Critical thinking 4

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Think Like A Greek Philosopher: Improve Critical Thinking, Sharpen Persuasion Skills, and Perfect the Art of Inquiry Through Socratic Questioning - E-bok - Steven Schuster - Storytel

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A summary for my

Researching Journal

Article about:

Critical thinking : 4

Critical thinking

for

higher Education

Critical thinking

and

Socratic questioning

The art of Socratic questioning is intimately

connected with critical thinking because the art

of questioning is important to excellence of

thought. Socrates argued for the necessity of

probing individual knowledge, and

acknowledging what one may not know or

understand.

Critical thinking has the goal of

reflective thinking that focuses on what

should be believed or done about a topic.

Socratic questioning adds another level of

thought to critical thinking, by focusing on

extracting depth, interest and assessing the

truth or plausibility of thought. Socrates

argued that a lack of knowledge is not bad,

but students must strive to make known what

they don't know through the means of a form

of critical thinking.

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

described as reflective inquiry: "in which the

thinker turns a subject over in the mind,

giving it serious and consecutive

consideration." 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. The Socratic educator listens

to the viewpoints of the student and

considers the alternative points of view. It is

necessary to teach students to sift through

all information, form a connection to prior

knowledge, and transform the data to new

knowledge in a thoughtful way.

It has been proposed in different studies that

the "level of thinking that occurs is influenced

by the level of questions asked". Thus,

utilizing the knowledge that students don't

know stimulates their ability to ask more

complex questions. This requires educators

to create active learning environments that

promote and value the role of critical thinking,

mobilizing their ability to form complex

thoughts and questions.

Why Socratic questioning?

Socratic questioning is a form of disciplined

questioning that can be used to pursue thought in

many directions and for many purposes,

including:

to explore complex ideas, to get to the truth of

things, 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.The key to distinguishing

Socratic questioning from questioning per se is

that the former is systematic, disciplined, deep

and usually focuses on fundamental concepts,

principles, theories, issues or problems.

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 at least

two purposes:

1-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).

2-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. This includes

differentiating between systematic and fragmented

thinking, while forcing individuals to understand

the root of their knowledge and ideas. Educators

who support the use of Socratic questioning in

educational settings argue that it helps students

become active and independent learners.

Examples of Socratic questions that

are used for students in educational

settings:

1-Getting students to clarify their thinking and

explore the origin of their thinking

e.g., 'Why do you say that?', 'Could you explain

further?'

2-Challenging students about assumptions

e.g., 'Is this always the case?',
: Why do you think that this assumption
: holds here?'

3-Providing evidence as a basis for arguments

e.g., 'Why do you say that?',
: 'Is there reason to doubt this evidence?'

4-Discovering alternative viewpoints and

perspectives and conflicts between contentions

e.g., 'What is the counter-argument?',
: 'Can/did anyone see this another way?'

5-Exploring implications and consequences

e.g., 'But if...happened, what else would result?',

'How does...affect...?'

6-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?'

1 Socratic Questioning and

Critical Thinking

2 Thinking is driven by questions.
no questions means no understanding

3 Questions to guide our thinking:
What is Socratic questioning? What is critical thinking? What is the relationship between Socratic questioning and critical thinking? How can understanding critical thinking help us improve our ability to question? How can we help students develop Socratic questioning abilities?

4 Defining Socratic Questioning:
Socratic questioning is disciplined questioning that can be used to explore thought in many directions and for many purposes,

5 to explore complex ideas
to get to the truth of things to open up issues and problems to uncover assumptions to analyze concepts to distinguish what we know from what we don’t know, and to follow out logical implications of thought

6 The key to distinguishing Socratic questioning from questioning per se is that Socratic question is always systematic and deep, focusing on complex concepts, principles, theories, issues or problems. It may or may not be self-directed. And it is usually done orally, rather than in written form.

7 Teachers, students, or indeed anyone can construct Socratic questions and engage in Socratic dialog.

When we use Socratic questioning in teaching, our purpose may be: to probe student thinking to determine the extent of students’ knowledge on a given topic, issue or subject to model Socratic question for them, or to help them analyze a concept or line of reasoning.

8 In the final analysis we want students to 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, in following-out the implications of what they, and others think.

9 Thus, in teaching, our approach should be two-fold:

To deeply probe student thinking, to help them begin to distinguish what they know or understand from what they do not know or understand. To foster students’ abilities to question socratically. We want to model intellectual moves that we would want students to emulate and begin to use in everyday life.

10 Socrates was an early Greek philosopher and teacher (c. 470 – 399 B. C
Socrates was an early Greek philosopher and teacher (c. 470 – 399 B.C.E.) who believed that the best way to teach and learn was through disciplined, rigorous questioning.