Critical Thinking: The Art of Socratic Questioning, Part III.

Abstract

In the last two columns we introduced the concept of Socratic questioning and its relationship to critical thinking. We illuminated how understanding the concepts embedded in critical thinking naturally generates questions. For example, a thinker who understands the elements of thought asks questions which probe the parts of thinking. A thinker who understands the role of intellectual standards in disciplined reasoning asks questions that target the assessment of thinking. A thinker who understands the need for students to connect learning to their lived experiences gives numerous examples of questions that can be used everyday to foster student engagement.In this column, we focus on the formal mechanics of Socratic questioning. We distinguish three general categories of Socratic questioning: spontaneous, exploratory, and focused. Each of these modes of questioning represents orientations one can adopt in cultivating student thinking. All three require skill in questioning. All three require the instructor to pick from among a wide variety of intellectual moves. All three require judgment in determining when to ask which kind of question. Of course, at any given time, there is no one best question, just better or worse ones.Spontaneous or UnplannedThe key to success here is entering or adopting the Socratic spirit; this occurs when one becomes genuinely curious, truly wondering what students are and are not thinking. Once curiosity is aroused there will be many occasions in which to spontaneously ask students questions that probe their thinking and many opportunities to question what is happening in their minds. The Socratic spirit wants them to become concerned with intellectual standards, with whether or not what they think is true or false, logical or illogical, reasonable or unreasonable.If a student says that a given angle will be the same as another angle in a geometrical figure, one may spontaneously question how the class might go about proving or disproving this assertion. If a student says, love freedom, the instructor may spontaneously wonder aloud about what such a statement might mean. (Does that mean that Americans love more than other people do or that they live in a free country? What would it mean to live in a free country? Does freedom mean the same thing to all Americans?) If a science student says that most space is empty, one may spontaneously ask a question as to what that might mean; how might it be possible, together, to discover an answer?Such spontaneous discussions provide models of listening critically as well as exploring the beliefs expressed. If something said seems questionable, misleading, or false, Socratic questioning provides a way of helping students become self-correcting, rather than relying on correction by the instructor. Spontaneous Socratic discussion can prove especially useful when students become interested in a topic; when they raise an important issue; when they are on the brink of grasping or integrating a new insight; or when discussion becomes bogged down, confused, or hostile. Socratic questioning provides specific moves which can fruitfully take advantage of student interest. It can help instructors effectively approach an important issue. It can aid in integrating and expanding an insight, move a troubled discussion forward, clarify or sort through what appears confusing, and diffuse frustration or anger.Although by definition there can be no preplanning for a particular spontaneous discussion, becoming familiar and comfortable with generic Socratic questions, developing the art of probing with follow-up questions, and responding in encouraging and helpful ways all assist preparation. Consider the following potential moves:Spontaneous Socratic Questioning Moves* Ask for an example of a point a student has made or of a point you have made.* Ask for evidence or reasons for a position.* Propose a counter-example or two. …