Socratic questioning

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  • 1. Abdurrahman KUTLUAY Adana, 2012

2. SOCRATIC QUESTIONINGAbdurrahman 3. Socratic questioning is an offshot of thecritical thinking movement and is named afterthe teaching practice of the great philosopher,Socrates, who lived about 24 centuries ago.Through the use of penetrating (thought-provoking) questions, Socrates helped hispupils gain deeper insight and understandingand develop coherent lines of reasoning onwhich to base their thoughts and beliefs.(Koshi, 1996 p. 408) 4. Socratic questioning is systematic,...disciplined, and deep and usually focuseson foundational concepts, principles,theories, issues, or problems.(Paul and Elder, 2007 p. 36) 5. 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 6. WHY? 7. Tell me and I forget. Teach me and Iremember. Involve me and I learn. (Benjamin Franklin) 8. HumilityHumility 9. WHAT?Two taxonomies by Richard Paul and Linda Elder(Paul & Elder, 2007; Elder & Paul, 2007) Parts of thinking, components of reasoning Break a whole into manageable parts Quality of reasoning, assessing thinkingIntellectual standards on a daily basis 10. WHAT?Parts of thinking Goals & purposesWhy do you want this MA?What does this task attempt to accomplish? QuestionsCould 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? 11. WHAT? Parts of thinking Concepts and ideasIs 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 consequencesWhat 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? 12. 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? 13. WHAT?Quality of Reasoning RelevanceCould 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? 14. WHO HOW? TeacherStudStud ent ent 15. In learning, we cannot achieve final answers;rather we find new questions, we discoverother possibilities which we might try out.(Salmon 1988 p. 22) ??? 16. WHEN?SpontaneousPlanned 17. WHERE? Everyday life Psychology & psychiatry Law & justice Education Language teaching & learninganyWHERE 18. Is this going to be on the test? 19. It is very difficult to break a habit. HABITIf you remove H, you still have A BIT.If you remove A, you still have BIT. If you remove B, you still have IT. 20. ANY QUESTIONS?THANK YOU! 21. ReferencesElder, 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. ForeignLanguage Annals, 29: 403414.Nukui, C. & Brooks J. (2007). Transferable Academic Skills Kit: UniversityFoundation 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.