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Socratic Seminar Overview
The Socratic method of teaching is based on Socrates' theory that it is more important to enable students to think for themselves than to merely fill their heads with "right" answers. Therefore, he regularly engaged his pupils in dialogues by responding to their questions with questions, instead of answers. This process encourages divergent thinking rather than convergent thinking" (Adams).
Socratic seminar is a structured discourse about ideas and ethical dilemmas that seeks to arrive at collective insights and understandings through questioning and discussion. It is based on the dialogues lead by the philosopher Socrates. Socratic seminar is an integral component of the Paideia model for education, which was proposed by Mortimer Adler in the early 1980s.
"Socratic questioning recognizes that questions, not answers, are the driving force in thinking. Socratic seminars explore ideas, values, and issues drawn from readings or art works chosen for their richness. They also provide a forum to expand participants' familiarity with works drawn from many cultural sources. Leaders help participants to make sense of a text and of their own thinking by asking questions about reasoning, evidence, connections, examples, and other aspects of sound thinking. A good seminar is more devoted to making meaning than to mastering information. Seminars strengthen participants' learning by getting them actively engaged in rigorous critical thought. Practical activities are always followed by periods of reflection and discussion about what has been experienced. The goal here is to allow learners to create a community of inquiry for the purpose of making meaning cooperatively" (Raider).
The teacher assigns a common text (typically a brief one), problem or work of art for students to consider in depth prior to the seminar as well as a set of thought-provoking questions that have relevance to students' lives and for which there are no "right" answers (example: "Is revenge a justifiable response?"). The teacher also provides background information if context is needed. The seminar is organized into two shifts, with half the class acting in the role of participants in the "inner circle" and the other half as observers in the "outer circle". The participants discuss the work and their responses for about fifteen minutes. They must cite from the work to support their assertions and follow specified rules for reasoned, respectful discussion. The observers note what the participants do and say and how individuals impact on the group dynamic. The groups then switch, allowing for re-examination of the material from different perspectives as well as reinforcement. The teacher initially needs to model discourse or observation behaviors for students and facilitate discussion; later the facilitator role may be assigned to students on a rotating basis or discussion leaders may naturally emerge as students become more confident and skilled.
Standard 1: Students will read, write, listen, and speak for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information.
Standard 2: Students will read, write, listen and speak for literary response and expression. Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature: relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent.
Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. They will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences ideas, information and issues.
Standard 4: Students will read, write, listen, and speak for social interaction. Students will use oral and written language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.
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