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    Taxonomy of Socratic Questioning

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    This document outlines different types of Socratic questioning techniques that can be used to probe reasoning and assumptions. It lists examples of questions that can be used for clarification, to probe assumptions, to probe reasons and evidence, about different viewpoints or perspectives, implications and consequences, and questions about the original question being discussed. The goal of these questioning techniques is to help students think more critically and deeply about issues, arguments, and perspectives.

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    Taxonomy of Socratic Questioning

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    192 views2 pages
    This document outlines different types of Socratic questioning techniques that can be used to probe reasoning and assumptions. It lists examples of questions that can be used for clarification, to probe assumptions, to probe reasons and evidence, about different viewpoints or perspectives, implications and consequences, and questions about the original question being discussed. The goal of these questioning techniques is to help students think more critically and deeply about issues, arguments, and perspectives.

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    taxonomy of socratic questioning

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    This document outlines different types of Socratic questioning techniques that can be used to probe reasoning and assumptions. It lists examples of questions that can be used for clarification, to probe assumptions, to probe reasons and evidence, about different viewpoints or perspectives, implications and consequences, and questions about the original question being discussed. The goal of these questioning techniques is to help students think more critically and deeply about issues, arguments, and perspectives.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    192 views2 pages

    Taxonomy of Socratic Questioning

    Uploaded by

    api-313303035
    This document outlines different types of Socratic questioning techniques that can be used to probe reasoning and assumptions. It lists examples of questions that can be used for clarification, to probe assumptions, to probe reasons and evidence, about different viewpoints or perspectives, implications and consequences, and questions about the original question being discussed. The goal of these questioning techniques is to help students think more critically and deeply about issues, arguments, and perspectives.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
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    TaxonomyofSocraticQuestioning

    Paul, Richard, Critical Thinking: How to Prepare Students for a Rapidly Changing World, 1993.
    Questions that Probe Reasons and Evidence

    Questions of Clarification
    What do you mean by ____?
    What is your main point?
    How does _____ relate to _____?
    Could you put that another way?
    Is your basic point _____ or _____?
    What do you think is the main issue
    here?
    Let me see if I understand you; do
    you mean _____ or _____?
    How does this relate to our
    problem/discussion/issue?
    What do you, Mike, mean by this
    remark? What do you take Mike to
    mean by his remark?
    Jane, can you summarize in your
    own words what Richard said? . . .
    Richard, is this what you meant?
    Could you give me an example?
    Would this be an example, . . .?
    Could you explain this further?
    Would you say more about that?
    Why do you say that?

    Questions that Probe Assumptions


    What are you assuming?
    What is Jenny assuming?
    What could we assume instead?
    You seem to be assuming _____. Do I
    understand you correctly?
    All of your reasoning depends on the
    idea that _____. Why have you based
    your reasoning on _____ instead of
    _____?
    You seem to be assuming _____. How
    do you justify taking that for granted?
    Is that always the case? Why do you
    think the assumption holds here?
    Why would someone make that
    assumption?

    Questions that Probe Reasons and


    Evidence
    What would be an example?
    How do you know?
    Why do you think that is true?
    Do you have any evidence for that?
    What difference does that make?
    What are your reasons for saying that?
    What other information do you need?
    Could you explain your reasons to us?
    Are these reasons adequate?
    Why do you say that?
    What led you to that belief?
    How does that apply to this case?
    What would change your mind?
    But, is that good evidence for that
    belief?
    Is there a reason to doubt that
    evidence?
    Who is in a position to know that is
    true?
    What would you say to someone who
    said that ____?
    Can someone else give evidence to
    support that view?
    By what reasoning did you come to
    that conclusion?
    How could we find out if that is true?

    Questions about Viewpoints or


    Perspectives
    The term "imply" will require
    clarification when used with
    younger students.
    What are you implying by that?
    When you say _____, are you
    implying _____?
    But, if that happened, what else
    would happen as a result? Why?
    What effect would that have?
    Would that necessarily happen or
    only possibly/probably happen?
    What is an alternative?
    If _____ and _____ are the case,
    then what might also be true?
    If we say that ____ is ethical, how
    about _____?

    Questions that Probe Implications


    and Consequences
    How can we find out?
    What does this question assume?
    Would _____ ask this question
    differently?
    How could someone settle this
    question?
    Can we break this question down at all?
    Is this question clear? Do we
    understand it?
    Is this question easy or hard to answer?
    Why?
    Does this question ask us to evaluate
    something? What?
    Do we all agree that this is the
    question?
    To answer this question, what other
    questions must we answer first?
    I'm not sure I understand how you are
    interpreting this question. Is this the
    same as _____?
    How would _____ state the issue?
    Why is this issue important?
    Is this the most important question, or is
    there an underlying question that is
    really the issue?

    WebMaintainer:edwebmaster@fnal.gov
    Lastupdated:September10,1999
    http://wwwed.fnal.gov/trc/tutorial/taxonomy.html

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