Ideas

Idea #8: Exploring Ideas via Socratic Dialogue

"In the Socratic method, the classroom experience is a shared dialogue between teacher and students in which both are responsible for pushing the dialogue forward through questioning." —Mariatte Denman, Stanford University

Learning Intentions

The Socratic Method is an engaging process of questioning during a discussion that inspires critical thinking and analysis. Originally designed as a method for moral and philosophical inquiry, the strategy is also useful to welcome multiple perspectives, increase engagement, and create a sense of community in class discussions.

Socratic Dialogue Approach in 5 Steps

Receive: Listen carefully to the other person's premise, view or argument.
Reflect: Sum up the premise; paraphrase or repeat to clarify
Refine: Ask for reasoning, evidence, beliefs, or assumptions that underpin the premise; challenge validity; ask "What makes you think that?"
Re-state: After questioning, ask the person to re-state their position in light of new ideas.
Repeat: Assess new premise and go through the process again.

Types of Questions

Classification: What do you mean? Can you provide an example?
Challenging Assumptions: Are you saying that…?
Evidence and Reasoning: Can we validate the evidence? Do we have the information?
Alternative Viewpoints: How would someone else respond and why?
Implications and Consequences: How would this affect someone? Implications?
Challenging the Question: What would be a better question to ask?

Strategies

Socratic Seminars: Using the above methods, engage the class in an in-depth discussion about key topics in the reading or course.
Socratic Circles: After a common reading, students form an inner and outer circle (often called a Fishbowl); the inner circle engages in discussion while the outer circle observes quietly, then offers feedback and questions before switching.
Role Play: Set up the discussion for you or the students to take on personas, such as a best friend, a religious leader, or a politician, to get students to critically examine their own thoughts and positions.
Reflection: Allow time for silent reflection or for quick writes after the activity, or conduct the whole activity in writing, allowing for students to trade ideas and challenge each other.

References

Ash, S. (n.d.). How to progress from debate to dialogue using the Socratic method. The Right Questions. Retrieved May 2025.
Barkley, E. F. and Major, C. H. (2025). Engaged Teaching: A Handbook for College Faculty. 2nd ed. Social Good/Patricia Cross Academy.
Denial, C. J. (2024). A Pedagogy of Kindness: Teaching, Engaging, and Thriving in Higher Ed. University of Oklahoma Press.
Davishahl, J. (2025). Creating Belonging in Engineering Education. Innovative Teaching Showcase. Center for Instructional Innovation, Western Washington University.
Stanford Center for Teaching and Learning. (2003). The Socratic method: What it is and how to use it in the classroom. Tomorrow's Professor Postings.
Sutton, J. (2020). Socratic Questioning in Psychology: Examples and Techniques. Positive Psychology. Retrieved May 2025.