Unit 2: The Socratic Method: Step-by-Step
Return to: ETAP 623 Spring 2020 (Zhang) | Jonah Schumacher | Fostering Critical Thinking Skills using the Socratic Method | Unit 1: An Introduction to the Socratic Method
Unit Objectives
In this unit, learners will:
• Be able to outline the steps of the Socratic Method.
• Learn how to formulate the right questions.
Mini-Lecture
Now that you have had some exposure to the Socratic Method in action, we can pull apart these examples and examine their components.
In the textual example from Unit 1, Polemarchus presents his definition of justice:
Polemarchus: In my opinion, it (Justice) is in making war and being an ally in battle."
Socrates then challenges his claim by stating several true statements to make sure that they both agree on them. In doing so, Socrates creates a foundation of true assumptions so that he may challenge what he believes is Polemarchus' misunderstanding of Justice.
Socrates: "All right. However, to men who are not sick, my friend Polemarchus, a doctor is useless."
Polemarchus: "True."
Socrates: "And to men who are not sailing, a pilot."
Polemarchus: "Yes."
Socrates' simple true statements establish the foundation for his questions.
Socrates: "Then to men who are not at war, is the just man useless?"
Polemarchus: "Hardly so, in my opinion."
Socrates: "Then is justice also useful in peacetime?"
Polemarchus: "It is useful."
When giving his definition of the nature of Justice, Polemarchus likely did not think very critically about it. Because of this, he did not fully consider the assumptions that he founded his definition. Socrates makes several analogies to form statements that both Socrates and Polemarchus can agree on. Then, Socrates makes the claim that if you agree that those statements are true, then it follows that your definition of Justice is wrong. By saying that justice is also useful during peacetime, Polemarchus has accepted that his previous answer was incorrect.
Notice how they do not reach a definition of Justice. They only now know that justice must be something different than what Polemarchus originally thought. In this way, they reach what can be called a negative answer. They do not know what justice is but they now know something that justice is not. The entire text of the Republic follows a similar pattern of dialogue and no clear, concise understanding of justice is reached.
Breakdown of the Socratic Method
The Socratic Method consists of asking questions about what the assumptions of a claim are.
1. An argument, position, or topic is presented.
2. An question is posed about the topic, such as an exception to the rule or an example of a contradiction.
3. Re-formulate the argument or position in light of new understanding.
In the mini-lecture, Socrates pointed out that it is not logically consistent to define justice in the context of war since justice is also useful in times of peace. While not shown in the example, step 3 occurs in the Republic with Polemarchus arguing a different definition for justice.
How to ask good questions
Knowing how to ask the right questions is essential to effectively implementing the Socratic Method in the classroom.
General suggestions include:
• Ask for an example of a point a student has made or of a point you
have made.
• Ask for evidence or reasons for a position.
• Propose a counter-example or two.
• Ask the group whether they agree.(Does everyone agree with this
point? Is there anyone who does not agree?)
• Suggest parallel or similar examples.
• Provide an analogy that illuminates a particular position.
• Ask for a paraphrase of an opposing view.
• Rephrase student responses clearly and accurately. (Paul & Elder, 2007, p.34).
Unit Activity
Check out this video of Harvard graduates explaining the seasonal change in weather.
While watching, consider how you would engage in Socratic Dialogue with these graduates.
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Then head to the following page and complete the activity.
Course Units
Fostering Critical Thinking Skills using the Socratic Method
Unit 1: An Introduction to the Socratic Method
Unit 2: The Socratic Method: Step-by-Step
Unit 3: How can I use the Socratic Method in my classroom?
Extended Resources/References
The following video does an excellent job of explaining another instance of the Socratic Method in a dialogue called Euthyphro:
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