Socratic questioning is a method of teaching in which the teacher asks questions and students answer. The teacher does not give answers but rather encourages discussion among the class members, often asking follow-up questions to encourage further explanation or clarification.
Socrates developed the Socratic Method as an educational tool for his pupils in Athens. He used it to question them about their beliefs and practices, and he also encouraged them to ask him questions. His method was based on the idea that knowledge can be gained only through dialogue between people with different opinions. This approach contrasts with the traditional Greek way of education, where the teacher gives information and expects the student to memorize it without any critical thinking.
Socratic Questioning and Critical Thinking
Critical thinking involves thinking critically about ideas, concepts, arguments, and issues. It means being able to think independently, analyze ideas logically, and evaluate claims objectively. Students are expected to develop these skills when they use Socratic questioning. They learn how to challenge their own beliefs and those of others, and they gain experience in evaluating evidence, reasoning from facts, and supporting their conclusions with reasons.
Socratic Questioning and Process Improvement
Process improvement is the process of improving existing systems and processes. In business, this may involve streamlining operations, reducing costs, increasing efficiency, etc. In education, process improvement may include better ways to teach, assess, and reward students. Socratic questioning can help improve a process because it helps improvement facilitators become more effective communicators, and it enables team members to develop critical thinking skills. The facilitator can guide discussions by asking open-ended questions such as "What do you think?" or "Why did you choose that option?"
There are six different types of questions that Socrates asked his students.
- Clarifying Concepts: What is your understanding?
- Probing Assumptions: How do you know?
- Probing Rationale, Reasons & Evidence: Why do you believe what you do?
- Questioning Viewpoints & Perspectives: What other possibilities exist?
- Probing Implications & Consequences: What will happen if we don't change?
- Questioning the Question: Is there another way to look at this problem?
A team of coworkers are trying to decide on a new company policy and one member suggests that implementing a strict attendance policy will increase productivity. Another member of the team argues that a strict attendance policy could have negative consequences, such as causing employees to feel micromanaged and demotivated. Using Socratic questioning, the first member might ask the following questions to probe the assumptions and consequences of the second member's argument:
- Can you provide examples of companies that have strict attendance policies and low productivity?
- Do you think that there may be other ways to increase productivity, such as improving the work environment or providing additional resources, that do not involve implementing a strict attendance policy?
- How might the implementation of a strict attendance policy impact employee morale and retention?
ConclusionIn conclusion, I would like to say that Socratic questioning has enhanced learning outcomes and increased retention rates. It's an excellent technique for helping teachers effectively communicate with students. And it's a good way to get students engaged in class discussions. So why aren't we using it more often?