......?
• Implications and consequences What is impiled when one says ......?If one does this, what is likely to happen?
• Viewpoints and perspectivesWhat is an alternative?Can anyone see this another way?
WHAT?Quality of Reasoning
• ClarityCould you provide an example or illustration?The message here is ____ . Is this understandng correct?
• PrecisionCoud you be more specific? Could you provide more details?
• AccuracyHow could one check that?Is it?
WHAT?Quality of Reasoning
• Relevance Could you explain the connection between them?Does the support provided bear on the question?
• DepthIs it a simple or complex question?What makes issue complex?
• BreadthHave the opposing views been considered?What would a liberal say?
WHO – HOW?
Teacher
Student
Student
«In learning, we cannot achieve final answers; rather we find new questions, we discover other possibilities which we might try out.»
(Salmon 1988 p. 22)
? ? ?
WHEN?
Spontaneous
Planned
WHERE?• Everyday life• Psychology & psychiatry• Law & justice• Education • Language teaching & learning
anyWHERE
Is it?
Dull questions
“Is this going to be on the test?”
It is very difficult to break a habit.
H A B I T If you remove H, you still have A BIT.If you remove A, you still have BIT.If you remove B, you still have IT.
ANY QUESTIONS?
THANK YOU!
References Elder, L. & Paul, R. (2007). Critical Thinking: The Art of Socratic Questioning, Part II. Journal Of Developmental Education, 31(2), 32-33. Koshi, A. K. (1996). Holistic Grammar Through Socratic Questioning. Foreign Language Annals, 29: 403–414. Nukui, C. & Brooks J. (2007). Transferable Academic Skills Kit: University Foundation Study Module 6: Critical Thinking Course Book. Reading, UK: Garnet PublishingPaul, R. & Elder, L. (2007). Critical Thinking: The Art of Socratic Questioning. Journal Of Developmental Education, 31(1), 36-37. Salmon, P. 1988. Psychology for Teachers: An alternative approach. London: Hutchinson Education.
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