Socratic Questioningand Critical Thinking

Thinking is driven by questions.

no questionsno questions

means means

no understandingno understanding

Questions to guide our thinking:

What is Socratic questioning?What is Socratic questioning? What is critical thinking?What is critical thinking? What is the relationship between Socratic What is the relationship between Socratic

questioning and critical thinking?questioning and critical thinking? How can understanding critical thinking How can understanding critical thinking

help us improve our ability to question?help us improve our ability to question? How can we help students develop Socratic How can we help students develop Socratic

questioning abilities? questioning abilities?

Defining Socratic Questioning:

Socratic questioning is Socratic questioning is disciplined disciplined questioningquestioning that can be used to that can be used to explore thought in many directions explore thought in many directions and for many purposes, and for many purposes,

to explore complex ideasto explore complex ideas to get to the truth of thingsto get to the truth of things to open up issues and problems to open up issues and problems to uncover assumptionsto uncover assumptions to analyze conceptsto analyze concepts to distinguish what we know from to distinguish what we know from

what we don’t know, and what we don’t know, and to follow out logical implications of to follow out logical implications of

thoughtthought

The key to distinguishing The key to distinguishing Socratic Socratic questioningquestioning from questioning per se is that from questioning per se is that Socratic question is always Socratic question is always systematicsystematic and and deepdeep, focusing on complex concepts, , focusing on complex concepts, principles, theories, issues or problems. principles, theories, issues or problems.

It may or may not be self-directed. And it is It may or may not be self-directed. And it is usually done orally, rather than in written usually done orally, rather than in written form.form.

Teachers, students, or indeed anyone can construct Socratic questions and engage in Socratic dialog.

When we use Socratic questioning in When we use Socratic questioning in teaching, our purpose may be to: teaching, our purpose may be to:

probe student thinkingprobe student thinking determine the extent of students’ determine the extent of students’

knowledge on a given topic, issue or subject knowledge on a given topic, issue or subject model Socratic questioning for them, or model Socratic questioning for them, or help them analyze a concept or line of help them analyze a concept or line of

reasoning. reasoning.   

In the final analysis we want students In the final analysis we want students to learn the to learn the disciplinediscipline of Socratic of Socratic questioning, so that they begin to questioning, so that they begin to use it in reasoning through complex use it in reasoning through complex issues, in understanding and issues, in understanding and assessing the thinking of others, in assessing the thinking of others, in following-out the implications of following-out the implications of what they, and others think.what they, and others think.

Thus, in teaching, our approach should be two-fold:

To deeply probe student thinking, to help To deeply probe student thinking, to help them begin to distinguish what they them begin to distinguish what they know or understand from what they do know or understand from what they do not know or understand.not know or understand.

To foster students’ abilities to question socratically. To foster students’ abilities to question socratically. We want to model We want to model intellectual movesintellectual moves that we that we would want students to emulate and begin to would want students to emulate and begin to use in everyday life. use in everyday life.

Socrates was an early Greek philosopher and teacher (c. 470 – 399 B.C.E.) who believed that the best way to teach and learn was through disciplined, rigorous questioning.

Socrates thought that people learned best, Socrates thought that people learned best, not by being told what to believe or do, but not by being told what to believe or do, but by being guided through questioning by being guided through questioning to to what made most sense to believewhat made most sense to believe or do. or do.

He often used questioning to help people see He often used questioning to help people see either that what they said they believed either that what they said they believed they did not, in fact, believe (because it they did not, in fact, believe (because it didn’t square with their behavior), or that didn’t square with their behavior), or that what they said they believed was what they said they believed was conceptually unsound or illogical. conceptually unsound or illogical.

Socrates was fundamentally Socrates was fundamentally concerned, then, with the concerned, then, with the soundness soundness of reasoningof reasoning, with getting closer and , with getting closer and closer to the truth in any given closer to the truth in any given situation. He was more interested in situation. He was more interested in the process of learningthe process of learning, for him, the , for him, the questioning process, than in questioning process, than in reaching conclusions. reaching conclusions.

He was at home with complexities, confusion, perplexities, and uncertainties. He was known for the clarity of his thought, the sharpness of his mind, the way in which he opened up questions for debate and discussion, and the seemingly tireless source of energy he expended in expanding his mind – and helping others do the same.

In Athens, in 399 B.C.E., Socrates was accused, indicted, and ultimately put to death for two reasons:

1.1.    introducing and believing in gods other introducing and believing in gods other than those sanctioned by the state. than those sanctioned by the state. (Though some accused Socrates of (Though some accused Socrates of atheism, all evidence points in the atheism, all evidence points in the opposite direction, evidenced, in part, by opposite direction, evidenced, in part, by the fact that Socrates believed in life after the fact that Socrates believed in life after death).death).

2.2.      corrupting the young (by fostering their corrupting the young (by fostering their intellectual development, and encouraging intellectual development, and encouraging them to question the status quo).them to question the status quo).

To understand the philosophy of Socrates, it is useful to consider the question:

To what extent was Socrates in fact a threat to the State?

According to the Encyclopedia of Philosophy, p. 482:

““there was reason for fearing Socrates as a there was reason for fearing Socrates as a social force. Where social force. Where arêtearête [excellence, in [excellence, in terms of how to make the best of oneself terms of how to make the best of oneself and live a rational life], education, and state and live a rational life], education, and state were fused in one image, an educator were fused in one image, an educator critical of received assumptions was a critical of received assumptions was a revolutionary.revolutionary.

Socrates not only publicly raised such fundamental questions as ‘What is arête?’ And ‘Who are its teachers?’

But by creating a climate of questioning But by creating a climate of questioning and doubt, he was suspected by and doubt, he was suspected by conservative minds of the dangerous conservative minds of the dangerous game of discomfiting all authority before game of discomfiting all authority before a circle of impressionable youths and a circle of impressionable youths and subtracting from the state the stability of subtracting from the state the stability of tradition.tradition.

It was also apparent that the values by It was also apparent that the values by which Socrates lived, his indifference to which Socrates lived, his indifference to material wealth and prosperity, and his material wealth and prosperity, and his freedom from desire and ambition were freedom from desire and ambition were themselves a living criticism of all themselves a living criticism of all institutions and of politicians who did not institutions and of politicians who did not seem to know what they were doing or seem to know what they were doing or who were compromising their who were compromising their principles.” principles.”

It seems clear that Socrates attempted to It seems clear that Socrates attempted to develop a develop a systematic methodsystematic method of disciplined of disciplined questioning that could be emulated. By questioning that could be emulated. By studying the Socratic dialogues, we can studying the Socratic dialogues, we can explicate the components and processes that explicate the components and processes that Socrates developed and practiced. In fact, if Socrates developed and practiced. In fact, if we are to emulate the intellectual skills and we are to emulate the intellectual skills and dispositions of Socrates, it is important to dispositions of Socrates, it is important to delineate, as clearly and precisely as we can, delineate, as clearly and precisely as we can, the dialectic method he advocated. the dialectic method he advocated.

The Socratic method, as practiced by Socrates, can be outlined as follows:

1.1.    The best way to teach is through The best way to teach is through dialectic reasoning, or a question-and-dialectic reasoning, or a question-and-answer process. This process should be answer process. This process should be the primary teaching method, so that the primary teaching method, so that students practice, for many years, students practice, for many years, pursuing answers to questions in a pursuing answers to questions in a disciplined, methodical way.disciplined, methodical way.

2.2.      Socratic dialogs are usually focused on Socratic dialogs are usually focused on a specific complex concept or question, a specific complex concept or question, and exemplify a disciplined form of and exemplify a disciplined form of conceptual analysis.conceptual analysis.

3.3. The Socratic method involves two primary The Socratic method involves two primary processes - the processes - the destructivedestructive and the and the constructiveconstructive process. process.

In the destructive process, ideas formerly held dear In the destructive process, ideas formerly held dear to the “student” are shown to be illogical or to the “student” are shown to be illogical or otherwise unsound. In other words, the student otherwise unsound. In other words, the student comes to recognize the flawed nature of his comes to recognize the flawed nature of his reasoning. reasoning.

In the constructive process, the “student” is In the constructive process, the “student” is encouraged to replace the flawed thinking with encouraged to replace the flawed thinking with logicallogical or or justifiablejustifiable thinking. thinking.

4. Socrates often attempted to help the “student” 4. Socrates often attempted to help the “student” uncover self-deception in his thinking. This uncover self-deception in his thinking. This provides evidence that Socrates was aware of the provides evidence that Socrates was aware of the self-deceptive nature of human thought.self-deceptive nature of human thought.

5. A primary goal is to formulate principles by which 5. A primary goal is to formulate principles by which to live, principles that emerge out of deep to live, principles that emerge out of deep conceptual understandings.conceptual understandings.

6. The method focuses on deep understanding of 6. The method focuses on deep understanding of concepts through the careful use of analogies concepts through the careful use of analogies intuitive to the answerer.intuitive to the answerer.

What is the relationship between Socratic Questioning and critical thinking?

Critical thinking and Socratic questioning both Critical thinking and Socratic questioning both share a common end. share a common end.

Critical thinking gives one a comprehensive Critical thinking gives one a comprehensive view of how the mind functions (in it’s view of how the mind functions (in it’s pursuit of meaning and truth) and Socratic pursuit of meaning and truth) and Socratic questioning takes advantage of that questioning takes advantage of that overview to frame questions essential to the overview to frame questions essential to the quality of that pursuit. quality of that pursuit.

The goal of critical thinking is to The goal of critical thinking is to establish an additional level of establish an additional level of thinking to our thinking, a powerful thinking to our thinking, a powerful inner voice of reason, to monitor, inner voice of reason, to monitor, assess, and re-constitute--in a more assess, and re-constitute--in a more rational direction--our thinking, rational direction--our thinking, feeling, and action. feeling, and action.

Socratic discussion cultivates that Socratic discussion cultivates that inner voice through an explicit focus inner voice through an explicit focus on systematic, deep, disciplined on systematic, deep, disciplined questioning.questioning.

Thinking is Driven by Questions

Questions define tasks, express problems and Questions define tasks, express problems and delineate issues. Answers on the other hand, delineate issues. Answers on the other hand, often signal a full stop in thought. often signal a full stop in thought.

Only when an answer generates a further Only when an answer generates a further question does thought continue its life as question does thought continue its life as such. such.

This is why it is true that only students who have questions are really thinking and learning.

DeepDeep questions drive our thought underneath the surface questions drive our thought underneath the surface of things, force us to deal with complexity. of things, force us to deal with complexity.

Questions of Questions of purposepurpose force us to define our task. force us to define our task.

Questions of Questions of informationinformation force us to look at our sources of force us to look at our sources of information as well as at the quality of our information. information as well as at the quality of our information.

Questions of Questions of interpretationinterpretation force us to examine how we force us to examine how we are organizing or giving meaning to information. are organizing or giving meaning to information.

Questions of Questions of assumptionassumption force us to force us to examine what we are taking for examine what we are taking for granted. granted.

Questions of Questions of implicationimplication force us to follow force us to follow out where our thinking is going. out where our thinking is going.

Questions of Questions of point of viewpoint of view force us to force us to examine our point of view and to examine our point of view and to consider other relevant points of view. consider other relevant points of view.

Questions of Questions of relevancerelevance force us to force us to discriminate what does and what does not discriminate what does and what does not bear on a question. bear on a question.

Questions of Questions of accuracyaccuracy force us to evaluate and force us to evaluate and test for truth and correctness. test for truth and correctness.

Questions of Questions of precisionprecision force us to give details force us to give details and be specific. and be specific.

Questions of Questions of consistencyconsistency force us to force us to examine our thinking for examine our thinking for contradictions.contradictions.

Questions of Questions of logiclogic force us to consider force us to consider how we are putting the whole of our how we are putting the whole of our thought together, to make sure that thought together, to make sure that it all adds up and makes sense within it all adds up and makes sense within a reasonable system of some kind. a reasonable system of some kind.

Key Questions

How can we bring critical thinking into the How can we bring critical thinking into the foundations of teaching?foundations of teaching?

How can we bring critical thinking into How can we bring critical thinking into everything we do in the classroom everything we do in the classroom efficiently and effectively so that critical efficiently and effectively so that critical thinking becomes an integral part of what thinking becomes an integral part of what we do rather than something we add to all we do rather than something we add to all the other stuff we already think we have to the other stuff we already think we have to do?do?

Questions Leading to More Questions Why should we bring critical thinking into Why should we bring critical thinking into

instruction? What does it add to schooling?instruction? What does it add to schooling? What is the relationship between critical What is the relationship between critical

thinking and education?thinking and education? What does it mean to be an educated What does it mean to be an educated

person?person?

Questions Leading to Still More Questions What intellectual skills should students What intellectual skills should students

learn in school?learn in school? How can we teach those skills?How can we teach those skills? What do I need to know, as a teacher, to What do I need to know, as a teacher, to

foster the development of critical thinking foster the development of critical thinking in my students?in my students?

And Still More Questions…

How can I approach my students as thinkers How can I approach my students as thinkers thinking their way through content?thinking their way through content?

How can I approach students as thinkers so How can I approach students as thinkers so that learn to actively construct ideas in their that learn to actively construct ideas in their thinking?thinking?

Think About Your Questions

Make a list of the questions that are Make a list of the questions that are currently guiding your teaching.currently guiding your teaching.

Then share your list with a partner, and Then share your list with a partner, and discuss how these questions are guiding discuss how these questions are guiding your thinking. To what extent are your your thinking. To what extent are your questions guiding you to foster disciplined questions guiding you to foster disciplined thinking in students? To what extent are thinking in students? To what extent are your questions helping to transform your your questions helping to transform your students’ thinking? students’ thinking?

What is Your Philosophy of Education?

B Questions CB Questions CA observesA observes

C Questions AC Questions AB observesB observes

A Questions BA Questions BC observesC observes

Contrasting 4 concepts:

In groups of four, discuss:In groups of four, discuss: educationeducation trainingtraining indoctrinationindoctrination socializationsocialization

focusing on the primary focusing on the primary differencesdifferences between between these concepts.these concepts.

What is Education?

Make a list of the questions you can ask to Make a list of the questions you can ask to explore the question:explore the question:

What is education?What is education?

Contrast education with indoctrination, Contrast education with indoctrination, training, and socialization as you formulate training, and socialization as you formulate your questions.your questions.

Passing the Socratic baton

Person A questions the other three, focusing Person A questions the other three, focusing on the primary question:on the primary question:

What is education, in contrast to What is education, in contrast to indoctrination, training, socialization?indoctrination, training, socialization?

Each person asks three questions, then the Each person asks three questions, then the person to the right asks three questions, etc., person to the right asks three questions, etc., going deeper and deeper into the primary going deeper and deeper into the primary question.question.

What is Critical Thinking?

B Questions CB Questions CA observesA observes

C Questions AC Questions AB observesB observes

A Questions BA Questions BC observesC observes

Focusing on Democracy

Discuss with a partner your understanding of Discuss with a partner your understanding of the concept of democracy. See if you can the concept of democracy. See if you can agree upon the definition. Write out your agree upon the definition. Write out your definition together.definition together.

Write Your Understanding of a Primary Concept: Democracy

Now following the clarification strategy, write Now following the clarification strategy, write your understanding of democracy.your understanding of democracy.

Write the dictionary definition before writing Write the dictionary definition before writing your understanding of it.your understanding of it.

State, elaborate, exemplifyState, elaborate, exemplify

Democracy

The dictionary definition of democracy is…The dictionary definition of democracy is… In my own words, I would define In my own words, I would define

democracy in the following way…democracy in the following way… In other words,…In other words,… For example…For example…

Definitions of Democracy

Webster’s New WorldWebster’s New World Dictionary: Dictionary: Government in which the people hold the ruling Government in which the people hold the ruling

power either directly or through a elected power either directly or through a elected representatives.representatives.

The principle of equality of rights, opportunity, The principle of equality of rights, opportunity, and treatment or the practice of this principle.and treatment or the practice of this principle.

The common people, especially as the wielders of The common people, especially as the wielders of political power. political power.

Scholastic Children’s Dictionary

A way of governing a country in which the A way of governing a country in which the people choose their leaders in elections.people choose their leaders in elections.

A Country that has an elected government.A Country that has an elected government.

Thorndike-Barnhart Junior Dictionary Government that is run by the people who Government that is run by the people who

live under it. In a democracy, the people live under it. In a democracy, the people rule, either directly through meetings that rule, either directly through meetings that all may attend, or indirectly, through the all may attend, or indirectly, through the election of representatives…election of representatives…

Treatment of other people as your equals.Treatment of other people as your equals.

Democracy

The dictionary definition of democracy is…The dictionary definition of democracy is… In my own words, I would define In my own words, I would define

democracy in the following way…democracy in the following way… In other words,…In other words,… For example…For example…

Questions that guide our thinking about Democracy

Working with a partner, make a list of Working with a partner, make a list of questions you might use in helping students questions you might use in helping students come to understand the concept of come to understand the concept of democracy.democracy.

Questions about Democracy

Does a democracy depend upon the education of the Does a democracy depend upon the education of the people?people?

How well can a democracy work if the people within the How well can a democracy work if the people within the democracy are uneducated or undereducated?democracy are uneducated or undereducated?

To what extent do we have a democracy versus a To what extent do we have a democracy versus a plutocracy in this country?plutocracy in this country?

To what extent are teachers responsible for teaching To what extent are teachers responsible for teaching students to think through important ideas like students to think through important ideas like “democracy?”“democracy?”

Using your list of questions focused on “democracy” In groups of 4In groups of 4 C questions A and B, D observes.C questions A and B, D observes. A questions C and D, B observes.A questions C and D, B observes. B questions C and B, A observes.B questions C and B, A observes. D questions B and A, C observesD questions B and A, C observes

Write Your Understanding of an Important Concept You teach

Now following the clarification pattern, write Now following the clarification pattern, write your understanding of one of the important your understanding of one of the important concepts you teach.concepts you teach.

State your understanding.State your understanding.

Elaborate your understanding.Elaborate your understanding.

Exemplify the concept in a real life situation.Exemplify the concept in a real life situation.

Questions that open up a significant concept

Make a list of questions you might use in Make a list of questions you might use in helping students come to understand the helping students come to understand the concept you have elaborated.concept you have elaborated.

Focusing on your important concept, lead a Socratic dialog: B Questions CB Questions C

A observesA observes C Questions AC Questions A

B observesB observes A Questions BA Questions B

C observesC observes

What is democracy? What is the essence of democracy? What is the purpose of democracy?

B Questions CB Questions CA observesA observes

C Questions AC Questions AB observesB observes

A Questions BA Questions BC observesC observes

Elementsof

Thought

Purpose of the ThinkingGoal, objective

Points of ViewFrame of Reference

PerspectiveOrientation

Questions at IssueProblem

Implications &Consequences

InformationData, observations, facts, experiences

AssumptionsPresuppositions, taking for granted

ConceptsTheories, laws, models, defini-tions, principles

Interpretation & InferenceConclusions, solutions

A CRITICAL THINKER Considers the Elements of Thought

Elements wheel

Understanding Key Concepts Through Questions

To understand any concept well you must understand To understand any concept well you must understand its opposite. Take, for example, the concept of its opposite. Take, for example, the concept of cooperation. To understand when we cooperation. To understand when we should notshould not cooperate is as important as understanding when we cooperate is as important as understanding when we shouldshould cooperate, if we are to grasp the conceptual cooperate, if we are to grasp the conceptual meaning of “cooperation.” Yet too often children meaning of “cooperation.” Yet too often children are simply told to cooperate, as if cooperation were are simply told to cooperate, as if cooperation were always desirable. Through a Socratic dialog, we always desirable. Through a Socratic dialog, we can help students begin to think critically about this can help students begin to think critically about this concept.concept.

Your Socratic dialogue might look something like this:

What does it mean to cooperate?What does it mean to cooperate? Can you think of a time when you cooperated? Can you think of a time when you cooperated?

Explain.Explain. Can any one else think of a time when you Can any one else think of a time when you

cooperated?cooperated? Should you cooperate with your parents? If so, why? Should you cooperate with your parents? If so, why? Should you cooperate with your teachers? If so, why?Should you cooperate with your teachers? If so, why? Should you cooperate with your friends? If so, why?Should you cooperate with your friends? If so, why?

Should you always cooperate?Should you always cooperate? When should you?When should you? When should you not?When should you not? When people want you to go along with When people want you to go along with

something that you think is wrong, should something that you think is wrong, should you cooperate? What if people call you you cooperate? What if people call you names if you refuse to cooperate, should you names if you refuse to cooperate, should you cooperate then?cooperate then?

What would the world be like if no one ever What would the world be like if no one ever cooperated with each other?cooperated with each other?

What would it be like if everyone always What would it be like if everyone always cooperated?cooperated?

Or you might focus on a concept like “language:” What is language?What is language? Can people communicate with each other when Can people communicate with each other when

they don’t understand each other’s language?they don’t understand each other’s language? What is the purpose of language?What is the purpose of language? What are words?What are words? Can we use our words to hurt people? To help Can we use our words to hurt people? To help

people?people? What would it be like if we didn’t have words?What would it be like if we didn’t have words? Would life have meaning without words?Would life have meaning without words?

Focusing on the concept of “friend:” What does it mean to be a friend?What does it mean to be a friend? How do you know when someone is your friend?How do you know when someone is your friend? Can someone be nice to you and not be your friend?Can someone be nice to you and not be your friend? Can someone tell you things you might not want to Can someone tell you things you might not want to

hear and still be your friend?hear and still be your friend? Is it possible for someone to not play with you and still Is it possible for someone to not play with you and still

be your friend?be your friend? What is the difference between a friend and a What is the difference between a friend and a

classmate?classmate? Can your parent be your friend?Can your parent be your friend?

Is it important to have friends?Is it important to have friends? If someone is not your friend, how should If someone is not your friend, how should

you treat her/him?you treat her/him? Is it possible to be friendless?Is it possible to be friendless? How would you feel if you were friendless?How would you feel if you were friendless? Have you ever refused to be someone’s Have you ever refused to be someone’s

friend when s/he wanted you to be? friend when s/he wanted you to be? What is the difference between a friend and What is the difference between a friend and

an enemy?an enemy? Is it possible for someone to try to injure Is it possible for someone to try to injure

you and still be your friend?you and still be your friend?

Focusing on the concept of “science:” What are the kinds of things that scientists What are the kinds of things that scientists

do?do? Why is science important?Why is science important? What are some of the most basic What are some of the most basic

assumptions scientists ask?assumptions scientists ask? What have we figured out using science?What have we figured out using science? What are some things we should be able to What are some things we should be able to

figure out using science?figure out using science?

How is science different from other fields of How is science different from other fields of study?study?

What are some of the branches of science?What are some of the branches of science? How would our lives be different if we How would our lives be different if we

didn’t have science, or if no one thought didn’t have science, or if no one thought scientifically?scientifically?

What are some of the limitations of science?What are some of the limitations of science? Can science solve all our problems?Can science solve all our problems?

Webster’s New World Dictionary

train:

to form by instruction, discipline, or to form by instruction, discipline, or drill, to teach so as to make fit, drill, to teach so as to make fit, qualified, or proficient. qualified, or proficient.

Training School:Training School: a school a school preparing students for a particular preparing students for a particular occupation.occupation.

Indoctrinate:to imbue with a (usually) partisan or sectarian to imbue with a (usually) partisan or sectarian

opinion, point of view, or principle.opinion, point of view, or principle. partisan:partisan: a firm adherent to a party, a firm adherent to a party, faction, cause or person, especially one faction, cause or person, especially one exhibiting blind, prejudiced and unreasoning exhibiting blind, prejudiced and unreasoning allegiance. allegiance. sectarian (1): sectarian (1): of, relating to or of, relating to or characteristic of a sect, or sectarian, limited characteristic of a sect, or sectarian, limited in character or scope. in character or scope. sectarian (2):sectarian (2): a a narrow or bigoted person.narrow or bigoted person. sect: sect: a dissenting a dissenting religious body, especially one regarded as religious body, especially one regarded as extreme or heretical, a religious extreme or heretical, a religious denomination, a group adhering to a denomination, a group adhering to a distinctive doctrine or to a leaderdistinctive doctrine or to a leader

socialize:

to adapt to social needs or uses, to fit or to adapt to social needs or uses, to fit or train for a social environment.train for a social environment. social: social: of or relating to human society, the of or relating to human society, the interaction of the individual and the interaction of the individual and the group, or the welfare of human beings group, or the welfare of human beings as members of society. as members of society. society: society: an an enduring and cooperating social group enduring and cooperating social group whose members have developed whose members have developed organized patterns of relationships organized patterns of relationships through interaction with one another.through interaction with one another.

educate:

to develop mentally, morally, or to develop mentally, morally, or aesthetically especially by aesthetically especially by instruction.instruction. mental: mental: of or relating of or relating to the total emotional and to the total emotional and intellectual response of an intellectual response of an individual to his environment. individual to his environment. moral: moral: of or relating to principles of or relating to principles of right and wrong in behavior. of right and wrong in behavior. aesthetics:aesthetics: a branch of philosophy a branch of philosophy dealing with the nature of beauty, dealing with the nature of beauty, art and taste.art and taste.

Focusing on a key concept

Explain in writing one powerful concept you Explain in writing one powerful concept you teach.teach.

State, elaborate, exemplifyState, elaborate, exemplify

Then make a list of questions you can ask in a Then make a list of questions you can ask in a Socratic dialogue to help students Socratic dialogue to help students understand the concept and begin to understand the concept and begin to construct it in their thinking.construct it in their thinking.

Focusing on a key concept in your course

C Questions AC Questions AB observesB observes

A Questions BA Questions BC observesC observes