Socratic Method
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The Socratic method was invented by the 16th century Greek philosopher Socrates. Socrates would teach by asking his learners questions as if he was ignorant of the subject. For example he might ask, “What is justice?” As his students answered he would continue to ask questions in an effort to expose the students fallacies giving them an opportunity to reframe their answer (Delić, 2016). the Socratic method is a powerful tool for encouraging critical thinking and engaging participants in deep discussion and analysis.
Lam (2011) states “The true goal of the Method is to help students examine their own beliefs and new information they encounter” (pg. 16).the Method is to help students examine their own beliefs and new information they encounter.”(pg 16)
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The Socratic method can be a great tool for enhancing critical thinking. It can be used to help define abstract terms like love or justice. Lam (2011) believes that by instilling a Socratic Learning “style” in learners, learners will become more independent and autonomous thinkers.
Socratic questioning can be used to facilitate self-initiated discovery, helping clients realize the answers they already possess (Navia, 1985). It can also minimize the impact of misconceptions (Lam, 2011).
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To apply the Socratic Learning Method, the learners will either first embark on an inquiry or is confronted by a proposition contradictory to their preconceptions.
As the learners become aware of their preconceptions, clarifying questions can be asked by the facilitator to reveal to the learners what their preconceptions entail.
The facilitator asks questions to reveal misconceptions. Once misconceptions are revealed. The learner has an opportunity to make a proposition.
Next the facilitator will test the learner’s proposition by asking critical questions. The learner can adjust their propositions as questions are asked.
Each exchange between the learner and the facilitator strengthens the learner’s proposition until it can withstand counterargument. The learner can then accept the proposition as is until faced with new information.
Tips on how to use Socratic method
To utilize this tool the facilitator should be practiced in developing and asking open ended questions. An open-ended question is a question that does not have a definitive answer. Watch the video below for a quick tutorial on open ended questions. Read the demonstration PDF for an example of how Socratic method can work.
References
Delić, H., & Bećirović, S. (2016). Socratic method as an approach to teaching. European Researcher. Series A, 104(10), 511–517. https://doi.org/10.13187/er.2016.104.511
Lam, F. (2011). The Socratic method as an approach to learning and its benefits (Undergraduate honors thesis, Carnegie Mellon University). Carnegie Mellon University Research Showcase. https://kilthub.cmu.edu/articles/thesis/The_Socratic_Method_as_an_Approach_to_Learning_and_Its_Benefits/6686570?file=12212393
Navia, L. (1985). Socrates: The man and his philosophy. University Press of America.
Overholser, J. C. (1993). Elements of the Socratic method: I. Systematic questioning. Psychotherapy: Theory, Research, Practice, Training, 30(1), 67–74. https://doi.org/10.1037/0033-3204.30.1.67