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Socratic questioning (or Socratic maieutics)[1] is disciplined questioning that is used for individuals to be taught by asking questions, engaging in dialogue and thus discovering answers "ex duco" ([1] Meaning Socrates intended for his students to "draw out" answers as a result of an individualized thought process ([2] Socratic questioning can be used today to pursue thought in many directions and for many purposes. It is commonly used in educational settings for students to engage in the following: to explore complex ideas, to get to the truth, to open up issues and problems, to uncover assumptions, to analyze concepts, to distinguish what we know from what we do not know, to follow out logical consequences of thought or to control discussions. Socratic questioning is based on the foundation that thinking has structured logic, and allows underlying thoughts to be questioned.[2] The key to distinguishing Socratic questioning from questioning per se is that Socratic questioning is systematic, disciplined, deep and usually focuses on fundamental concepts, principles, theories, issues or problems.

Socratic questioning is referred to in teaching, and has gained currency as a concept in education, particularly in the past two decades.[citation needed] Teachers, students, or anyone interested in probing thinking at a deep level can construct Socratic questions and engage in these questions.[3] Socratic questioning and its variants have also been extensively used in psychotherapy.

Contents 1 Pedagogy 2 Psychology 3 See also 4 References

Pedagogy When teachers use Socratic questioning in teaching, their purpose may be to probe student thinking, to determine the extent of student knowledge on a given topic, issue or subject, to model Socratic questioning for students or to help students analyze a concept or line of reasoning. It is suggested that students should learn the discipline of Socratic questioning so that they begin to use it in reasoning through complex issues, in understanding and assessing the thinking of others and in following-out the implications of what they and others think. In fact, Socrates himself thought that questioning was the only defensible form of teaching.

In teaching, teachers can use Socratic questioning for many purposes:

To deeply probe student thinking, to help students begin to distinguish what they know or understand from what they do not know or understand (and to help them develop intellectual humility in the process). To foster students' abilities to ask Socratic questions, to help students acquire the powerful tools of Socratic dialogue, so that they can use these tools in everyday life (in questioning themselves and others). To this end, teachers can model the questioning strategies they want students to emulate and employ. Moreover, teachers need to directly teach students how to construct and ask deep questions. Beyond that, students need practice to improve their questioning abilities. Socratic questioning illuminates the importance of questioning in learning. It illuminates the difference between systematic and fragmented thinking. It teaches us to dig beneath the surface of our ideas. It teaches us the value of developing questioning minds in cultivating deep learning. Integrating Socratic questions in the following manner in the classroom helps develop active, independent learners:[4][unreliable source?]

Many different forms of questions can be posed to engage in this form of constructed thought: ([3]

1. Clarification Questions 2. Questions about an initial question or issue 3. Assumption Questions 4. Reason and Evidence Questions 5. Origin or Source Questions 6. Implication and Consequence Questions 7. Viewpoint Questions

Getting students to clarify their thinking and explore the origin of their thinking e.g., 'Why do you say that?', 'Could you explain further?' Challenging students about assumptions e.g., 'Is this always the case?', 'Why do you think that this assumption holds here?' Providing evidence as a basis for arguments e.g., 'Why do you say that?', 'Is there reason to doubt this evidence?' Discovering alternative viewpoints and perspectives and conflicts between contentions e.g., 'What is the counter-argument?', 'Can/did anyone see this another way?' Exploring implications and consequences e.g., 'But if...happened, what else would result?', 'How does...affect...?' Questioning the question e.g., 'Why do you think that I asked that question?', 'Why was that question important?', 'Which of your questions turned out to be the most useful?'

The art of Socratic questioning is a form of critical thinking that allows students to engage in deeper thinking, and has many similarities to critical thinking [4]. They both share a "common end," and critical thinking engages with the process of how the mind works, while Socratic questioning frames questions to pursue that thought of mind. Both use these processes to vocalize the inner thought process that emerge from in-depth analysis and reasoning.

Critical thinking and Socratic questioning both seek meaning and truth. Critical thinking provides the rational tools to monitor, assess, and perhaps reconstitute or re-direct our thinking and action. This is what educational reformer John Dewey described as reflective inquiry: "in which the thinker turns a subject over in the mind, giving it serious and consecutive consideration."[5] Socratic questioning is an explicit focus on framing self-directed, disciplined questions to achieve that goal.

The technique of questioning or leading discussion is spontaneous, exploratory, and issue-specific.[6] The Socratic educator listens to the viewpoints of the student and considers the alternative points of view.[6] It is necessary to teach students to sift through all the information, form a connection to prior knowledge, and transform the data to new knowledge in a thoughtful way.[6]

Psychology Socratic questioning has also been used in psychotherapy, most notably as a cognitive restructuring technique in classical Adlerian psychotherapy, logotherapy, rational emotive behavior therapy, cognitive therapy, and logic-based therapy. The purpose is to help uncover the assumptions and evidence that underpin people's thoughts in respect of problems. A set of Socratic questions in cognitive therapy aim to deal with automatic thoughts that distress the patient:[7][8]

Revealing the issue: 'What evidence supports this idea? And what evidence is against its being true?' Conceiving reasonable alternatives: 'What might be another explanation or viewpoint of the situation? Why else did it happen?' Examining various potential consequences: 'What are worst, best, bearable and most realistic outcomes?' Evaluate those consequences: 'What's the effect of thinking or believing this? What could be the effect of thinking differently and no longer holding onto this belief?' Distancing: 'Imagine a specific friend/family member in the same situation or if they viewed the situation this way, what would I tell them?'

Careful use of Socratic questioning enables a therapist to challenge recurring or isolated instances of a person's illogical thinking while maintaining an open position that respects the internal logic to even the most seemingly illogical thoughts.

Intel Education Initiative. "Designing Effective Projects: Questioning The Socratic Questioning Technique" (PDF). Intel Teach Program. Intel Foundation and Intel Corporation. Retrieved March 12, 2018. "Socratic Questioning". Changing Minds. Retrieved March 12, 2018. Intel Education Initiative. "Designing Effective Projects: Questioning The Socratic Questioning Technique" (PDF). Intel Teach Program. Intel Foundation and Intel Corporation. Retrieved March 12, 2018. "The Role of Socratic Questioning in Thinking, Teaching, and Learning". The Foundation for Critical Thinking. Criticalthinking.org. Retrieved March 13, 2018. BoldItalicLinkEmbedded fileReferenceAdvancedSpecial charactersHelpCite TemplatesNamed referencesNamed referencesError checkCheck for errors

Socratic questioning (or Socratic maieutics)[1] is disciplined questioning that is used for individuals to be taught by asking questions, engaging in dialogue and thus discovering answers "ex duco" ( Meaning Socrates intended for his students to "draw out" answers as a result of an individualized thought process ( Socratic questioning can be used today to pursue thought in many directions and for many purposes. It is commonly used in educational settings for students to engage in the following: to explore complex ideas, to get to the truth, to open up issues and problems, to uncover assumptions, to analyze concepts, to distinguish what we know from what we do not know, to follow out logical consequences of thought or to control discussions. Socratic questioning is based on the foundation that thinking has structured logic, and allows underlying thoughts to be questioned.[2] The key to distinguishing Socratic questioning from questioning per se is that Socratic questioning is systematic, disciplined, deep and usually focuses on fundamental concepts, principles, theories, issues or problems.

Socratic questioning is referred to in teaching, and has gained currency as a concept in education, particularly in the past two decades.[citation needed] Teachers, students, or anyone interested in probing thinking at a deep level can construct Socratic questions and engage in these questions.[3] Socratic questioning and its variants have also been extensively used in psychotherapy.

Contents 1	Pedagogy 2	Psychology 3	See also 4	References

Pedagogy When teachers use Socratic questioning in teaching, their purpose may be to probe student thinking, to determine the extent of student knowledge on a given topic, issue or subject, to model Socratic questioning for students or to help students analyze a concept or line of reasoning. It is suggested that students should learn the discipline of Socratic questioning so that they begin to use it in reasoning through complex issues, in understanding and assessing the thinking of others and in following-out the implications of what they and others think. In fact, Socrates himself thought that questioning was the only defensible form of teaching.

In teaching, teachers can use Socratic questioning for many purposes:

To deeply probe student thinking, to help students begin to distinguish what they know or understand from what they do not know or understand (and to help them develop intellectual humility in the process). To foster students' abilities to ask Socratic questions, to help students acquire the powerful tools of Socratic dialogue, so that they can use these tools in everyday life (in questioning themselves and others). To this end, teachers can model the questioning strategies they want students to emulate and employ. Moreover, teachers need to directly teach students how to construct and ask deep questions. Beyond that, students need practice to improve their questioning abilities. Socratic questioning illuminates the importance of questioning in learning. It illuminates the difference between systematic and fragmented thinking. It teaches us to dig beneath the surface of our ideas. It teaches us the value of developing questioning minds in cultivating deep learning. Integrating Socratic questions in the following manner in the classroom helps develop active, independent learners:[4][unreliable source?]

Many different forms of questions can be posed to engage in this form of constructed thought: (

1. Clarification Questions 2. Questions about an initial question or issue 3. Assumption Questions 4. Reason and Evidence Questions 5. Origin or Source Questions 6. Implication and Consequence Questions 7. Viewpoint Questions

Getting students to clarify their thinking and explore the origin of their thinking e.g., 'Why do you say that?', 'Could you explain further?' Challenging students about assumptions e.g., 'Is this always the case?', 'Why do you think that this assumption holds here?' Providing evidence as a basis for arguments e.g., 'Why do you say that?', 'Is there reason to doubt this evidence?' Discovering alternative viewpoints and perspectives and conflicts between contentions e.g., 'What is the counter-argument?', 'Can/did anyone see this another way?' Exploring implications and consequences e.g., 'But if...happened, what else would result?', 'How does...affect...?' Questioning the question e.g., 'Why do you think that I asked that question?', 'Why was that question important?', 'Which of your questions turned out to be the most useful?'

The art of Socratic questioning is a form of critical thinking that allows students to engage in deeper thinking, and has many similarities to critical thinking. They both share a "common end," and critical thinking engages with the process of how the mind works, while Socratic questioning frames questions to pursue that thought of mind. Both use these processes to vocalize the inner thought process that emerge from in-depth analysis and reasoning.

Critical thinking and Socratic questioning both seek meaning and truth. Critical thinking provides the rational tools to monitor, assess, and perhaps reconstitute or re-direct our thinking and action. This is what educational reformer John Dewey described as reflective inquiry: "in which the thinker turns a subject over in the mind, giving it serious and consecutive consideration."[5] Socratic questioning is an explicit focus on framing self-directed, disciplined questions to achieve that goal.

The technique of questioning or leading discussion is spontaneous, exploratory, and issue-specific.[6] The Socratic educator listens to the viewpoints of the student and considers the alternative points of view.[6] It is necessary to teach students to sift through all the information, form a connection to prior knowledge, and transform the data to new knowledge in a thoughtful way.[6]

Psychology Socratic questioning has also been used in psychotherapy, most notably as a cognitive restructuring technique in classical Adlerian psychotherapy, logotherapy, rational emotive behavior therapy, cognitive therapy, and logic-based therapy. The purpose is to help uncover the assumptions and evidence that underpin people's thoughts in respect of problems. A set of Socratic questions in cognitive therapy aim to deal with automatic thoughts that distress the patient:[7][8]

Revealing the issue: 'What evidence supports this idea? And what evidence is against its being true?' Conceiving reasonable alternatives: 'What might be another explanation or viewpoint of the situation? Why else did it happen?' Examining various potential consequences: 'What are worst, best, bearable and most realistic outcomes?' Evaluate those consequences: 'What's the effect of thinking or believing this? What could be the effect of thinking differently and no longer holding onto this belief?' Distancing: 'Imagine a specific friend/family member in the same situation or if they viewed the situation this way, what would I tell them?' Careful use of Socratic questioning enables a therapist to challenge recurring or isolated instances of a person's illogical thinking while maintaining an open position that respects the internal logic to even the most seemingly illogical thoughts.

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