Socratic Questioning
From Learning and training wiki
 SOCRATIC QUESTIONING |
| Socratic questioning (named after Socrates, the classical Greek philosopher) is a systematic and deep form of questioning, expressly meant to help others learn. It usually focuses on fundamental concepts, principles, or problems and aims to challenge assumptions and implicit prejudices, to raise awareness of what is known/unknown, to investigate complex issues. Socratic questioning requires the teacher to pretend ignorance about a given topic in order to acquire learners' knowledge of the subject. Also known as “dialectical approach”, this type of questioning enables learners to clarify logical implications of ideas and to determine their validity; it helps to correct misconceptions and facilitates active learning as well as knowledge construction. Through continuous judging and rephrasing questions, learners improve problem-solving skills, critical thinking and long-term retention of knowledge. [1] |
References
- ↑ Paul, R. (1993). Critical Thinking: How To Prepare Students for a Rapidly Changing World: Foundation for Critical Thinking, Santa Rosa, CA; Tools for Teaching, Davis, B.G., Jossey-Bass; San Francisco, 1993. http://changingminds.org/techniques/questioning/socratic_questions.htm (20 October 2011); http://serc.carleton.edu/introgeo/socratic/index.html (29 October 2011); http://www.criticalthinking.org/pages/the-role-of-socratic-questioning-in-thinking-teaching-learning/522 (29 October 2011)