Using Socratic Questioning, Paideia Project,

Part B

Later Friday January 25, 2013

So what does Socratic questioning LOOK like?

How does it fit into my daily life as a teacher?

Study the chart below, taken from the Paideia Project by Mortimer J. Adler

Socratic questioning in NOT a method for delivering content.  (Robert Bird on Youtube.)

FYI-Paideia – is a classical Greek system of education and training; called Humanities in Latin. The term was combined with enkyklios (complete system or circle) forming ‘encyclopedia’ to identify a large compendium of general education.  -Dictionary.com

Maieutic – (ancient Greek-Spiritual midwife) referring toquestions that help draw out the truth and knowledge latent in a person (wikipedia)

“The Socratic method is a negative method of hypothesis elimination, in that better hypotheses are found by steadily identifying and eliminating those that lead to contradictions. The Socratic method searches for general, commonly held truths that shape opinion, and scrutinizes them to determine their consistency with other beliefs. The basic form is a series of questions formulated as tests of logic and fact intended to help a person or group discover their beliefs about some topic, exploring the definitions or logoi (singular logos), seeking to characterize the general characteristics shared by various particular instances. The extent to which this method is employed to bring out definitions implicit in the interlocutors' beliefs, or to help them further their understanding, is called the method of maieutics. Aristotle attributed to Socrates the discovery of the method of definition and induction, which he regarded as the essence of the scientific method.”-Wikipedia

Finally!

The Socratic Questioning process: (adapted from a Youtube clip)

1. Look for statements of common sense in your curriculum area: Mine for you is:

“Questioning skills are important in the learning process.”

2. Use Socratic questioning to examine this statement. Can you come up with any exceptions to it?

3. If there is an exception then the statement is false or imprecise.

4. See if you can change the original statement to account for the new information.

5. Repeat the steps until you can not disprove the statement.

A social studies example (from a website):

“Material goods give you happiness”.

Exceptions?

False or imprecise?

Refine original statement.

Repeat till proven.

Socratic questioning is an effective means of:

-defining concepts

-clarifying issues

-seeking examples

-evaluating evidence

-uncovering assumptions

-following implications

--acknowledging objections

-in any subject discipline. List some common sense statements from your discipline that students may struggle with that this method may address:

What is a question?

Part A

January 25, 2013   Summary!

After three weeks of visiting with parents and kids I am compiling responses to the question:

“What is a question?”

A question is:

- way to get information,

- way to seek knowledge;

- way to find out more.

Asking a question means you are seeking information that wants to be known. And one question leads to another.

It means you are wondering.

A question is motivated by need; it has a purpose.

Body language conveys the importance of the question.

Questions “foster intimacy, deepen understanding, focus attention.” Questions “unlock understanding” and “reduce confusion”.

“A question is a thought arising from prior knowledge, expressed in words; and ordered to elicit more information.”

 – Mrs J

“If we can’t ask the question we are not ready for the answer.” -Chandra Gold

“We grow in the direction of the questions we are asking.” – unknown  (Do you agree?)

“You do not fully understand a thought until you understand the question that gave rise to it.” –Socratic questioning  (How important is prior knowledge in the learning journey?)

Take the time to ponder before trying to answer. Let a shift in perspective provide new details.

Answer the question; “What is a question?”  in your own mind. What statements above do you agree/disagree with and why?

Socratic questioning, mini seminar shared experience

January 10, 2013

Mrs. J’s Musings;

… after two opportunities to share an introductory questioning class;

one with a learning family and one with older ladies:
Presentation: discussion…

“We grow in the direction of the questions we are asking.” –unknown

Our questions grow from our prior knowledge and interests.

“You do not fully understand a thought (or idea, shared by someone)

until you understand the question (the reason, from their prior experience)

that gives rise to it.”-the Art of Socratic Questioning

What is their purpose; what is their motivation for pursuing this line of questioning?

And, a vital question; what is a question?

From a 12 year old: A way to get information; from a senior lady: A way of seeking knowledge.  And, “questions are born of necessity.” h-m-m-m…

Discussion: This quote, “Millions saw the apple fall, but Newton was the only one who asked why.”-(Bernard Barach) is an example of this quote:

“Discovery consists of seeing what everybody has seen and thinking what nobody has thought.” –(Albert Szent-Gyorgi)

            Thoughts developed: ‘Don’t make hurried judgments; wait, think, ponder about what you are seeing; your mind will work harder, you will see more details; your perspective will shift, if it is near you will see far; are you looking up? Try looking down; What will it be like tomorrow……?”seek first to understand”.’

Sample Activity:  Whitcomb L. Judson    -zipper -1893

                               William Horlick           -malted milk -1882

                               Theophilus Van Kannel –revolving door- 1888

(from a list of 35 ‘unsung heros’)

Discuss the possible reason each inventor had –from their own prior experiences-

that gave rise to the question that preceded each invention.

Then do some more research…………….

If you have just arrived at this BLOG you may gain greater understanding of the importance of asking questions going back to my December 20 BLOG and moving forward….Mrs. J

Socratic questioning reflects critical thinking, habits of mind,

January 2, 2013   Mrs. J’s Musings  “Happy New Year!”

The statements in my last BLOG are listed under the title 

“Elements of Thought” on page 5 in the booklet 

The Art of Socratic questioning from The Foundation for Critical Thinking.   I found these elements listed in various forms on many websites endeavoring to promote an understanding of Socratic questioning.

Here is my short version for you to ponder.

1.   Questions: Questions (Ideas) give rise to thoughts. New thoughts generate more refined questions (ideas). Ask questions to understand the problem, reason, or motivation behind a question (your own or some else’s).

2.  Purpose: Ask questions (of self or others) to discover the purpose, central aim or goal of this line of thought. Ask; “What are you trying to accomplish?”

3.  Background: What background facts, data, evidence, observations or experiences support or inform (What conclusions were drawn?) this question? Ask for reasoning to be explained.

4.  Concepts: Questions are defined and shaped by the understanding of concepts; ask for clarification of the main idea behind a question. Ask more questions to refine it if understanding is flawed.

5.  Assumptions: What is the question assuming or taking for granted? What is the questioner assuming or taking for granted?

6.  Consequences: A thought begins somewhere and goes somewhere. What are the implications and consequences that follow from it? Ask, “What is likely to happen if……?”

7.  Perspective:  What is the point of view or frame of reference for this thought? Could (should) another point of view be considered?

Importa Yes, these questions are important for teachers to ask students; for leaders to ask followers; for mentors to ask learners and equally important for each of us to ask ourselves – and invite from others - to broaden our own thinking and reasoning skills.

I am inviting Socratic dialogue stemming fro my BLOG entries starting from December 20, 2012.

Thanks! Happy thinking!

Yours in learning,

Mrs. J