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Socratic Instruction I NST RUCT I O NAL T O O L TEACH ONE OUTCOMES ARCHITECTURE PREPARE PONDER / PROVE ANOTHER SOCRATIC INSTRUCTION PURPOSE o Closely examine the assumptions upon which an This tool introduces the principles and practices of argument is based or the issues it claims to span Socratic inspired instruction and seeks to clarify the for a more nuanced understanding. various forms. Socratic instruction has proven o Help students examine and refine their own extremely powerful in teaching students to think thinking process by drawing understanding out carefully about their own assumptions as well as the of the students, rather than pushing it in. questions which define the contours of the discipline o Help students recognize and explore abstract they’re studying. principles at work in a concrete setting. As was the case with Socrates, who was wise DESCRIPTION because he recognized his ignorance, Socratic Concept. In the 2400 years since the death of the Instruction aims to bring students to recognize the philosopher Socrates, the instructional method that limits of their own understanding. It helps students now bears his name has seen multiple permutations. define their ignorance around a topic, but in doing Terms such as Socratic Dialectic, Socratic Dialogue, so, it gives them intimate experience with the Socratic Method and Socratic Questioning are structure of the dilemmas still requiring resolution. sometimes venerated as pedagogy par excellence, Because these methods dissect the makings of an while being little understood or distinguished one argument rather than present new information, the from the other. While these variations on a theme all discussion often ends with students reaching an share some common characteristics, they also differ intellectual impasse. They don’t know ‘the answer’, significantly. but they explore the questions as far as they know Although these definitions are fluid and overlap how to. At this point, the discussion is often followed somewhat, usually all of the approaches share the by a short review of the general principles and following characteristics: tensions brought to light by the discussion. • There is a topic of discussion agreed upon by In place of the more formal dialectic, you may use instructor and students. Often this is a text or a the method of sequential questioning referred to as case which students study beforehand. One may Socratic Questioning to help students grasp a also start a discussion relying only on prior student particular concept. Unlike the other forms, which are knowledge. about eliminating false or incomplete • Students understand that questions are meant to understandings, this method of questioning uses deepen and clarify thinking, not bait them with carefully prepared and sequenced questions to walk their own words. The method isn’t a debate. students down a particular logical path, avoid • The relative value of ideas is judged based upon common misconceptions, and arrive at a self- logically and correctly reasoned arguments. reasoned understanding of the instructor-chosen Often, improved reasoning itself becomes the concept. It is important to emphasize that these learning goal rather than content mastery. questions are logically leading, but not leading in a • This method is typically used to examine an issue here’s-what-I-want-you-to-say way. too complex to understand starting from first Both of these applications of Socratic Instruction principles. require meticulous preparation on your part. You • The goal is not necessarily to arrive at a pre- must have a clear understanding of the underlying determined, correct answer (because there might logic and complexities of the issue addressed and be multiple correct answers resting on different the likely directions the discussion might take. While but equally defensible assumptions), but rather to: the dialectic doesn’t define a predetermined outcome to the discussion and the questioning o Explore the contours of a particularly complex or method does, both require you to know what you ambiguous question, problem, or text. http://www.byui.edu/learning-and-teaching/instructional-tools ©Copyright 2016 BYU–Idaho 08/18/16 I NST RUCT I O NAL T O O L TEACH ONE OUTCOMES ARCHITECTURE PREPARE PONDER / PROVE ANOTHER hope students will learn from engaging in the Questioning viewpoints and perspectives discussion. Is this approach reasonable, justifiable? Definitions. What are alternative ways of looking at this? Socratic Dialogue: The Socratic Dialogues refer to a What kind of person would accept this? literary genre in which Socrates explores ideas Who might disagree? Who benefits from this? by means of a structured conversation. What is similar/different between … and …? Socratic Dialectic: The Dialectic refers to an evolved, Probe implications and consequences formalized version of the questioning approach Then what would happen? used in the Socratic Dialogues. How could ... be used to ... ? Socratic Method: The Socratic Method refers to any What are the implications of ... ? method of inquiry that uses questioning How does ... fit with what we learned before? of premises to reveal internal inconsistencies. Why is this approach considered the best ... ? This tends to be a less structured and more Questions about the question informal application of the Dialectic. What was the point of asking that question? Socratic Questioning: Socratic Questioning is a way What is needed to answer that question? of responding to student inquiries with logically What kind of question is this? leading questions, where an original inquiry is responded to as if it were an answer. The TIPS purpose is to bring students to reason their way • Pause. Be willing to pause and allow gaps in the to a correct understanding or conclusion. This is discussion while you formulate the next question. also referred to as teaching by questioning. This is more important than simply keeping the discussion moving. • Choose a lens. In the Dialectic, take your EXAMPLE questioning cues from how students are thinking; The following are some questions that may be in the Questioning method, from the logical applied in any of the Socratic inspired forms of structure of a correct understanding. instruction: Clarifying underling concepts What does this mean? Can you elaborate? PITFALLS What do we already know about this? • Learning curve: Some students may dislike this Can you give me an example or analogy? method claiming that the instructor doesn’t Are you saying ... or ... ? ‘teach’ anything and the discussion has few Probing Assumptions conclusions. You seem to be assuming ... ? What else could we assume? How did you choose those assumptions? KEY ARTICLES Please explain why/how ... ? Adler, M. J. (1982). The paideia proposal. New How can you verify or disprove that assumption? York: Macmillan. Do you agree or disagree with ... ? Probing rationale, reasons and evidence Why is that happening? OTHER RESOURCES How do you know this? • Socratic questioning Show me ... ? • Film clip What do you think causes ... ? • Critical Thinking Community Are these reasons good enough? What evidence supports what you are saying? How reliable is that evidence? On what authority do you base your argument? http://www.byui.edu/learning-and-teaching/instructional-tools ©Copyright 2016 BYU–Idaho 08/18/16 .
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