Most of us are familiar with the famous Socratic Method. It is used in many of our discussion-based classes, including English and philosophy, and motivates discourse. However, although this method fosters critical thinking and creates an engaging vibe, I think it is crucial to combine it with other complementary teaching strategies.
The Socratic Method is based on asking a series of probing questions to help students re-evaluate their thinking, with the goal to train their skills in building powerful understanding and arguments. The questions asked by the instructor vary in kind. Some may invite the student to provide further explanation—“What would be an example?”—while others require the student to respond to counterarguments. Students can also come up with their own questions to learn more about their peers’ thoughts. No matter the source, these questions all serve the same purpose: to uncover greater contributions and deeper thinking.
According to Mr. Sam Somera, instructor in history and philosophy, the Socratic Method is “a great way to investigate the logic and reasoning behind your beliefs.” However, he notes that one disadvantage of this method is that it fosters occasions where interlocutors can attack beliefs but mask those attacks as questions. This is often known as playing “devil’s advocate.” While good questions boost students’ understanding and enable them to, according to Mr. Somera, “arrive at some foundational truths along the way,” playing devil’s advocate often turns the experience of learning into a passive aggressive debate.
Personally, I find the Socratic Method interesting and enriching, but it becomes problematic if this is the only teaching technique used. I’m an introvert (verified by the MBTI personality quiz, if you wonder), so during discussions, I find sharing my ideas challenging. Most classes have over fifteen students, and the teacher cannot question each of us individually, so sometimes I don’t get an opportunity to talk class (especially if it’s one where there are two or three people who dominate the conversation). Without external support, it’s very difficult for students like me to step out of their comfort zone and this cycle compounds.
Excessive questioning can actually hinder the process of learning. Imagine you’re starting a brand new unit. As you learn more, questions build up in your head, and you raise your hand to ask them. The answer you get, though, is another question. Without a solid answer, the way forward is murky. Without a strong foundation, we will struggle when we face more conceptually challenging material.
Some say that the opposite of this method—lecture-based learning—is boring and uncreative. And I agree: lecture-based learning is not what we’re here for. A course full of lectures would be dull and limit students’ abilities to communicate and reflect. Hence, we should incorporate the Socratic Method, alongside other approaches. For example, when we start a new unit, we could begin with lecture-based learning for the first few lessons. Those lectures are crucial for introducing foundational concepts, and aren’t affected by the number of students.
As basic knowledge grows, the curriculum can shift towards the Socratic Method, stimulating application of what has been learned so far. Teachers can also apply other techniques, such as experiential learning, project-based learning, and inquiry-based learning. These provide a variety of learning experiences that can bolster overall learning quality.
Well, what can we do now? I find asking specific questions pretty helpful during classes. Try to ask for detailed explanations, too. “Can you define [concept] and give an example?” usually leads to the answer you desire. Even if we can’t change the current learning program, I am confident we still have the ability to adapt and grow, little by little.
