Socratic questioning helps students to think critically by focusing explicitly on the process of thinking. During disciplined, carefully structured questioning, students must slow down and examine their own thinking processes (i.e., reflective thinking).

• Treat all thoughts as in need of development.
• Respond to all answers with a further question that calls upon the respondent to develop his thinking in a fuller and deeper way.
• Treat all assertions as a connecting point to further thoughts.
• Recognize that any thought can only exist fully in a network of connected thoughts. Stimulate students by your questions to pursue these connections.
• Seek to understand—where possible—the ultimate foundations for what is said or believed. Recognize that all questions presuppose prior questions and all thinking presupposes prior thinking. When raising questions, be open to questions they presuppose.

What are its benefits?

• Model scientific practices of inquiry
• Support active, student-centered learning
• Facilitate inquiry-based learning
• Help students to construct knowledge
• Help students to develop problem-solving skills
• Improve long-term retention of knowledge

Source: Richard Paul & Linda Elder, “The Art of Socratic Questioning,” Critical Thinking, Fall 95.