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Why we need Socratic method of teaching? Many people want to question the established order while they were in class but couldn’t, thanks to several factors starting from fear to shyness. The new dynamism within the world has shown to us that if the youngsters and teenagers are allowed to process their thoughts and critically digest every info fed to them in school, it’ll make them explore more and provide a magnificent and wonderful solution to virtually all the challenges bedeviling the world.
Nowadays, we acquire facts, figures, data, and knowledge but not important knowledge. Knowledge is lost somewhere in the modern-day curriculum designed for college kids. We want our youngsters to question this information. We’d like them to explore, invent and experiment a day. We want to support our youngsters once they question science, culture, and society.
This thought escorted me back to the Socratic Method. It facilitated the scholars to become thinkers, experimenters, philosophers, artists, and creators. New theories, laws, and principles were born of this world’s view and questioning existing thought patterns. In reality, this practice enabled them to excel in their professions, reminding us of names such as Plato, Aristotle, Socrates, and Archimedes.
Besides, they focused on encouraging this strategy in their ways of life as they presumed that knowledge enriches society’s minds and hearts. It is the light that takes away all fears and darkness. Also, they believed in strength and power, which may only be achieved by submitting willfully to knowledge, teaching, and learning.
EXPLORE THE MAGIC OF LEARNING THROUGH QUESTIONING
When another person asks us questions, something very mystical occurs, especially when he takes time to really listen to our answers. Just like the proverbial key to a chest crammed with incredible riches, questions somehow unlock our brains. They assist us in inventing new ideas, see a problem from different perspectives, and find out solutions we never knew that we knew! Because such knowledge comes from within us, not from the surface world, it’s truly “ours.” By this, I mean it quickly becomes a part of our conscious knowledge; it’s not something that we’ve to “stuff in” to our brains or cram for to find out.
This approach to learning and problem-solving has become referred to as the “Socratic Method.” First mentioned by Plato within the Socratic Dialogues around the 4th century, the tactic consists at the bottom of a conversation between two people: the Questioner/Listener and therefore the Speaker. The Greeks used the Socratic Method to explore philosophical questions revolving around ethics and morals. In modern times, many law schools have adopted the style as a means of training student lawyers.
ELEMENTS OF SOCRATIC METHOD OF TEACHING
- There are basically four key elements within the Socratic method of teaching, as listed below.
- Stimulate organized thinking through probing questions.
- Keep the conversation focused on self-understanding resulting in logical conclusions.
- Always be intellectually fair with the person questioned.
- Periodically summarize what has been concluded and its implications.
- It should be noteworthy that the Socratic teaching method is skeptical, and questions flip answers and beliefs.
There Is Never One Answer To Any Question
Socrates and, therefore, the present-day teachers, who use his method, use a conversational approach in teaching students. They plan to prolong the reasoning and proper answer from students. They are doing not lecture the scholars but interact through deft questioning. This may evoke critical thinking from the scholars and supply several solutions to an equivalent problem at every point in time. The system is empirical and inductive, practical yet supported the life experience of all people. Socrates seeks to prolong the scholar to know their beliefs’ implications by deductive thinking comprehending its logical consequences.
Does SOCRATIC METHOD OF TEACHING It Work For All Situations?
There is just no universal solution that works under different scenarios. Change requires a replacement set of ideas and analysis. In law, the judge is given discretion supported by varying circumstances. The Socratic Method isn’t a group of laws that we follow blindly, but reasoning resulting in focused analysis and, therefore, the best response to questions.
WHY BOTHER WITH THISSOCRATIC METHOD OF TEACHING?
Lecturing is boring for both the trainer and, therefore, the listener. A professor drops an average of 150 words every minute, while the listeners’ note-taking is averagely 25 words per minute. We, the listener, stray during a flood of data and quit listening because we cannot continue. Question and analysis are interactive, resulting in mutually satisfying conclusions.
The key is Feedback. Once we answer questions with thoughtful answers, we invoke our basic instinct – curiosity. Back-and-forth feedback monitors growing personal comprehension. It results in an improvement in self-esteem. Remember – questions are specific and logical and need a united effort between our left and right hemispheres. Lecturing may be a reversion to childhood when your parents and teachers told you ways and what to think. The Socratic method of teaching may be a joint-venture between adults.
RULES GUIDING THE UTILIZATION OF SOCRATIC METHOD OF TEACHING
Make the questions intriguing and mentally arousing to form the scholars curious about the training exercise.
Avoid being confrontational with the scholars and make it live to make the scholars learn maximally.
Questions must lead someplace. There must be incremental steps to reasonable conclusions and implications. It would help if you began from known to unknown.
Look for logical steps in thinking, not lockstep answers.
The goal is personal understanding and being the hospitable change of opinion through personal growth by reasoning.
Make the scholar see the illogic areas of their own thinking, correct it, and move forward to raised ideas.
We don’t want to supply direct clues to the right answer because the system may be a matter of learning to think skeptically and find our own thanks to reasonable solutions.
WHY WE MUST EMBRACE THE SOCRATIC METHOD OF TEACHING
Today’s students are going to be the leaders of tomorrow, which is why it’s so important that they develop the critical thinking necessary for arriving at multiple answers/solutions for the complex problems, challenges, or situations that face our ever-changing world. This will only occur if they accept that functioning within the investigative process is not enough. New concepts and technologies will continue to emerge constantly to deal with world problems.
A college education can do far more than provide a stable lifestyle. It can expand a person’s thinking, which may expand that individual’s worldview. Armed with an expanded worldview, that individual can positively influence the lives of those that he/she meets.
To possess students to explore beyond the course material, they need to be carefully pushed without intimidation. This is often achieved by teaching them that having the “correct” answer isn’t always the foremost important thing. Instead of asking the proper questions and seeking the answers to those questions is typically how new and more innovative answers/solutions for today’s more complex issues are received. Armed with this contextual change in educational philosophy, students begin to dig deeper because their curiosity is inspired and awakened.
There becomes a greater interest within the coursework by students, a willingness to require more responsibilities when it comes time for group projects, and openness and fearlessness when sharing new and sometimes radical ideas. Students learn how to be imaginative in their thoughts, encouraged by the Socratic Method; also respect the thinking of others by developing their natural curiosity for learning and listening (which is how we receive the knowledge of the planet around us).
QUESTION TYPES APPLIED BY SOCRATIC METHOD OF TEACHING
Exploring Other Opinions And Other Perceptions
It comes from their own context and experience when learners make an argument. Attacking the stance can bring to light other points of view.
• What if someone approached things this way? Wouldn’t that even be reasonable?
• What would an individual with a special perspective say in response?• What if you compare your response to a specialist opinion?
Exploring The Possible Consequences
What does the student’s argument imply? What is going to the top result be?
• What happens after that?
• If one assumes that what’s likely to follow?
• How does your response affect others?
• Does this alteration anything that you learned earlier?
Responding To Questions With More Questions
Go back to face one and place the question back in their hands.
• Why does one thing I even have asked this?
• What’s my point in asking these things?
Using Inquiries To Clarify
These questions help students probe deeper into the subject.
• What causes you to think that way?
• What does one mean?
• How could you rephrase your response?
• Could you clarify with an example?
Using Inquiries To Uproot Assumptions
These questions encourage students to look at their own beliefs.
• What does your argument assume?
• are you able to prove that assumption?
• So, would you further disagree about other speakers’ opinions?
Probing For Evidence And Reason
Do not simply accept a student’s answer. Make them ponder during a critical way and find supportive evidence for his or her arguments.
• are you able to use an example to explain it to the class further?
• How can we all know that your assumptions are reasonable?
• Might others attempt to refute your claim? How?
• Are your explanations sound? Would the delay during a court of law?
How much effective is SOCRATIC METHOD OF TEACHING?
The world is such during a dynamic state being faced with myriads of challenges here and there, subsequent neatest thing we could do for ourselves and our youngsters is to equip them with all the required tools they have to navigate this world and excel. For all the potentials to be fully unlocked, we must arouse in them the facility of critical thinking as thought by the Socrates Method of teaching.
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