“The unexamined life is not worth living” -Socrates Socratic Seminar “The unexamined life is not worth living” -Socrates

Background Socrates believed that it was important for students to think for themselves. A Socratic Seminar allows participants to seek deeper understanding of complex ideas via dialogue. Active learning is fostered as participants evaluate ideas, issues, and values in a particular text.

Dialogue vs. Debate Dialogue is … Debate is … Collaborative About understanding Listening for deeper meaning Re-evaluating assumptions Keeping an open mind Exploring different possibilities Open-ended Debate is … Oppositional About proving others wrong Listening for flaws Defending assumptions Close-minded Having one right answer Demands a conclusion

The Text Find a passage or an article from literature, history, science, math, health, philosophy, art, music…or any text that can stimulate extended, thoughtful dialogue The text should raise important questions, in which there are no right or wrong answers. A successful seminar will have the participants leave with more questions than they brought with them.

Questions A good opening question leads the participants back to the text as they speculate, evaluate, define, and clarify the issues involved. Responses should generate new questions and new responses.

Developing Questions Be sure that your questions are void of judgment and derived from text Avoid asking yes/no questions Ask hypothetical and complex questions Ask questions to which there are no right/wrong answers Continue to ask “why” or to probe the responses of the participants with further questioning

Role of the Participants Before the Seminar Read the text carefully and for understanding Mark crucial text and make notes Make connections between text Think about what you have read and how you understand it Make connections between the ideas in the text and what you know in your life and the lives of others.

Role of the Participants During the Seminar Be prepared to participate Refer to the text often and when needed Ask good questions and ask for clarification when confused Take turns speaking instead of raising hands Discuss the ideas of the text, not each other’s opinions Show respect for differing ideas, thoughts, and values Keep your mind open to new ideas and possibilities

Role of the Participants After the Seminar Be reflective about the process Use writing to think about both the process and the content of the seminar Reflect on both yourself as an individual and the group as a whole Be prepared to help set goals for improvement in the next seminar

Conducting the Seminar Socratic Seminars can usually remain effective with up to 20 participants. If larger, you may want to use the Inner Circle/Outer Circle method: Students in inner circle participate Students in outer circle observe and take notes Inclusion of “Hot Seat”

Debriefing If students were in an outer circle, have them share observations first Discuss as a class which parts of the process were successful and which parts still need improvement Consider using feedback forms/rubrics