Questions for clarification, understanding and dialogue: Socratic discussion and taxonomy of Socratic interrogation

From: Paul R. U. Critical thinking: What is necessary for everyone to survive in a rapidly changing world. 1990. Ed. AJA Binker, Center for Critical Thinking and Moral Critical Analysis of Sonoma University. Rohnert Park. CA 94928 1990 (Paul, Richard W. Critical Thinking: Changing World . Changing World . Rohnert Park, CA: Center for Critical Thinking and Moral Critique, Sonoma State Univ., 1990).

Chapter 17. Dialogic and Dialectical Thinking

Socratic questioning and dialogic discussion

Socratic discussion allows students to develop and evaluate their thinking in comparison with the thinking of other students. Since students inevitably respond to Socratic questions from their own points of view, such a discussion inevitably becomes multidimensional.

Due to the regular formulation and identification of root issues and root ideas in the learning environment, multiple and diverse points of view can be expressed, and in a context in which productive ideas that need to be mastered for mastering the content (academic subject) are considered in depth and detail while establishing interconnections.

Over time, students will learn in sokratovyh discussions a sense of intellectual discipline and thoroughness (thoroughness). They learn to appreciate the power of logic and logical thinking. They learn that all ideas and opinions can be explored in at least four areas:

1) Their origin:

• How did you think of this? (How did you come to this thought (idea)?)
• Can you remember the circumstances in which you formulated this belief?

2) What do they rely on:

• Why do you believe that?
• Do you have any confirmation for this?
• What else are the reasons why people believe in it?
• Do you believe, in believing in this, that this and that is true?
• Do you think this is a true assumption?

3) Their contradictions with other ideas and opinions:

• Some people may object to you saying ... How would you answer them?
• What do you think about their opposite point of view?
• How would you answer the objection that ...? and,

4) Their conclusions and consequences:

• What are the practical implications of believing in it?
• What do we need to do to make it happen?
• What follows from the point of view that ...?
• Shouldn't we also believe that ... in order not to fall into contradiction?
• You mean (guess, mean, hint) what ...?

Chapter 19. Socratic Interrogation [276-8]

Taxonomy of social issues

It is useful to recognize, in the light of the universal features of the logic of human thinking, that there are measurable categories of questions that should be used by an experienced sokratvomu vosprashivatelyu:

• clarification issues (clarifications),
• questions for the study of assumptions
• questions for research substantiation and evidence
• questions about points of view or angles,
• questions for research findings and effects, and
• questions about the issue.
• Here are some typical questions for each of these categories:

EXPLANATION QUESTIONS (UPDATES)

• What do you mean by ________?
• Could you give me an example?
• What is your main main point (main important thought, position)?
• Could this be an example: ________?
• How does ______ relate to ________?
• Could you explain this in more detail?
• Could you explain (express) it a little differently?
• Could you say a bit more about this?
• Your main point (position) ______ or ______?
• Why do you say (exactly) so?
• What do you think is the main issue (topic) here?
• Let me see if I understand you; do you mean ________ or ________?
• How does this relate to our discussion (problems, controversial issue, topic)?
• What do you think John meant by his comment?
• What do you understand from what John said?
• Jane, could you briefly summarize what Richard said with your own words? ... Richard, is that what you meant?

QUESTIONS FOR STUDYING THE ASSUMPTIONS

• What are your assumptions?
• What are Karen's assumptions?
• What assumptions (assumptions) could we offer instead?
• You seem to be suggesting ________. Do I understand you correctly?
• All your reasoning is based on the idea that ________.
• Why did you base your reasoning on ________ and not on ________?
• It seems you are using an assumption. How would you justify taking it on faith without evidence (as a matter of course)?
• Is it always the case (this is happening) that way? Why do you think this assumption applies here?
• Why would anyone make this assumption?

QUESTIONS FOR THE STUDY OF JUSTIFICATION AND EVIDENCE

• What could be an example?
• Are these rationales adequate (suitable, sufficient)?
• How do you know?
• Why did you say that?
• Why do you think this is true?
• What led you to this belief?
• Do you have any proof for this?
• How is this applicable in this case?
• What changes because of this?
• What could change your point of view?
• What reason do you have to say that?
• What other information do we need?
• Could you explain your reasons to us?
• But is this evidence credible to believe it?
• Is there any reason to question this evidence (s)?
• Who can know if this is true?
• What would you say to someone who would say ________?
• Can someone else provide evidence to support this answer?
• Thanks to what reason did you come to this conclusion?
• How could we figure out that this is true?

QUESTIONS ABOUT POINT OF VIEWS OR VIEWS

• It seems that you are considering this problem from a certain angle. Why did you choose this one and not a different angle?
• How would other groups / types of people respond? Why? What could affect them?
• How would you answer if you objected?
• What does the one who thinks ________ think?
• Can someone understand / understand it somehow differently?
• What would the one who disagree with you say?
• What is the alternative?
• How similar are the ideas of Ken and Roxanne? Are they different?

QUESTIONS FOR RESEARCH CONCLUSIONS AND CONSEQUENCES

• What do you mean by that?
• When you say ________, do you mean ________?
• But if it happened, what else would happen in the end? Why?
• What would be the result?
• Would this event necessarily happen or only exist?
• What is the alternative?
• If this and this is true, then what else must also be true?
• What if we say that this is unethical?

QUESTIONS ABOUT QUESTION

• How can we figure this out?
• Is this really the same problem as ________?
• What does this question imply?
• How would ________ identify the problem?
• Would you put the _______ question differently?
• Why is this question important?
• How could someone solve this issue?
• Can we omit this question altogether?
• Is this question clear? Do we understand him?
• Is it easy or hard to answer this question? Why?
• Does this question require us to rate something?
• Do we all agree that this is the content of the question?
• To answer this question, what questions should we answer first?
• I'm not sure I understand how you interpret the main question ...

To effectively participate in the Socratic Survey, you must:

• listen carefully what others say
• Serious about what they say
• seek justification and evidence
• recognize and reflect on assumptions
• identify findings and consequences
• look for examples, analogies and objections
• strive to distinguish what a person knows, from what he just believes
• seek to empathically perceive the angles or points of view of others
• be alert for inconsistencies, uncertainty and other possible problems in thinking
• look deep into things (look deeper than the surface image of things)
• maintain a healthy sense of skepticism
• be willing to play the role of "devil's advocate" benevolently