what is the socratic definition of critical thinking

The Institute for Learning and Teaching

College of business, teaching tips, the socratic method: fostering critical thinking.

"Do not take what I say as if I were merely playing, for you see the subject of our discussion—and on what subject should even a man of slight intelligence be more serious? —namely, what kind of life should one live . . ." Socrates

By Peter Conor

This teaching tip explores how the Socratic Method can be used to promote critical thinking in classroom discussions. It is based on the article, The Socratic Method: What it is and How to Use it in the Classroom, published in the newsletter, Speaking of Teaching, a publication of the Stanford Center for Teaching and Learning (CTL).

The article summarizes a talk given by Political Science professor Rob Reich, on May 22, 2003, as part of the center’s Award Winning Teachers on Teaching lecture series. Reich, the recipient of the 2001 Walter J. Gores Award for Teaching Excellence, describes four essential components of the Socratic method and urges his audience to “creatively reclaim [the method] as a relevant framework” to be used in the classroom.

What is the Socratic Method?

Developed by the Greek philosopher, Socrates, the Socratic Method is a dialogue between teacher and students, instigated by the continual probing questions of the teacher, in a concerted effort to explore the underlying beliefs that shape the students views and opinions. Though often misunderstood, most Western pedagogical tradition, from Plato on, is based on this dialectical method of questioning.

An extreme version of this technique is employed by the infamous professor, Dr. Kingsfield, portrayed by John Houseman in the 1973 movie, “The Paper Chase.” In order to get at the heart of ethical dilemmas and the principles of moral character, Dr. Kingsfield terrorizes and humiliates his law students by painfully grilling them on the details and implications of legal cases.

In his lecture, Reich describes a kinder, gentler Socratic Method, pointing out the following:

• Socratic inquiry is not “teaching” per se. It does not include PowerPoint driven lectures, detailed lesson plans or rote memorization. The teacher is neither “the sage on the stage” nor “the guide on the side.” The students are not passive recipients of knowledge.
• The Socratic Method involves a shared dialogue between teacher and students. The teacher leads by posing thought-provoking questions. Students actively engage by asking questions of their own. The discussion goes back and forth.
• The Socratic Method says Reich, “is better used to demonstrate complexity, difficulty, and uncertainty than to elicit facts about the world.” The aim of the questioning is to probe the underlying beliefs upon which each participant’s statements, arguments and assumptions are built.
• The classroom environment is characterized by “productive discomfort,” not intimidation. The Socratic professor does not have all the answers and is not merely “testing” the students. The questioning proceeds open-ended with no pre-determined goal.
• The focus is not on the participants’ statements but on the value system that underpins their beliefs, actions, and decisions. For this reason, any successful challenge to this system comes with high stakes—one might have to examine and change one’s life, but, Socrates is famous for saying, “the unexamined life is not worth living.”
• “The Socratic professor,” Reich states, “is not the opponent in an argument, nor someone who always plays devil’s advocate, saying essentially: ‘If you affirm it, I deny it. If you deny it, I affirm it.’ This happens sometimes, but not as a matter of pedagogical principle.”

Professor Reich also provides ten tips for fostering critical thinking in the classroom. While no longer available on Stanford’s website, the full article can be found on the web archive:  The Socratic Method: What it is and How to Use it in the classroom

• More Teaching Tips
• Tags: communication , critical thinking , learning
• Categories: Instructional Strategies , Teaching Effectiveness , Teaching Tips

Philosophy Break Your home for learning about philosophy

Introductory philosophy courses distilling the subject's greatest wisdom.

Reading Lists

Curated reading lists on philosophy's best and most important works.

Latest Breaks

Bite-size philosophy articles designed to stimulate your brain.

Socratic Method: What Is It and How Can You Use It?

This article defines the Socratic method, a technique for establishing knowledge derived from the approach of ancient Greek philosopher Socrates.

5 -MIN BREAK  

T he Socratic method is a form of cooperative dialogue whereby participants make assertions about a particular topic, investigate those assertions with questions designed to uncover presuppositions and stimulate critical thinking, and finally come to mutual agreement and understanding about the topic under discussion (though such mutual agreement is not guaranteed or required).

In more formal educational settings, the Socratic method is harnessed by teachers to ‘draw out’ knowledge from students. The teacher does not directly impart knowledge, but asks probing, thought-provoking questions to kickstart a dialogue between teacher and student, allowing students to formulate and justify answers for themselves.

As Stanford University comment in an issue of their Speaking of Teaching newsletter:

The Socratic method uses questions to examine the values, principles, and beliefs of students. Through questioning, the participants strive first to identify and then to defend their moral intuitions about the world which undergird their ways of life. Socratic inquiry deals not with producing a recitation of facts... but demands rather that the participants account for themselves, their thoughts, actions, and beliefs... Socratic inquiry aims to reveal the motivations and assumptions upon which students lead their lives.

Proponents of the Socratic method argue that, by coming to answers themselves, students better remember both the answer and the logical reasoning that led them there than they would if someone had simply announced a conclusion up front. Furthermore, people are generally more accepting of views they’ve come to based on their own rational workings.

The Death of Socrates, a painting by Jacques-Louis David depicting ancient Greek philosopher Socrates — from whom the Socratic method derives its name — about to drink hemlock in his jail cell, having been sentenced to death by the Athenian authorities.

The great philosopher Bertrand Russell once commented, “As usual in philosophy, the first difficulty is to see that the problem is difficult.” Being an inquisitive dialogue, the Socratic method is particularly effective here, revealing hidden subtleties and complexities in subjects that may otherwise appear obvious or simple, such as whether the world around us is ‘real’ .

Apply the Socratic method to such a subject, and participants quickly discover how difficult it is to establish a solid answer. This is a good outcome, Russell thinks, for informed skepticism has replaced uninformed conviction — or, as he puts it, “the net result is to substitute articulate hesitation for inarticulate certainty.”

As such, the Socratic method is at its most effective when applied to topics about which people hold deep convictions, such as questions on ethics , value, politics , and how to live.

After just a little probing on the foundations of our convictions on such topics, we learn that what may have appeared simple is in fact a very complicated issue mired in difficulty, uncertainty, and nuance — and that our initial convictions might be less justified than we first thought.

From the Buddha to Nietzsche: join 13,000+ subscribers enjoying my free Sunday Breakdown

In one concise email each Sunday, I break down a famous idea from philosophy. You get the distillation straight to your inbox.

💭 One short philosophical email each Sunday. Unsubscribe any time.

Why is it called the Socratic method?

T he Socratic method derives its name from the conversational technique of ancient Greek philosopher Socrates , as presented in his student Plato’s dialogues written between 399 BCE and 347 BCE . The son of a midwife, Socrates draws parallels between his method and midwifery. In Plato’s dialogue Theaetetus , Socrates states:

The only difference [between my trade and that of midwives] is… my concern is not with the body but with the soul that is experiencing birth pangs. And the highest achievement of my art is the power to try by every test to decide whether the offspring of a young person’s thought is a false phantom or is something imbued with life and truth.

Socrates’s approach of sometimes relentless inquiry differed to the teachers in ancient Athens at the time, known as the Sophists, who went for the more conventional ‘sage on a stage’ educational method, trying to persuade people round to their viewpoints on things through impressive presentation and rhetoric.

This distinction in approach made Socrates somewhat of a celebrity of contrarian thought. While the Sophists tried to demonstrate their knowledge, Socrates did his best to demonstrate his (and everybody else’s) ignorance. His guiding principle was that we know nothing — and so, as W. K. C. Guthrie argues in The Greek Philosophers , the Socratic method was for Socrates as much a device for establishing ignorance as it was establishing knowledge.

In one concise email each Sunday, I break down a famous idea from philosophy. You get the distillation straight to your inbox:

Indeed, Plato presents Socrates approaching various influential thinkers from ancient Athenian society and discussing many different subjects with them, including justice, knowledge , beauty, and what it means to live a good life.

Typically the interlocutor in discussion with Socrates begins by making a confident, seemingly self-evident assertion about a particular topic. Socrates then asks them questions about said topic, wrapping them in a tangled web of contradictions and false presuppositions, before concluding that the assertion that began the discussion is hopelessly misguided.

Given this consistent outcome of most if not all of Plato’s dialogues , some have questioned whether Socrates himself actually provides an effective template for the Socratic method as we know it today, in that while the illusion of cooperative dialogue is present, the conversations are largely dominated by Socrates picking apart the views of others.

Was Socrates’s method successful?

T he purpose of Socrates’s questioning was usually to jolt people out of their presuppositions and assumptions, and most of Plato’s dialogues end with Socrates kindly declaring the ignorance or even stupidity of those he spoke to. The only knowledge available to us, Socrates assures us, is knowing that we know nothing .

Socrates’s apparent victories in the name of reason and logic, while hugely entertaining and intellectually stimulating for the reader today, led to many important people in ancient Athens getting rather annoyed. Alas, Socrates was sentenced to death for corrupting the minds of the youth — but went on annoying his accusers til the very end with a wondrous exposition on piety and death, as recorded in a collection of Plato’s dialogues, The Trial and Death of Socrates .

Following Socrates’s death, Plato continued to write dialogues featuring Socrates as the protagonist in honor of his great teacher. This has led to lively discussion around how much of the Socrates featured in Plato’s dialogues represents Socrates, and how much he represents Plato. Regardless, Plato’s dialogues — written over 2,000 years ago — are wondrous, and we are lucky to have them.

How can you use the Socratic method today?

T hough things ended rather morbidly for Socrates, his method of questioning has evolved and lived on as a brilliant way to draw people out of ignorance, encourage critical thinking, and cooperate in the pursuit of knowledge. Socrates is a martyr not just for philosophy, but for educational dialogue and productive, stimulating exchanges of different perspectives around interesting subjects of all kinds.

Any time you ask questions to get people to think differently about things, any time you participate in healthy, productive debate or problem solving, any time you examine principles and presuppositions and come to an answer for yourself, you channel the same principles Socrates championed all those years ago.

How to Live a Good Life (According to 7 of the World’s Wisest Philosophies)

Explore and compare the wisdom of Stoicism, Existentialism, Buddhism and beyond to forever enrich your personal philosophy.

★★★★★ (50+ reviews for our courses)

People tend to assent to uncomfortable conclusions more when they’ve done the reasoning and come to the answer themselves. This and a host of other benefits is why the Socratic method is still modelled by many educational institutions today: students are not told ‘what’ to think, but shown ‘how’ to think by being supplied with thoughtful questions rather than straight answers.

So, next time you’re locked in an argument with someone, or looking to inform an audience about a subject you’re experienced in, remember Socrates and the brilliant tradition of respecting different viewpoints, digging out presuppositions, and working together to find an answer.

Further reading

I f you’re interested in learning more about Socrates, we’ve compiled a reading list consisting of the best books on his life and philosophy. Hit the banner below to access it now.

Jack Maden Founder Philosophy Break

Having received great value from studying philosophy for 15+ years (picking up a master’s degree along the way), I founded Philosophy Break in 2018 as an online social enterprise dedicated to making the subject’s wisdom accessible to all. Learn more about me and the project here.

If you enjoy learning about humanity’s greatest thinkers, you might like my free Sunday email. I break down one mind-opening idea from philosophy, and invite you to share your view.

Subscribe for free here , and join 13,000+ philosophers enjoying a nugget of profundity each week (free forever, no spam, unsubscribe any time).

Get one mind-opening philosophical idea distilled to your inbox every Sunday (free)

From the Buddha to Nietzsche: join 13,000+ subscribers enjoying a nugget of profundity from the great philosophers every Sunday:

★★★★★ (50+ reviews for Philosophy Break). Unsubscribe any time.

Take Another Break

Each break takes only a few minutes to read, and is crafted to expand your mind and spark your philosophical curiosity.

John Rawls: How a ‘Veil of Ignorance’ Can Help Us Build a Just Society

3 -MIN BREAK

Aristotle vs the Stoics: What Does Happiness Require?

5 -MIN BREAK

5 Existential Problems All Humans Share

4 -MIN BREAK

The Buddha’s Four Noble Truths: the Cure for Suffering

7 -MIN BREAK

View All Breaks

PHILOSOPHY 101

• What is Philosophy?
• Why is Philosophy Important?
• Philosophy’s Best Books
• About Philosophy Break
• Support the Project
• Instagram   /   Threads   /   Facebook
• TikTok   /   Twitter

Philosophy Break is an online social enterprise dedicated to making the wisdom of philosophy instantly accessible (and useful!) for people striving to live happy, meaningful, and fulfilling lives. Learn more about us here . To offset a fraction of what it costs to maintain Philosophy Break, we participate in the Amazon Associates Program. This means if you purchase something on Amazon from a link on here, we may earn a small percentage of the sale, at no extra cost to you. This helps support Philosophy Break, and is very much appreciated.

Access our generic Amazon Affiliate link here

Privacy Policy | Cookie Policy

© Philosophy Break Ltd, 2024

Socratic Method 

By Jaafar Bouhlal   Updated on March 03, 2023

Introduction

Historical Significance

Process of Inquiry

Critical Thinking

Legal Practice

Limitations

Contemporary Relevance

The Socratic Method is a method of questioning developed by the ancient Greek philosopher Socrates. It involves a series of questions designed to clarify and refine one's thinking, with the goal of arriving at a deeper understanding of a concept or idea. The method is often used to promote critical thinking, challenge assumptions and preconceptions, and encourage individuals to question their own beliefs and values.

The Socratic Method involves a dialogue between two or more individuals, with one person asking questions and the other responding. The questions are designed to probe the respondent's understanding of the topic, to identify inconsistencies or weaknesses in their argument, and to encourage them to think more deeply about the subject at hand.

The Socratic Method is still used today in many fields, including philosophy, education, law, and ethics. It is particularly effective in promoting active learning and critical thinking skills, and can help individuals to develop a deeper understanding of complex issues. However, the method also has its limitations, including the potential for it to be used as a tool for manipulation or to reinforce existing biases. It requires a skilled practitioner who is able to ask the right questions and guide the conversation effectively.

The Socratic Method is a method of inquiry that was developed by the ancient Greek philosopher Socrates. It involves asking a series of questions to encourage critical thinking and to arrive at a deeper understanding of a concept or idea. The historical significance of the Socratic Method lies in its origins in ancient Greece, and its influence on Western philosophy and education.

Socrates, who lived in Athens during the 5th century BCE, is credited with developing the Socratic Method. He used this method to challenge assumptions and encourage critical thinking in his students, who included some of the most famous philosophers in history, such as Plato and Xenophon.

The Socratic Method became an important part of Western philosophy, particularly in the fields of ethics and epistemology. It has been used by many philosophers throughout history, including Plato and Aristotle, and continues to be an important method of inquiry and teaching.

In addition to its influence on philosophy, the Socratic Method has also had an impact on education. It is often used in classrooms to encourage critical thinking and to help students develop a deeper understanding of complex ideas. It has been particularly effective in promoting active learning and in helping students to engage in meaningful discussions.

The Socratic Method is a process of inquiry that involves a series of questions to explore a concept or idea. The goal of the method is to arrive at a deeper understanding of the concept or idea and to challenge assumptions and preconceptions that may be held by the individual being questioned.

The process of inquiry begins with a question or a statement about a particular concept or idea. The Socratic Method then involves asking a series of questions to explore the concept or idea further. The questions are designed to clarify the individual's thinking and to challenge their assumptions and preconceptions.

Through this process of questioning, the individual being questioned is encouraged to examine their own beliefs and assumptions, to consider different perspectives, and to engage in critical thinking. The method is intended to promote intellectual humility and to help individuals to recognize the limitations of their own knowledge.

The Socratic Method is a flexible approach to inquiry that can be used in a variety of contexts. It can be used to explore complex philosophical questions or to facilitate discussions about practical issues in fields such as education, law, and business.

Critical thinking is the ability to analyze information, make reasoned judgments, and evaluate evidence. The Socratic Method is a teaching and inquiry technique that is designed to promote critical thinking by encouraging individuals to question their own beliefs and assumptions.

Through a series of carefully crafted questions, the Socratic Method challenges individuals to think deeply about complex issues and to consider alternative perspectives. The method encourages individuals to analyze and evaluate evidence, to identify biases and assumptions, and to question the validity of arguments and claims.

By engaging in this process of critical thinking, individuals can develop a more nuanced and sophisticated understanding of complex issues. They are better equipped to identify and evaluate arguments, to recognize logical fallacies, and to separate fact from fiction.

The Socratic Method is particularly effective in promoting critical thinking because it encourages individuals to question their own beliefs and assumptions. This approach helps to prevent individuals from becoming complacent and accepting information at face value. Instead, they are encouraged to actively engage with the material, to evaluate evidence, and to develop their own informed opinions.

The Socratic Method is a teaching and inquiry technique that has been used in education for centuries. It is often used to promote active learning and critical thinking skills in students. The method is particularly effective in encouraging students to think deeply about a concept or idea and to engage in meaningful discussions.

In the Socratic Method, the teacher or facilitator poses a series of questions to the students to encourage critical thinking and inquiry. The questions are designed to help students clarify their thinking, to challenge their assumptions and beliefs, and to explore different perspectives on a particular topic.

This approach to teaching encourages students to become active participants in the learning process. It promotes independent thinking and fosters a deeper understanding of the material being studied. By engaging in this process of inquiry and discussion, students are better able to internalize and apply the concepts they are learning.

The Socratic Method is particularly effective in encouraging students to engage in meaningful discussions. The method encourages students to listen carefully to the ideas and perspectives of others, to consider alternative viewpoints, and to challenge their own assumptions and beliefs. This approach to learning promotes empathy, understanding, and respect for diverse perspectives.

The Socratic Method is a technique used in legal practice, particularly in law schools, to teach students how to think critically and to develop strong arguments. The method involves asking a series of questions to test the validity of a legal argument and to help lawyers to identify weaknesses in their opponent's case.

In law schools, professors often use the Socratic Method to engage students in discussions about legal cases and to challenge their understanding of legal concepts. By asking questions and encouraging discussion, the professor helps students to develop critical thinking skills and to analyze legal arguments from multiple perspectives.

In legal practice, the Socratic Method can be used during the preparation of a case to help lawyers to identify weaknesses in their opponent's arguments. By asking a series of questions, lawyers can test the strength of their own arguments and identify potential holes in their opponent's case. This approach can help lawyers to develop stronger arguments and to anticipate potential objections from their opponent.

The Socratic Method is also useful in legal practice during cross-examination. During cross-examination, lawyers use a series of questions to challenge the testimony of a witness and to test the strength of their opponent's case. The method can be particularly effective in exposing inconsistencies or contradictions in a witness's testimony.

The Socratic Method is a powerful tool used in ethics to explore complex moral issues and to develop a deeper understanding of ethical principles. It involves asking a series of questions to help individuals clarify their thinking and to challenge their assumptions and preconceptions about ethical issues.

In ethics, the Socratic Method is used to promote critical thinking and to encourage individuals to consider multiple perspectives on a given ethical issue. The method is particularly useful in exploring complex moral issues that do not have clear-cut answers. By engaging in a process of inquiry and discussion, individuals can develop a more nuanced and sophisticated understanding of ethical principles.

The Socratic Method can also be used to explore ethical dilemmas and to help individuals make more informed decisions. By asking a series of questions, individuals can identify the values and principles that are important to them and can explore the potential consequences of their actions.

The Socratic Method is a powerful tool for critical thinking, but it has some limitations that should be considered. One of the limitations of the Socratic Method is the potential for it to be used as a tool for manipulation. If a skilled practitioner of the Socratic Method uses it to push a particular agenda or to reinforce existing biases, it can become a tool for manipulation rather than a tool for critical thinking.

Another limitation of the Socratic Method is that it requires a skilled practitioner who is able to ask the right questions and guide the conversation effectively. In order for the method to be effective, the practitioner must have a deep understanding of the subject matter being discussed and must be able to ask questions that encourage critical thinking and meaningful discussion.

Additionally, the Socratic Method can sometimes be time-consuming and may not be appropriate for all situations. In some cases, a more direct approach may be more appropriate or necessary.

Furthermore, the Socratic Method may not be effective for individuals who have difficulty engaging in deep introspection or who struggle with abstract thinking. It may also be less effective in situations where emotions or personal biases are strong factors.

Despite being developed over two thousand years ago, the Socratic Method remains highly relevant in contemporary society. In many fields, including philosophy, education, and law, the Socratic Method is still seen as an effective tool for promoting critical thinking and facilitating meaningful discussions.

In philosophy, the Socratic Method continues to be used as a tool for exploring complex issues and for challenging assumptions and preconceptions. It is particularly effective in areas of philosophy such as ethics and political theory, where it can help individuals to develop a deeper understanding of complex issues and to engage in meaningful debates about important topics.

In education, the Socratic Method is often used to promote active learning and critical thinking skills. It can help students to develop a deeper understanding of complex concepts and to engage in meaningful discussions with their peers and instructors.

In law, the Socratic Method is still used in many law schools to teach students how to think critically and to develop strong arguments. It is particularly effective in helping students to identify weaknesses in legal arguments and to think creatively about legal solutions to complex problems.

In addition, the Socratic Method is increasingly being used in other fields such as business, journalism, and even medicine, where it can help individuals to develop critical thinking skills and to engage in meaningful discussions about complex issues.

How the Socratic Method Works and Why Is It Used in Law School

Hulton Archive / Getty Images

• Surviving Law School
• Applying to Law School
• Pre-Law Prep
• Homework Help
• Private School
• College Admissions
• College Life
• Graduate School
• Business School
• Distance Learning
• J.D., Temple University
• B.A., English and History, Duke University

If you’ve been researching law schools , you've probably seen mention of the “Socratic method” being used in a school's classes. But what is the Socratic method? How is it used? Why is it used?

What Is the Socratic Method?

The Socratic method is named after Greek philosopher Socrates who taught students by asking question after question. Socrates sought to expose contradictions in the students’ thoughts and ideas to then guide them to solid, tenable conclusions. The method is still popular in legal classrooms today. 

How Does It Work? 

The principle underlying the Socratic method is that students learn through the use of critical thinking , reasoning, and logic. This technique involves finding holes in their own theories and then patching them up. In law school specifically, a professor will ask a series of Socratic questions after having a student summarize a case, including relevant legal principles associated with the case. Professors often manipulate the facts or the legal principles associated with the case to demonstrate how the resolution of the case can change greatly if even one fact changes. The goal is for students to solidify their knowledge of the case by thinking critically under pressure.

This often rapid-fire exchange takes place in front of the entire class so students can practice thinking and making arguments on their feet. It also helps them master the art of speaking in front of large groups. Some law students find the process intimidating or humiliating—a la John Houseman’s Oscar-winning performance in "The Paper Chase"—but the Socratic method can actually produce a lively, engaging, and intellectual classroom atmosphere when it's done correctly by a great professor.

Simply listening to a Socratic method discussion can help you even if you're not the student who is called on. Professors use the Socratic method to keep students focused because the constant possibility of being called on in class causes students to closely follow the professor and the class discussion. 

Handling the Hot Seat

First-year law students should take comfort in the fact that everyone will get his or her turn on the hot seat—professors often simply choose a student at random instead of waiting for raised hands. The first time is often difficult for everyone, but you may actually find the process exhilarating after a while. It can be gratifying to single-handedly bring your class to the one nugget of information the professor was driving at without tripping on a hard question. Even if you feel you were unsuccessful, it might motivate you to study harder so you're more prepared next time.

You may have experienced Socratic seminar in a college course, but you’re unlikely to forget the first time you successfully played the Socratic game in law school. Most lawyers can probably tell you about their shining Socratic method moment. The Socratic method represents the core of an attorney's craft: questioning , analyzing, and simplifying. Doing all this successfully in front of others for the first time is a memorable moment.

It’s important to remember that professors aren’t using the Socratic seminar to embarrass or demean students. It's a tool for mastering difficult legal concepts and principles. The Socratic method forces students to define, articulate, and apply their thoughts. If the professor gave all the answers and broke down the case himself, would you really be challenged? 

Your Moment to Shine 

So what can you do when your law school professor fires that first Socratic question at you? Take a deep breath, remain calm and stay focused on the question. Say only what you need to say to get your point across. Sounds easy, right? It is, at least in theory.

• What Is Law School Like?
• How Hard Is Law School?
• Learning the Lingo in Law Schools
• The Differences Between Law School and Undergrad
• How Long Is Law School? Law Degree Timeline
• Best Majors for Law School Applicants
• 10 Do's and Don'ts for Note Taking in Law School
• Profile of Socrates
• Socratic Irony
• How To Study for a Law School Exam
• Which Law School Courses Should I Take?
• Best Intellectual Property Law Schools
• What Is a Case Brief?
• Methods for Presenting Subject Matter
• Criteria for Choosing a Law School
• What Is a Legal Clinic in Law School?

Socratic Method: What Is It and How Can You Use It?

Table of Contents

The Socratic Method, originating from ancient Greece and attributed to the philosopher Socrates, is a form of dialogue-based learning that encourages participants to ask and answer questions in order to stimulate critical thinking and illuminate ideas. This article provides an in-depth understanding of this method, its historical success, and its relevance in modern-day teaching and everyday life.

What is the Socratic Method?

Named after its originator, Socrates, the Socratic Method is an age-old pedagogical technique where knowledge is sought through questioning and dialogue. Instead of imparting information directly, the instructor or leader uses probing questions to guide the student or participant towards discovering answers on their own. This method challenges the status quo, helping individuals uncover assumptions, clarify terms, and ascertain the validity of their beliefs.

Socratic Method Definition

Was socrates’s method successful.

By many historical accounts, the Socratic Method was indeed successful. Socrates’s style of questioning transformed Athenian youth, encouraging them to question authority, assumptions, and the nature of life itself. His notable students, like Plato, carried forward his methods, influencing the entire course of Western philosophy. However, his method also made him many enemies, ultimately leading to his trial and execution.

How can you use the Socratic method today?

Socratic method of teaching.

In contemporary educational settings, the Socratic Method in teaching offers multiple benefits:

The Role of Technology in Modern Socratic Dialogue

Benefits and challenges, further reading, the trial and death of socrates by plato.

This book provides a detailed account of the final days of Socrates, including his trial. It’s a primary source for understanding Socratic dialogue and offers insight into his teaching methods.

Socratic Logic: A Logic Text Using Socratic Method, Platonic Questions, and Aristotelian Principles by Peter Kreeft

Socratic circles: fostering critical and creative thinking in middle and high school by matt copeland, the socratic method: teaching by asking instead of by telling, critical thinking web: tutorials on critical thinking.

This website offers free tutorials on critical thinking, logic, fallacies, and more. While not strictly about the Socratic Method, it covers many of the foundational skills and ideas central to Socratic questioning.

The Socratic Method Research Portal

Author profile.

Latest entries

Leave a Comment Cancel reply

• Games & Quizzes
• History & Society
• Science & Tech
• Biographies
• Animals & Nature
• Geography & Travel
• Arts & Culture
• On This Day
• One Good Fact
• New Articles
• Lifestyles & Social Issues
• Philosophy & Religion
• Politics, Law & Government
• World History
• Health & Medicine
• Browse Biographies
• Birds, Reptiles & Other Vertebrates
• Bugs, Mollusks & Other Invertebrates
• Environment
• Fossils & Geologic Time
• Entertainment & Pop Culture
• Sports & Recreation
• Visual Arts
• Demystified
• Image Galleries
• Infographics
• Top Questions
• Britannica Kids
• Saving Earth
• Space Next 50
• Student Center

• What was education like in ancient Athens?
• How does social class affect education attainment?
• When did education become compulsory?
• What are alternative forms of education?
• Do school vouchers offer students access to better education?

Socratic method

Our editors will review what you’ve submitted and determine whether to revise the article.

• Classical Liberal Arts Academy - What is the Socratic Method?
• CORE - The Socratic Method Reloaded: How to make work in Large Classes?

Socratic method , a form of logical argumentation originated by the ancient Greek philosopher Socrates (c. 470–399 bce ). Although the term is now generally used as a name for any educational strategy that involves the cross-examination of students by their teacher, the method used by Socrates in the conversations re-created by his student Plato (428/427–348/347 bce ) follows a more specific pattern: Socrates describes himself not as a teacher but as an ignorant inquirer, and the series of questions he asks are designed to show that the principal question he raises (for example, “What is piety?”) is one to which his interlocutor has no adequate answer. Typically, the interlocutor is led, by a series of supplementary questions, to see that he must withdraw the answer he at first gave to Socrates’ principal question, because that answer falls afoul of the other answers he has given. The method employed by Socrates, in other words, is a strategy for showing that the interlocutor’s several answers do not fit together as a group, thus revealing to the interlocutor his own poor grasp of the concepts under discussion.

In Plato’s Socratic dialogue Euthyphro , for example, the character after whom the dialogue is named, having been asked what piety is, replies that it is whatever is “dear to the gods.” Socrates continues to probe, and the ensuing give-and-take can be summarized as follows:

• Socrates : Are piety and impiety opposites?
• Euthyphro : Yes.
• Socrates : Are the gods in disagreement with each other about what is good, what is just, and so on?
• Socrates : So the very same actions are loved by some gods and hated by others?
• Socrates : So those same actions are both pious and impious?

The interlocutor, having been refuted by means of premises he himself has agreed to, is free to propose a new answer to Socrates’ principal question, or another conversational partner, who has been listening to the preceding dialogue, is allowed to take his place. But although the new answers proposed to Socrates’ principal question avoid the errors revealed in the preceding cross-examination, fresh difficulties are uncovered, and, in the end, the “ignorance” of Socrates is revealed as a kind of wisdom, whereas the interlocutors are implicitly criticized for failing to realize their own ignorance.

It would be a mistake, however, to suppose that, because Socrates professes ignorance about certain questions, he suspends judgment about all matters whatsoever. On the contrary, he has some ethical convictions about which he is completely confident. As he tells his judges in his defense speech during his trial for impiety and corrupting the young (as rendered in Plato’s dialogue Apology ): human wisdom begins with the recognition of one’s own ignorance; the unexamined life is not worth living; ethical virtue is the only thing that matters; and truly good human beings cannot be harmed (because no matter what misfortune they may suffer—including poverty, physical injury, and even death—their virtue will remain intact). But Socrates is painfully aware that his insights into these matters leave many of the most important ethical questions unanswered. It is left to his student Plato, using the Socratic method as a starting point and ranging over subjects that Socrates neglected, to offer positive answers to these questions.

The Socratic Method: How To Think For Yourself

The Socratic method, which bears the name of the eminent Greek philosopher Socrates, has proven to be a significant and enduring method of philosophical research. This introduction seeks to discuss the history of the Socratic method and how it works as a potent instrument for intellectual exploration and self-discovery in a warm and approachable manner in the manner of John Sellars.

Around the year 470 BCE, Socrates was born in Athens, the city-state at the height of its artistic, cultural, and intellectual splendor. Despite never having written any of his own writings, Socrates had a profound impact on philosophy and will always be remembered as a thought leader. Instead, the writings of his pupils, most notably Plato, have maintained his thoughts and teachings.

The Socratic method, also known as dialectic, is a technique of philosophical investigation that emphasizes the use of conversation and inquiry to explore difficult ideas and concepts. The Socratic approach involves participants in a process of critical thinking and self-examination as opposed to providing knowledge in a simple or didactic manner. Socrates would lead his interlocutors to examine their own presumptions, convictions, and values through a series of probing inquiries, frequently exposing contradictions or inconsistencies in their thinking.

The foundation of the Socratic method is the belief in the potency of personal exploration, a notion exemplified by Socrates’ famous declaration that he only knew his own ignorance. This statement highlights his dedication to maintaining intellectual modesty and the relentless quest for wisdom. Adopting such a mindset, Socrates inspired those engaging in conversation with him to examine their beliefs with a sense of wonder and receptiveness, thereby nurturing a culture of inquiry that has become a defining characteristic of philosophical investigation.

Central to the Socratic method is the conviction that the acquisition of wisdom and knowledge is most effectively achieved through active participation, as opposed to mere passive reception. By encouraging individuals to think deeply and scrutinize their own convictions, the Socratic method fosters a profound intellectual curiosity and personal evolution. This educational approach empowers people to assume responsibility for their intellectual growth, embracing the pursuit of wisdom as a continuous, lifelong journey.

“Truth is not what you want it to be; it is what it is. And you must bend to its power or live a lie.” – Miyamoto Musashi

In this discussion, we’ll cover:

The Socratic Method.

Why the Socratic Method is still important today.

The Socratic Method and Socrates’ philosophy of questioning and self examination are now well over 2000 years old. However, despite its age, the ancient Greek art of questioning still holds a huge amount of value in the modern world that you and I share, and it can provide us with some of the best philosophical tools we can use to better our lives.

Socrates lived between 470 – 399 BC. He is often thought of as the grandfather of Western philosophy and the first true moral philosopher . Socrates wasn’t overly interested in many of the theoretical studies that captivated the minds of other philosophers of his time, his interests lay primarily in answering one simple question: “How can we live a better life.”

For Socrates, it was far better to focus on living a life of virtue than it was to focus on material wealth, status, or power.

He believed that the answer to this question of how to live a good life is hidden within you as an individual. It is your responsibility to examine your beliefs, values, expectations, assumptions, and perceptions. It’s your responsibility to care for your soul.

In doing so you develop your awareness of who you are as a person, and with a greater awareness comes a greater ability to question why you think the way you do.

All of this questioning ultimately allows you to find out what you believe, why you believe it, and then decide whether or not that particular belief is valid, or misleading. It also allows you to

I do nothing but go about persuading you all, old and young alike, not to take thought for your persons or your properties, but and chiefly to care about the greatest improvement of the soul. I tell you that virtue is not given by money, but that from virtue comes money and every other good of man, public as well as private. – Socrates

Why We Still Need Socrates:

As we walk through life, we pick things up along the way. From the moment we’re born into the world kicking and screaming, we begin to form our own unique view of the world around us. This view of the world is formed in two ways:

We learn through experience

We learn through others

When we form beliefs based on our experiences, we draw on what we have personally seen, felt, or heard. The more often we experience the same thing, the stronger our beliefs about it become.

For example, if little Timmy touched a hot stove one day, he would burn himself and learn that hot stoves burn. This is a belief formed through experience. If this happens more than once, it reinforces the lesson and the belief.

Similarly, we can develop beliefs through others. For example, our ancestors would let one another know about poisonous plants, dangerous animals, and rough terrain to make sure that no one in their social group had to risk learning through experience. Without the ability for us to learn from other people, we would all have to make the same mistakes to figure out what is dangerous and what is safe.

There are risks that come with both learning through experience and learning from others.

Whether we learn from experience or other people, it is important to question the beliefs, values, and perspectives that we pick up along the way.

The beliefs that we learn or inherit are heavily influenced by the situation in which we learn them or the people that we learn them from. Unfortunately, this means that there is a certain amount of chance, or luck, involved in the influence we get from our environment.

Therefore, to prevent our own beliefs from being defined by chance, it’s our responsibility to develop an awareness of them, and then question them to make sure they are working for us rather than against us.

For example:

Bullying : if you grow up getting bullied or picked on, there’s a good chance you will develop low self esteem. This happens as a result of being told you’re worthless, weird, weak, etc, and then starting to believe those things yourself. However, in reality, bullying is less to do with the victim and more to do with the bully projecting his own insecurities and internal suffering onto an easy target. You can decide whether or not other people’s opinions of you define your opinion of yourself.

Prejudice : Growing up around people who are prejudiced to another group of people may mean that you will grow up thinking the same way, share the same beliefs, and judge people because of their group rather than their character. This is extremely common, and it’s our responsibility to examine what we believe about other people and decide whether or not our beliefs are reasonable.

So how can we do this? How do we examine our beliefs and change them? Below its The Socratic Method, one of the oldest and best ways of self examination and reflection.

The Socratic Method:

We can split the Socratic Method into roughly six parts. These parts, when done in sequence, can be used at any time when we are trying to reframe a thought or belief.

The Socratic Method has been used for thousands of years to help people rethink the way we see the world and weed out the negative, destructive, and limiting beliefs that can choke our happiness and well-being from within.

Here it is:

Identify what you are thinking

Why do I say that?

Explain in more detail what I mean.

What is my reaction to these thoughts?

Challenge the thought

Is this always true?

Under what conditions could this not be true?

What assumptions am I making?

Do I always have to react in this way to the thought?

Examine the facts behind your belief

Is my source reliable?

Is there any evidence to contradict it?

How do I know it to be true?

Look at it from a different angle

Is it possible for someone to see this in a different way?

What would be the counter argument?

Explore the Implications and Consequences

“But if…..happened, what else would result?”

“How does…affect…?”

Question the Question

“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?”

We can then reflect on the questioning:

Did our perspective change? If so, which question helped us view it differently?

Did I learn anything about my thought process or biases?

The Broader Need For Socratic Questioning:

Culturally, we seem to be becoming increasingly poor at working through complex problems. This, in no small part, is due to our growing inability to participate in open discussion, respectful discourse, and debate.

Our ability to have conversations with one another is the most powerful tool we have for problem solving, and the importance of open communication becomes even more important with complex problems, and issues that involve a large number of people.

However, right now, at a time in which our social and political climate is growing ever more in noise, complexity, division, and mistrust, and at a time when, to me, we are in most need of objective, open, and frank discussion, there seems to be an active movement to shut down any discussion that might be uncomfortable, inconvenient, difficult, or challenging (basically the conversations needed to solve our biggest problems).

For me, the only chance we have to solve complex problems as a community, is to openly discuss them from as many avenues as possible in order to decide the best way forward.

The more we shut down discussion, the less people can understand and navigate our most complex concerns, and the larger that void in understanding grows, the more people will have to rely on approved media to fill it. Given the biased nature of modern media, this is a very dangerous situation to be in.

One of the best ways to help us work through complex problems and develop more rounded opinions of the world, ourselves, and other people is the Socratic method.

I went to the artisans, for I was conscious that I knew nothing at all, as I may say, and I was sure that they knew many fine things of which I was ignorant, and in this they certainly were wiser than I was. But I observed that even the good artisans fell into the same error as the poets; because they were good workmen they thought they knew all sorts of high matters, and this defect in them overshadowed their wisdom. – Socrates

Similar Posts

What is Philosophy?

What is philosophy? In its simplest form, philosophy is the…

The Allegory of The Cave – Summary of Plato

The Allegory of the Cave: The cave allegory by Plato…

What is Minimalism?

Minimalism: Part of minimalism is the deliberate alternative and counter…

What is Virtue?

Virtue, according to the Greek philosopher Socrates, is the most…

The Stories We Tell Ourselves and Why They Matter

Stories are interesting things. We all gently warp reality with…

The Meaning of Nihilism

What is Nihilism? The philosophical idea of nihilism might seem…

The Socratic Method

“i cannot teach anybody anything. i can only make them think.” - attributed to socrates.

The Socratic Method is often used to promote critical thinking. It focuses on providing more questions than answers to students and fosters inquiring into subjects. Ideally, the answers to questions are not a stopping point for thought but are instead a beginning to further analysis and research. Faculty should craft questions before class to present during their time with students. Faculty should require students to consider how they rationalize and respond about topics, thus teaching them to process information. Additionally, the Socratic Method should promote collaboration and open-mindedness, not debate.

Quick Tips for Using the Socratic Method:

1. Students need to come to class prepared to discuss. This means they will need to put effort into becoming familiar with the material enough to contribute. You may want to guide their preparation with a pre-class assignment.

2. As you craft questions for your class, remember to let the discussion lead the way through the material. Your questions are a guide, teaching points you'll want to hit during your class, but they are not set in stone. This will give you the flexibility to provide a student-centered learning environment.

3. Make sure your questions are open-ended enough to promote inquiry. Good questions guide students to explore different perspectives. This method should help students gain perspective and explore multiple perspectives and viewpoints from their classmates. Each question should lead to a discussion, rather than one answer. It may be necessary to have follow-up questions prepared, in case discussion needs to be prompted.

4. Rationalize! Work through ideas and different answers. The moments spent rationalizing incorrect theories often produce more learning than simply stating facts. You are guiding students thought process, teaching them to think about the material, not simply teaching them the material.

5. Take notes on the discussion to use for review or quizzes/exams. Discussion will make it easier for students to retrieve information later, because they will have memory cues from what was said. You can help them make these connections when you review with them from notes on what they discussed (or have students act as record keeper during the discussion, trading off each class).

6. A good sign that you are successfully implementing this method is when students are openly contributing to the discussion, freely asking questions or ideas without prompting, and especially if they admit errors in their understanding. These are signs that you have created a safe place for open expression.

Learn more:

The Socratic Seminar: https://youtu.be/RBjZ-4MK1WE How to Bring Socratic Seminar to the Classroom: https://www.teachingchannel.org/videos/bring-socratic-seminars-to-the-classroom For more tips visit: https://www.unl.edu/gradstudies/current/news/asking-good-questions-socratic-method-classroom Harrington, C. & Zakrajsek, T. (2017). Dynamic Lecturing: Research-based strategies to enhance lecture effectiveness. Sterling: VA: Stylus Publishing Company. Copeland, M. (2005). Socratic Circles: Fostering Critical and Creative Thinking. Portland, MN: Stenhouse Publishers, p. 7. Tredway, L. (1995). “Socratic Seminars: Engaging Students in Intellectual Discourse.” Educational Leadership. 53 (1).

Adapted from material submitted by:

Kimberly A. Whiter, M.S., MLS(ASCP) CM Director of Faculty Development and Interprofessional Education Assistant Professor, Jefferson College of Health Sciences Instructor, Virginia Tech Carilion School of Medicine

Socratic Questioning in Psychology: Examples and Techniques

Condemned to death in 399 BC and leaving no written works, we rely extensively on the writings of his pupil, philosophical heavyweight Plato (Honderich, 2005).

Perhaps Socrates’ most significant legacy is his contribution to the art of conversation, known as Socratic questioning. Rather than the teacher filling the mind of the student, both are responsible for pushing the dialogue forward and uncovering truths (Raphael & Monk, 2003).

And yet, what could a 2500-year old approach to inquiry add to the toolkit of the teacher, psychotherapist, and coach?

Well, it turns out, quite a lot.

In this article, we explore the definition of Socratic questioning and how we apply it in education, Cognitive Behavioral Therapy, and coaching. We then identify techniques, examples of good questions, and exercises that promote better, more productive dialogue.

Before you read on, we thought you might like to download our three Positive Psychology Exercises for free . These science-based exercises explore fundamental aspects of positive psychology, including strengths, values, and self-compassion, and will give you the tools to enhance the wellbeing of your clients, students, or employees.

This Article Contains

Socratic questioning defined, what is socratic questioning in cbt and therapy, how to do socratic questioning, 15 examples of socratic questioning, using socratic questioning in coaching, applications in the classroom: 2 examples, 3 helpful techniques, 4 exercises and worksheets for your sessions, 5 best books on the topic, a take-home message, frequently asked questions.

Many of us fail to recognize questioning as a skill. And yet, whether in education or therapy, vague, purposeless questions have a rather aimless quality, wasting time and failing to elicit useful information (Neenan, 2008).

The Socratic method, often described as the cornerstone of Cognitive Behavioral Therapy (CBT) , solves this inadequacy by asking a series of focused, open-ended questions that encourage reflection (Clark & Egan, 2015). By surfacing knowledge that was previously outside of our awareness, the technique produces insightful perspectives and helps identify positive actions.

“I know you won’t believe me, but the highest form of human excellence is to question oneself and others.”

Socratic questioning involves a disciplined and thoughtful dialogue between two or more people. It is widely used in teaching and counseling to expose and unravel deeply held values and beliefs that frame and support what we think and say.

By using a series of focused yet open questions, we can unpack our beliefs and those of others.

In education, we can remove, albeit temporarily, the idea of the ‘sage on the stage.’ Instead, the teacher plays dumb, acting as though ignorant of the subject. The student, rather than remaining passive, actively helps push the dialogue forward.

Rather than teaching in the conventional sense, there is no lesson plan and often no pre-defined goal; the dialogue can take its path, remaining open ended between teacher and student.

The Socratic method is used in coaching, with, or without, a clear goal in mind, to probe our deepest thoughts. A predetermined goal is useful when there are time pressures but can leave the client feeling that the coach has their own agenda or nothing to learn from the discussion (Neenan, 2008).

In guided discovery , the absence of a clear goal leads to questions such as “ can you be made to feel inferior by someone else’s laughter?”  asked with genuine curiosity. Here, the coach gently encourages the client to look at the bigger picture and see other options for tackling an issue.

Ultimately, both approaches have the goal of changing minds. One is coach led, and the other is client led; the coach or therapist may need to move on a continuum between the two.

Indeed, in CBT, where the focus is on modifying thinking to facilitate emotional and behavioral change, the technique is recognized as helping clients define problems, identify the impact of their beliefs and thoughts, and examine the meaning of events (Beck & Dozois, 2011).

The use of the Socratic method by CBT therapists helps clients become aware of and modify processes that perpetuate their difficulties. The subsequent shift in perspective and the accompanying reevaluation of information and thoughts can be hugely beneficial.

It replaces the didactic, or teaching-based, approach and promotes the value of reflective questioning. Indeed, several controlled trials have demonstrated its effectiveness in dealing with a wide variety of psychological disorders.

While there is no universally accepted definition of the Socratic method in CBT, it can be seen as an umbrella term for using questioning to “ clarify meaning, elicit emotion and consequences, as well as to gradually create insight or explore alternative action ” (James, Morse, & Howarth, 2010).

It is important to note that the approach, when used in CBT, must remain non-confrontational and instead guide discovery, in an open, interested manner, leading to enlightenment and insight (Clark & Egan, 2015).

You will find that Socratic questions usually have the following attributes (modified from Neenan, 2008):

Above all else, it is essential to remember that Socratic questioning should be confusion-free.

Download 3 Free Positive Psychology Exercises (PDF)

Enhance wellbeing with these free, science-based exercises that draw on the latest insights from positive psychology.

Download 3 Free Positive Psychology Tools Pack (PDF)

By filling out your name and email address below.

A fruitful dialogue using Socratic questioning is a shared one, between teachers and students or therapists and clients.

Each participant must actively participate and take responsibility for moving the discussion forward.

The best environment, according to professor Rob Reich, is one of ‘productive discomfort,’ but in the absence of fear and panic (Reis, 2003).

There should be no opponents and no one playing ‘devil’s advocate’ or testing the other.

Instead, it is best to remain open minded and prepared to both listen and learn.

Some guidance is suggested to perform Socratic questioning effectively.

For a student or client, it is useful to understand what is expected.

To be the ideal companion for Socratic questioning, you need to be genuinely curious, willing to take the time and energy to unpack beliefs, and able to logically and dispassionately review contradictions and inconsistencies.

When used effectively, Socratic questioning is a compelling technique for exploring issues, ideas, emotions, and thoughts. It allows misconceptions to be addressed and analyzed at a deeper level than routine questioning.

You will need to use several types of questions to engage and elicit a detailed understanding.

Students and clients should be encouraged to use the technique on themselves to extend and reinforce the effect of Socratic questioning and promote more profound levels of understanding.

Coaching is “ the art of facilitating the performance, learning, and development of another” (Downey, 2003). To reach a deeper understanding of a client’s goals, core values , and impediments to change, a coach must elicit information that is relevant, insightful, and ultimately valuable.

And yet, not all questions are equally useful in coaching.

Vague or aimless questions are costly in terms of time and will erode the client’s confidence in the coaching process (Neenan, 2008).

Asking open-ended questions helps clients reflect and generate knowledge of which they may have previously been unaware. Such insights result in clients reaching new or more balanced perspectives and identifying actions to overcome difficulties.

Coaches should avoid becoming ‘stuck’ entirely in the Socratic mode. Complete reliance on Socratic questions will lead to robotic and predictable sessions. Indeed, at times, the therapist may require closed questions to push a point and offer some direction (Neenan, 2008).

The student is asked to account for themselves, rather than recite facts, including their motivations and bias upon which their views are based.

Discussion is less about facts or what others think about the facts, and more about what the student concludes about them. The underlying beliefs of each participant in the conversation are under review rather than abstract propositions.

And according to science, it works very well. Research has confirmed that Socratic questioning provides students with positive support in enhancing critical thinking skills (Chew, Lin, & Chen, 2019).

1. Socratic circles

Socratic circles can be particularly useful for gaining an in-depth understanding of a specific text or examine the questioning technique itself and the abilities of the group using it:

• Students are asked to read a chosen text or passage.
• Guidance is given to analyze it and take notes.
• Students are arranged in two circles – an inner one and an outer one.
• The inner circle is told to read and discuss the text with one another for the next 10 minutes.
• Meanwhile, the outer circle is told to remain silent and observe the inner circle’s discussion.
• Once completed, the outer circle is given a further 10 minutes to evaluate the inner circle’s dialogue and provide feedback.
• The inner circle listens and takes notes.
• Later the roles of the inner and outer circles are reversed.

Observing the Socratic method can provide a valuable opportunity to learn about the process of questioning.

2. Socratic seminars

Socratic seminars are the true embodiment of Socrates’ belief in the power of good questioning.

• The teacher uses Socratic questions to engage discussion around a targeted learning goal, often a text that invites authentic inquiry.
• Guidelines are provided to the students to agree to fair participation, including example questions and behaviors for thinking, interacting, and listening within the group.
• Learning is promoted by encouraging critical analysis and reasoning to find deep answers to questions.
• The teacher may define some initial open-ended questions but does not adopt the role of a leader.
• Once over, a review of the techniques and the group’s effectiveness at using them should be performed and learnings fed into future seminars.

It takes time to learn and use the Socratic method effectively and should be considered a necessary part of the group’s overall journey.

1. The five Ws

At times we all need pointers regarding the questions to ask. The misleadingly named  five Ws – who, what, when, where, why, and how – are widely used for basic information gathering, from journalism to policing.

The five Ws (and an H) provide a useful set of open questions, inviting the listener to answer and elaborate on the facts.

2. Socratic method steps

Simply stated, Socratic questioning follows the steps below.

• Understand the belief. Ask the person to state clearly their belief/argument.
• Sum up the person’s argument. Play back what they said to clarify your understanding of their position.
• Upon what assumption is this belief based?
• What evidence is there to support this argument?
• Challenge their assumptions. If contradictions, inconsistencies, exceptions, or counterexamples are identified, then ask the person to either disregard the belief or restate it more precisely.
• Repeat the process again, if required. Until both parties accept the restated belief, the process is repeated.

The order may not always proceed as above. However, the steps provide an insight into how the questioning could proceed. Repeat the process to drill down into the core of an issue, thought, or belief.

3. Best friend role-play

Ask the client to talk to you as though they were discussing similar experiences to a friend (or someone else they care about.)

People are often better at arguing against their negative thinking when they are talking to someone they care about.

For example, “ Your best friend tells you that they are upset by a difficult conversation or situation they find themselves in. What would you tell them? Talk to me as though I am that person .”

1. Socratic question types

The Socratic method relies on a variety of question types to provide the most complete and correct information for exploring issues, ideas, emotions, and thoughts.

Use a mixture of the following question types for the most successful engagement.

2. Cognitive restructuring

Ask readers to consider and record answers to several Socratic questions to help challenge their irrational thoughts.

3. Life coaching questions

Refer to the 100 Most Powerful Life Coaching Questions on our blog for in-depth examples of open-ended questions for use as a coach.

4. Art of Socratic questioning checklist

While observing others leading Socratic discussions, use this questioning checklist to capture thoughts and provide feedback.

World’s Largest Positive Psychology Resource

The Positive Psychology Toolkit© is a groundbreaking practitioner resource containing over 500 science-based exercises , activities, interventions, questionnaires, and assessments created by experts using the latest positive psychology research.

Updated monthly. 100% Science-based.

“The best positive psychology resource out there!” — Emiliya Zhivotovskaya , Flourishing Center CEO

To learn more about Socratic questioning and good questioning in general, check out these five books available on Amazon:

• The Socratic Method of Psychotherapy – James Overholser ( Amazon )
• The Thinker’s Guide to Socratic Questioning – Richard Paul and Linda Elder ( Amazon )
• Thinking Through Quality Questioning: Deepening Student Engagement – Elizabeth D. Sattes and Jackie A. Walsh ( Amazon )
• Techniques for Coaching and Mentoring – Natalie Lancer, David Clutterbuck, and David Megginson  ( Amazon )
• The Art of Interactive Teaching: Listening, Responding, Questioning – Selma Wassermann ( Amazon )

Socratic questioning provides a potent method for examining ideas logically and determining their validity.

Used successfully, it challenges (possibly incorrect) assumptions and misunderstandings, allowing you to revisit and revise what you think and say.

However, like any tool, it is only as good as the person who uses it.

Socratic questioning requires an absence of ego and a level playing field for all who take part. If you are willing to use logical, open questions without a fixed plan, and are prepared to practice, the technique is an effective way of exploring ideas in depth.

The theory, techniques, and exercises we shared will help you to push the boundaries of understanding, often into uncharted waters, and unravel and explore assumptions and misunderstandings behind our thoughts.

We hope you enjoyed reading this article. Don’t forget to download our three Positive Psychology Exercises for free .

Socratic questioning is a method of inquiry that seeks to explore complex ideas, concepts, and beliefs by asking questions that challenge assumptions, clarify meaning, and reveal underlying principles.

The five Socratic questions are:

• What do you mean by that?
• How do you know?
• Can you give me an example?
• What are the consequences of that?
• What is the counterargument?

The Socratic method is a form of inquiry that involves asking questions to stimulate critical thinking and expose the contradictions in one’s own beliefs.

The method involves a dialogue between two or more people in which the participants seek to understand each other’s beliefs and uncover the truth through a process of questioning and examination.

• Beck, A. T., & Dozois, D. J. (2011). Cognitive therapy: Current status and future directions. Annual Review of Medicine, 62 , 397–409.
• Chew, S. W., Lin, I. H., & Chen, N. S. (2019). Using Socratic questioning strategy to enhance critical thinking skills of elementary school students. Paper presented at the 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT), Maceió, Brazil.
• Clark, G. I., & Egan, S. J . (2015). The Socratic method in cognitive behavioural therapy: A narrative review. Cognitive Therapy and Research, 39 (6), 863–879.
• Downey, M. (2003). Effective coaching: Lessons from the coach’s coach (2nd ed.). Thomson/ Texere.
• Honderich, T. (2005). The Oxford companion to philosophy. Oxford University Press.
• James, I. A., Morse, R., & Howarth, A. (2010). The science and art of asking questions in cognitive therapy. Behavioural and Cognitive Psychotherapy, 38 (1), 83–93.
• Lancer, N., Clutterbuck, D., & Megginson, D. (2016).  Techniques for coaching and mentoring  (2nd ed.). Routledge.
• Neenan, M. (2008). Using Socratic questioning in coaching. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 27 (4), 249–264.
• Overholser, J. (2018).  The Socratic method of psychotherapy . Columbia University Press.
• Paul, R., & Elder, L. (2016).  The thinker’s guide to the art of Socratic questioning.  The Foundation for Critical Thinking.
• Raphael, F., & Monk, R. (2003). The great philosophers. Routledge.
• Reis, R. (2003). The Socratic method: What it is and how to use it in the classroom. Tomorrow’s Professor Postings. Retrieved June 10, 2020, from https://tomprof.stanford.edu/posting/810
• Walsh, J. A., & Sattes, E. D. (2011). Thinking through quality questioning: Deepening student engagement (1st ed.). Corwin.
• Wasserman, S. (2017). The art of interactive teaching: Listening, responding, questioning (1st ed.). Routledge.

Share this article:

Article feedback

What our readers think.

Useful to challenge students to think

Let us know your thoughts Cancel reply

Your email address will not be published.

Save my name, email, and website in this browser for the next time I comment.

Related articles

Existential Crisis: How to Cope With Meaninglessness

Recent statistics suggest that over a quarter of UK nationals feel a deep sense of meaninglessness (Dinic, 2021). In the wake of multiple global economic, [...]

9 Powerful Existential Therapy Techniques for Your Sessions

While not easily defined, existential therapy builds on ideas taken from philosophy, helping clients to understand and clarify the life they would like to lead [...]

15 Values Worksheets to Enrich Clients’ Lives (+ Inventory)

It’s not always easy to align our actions with our values. And yet, by identifying and exploring what we find meaningful, we can learn to [...]

Read other articles by their category

• Body & Brain (53)
• Coaching & Application (58)
• Compassion (25)
• Counseling (51)
• Emotional Intelligence (23)
• Gratitude (18)
• Grief & Bereavement (21)
• Happiness & SWB (40)
• Meaning & Values (26)
• Meditation (20)
• Mindfulness (44)
• Motivation & Goals (45)
• Optimism & Mindset (34)
• Positive CBT (30)
• Positive Communication (22)
• Positive Education (47)
• Positive Emotions (32)
• Positive Leadership (19)
• Positive Parenting (16)
• Positive Psychology (34)
• Positive Workplace (37)
• Productivity (18)
• Relationships (45)
• Resilience & Coping (39)
• Self Awareness (21)
• Self Esteem (38)
• Strengths & Virtues (32)
• Stress & Burnout Prevention (34)
• Theory & Books (46)
• Therapy Exercises (37)
• Types of Therapy (64)

Download 3 Free Meaning Tools Pack (PDF)

3 Meaning Exercises Pack (PDF)

The Definition Of A Socratic Seminar

What Is A Socratic Seminar?

If correctly prepared for, a Socratic seminar can be a powerful catalyst for social learning.

Many teachers we know have remarked that individual and collective insights and experiences from Socratic seminars are the moments that most impact students, the moments they remember most poignantly.

Simply put, the Socratic method is an ongoing dialogue that uses questions and answers to gradually eliminate hypotheses. Grant Wiggins offered a definition for the Socratic Seminar — something he would also call simply a ‘Seminar’:

“A Seminar is a question-focused, student-led, and teacher-facilitated discussion, based on appropriate texts. Sometimes we call this activity a ‘Socratic Seminar’–after Socrates, well known for his open-ended dialogues. Sometimes we call it a ‘class discussion’ to signal that the class will discuss, with the teacher playing a moderator role. Whatever we call it, a seminar is different from a talk/recitation/ lecture-with-discussion. The goal is not the acquisition of knowledge via the expert; the aim is student understanding via active thinking out loud and probing of ideas by all students.”

The ultimate goal of using the Socratic method is to foster critical thinking by examining one’s inaccurate or incomplete beliefs, and the biases, blind spots, and assumptions that lead to them. Ideally, a student will emerge from a Socratic seminar with greater clarity and depth of their own understanding. Empathy is another benefit that teachers often notice when students show respect for one another by listening actively, acknowledging one another’s input, and sharing diverse perspectives.

How Should Teachers Structure A Socratic Seminar?

Socratic seminars are appropriate for any age group and any content area. It’s helpful to conceive of a Socratic seminar in considering what students are doing before, during, and after it — all of the activities prompt students to use and practice desired critical thinking, discussion, listening, and reflection skills.

Before A Seminar

If the purpose of a Socratic seminar is to deepen understanding of complex concepts through intentional dialogue, then the text is the conduit through which those skills are applied and refined. Students will first read a shared text of any length, from a haiku, photograph, painting, or song to an article, essay, short story, or novel.

Facilitators may differentiate their approach to helping students grapple with concepts or ‘big ideas’ from the text. Some facilitators may simply assign the text for students to read prior to the Socratic seminar. Others might encourage or model annotating — using teacher-assigned or student-developed symbols and shorthand to interact with the text through questioning, analyzing, and making connections. For example, a student might use the following symbols:

• Underlining (main ideas, emphasis)
• Using an asterisk to indicate text-to-text, text-to-self, and text-to-world connections
• Circling key vocabulary terms
• Writing a question mark to indicate confusion or a need for clarification
• Noting questions in the margins and assigning them numbers for future grouping by type of question

Other teachers might deploy a brief formative assessment to check that students have read the text before they launch into a discussion centered on topics that come from the text. Regardless of how facilitators introduce students to a text, the facilitator should convey that students will be reading the text in order to participate in a discussion, and give them sufficient time to prepare.

Facilitators should prioritize making the text as accessible as possible to all of the learners in the classroom. This can be accomplished in various ways, with some mentioned here:

• Distribute three different poems — all revealing the same theme — that correspond to different levels of complexity
• Assign nonfiction and news articles by lexile level through sites like Newsela
• Give three different forms of media — like a video, poem, and essay — to three different groups of students, to analyze how a theme is conveyed across multiple formats

After reading and interacting with a text, it is then time to define essential question(s), which will serve as guideposts for the discussion. The facilitator and/or the students can create the questions. Here are several scenarios for determining the questions that will guide a Socratic seminar:

• The facilitator assigns 1-5 questions and students respond to them in writing while/after reading a text. This could be considered a structured discussion.
• After reading a shared text, each student submits a question in writing. The facilitator aggregates the responses and selects 5-10 questions from the students’ submissions. The students then respond in writing to those questions. This could be considered a semi-structured discussion.
• Instead of co-creating shared questions, each student comes prepared for a discussion with their own questions, resulting in an unstructured discussion.

When considering the questions that will guide a seminar, facilitators and students should strive to write questions at higher-order levels of thinking; meaning, they should be using faculties at Levels 2-3 of Costa’s levels of thinking, and levels 3-6 of Bloom’s taxonomy. Avoid lower-level questions that prioritize recall and recognition of information, as they don’t really advance the purpose of a Socratic seminar. Questions should accomplish the following:

• Be structured as open-ended vs. yes-or-no
• Encourage critical thinking skills and growth
• Analyze multiple meanings and perspectives
• Examine biases, blind spots, and assumptions
• Discover universal themes and connections
• Include evidence as support for a claim
• Express ideas clearly and with confidence

After reading a text and defining essential questions, the facilitator may find it beneficial to provide more insight into what a Socratic seminar might look like — this can be especially helpful for beginners, who may not be used to the physical set-up of desks, the coaching role, or question-driven discussions. Teachers have shared that students feel more confident going into a Socratic seminar if they know what it looks and sounds like. Below are some helpful visuals and videos for demystifying the structure for students:

• Elementary school Socratic seminar example and strategies
• Middle school Socratic seminar example and strategies
• High school Socratic seminar example and strategies
• AVID classroom Socratic seminar example and breakdown

Finally, the class should review the rules of a Socratic seminar, which seem basic, but are sometimes difficult for students to follow:

• Discuss and ask questions (not debate)
• Only members of the inner circle may speak
• Only one person may speak at one time
• Be respectful of different perspectives (no put-downs)
• Seek a deeper understanding

Prior to and during a Socratic seminar, it may be helpful to keep the rules displayed in a prominent location. The facilitator can point to the rules during a speaking round if they notice students getting off track.

During A Seminar

It’s time for the seminar! The facilitator will want to have set up the desks prior to students entering the classroom so that when they do, they can immediately get their materials out and prepare for the discussion with their peer coaches. The facilitator can assign peer coaches whom they think will work well together, or the students can choose their own. If there are several students who are less confident in seeking out good partners, the facilitator can assign just those several pairs.

The structure of the discussion depends on the length of your class period. A 45- to 60-minute classroom might use the following schedule:

• 00-05 minutes — Speaker 1 prepare with peer coach
• 05-20 minutes — Round 1 Speaker 1
• 20-25 minutes — Break/Speaker 2 prepare with peer coach
• 25-40 minutes — Round 2 Speaker 2
• 40-50 minutes — Self-evaluation and peer evaluation
• 50-60 minutes — Debrief

A 60- to 90-minute classroom obviously affords more room for flexibility. A facilitator in this type of class might schedule the seminar in the following way:

• 00-10 minutes — Review rules and Speaker 1 prepares with peer coach
• 10-25 minutes — Round 1 Speaker 1
• 25-30 minutes — Peer coach gives feedback to Speaker 1
• 30-40 minutes — Round 2 Speaker 1
• 40-45 minutes — Speaker 2 prepares with peer coach
• 45-60 minutes — Round 1 Speaker 2
• 60-65 minutes — Peer coach gives feedback to Speaker 2
• 65-75 minutes — Round 2 Speaker 2
• 75-85 minutes — Peer and self evaluation
• 85-90 minutes — Debrief

During the Socratic seminar, the speakers sit in the inner circle, while their peer coaches set directly behind them in an outer circle. Since only the inner circle members are able to speak, facilitators can allow peer coaches to communicate with each other via Post-It notes. For example, a peer coach might notice an opportunity for the speaker to relate one of their connections to the current discussion. In this way, the peer coach can validate what the speaker may already be thinking, giving them further confidence to share their insights with the rest of the members of the inner circle. Speakers can contribute to a discussion through:

• Asking questions
• Summarizing
• Synthesizing
• Agreeing/disagreeing thoughtfully
• Supporting responses with textual evidence
• Listening actively
• Including others

The role of the peer coach is to observe and encourage the speaker’s contributions and determine strategies they can use to enter and advance the discussion via higher-order thinking and questioning. This peer feedback can be more effective than feedback from a single facilitator who is also observing 10 to 15 other speakers (and their peer coaches).

After A Seminar

The time following a Socratic seminar, which is usually brief, is devoted to evaluation, reflection, and goal-setting. Self-evaluations are highly encouraged — this reflection can help the facilitator work with the student to set reasonable goals for progress in future discussions. Examples of questions include:

• What was my greatest contribution to the Socratic seminar?
• What was an opportunity I missed out on in this seminar, and how can I become more aware of it in the next discussion?
• What critical thinking skills did I perform well?
• Which discussion strategies did I avoid, and why?
• Name one classmate who employed a particular strategy with great expertise, and explain how they did it.
• Rate yourself 1-5 (not well to very well) on the following indicators: I showed up prepared, I showed respect to others, I asked good questions, I included myself in the discussion, I included others in the discussion.

Students can submit self-evaluations through a Google Form that includes five Likert scale questions and track their growth over a span of several discussions. Conversely, facilitators may display a set of open-ended questions on the interactive whiteboard while students pick three to respond to on an index card. An alternate method utilizes FlipGrid — students can share a 1-minute video reflecting on their experience and comment on their peers’ videos.

In addition to self-evaluations, students may also complete peer evaluations, which might simply replicate the format of the self-evaluation. It is up to the facilitator to decide how feedback will be shared. Will students share their feedback with each other one-on-one? Will they receive a copy of their peer and self-evaluations, along with feedback from the facilitator? Regardless, feedback should be given in a timely manner, certainly by the start of the next class period following the seminar.

How Can Teachers Facilitate A Socratic Seminar?

The teacher serves as the facilitator in a Socratic seminar. Many teachers who have expertise with this strategy have shared that their initial challenge was refraining from providing too much input. Facilitators really should not be saying anything while the inner circle is speaking. Especially for beginner participants, Socratic seminars may have ‘awkward’ moments — students interrupting each other, inappropriate comments, statements made just to get credit for contributing, and long stretches of awkward silence. Facilitators should resist the urge to ‘grab the wheel’ and leave the silence open, trusting that someone will eventually say something.

Another challenge facilitators may encounter shows up in more ‘lively’ classes, where students often compete to talk over one another. More domineering students in the outer circle may struggle with not inserting themselves into the discussion. Emphasizing their role as a peer coach can provide a meaningful way for them to contribute, by elevating someone else’s performance.

Perhaps one unexpected challenge that other facilitators notice part-way through a seminar is watching more introverted, reserved students struggle with nervous feelings around public speaking. It is painful to watch a student sit silent through 10-15 minutes of an active discussion, knowing that they likely have things to say, but are struggling to get the words out. Particularly if they do not make a single contribution during their speaking time, these students can then be ineffective in their coaching roles, because they are hyper-focused on how they did not perform well during the speaking portion. One adjustment some teachers make is to include a ‘hot seat’ when the students switch roles. This can start off as an empty seat that students from the outer circle (who didn’t contribute when they were in the inner circle) can occupy for either a contribution or a brief amount of time. We’ve found that many students appreciate this chance for redemption, and their classmates are supportive of their peers’ efforts to seize this opportunity.

You can probably see how the true facilitation of a Socratic seminar happens in the preparation. If, for example, the teacher anticipates that a class’ first seminar will be quiet, they can model various sentence stems that prompt students to use higher-order thinking skills on the upper levels of Bloom’s taxonomy. Students can even keep a reference guide of stems with them while they’re engaged in discussion. If a facilitator has a particularly boisterous class, they can carefully assign peer coaches in an attempt to provide a more balanced discussion (or personalities, opinions, and volumes).

There are moments when a facilitator might need to pause the discussion, encourage the use of a particular strategy, or highlight positive examples of desired behaviors. But again, the more one frontloads prior to the actual seminar, the fewer facilitator interruptions will be needed. As students gain more experience with this kind of collaborative discussion strategy, the facilitator can focus more energy on observation, assessment, and feedback.

How Can Teachers Assess A Socratic Seminar?

We’ve seen Socratic seminars assessed in a variety of ways. Some educators count it as a summative assessment, similar to an exam, essay, or project. We’ve even seen teachers use it as a final exam. This pathway may be more appropriate for students who have sufficient experience with the strategy. The facilitator can use a rubric or a scoring guide to grade a seminar (see ‘The Difference Between a Scoring Guide & A Rubric’).

On most occasions, Socratic seminars are appropriate as formative assessments. Generally, the power of Socratic seminar as a learning strategy is achieved through its feedback mechanism. The reality is that teachers do not necessarily have to grade a seminar; instead, they can focus their efforts on providing individual feedback to each student regarding their preparation, speaking, listening, coaching, and reflecting.

The Socratic seminar is a powerful strategy for helping students improve their critical thinking, social-emotional, and speaking and listening skills. There are many ways to differentiate this strategy to provide access for all learners: through preparation, texts, questions, structures, supports, and assessments. It is likely that your favorite memories from the semester will come from Socratic seminars, where teachers frequently witness moments where students become more confident in the skills and abilities they’ll need to excel in outside of a K-12 environment.

About The Author

Teachthought staff.

Critical thinking: A Socratic model

• Published: September 1993
• Volume 7 , pages 291–311, ( 1993 )

Cite this article

• John Hoaglund 1  

592 Accesses

3 Citations

Explore all metrics

A concept of critical thinking is developed based on the Socratic method and called accordingly a Socratic model. First the features of critical thinking stressed in this model are stated and illustrated. The Socratic method is presented and interpreted, then taken to yield a model of critical thinking. The process of internalization by which the Socratic model helps us to become critical thinkers is described. Argument analysis is considered as a widely used instructional strategy adaptable for teaching critical thinking on the Socratic model. This Socratic model is advanced as one helpful way of organizing our ideas about critical thinking, helpful in unifying disparate factors and anchoring them in the humanist tradition.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price includes VAT (Russian Federation)

Instant access to the full article PDF.

Rent this article via DeepDyve

Institutional subscriptions

Similar content being viewed by others

Stage Theory of Cognitive Development—Jean Piaget

A Historical Review of Collaborative Learning and Cooperative Learning

Multiple intelligences theory—howard gardner.

Barry, Vincent: 1984, Invitation to Critical Thinking , Holt, Rinehart, Winston, New York.

Google Scholar  

Beyer, Barry: 1985, ‘Critical Thinking: What Is It?’ Social Education 49 (4), 270–276.

Copi, Irving: 1986, Introduction to Logic , 7th ed., Macmillan, New York.

Dewey, John, and J.H. Tufts: 1932, Ethics , rev. ed., Holt, Rinehart & Winston, New York.

Eemeren, Frans van, Rob Grootendorst, and Tjark Kruiger: 1987, Handbook of Argumentation Theory , Foris, Dordrecht.

Eemeren, Frans van: (1987a), ‘For Reason's Sake: Maximal Argumentative Analysis of Discourse’, Argumentation: Across the Lines of Discipline , ed. by van Eemeren, Rob Grootendorst, J. Anthony Blair, and Charles A. Willard, Foris, Dordrecht.

Ennis, Robert H.: 1986, ‘A Conception of Critical Thinking - With Some Curriculum Suggestions’, Conference 85 on Critical Thinking , ed. by J. Hoaglund, Christopher Newport College, Newport News, pp. 13–40.

Ennis, Robert H. & Eric Weir: 1985, The Ennis-Weir Critical Thinking Essay Test , Midwest, Pacific Grove.

Facione, Peter A.: 1990, Critical Thinking . A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction, California State University, Fullerton.

Govier, Trudy: 1989, ‘Critical Thinking as Argument Analysis’, Argumentation 3 , 115–126.

Guthrie, W.K.C.: 1971, Socrates , Cambridge University Press, Cambridge.

Hatcher, Donald L.: 1991, ‘Critical Thinking, Creativity, and Socratic Questioning’, CT News 10 (1), 4–6.

Johnson, Ralph H. & J. Anthony Blair, Logical Self-Defense , 2nd ed., McGraw-Hill Ryerson, Toronto.

Kahane, Howard: 1992, Logic & Contemporary Rhetoric , 6th ed., Wadsworth, Belmont.

Kirk, G.S., J.E. Raven, and M. Schofield: 1983, The Presocratic Philosophers , 2nd ed., Cambridge University Press, Cambridge.

Mead, G.H.: 1962, Mind, Self, and Society , ed. by Charles Morris, University of Chicago Press, Chicago, pp. 164–173.

Meiland, Jack: 1981, College Thinking , New American Library, New York.

Mill, John Stuart: 1962, On Liberty , in Utilitarianism , ed. by Mary Warnock, Collins: Fontana Library, London.

Nietzsche, Friedrich: 1968, Twilight of the Idols , excerpts translated and edited by Walter Kaufman in The Portable Nietzsche , Penguin, Harmondsworth, pp. 463–563.

Norris, Stephen P. & Robert H. Ennis: 1989, Evaluating Critical Thinking , Midwest, Pacific Grove.

Paul, Richard: 1985, ‘The Critical Thinking Movement: A Historical Perspective’, National Forum 65 , 2f., 32.

Paul, Richard: 1990, ‘Socratic Questioning’, Critical Thinking . What Every Person Needs to Survive in a Rapidly Changing World, Sonoma State University, Rohnert Park, pp. 1–6.

Perelman, C. & L. Olbrecht-Tyteca: 1969, The New Rhetoric , translated by J. Wilkinson & P. Weaver, Notre Dame University Press, Notre Dame.

Plato: 1961, Collected Dialogues , ed. by Edith Hamilton & Huntington Cairns, Princeton University Press: Bollingen Series LXXI, Princeton.

Plato: 1951, Symposium , translated by Walter Hamilton, Penguin, Harmondsworth.

Rescher, Nicholas: 1977, Dialectics , State University of New York Press, Albany.

Robinson, Richard: 1971, ‘Elenchus’, in Vlastos (1971), pp. 78–93.

Rogers, Carl: 1964, ‘Toward a Modern Approach to Values’, Journal of Abnormal and Social Psychology 68 , 160–167.

Stone, I.F.: 1988, The Trial of Socrates , Little, Brown, Boston.

Toulmin, Stephen: 1958, The Uses of Argument , Cambridge University Press, Cambridge.

Vlastos, Gregory: 1971, ed., Philosophy of Socrates , Anchor, Garden City.

Vlastos, Gregory: 1971a, ‘The Paradox of Socrates’, in Vlastos (1971), pp. 1–21.

Vlastos, Gregory: 1991, Socrates. Ironist and Moral Philosopher , Cornell University Press, Ithaca.

Walton, Douglas N.: 1984, Logical Dialogue-Games and Fallacies , University Press of America, Lanham.

Zeller, E.: 1962, Socrates and the Socratic Schools , 3rd ed., translated by O.J. Reichel, Russell & Russell, New York.

Download references

Author information

Authors and affiliations.

Center for Critical Thinking, Christopher Newport University, 23606, Newport News, Virginia, USA

John Hoaglund

You can also search for this author in PubMed   Google Scholar

Additional information

An earlier version of this article was presented as a paper at the October 1988 Conference on Critical Thinking at Montclair State College. Matthew Lipman, William Murnion, and several others made valuable comments. John Anton also provided helpful comments on a subsequent draft. Generous grants from the Funds for Excellence of the State Council of Higher Education in Virginia and Christopher Newport College enabled me to complete this research clarifying the concept of critical thinking for the project Faculty and Curriculum Development in Critical Thinking. The typescript benefited from searching critiques by George Teschner and the journal's anonymous referee. I am very grateful for this help.

Rights and permissions

Reprints and permissions

About this article

Hoaglund, J. Critical thinking: A Socratic model. Argumentation 7 , 291–311 (1993). https://doi.org/10.1007/BF00710814

Download citation

Issue Date : September 1993

DOI : https://doi.org/10.1007/BF00710814

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• argument analysis
• critical thinking
• Socratic method
• Find a journal
• Publish with us
• Track your research

In order to continue enjoying our site, we ask that you confirm your identity as a human. Thank you very much for your cooperation.

What Is Socratic Questioning and How to Use It for Self-Analysis and Problem-Solving

• Post author: Francesca Forsythe, LL.M., M.Phil.
• Post published: April 16, 2018
• Reading time: 7 mins read
• Post category: Self-Improvement / Self-Knowledge & Personality Tests

Socratic questioning can help you reach a different conclusion to the questions you were asking. This can be useful when dealing with problems and insecurities.

Aside from Plato , Socrates is one of the most famous Greek philosophers and is regarded as one of the wisest people ever to have lived. Socrates used an educational process which sought to discover the answers to questions by allowing his students to examine ideas more closely and evaluate the validity or truth of the subject matter.  His method, also known as Socratic questioning , follows the form of disciplined questioning so that we are able to pursue a thought in many directions to determine its validity.

Socrates may not have meant his methods to have profound input into psychology or self-care. Still, his method has been put to use time and time again in all areas of critical thinking , and it can help us to better understand ourselves.

What is Socratic questioning?

Socratic method is a form of critical thinking which uses six distinct types of question to help you question your question . It’s a lot less confusing than it sounds when you take a look at some examples of such questions:

Questions for clarification:

• Why do you say that?
• How is this related?
• Could you explain this in more detail?

Questions which produce assumptions:

• What can we assume from this?
• What does that mean?
• Can you verify your assumption?

Questions which necessitate reason or evidence:

• Do you have an example of this in real life?
• What has caused you to believe this?
• Why do you think this happened?

Questions regarding perspectives:

• Is there another way to look at this?
• Have you thought of the other person’s point of view?
• Who benefits and who loses from this consequence?

Questions which calculate consequences:

• What is the implication of this?
• Does this relate to previous knowledge?
• How does X affect Y?

Questions on the question:

• What does this mean?
• How can you apply this in your everyday life?
• What was the point of this enquiry?

Why is Socratic questioning relevant to us?

Socratic questioning can help you reach a different conclusion to the questions you were asking . It will also lead you to a better understanding of the question itself and its purpose in your everyday life. Although it is typically an analytical method, it can be used in a personal sphere with a little tailoring.

There are a number of ways we can use Socratic questioning. Its most notable use in psychology is for self-analysis and problem-solving .

Socratic questioning can indisputably help us in self-analysis . By applying pointed questions to our issues or insecurities , we can begin to change our minds and our thinking about certain issues.

Take an example of feeling insecure at work ; you’re not doing as good a job as you think you are able.

The first thing to ask yourself might be why you are feeling this way .

Perhaps it’s because your boss criticised you or you didn’t complete an important project by the deadline. From this, you might assume that you are bad at your job.

Next, we look at whether or not we have any genuine evidence of this in the real world . My bets are, there isn’t.

Once we realise that there is no real evidence of your lack of skill at work, we can move onto other reasons or perspectives that may cause you to feel this way .

If your boss criticised you, it may be because they, themselves, are having a bad day. If you didn’t complete a project on time or to the standard you hold yourself to, it may have been a project you weren’t used to, or you didn’t have sufficient time or help.

The implication of this is that we may not always perform at our best, for a number of reasons. It may also be that we must accept that our bosses are human too, and we may not have deserved the critiques we received.

If the implication is that you were not prepared for the project or didn’t have the correct skill set, we could then take this as a learning experience , rather than a negative one.

By taking a negative feeling and using this pointed analysis, we can begin to see that our own insecurities can take over, not allowing us to see a situation as it truly is. And this is also true in solving difficult problems.

Let’s take the example of Jack and Jill.

Jack has created an information flier for his business and has sent it to Jill for reviewing and distribution. However, the flier uses small text and a lot of content, which Jill fears people may not read.

So, Jill deploys Socratic reasoning to solve the issue. By using questions which calculate the consequences of telling Jack his flier is too long, and questions which appreciate Jack’s point of view, Jill knows that Jack worked hard on this flier and doesn’t want to offend him by telling him it’s too long or hard to read.

Instead, Jill asks Jack if he believes the length is right to keep people’s interest. Jack doesn’t get offended by Jill’s comment, but she has also helped him to understand what the correct length of a flier might be in the future. By helping Jack, Jill has also improved her own methods of communication and conflict resolution .

Although these examples are simple, they say a lot about how to analyse and evaluate the outcomes of a question or issue. They also show us how we can approach situations differently to achieve a better outcome.

Socratic questioning is an easy tool to use . With practice, it can hone a number of skills to make you much more successful in work ventures as well as in your personal life.

References :

• https://files.eric.ed.gov/fulltext/EJ1052768.pdf

Like what you are reading? Subscribe to our newsletter to make sure you don’t miss new thought-provoking articles!

Share this story share this content.

• Opens in a new window Facebook
• Opens in a new window X
• Opens in a new window LinkedIn
• Opens in a new window Reddit
• Opens in a new window Tumblr

This Post Has 4 Comments

Excellent. I shared the article with many of my friends. Thank you so much for sharing.

Good to review this after all my years in school. I think the Socratic method is very useful in the sciences and certainly we all use portions of this method to address and analyze personal issues, solve problems, learn new things like a new job and deal with the various people in our lives. Thanks for this article!

You consistently post very good articles. This one well done as usual. It is good to have you here.

Wow.. That job example you said, it made me recollect my past experience. Super !! Kudos to You

Leave a Reply Cancel reply

Save my name, email, and website in this browser for the next time I comment.

Translate this page from English...

*Machine translated pages not guaranteed for accuracy. Click Here for our professional translations.

A Brief History of the Idea of Critical Thinking

• To save this word, you'll need to log in. Log In

critical thinking

Definition of critical thinking

Examples of critical thinking in a sentence.

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'critical thinking.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

1815, in the meaning defined at sense 1

Dictionary Entries Near critical thinking

critical temperature

critical value

Cite this Entry

“Critical thinking.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/critical%20thinking. Accessed 19 Jun. 2024.

Subscribe to America's largest dictionary and get thousands more definitions and advanced search—ad free!

Can you solve 4 words at once?

Word of the day.

See Definitions and Examples »

Get Word of the Day daily email!

Popular in Grammar & Usage

Plural and possessive names: a guide, more commonly misspelled words, your vs. you're: how to use them correctly, every letter is silent, sometimes: a-z list of examples, more commonly mispronounced words, popular in wordplay, 8 words for lesser-known musical instruments, birds say the darndest things, 10 words from taylor swift songs (merriam's version), 10 scrabble words without any vowels, 12 more bird names that sound like insults (and sometimes are), games & quizzes.

• Bipolar Disorder
• Therapy Center
• When To See a Therapist
• Types of Therapy
• Best Online Therapy
• Best Couples Therapy
• Best Family Therapy
• Managing Stress
• Sleep and Dreaming
• Understanding Emotions
• Self-Improvement
• Healthy Relationships
• Student Resources
• Personality Types
• Guided Meditations
• Verywell Mind Insights
• 2024 Verywell Mind 25
• Mental Health in the Classroom
• Editorial Process
• Meet Our Review Board
• Crisis Support

Understanding Socratic Questioning: A Comprehensive Guide

Ariane Resnick, CNC is a mental health writer, certified nutritionist, and wellness author who advocates for accessibility and inclusivity.

FG Trade/E+/Getty

What Is Socratic Questioning?

• Socratic Questioning in History
• The 4 Stages
• The 6 Types

Examples of Socratic Questions

• Practical Guidelines

Some people leave a very long mark on the world, and Socrates is definitely one of those people. He was a Greek philosopher from the 5th century BC, but still today, we use some of his teachings.

Socratic questioning is one example of how Socrates lives on. What exactly is it, and why is it still so widely used in our world?

At a Glance

You may remember Socratic questioning from past or current school days—and not fondly. It's the method of communication by which someone intentionally challenges others—such as their students—through open-ended questioning.

Often, there is no clear answer to the line of questioning, and no clear answer is intended. Frustrating, right? But the goal is ultimately to stimulate deep thoughts and to explore what we know—and don't know—about ourselves or about a given subject of study. It may be used by teachers, therapists, or even by us in the course of our daily lives.

Clinical and forensic psychologist Dr. Leslie Dobson tells us that Socratic questioning is a communication style that allows a person to stimulate another person's thinking through open-ended questions.

The questions are meant to push someone "slightly outside of their comfort level, so that they have to think about their thoughts, behaviors and feelings, building their awareness, and in turn allow them to feel more in control." By asking thought provoking questions, we can have deeper interactions. This is helpful in settings both clinical and casual.

The History and Philosophy Behind Socratic Questioning

Socratic questioning is a part of the Socratic method, the broader style of teaching and communication that Socrates introduced. There is debate over whether we have continued to use the teachings of Socrates nonstop since his time, or if they left and were reintroduced in more recent years. One thing we can be certain of, though, is that Socrates' work has played a role in modern communication.

The philosophy behind Socratic questioning is both to help us understand others better and to help people understand themselves better. Says Dobson, "Once we are able to name what is going on in us (i.e., emotions, thoughts, behaviors), we have the ability to take the reins and lead our lives." A deeper style of questioning that opens up our minds more than casual conversation could benefit everyone, including the asker.

What Are the 4 Stages of Socratic Questioning?

The four stages of Socratic questioning are also known as "guided discovery." As you may expect, this practice has four stages.

• Asking questions centered around receiving information
• Attentively listening and reflecting back what you've heard
• Providing a summary of the information you've heard
• Asking more questions, specifically with the intent of applying the answers you heard to the person's original thoughts

What Are the Six Types of Socratic Questioning?

In order to probe further into a subject, there are different question styles used. These get people thinking in bigger ways than other questions might.

• Clarification : You may ask why a person gave the response they did, or how it relates to the topic at hand.
• Challenge assumptions : Someone may be asked how what they've said proves their initial assumptions to be true, or disproves them.
• Look for evidence : You'll ask questions that help prove a point, such as requesting examples or looking for causes.
• Perspective : These questions make someone step back and see a situation from a differing point of view.
• Discover consequences : Asking how something ties into a different topic, or what the ramifications of what's been asserted are, help someone think more deeply about an issue.
• Question the question: Further attempting to add depth, you may ask what the other person thinks the point of your questions are, or what the situation at large really means.

It may seem like an abstract concept, but in reality we use Socratic questions in many different areas of day to day life. Here are some examples.

Socratic questioning is a valuable psychotherapeutic tool. "Socratic questioning is very helpful when a client is new and closed off, when a client is stuck in their thought process or memory, and also when a client is stuck in an emotion ," explains Dobson. She uses Socratic questioning right at the start of a new client relationship, employing the questions to discern why someone is seeking therapy and what the purpose of it will be for them.

This questioning style can be used throughout therapy, and offers a way to facilitate communication and forward progression. "When a client is stuck in their thought process or memory, Socratic questioning is very helpful to help them think about other aspects of their memory," says Dobson. "For example, when somebody is having recurring visual flashbacks of a trauma and severe emotional reactions, Socratic questioning is very helpful to start grounding the reality of the memory by exploring our thoughts around it and the emotions that come up."

Socratic questioning is particularly useful in therapy when other methods have stalled and a client is having trouble moving through an issue. "Socratic questioning allows us to explore assumptions around how we think we should feel and the evidence that lends to how we determine it's okay to feel this way and to stay this way," says Dobson.

News Interviews

We tune into the news to not just hear about what's going on in the world, but also to gain an understanding of it. Dobson explains, "the reporter will ask an open ended question to an individual, "How did you feel when that happened?" and then follow up with questions that clarify the answer, probe for more details, explore the areas of the person's reaction, push alternative viewpoints or perspectives (commonly seen in high profile interview guests), and then take a moment to reflect on the conversation and offer closure." This is the entirety of the Socratic questioning method, step by step.

The legal system is an arena that's full of Socratic questioning. "A great example is when a lawyer asked me, "So Dr. Dobson, can you explain to the jury how trauma forms? Can you provide an example? How do you know this is true? Do you have data? If this is true, what does it mean for a person who also has anxiety? If it is not trauma, what else could it be? Why does talking about trauma matter in this case?" recalls Dobson.

Benefits of Applying Socratic Questioning

As you can see, Socratic questioning has a variety of uses. It also has numerous benefits in the world. In therapy, it helps people move through challenging issues. In media , it is used to give us deeper understanding of important events and the mindsets of the people involved in them.

Additionally, it allows everyone to better understand their own thoughts and feelings. By asking probing questions that force us to think more thoroughly through why we feel and behave the ways we do, we're able to gain more understanding of ourselves and others.

Potential Challenges with Socratic Questioning

Socratic questioning isn't perfect, and it can't necessarily solve all problems or help everyone through every challenge. The biggest problem with it is that it relies on a person being able to clearly articulate their thoughts and feelings, and some people have a hard time with that.

It could also lead a person to feel attacked, if the questions are too probing. And sometimes, people aren't ready to think of a situation from someone else's perspective, or able yet to gain understanding of what the implications or consequences are of an event. Socratic questioning needs to be used at the right time, and in appropriate situations, for it to be useful.

Practical Guidelines for Using Socratic Questioning

If you find yourself interested in this method of communication, you can begin employing it at any time. Here are some guidelines for adding Socratic questioning into your day to day life.

• Listen and reflect : Pay attention to what others tell you, and validate their voice by reflecting their words back to them.
• Ask better questions : Rather than just asking someone what happened in a situation, delve deeper by asking for their feelings about it and motivations .
• Get outside your own mind : Think of situations from others' perspectives, and encourage those you know to do the same.
• Look for evidence: Challenge your assumptions and those of others by seeking evidence for why someone holds the perspective they do.

Therapy Tip

Dobson reminds us that when using Socratic questioning in therapy, "it is important to check in with your client verbally and also pay attention to their behavioral cues." That's because "you may be coming off as too assertive , or the client may not have the cognitive capacity to grasp your questions." She reminds us that Socratic questioning is a communication style, not a therapeutic modality, and should be used accordingly.

Schneider J. Remembrance of things past: a history of the socratic method in the united states.   Curriculum Inquiry . 2013;43(5):613-640.

Guided_Therapy.

By Ariane Resnick, CNC Ariane Resnick, CNC is a mental health writer, certified nutritionist, and wellness author who advocates for accessibility and inclusivity.

Have a language expert improve your writing

Run a free plagiarism check in 10 minutes, generate accurate citations for free.

• Knowledge Base
• Working with sources
• What Is Critical Thinking? | Definition & Examples

What Is Critical Thinking? | Definition & Examples

Published on May 30, 2022 by Eoghan Ryan . Revised on May 31, 2023.

Critical thinking is the ability to effectively analyze information and form a judgment .

To think critically, you must be aware of your own biases and assumptions when encountering information, and apply consistent standards when evaluating sources .

Critical thinking skills help you to:

• Identify credible sources
• Evaluate and respond to arguments
• Assess alternative viewpoints
• Test hypotheses against relevant criteria

Table of contents

Why is critical thinking important, critical thinking examples, how to think critically, other interesting articles, frequently asked questions about critical thinking.

Critical thinking is important for making judgments about sources of information and forming your own arguments. It emphasizes a rational, objective, and self-aware approach that can help you to identify credible sources and strengthen your conclusions.

Critical thinking is important in all disciplines and throughout all stages of the research process . The types of evidence used in the sciences and in the humanities may differ, but critical thinking skills are relevant to both.

In academic writing , critical thinking can help you to determine whether a source:

• Is free from research bias
• Provides evidence to support its research findings
• Considers alternative viewpoints

Outside of academia, critical thinking goes hand in hand with information literacy to help you form opinions rationally and engage independently and critically with popular media.

Don't submit your assignments before you do this

The academic proofreading tool has been trained on 1000s of academic texts. Making it the most accurate and reliable proofreading tool for students. Free citation check included.

Try for free

Critical thinking can help you to identify reliable sources of information that you can cite in your research paper . It can also guide your own research methods and inform your own arguments.

Outside of academia, critical thinking can help you to be aware of both your own and others’ biases and assumptions.

Academic examples

However, when you compare the findings of the study with other current research, you determine that the results seem improbable. You analyze the paper again, consulting the sources it cites.

You notice that the research was funded by the pharmaceutical company that created the treatment. Because of this, you view its results skeptically and determine that more independent research is necessary to confirm or refute them. Example: Poor critical thinking in an academic context You’re researching a paper on the impact wireless technology has had on developing countries that previously did not have large-scale communications infrastructure. You read an article that seems to confirm your hypothesis: the impact is mainly positive. Rather than evaluating the research methodology, you accept the findings uncritically.

Nonacademic examples

However, you decide to compare this review article with consumer reviews on a different site. You find that these reviews are not as positive. Some customers have had problems installing the alarm, and some have noted that it activates for no apparent reason.

You revisit the original review article. You notice that the words “sponsored content” appear in small print under the article title. Based on this, you conclude that the review is advertising and is therefore not an unbiased source. Example: Poor critical thinking in a nonacademic context You support a candidate in an upcoming election. You visit an online news site affiliated with their political party and read an article that criticizes their opponent. The article claims that the opponent is inexperienced in politics. You accept this without evidence, because it fits your preconceptions about the opponent.

There is no single way to think critically. How you engage with information will depend on the type of source you’re using and the information you need.

However, you can engage with sources in a systematic and critical way by asking certain questions when you encounter information. Like the CRAAP test , these questions focus on the currency , relevance , authority , accuracy , and purpose of a source of information.

When encountering information, ask:

• Who is the author? Are they an expert in their field?
• What do they say? Is their argument clear? Can you summarize it?
• When did they say this? Is the source current?
• Where is the information published? Is it an academic article? Is it peer-reviewed ?
• Why did the author publish it? What is their motivation?
• How do they make their argument? Is it backed up by evidence? Does it rely on opinion, speculation, or appeals to emotion ? Do they address alternative arguments?

Critical thinking also involves being aware of your own biases, not only those of others. When you make an argument or draw your own conclusions, you can ask similar questions about your own writing:

• Am I only considering evidence that supports my preconceptions?
• Is my argument expressed clearly and backed up with credible sources?
• Would I be convinced by this argument coming from someone else?

If you want to know more about ChatGPT, AI tools , citation , and plagiarism , make sure to check out some of our other articles with explanations and examples.

• ChatGPT vs human editor
• ChatGPT citations
• Is ChatGPT trustworthy?
• Using ChatGPT for your studies
• What is ChatGPT?
• Chicago style
• Paraphrasing

 Plagiarism

• Types of plagiarism
• Self-plagiarism
• Avoiding plagiarism
• Academic integrity
• Consequences of plagiarism
• Common knowledge

Prevent plagiarism. Run a free check.

Critical thinking refers to the ability to evaluate information and to be aware of biases or assumptions, including your own.

Like information literacy , it involves evaluating arguments, identifying and solving problems in an objective and systematic way, and clearly communicating your ideas.

Critical thinking skills include the ability to:

You can assess information and arguments critically by asking certain questions about the source. You can use the CRAAP test , focusing on the currency , relevance , authority , accuracy , and purpose of a source of information.

Ask questions such as:

• Who is the author? Are they an expert?
• How do they make their argument? Is it backed up by evidence?

A credible source should pass the CRAAP test  and follow these guidelines:

• The information should be up to date and current.
• The author and publication should be a trusted authority on the subject you are researching.
• The sources the author cited should be easy to find, clear, and unbiased.
• For a web source, the URL and layout should signify that it is trustworthy.

Information literacy refers to a broad range of skills, including the ability to find, evaluate, and use sources of information effectively.

Being information literate means that you:

• Know how to find credible sources
• Use relevant sources to inform your research
• Understand what constitutes plagiarism
• Know how to cite your sources correctly

Confirmation bias is the tendency to search, interpret, and recall information in a way that aligns with our pre-existing values, opinions, or beliefs. It refers to the ability to recollect information best when it amplifies what we already believe. Relatedly, we tend to forget information that contradicts our opinions.

Although selective recall is a component of confirmation bias, it should not be confused with recall bias.

On the other hand, recall bias refers to the differences in the ability between study participants to recall past events when self-reporting is used. This difference in accuracy or completeness of recollection is not related to beliefs or opinions. Rather, recall bias relates to other factors, such as the length of the recall period, age, and the characteristics of the disease under investigation.

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

Ryan, E. (2023, May 31). What Is Critical Thinking? | Definition & Examples. Scribbr. Retrieved June 18, 2024, from https://www.scribbr.com/working-with-sources/critical-thinking/

Is this article helpful?

Eoghan Ryan

Other students also liked, student guide: information literacy | meaning & examples, what are credible sources & how to spot them | examples, applying the craap test & evaluating sources, get unlimited documents corrected.

✔ Free APA citation check included ✔ Unlimited document corrections ✔ Specialized in correcting academic texts