What is a socratic questioning?

Socratic questioning is a process where questions are used to construct and explore knowledge; It is named after an ancient Greek philosopher Socrates, who lived around 400 BC. It is considered to be an essential part of the Critical Thinking process and has educational and therapeutic applications. Socratic questioning helps students interact and think about knowledge, which is more of their own than simply accepting and absorbing. Specific types of questions are designed to provoke information from students and manage active examination and expanding knowledge. Types of questions include clarification of the problem, as well as the assumptions of probing, reasons, evidence and consideration of consequences and consequences.

The art of Scalful questioning is designed to make a student an active participant rather than a passive recipient. It supports critical thinking and has many applications in education across several discipline science, literature, history and psychology. Through carefully created questions, students are capable ofcommunicate with knowledge and teacher, thus thinking about the subject at hand from all angles in finding a greater understanding. It is also used by specialists in mental health as a technique of cognitive behavioral therapy. The therapeutically applied questioning can help patients learn more about themselves, including their motivation and actions, as well as exploring ways to adjust behavior in order to improve functioning.

There are several different types of queries in the process of socratic questioning. The first type is to clarify the question that promotes a deeper exploration of what is exactly considered; These questions may apply for reworking known information or examples. Another type of query is designed to prob and out -of -half prerequisites and beliefs. These questions support the consideration of information that is expected to be true and examine whether this assumption is correct.

another type of socraticQuesting probes probe and evidence. These questions are examining the reasons for finding information and also consider evidence that supports and help to prove that they are discussed. The questions that look at the perspective or the student's view are also useful and can be used to show that there is more than one way to look at a problem that can be equally valid. The argument used during a discussion with logical predictable consequences or consequences may be another way for questioning, including examining the suitability of a likely result. Finally, questioning often ends reflective questions to see if the desired goal has been met and whether the answer is satisfactory or raises even more questions.