Socratic+Seminar

= **Instructions for a Socratic Seminar ** =

Socrates, a Classical Greek philosopher, was convinced that the surest way to attain reliable knowledge was through the practice of disciplined conversation. He called this method dialectic, meaning the art or practice of examining opinions or ideas logically, often by the method of question and answer, so as to determine their validity. The Socratic method of teaching is based on Socrates' theory that it is more important to enable students to think for themselves than to merely fill their heads with "right" answers. A Socratic Seminar is a method to try to understand information by creating a dialectic dialog in class in regards to a specific issue, theme or time period. In a Socratic Seminar, participants seek deeper understanding of complex ideas in the text through rigorously thoughtful dialogue. This process encourages divergent thinking rather than convergent. Students are given opportunities to "examine" an issue, theme or time period. After researching the concept, students prepare questions - close-ended, open-ended, global pattern, or societal comparison questions. Such questions allow students to think critically, analyze multiple meanings, and express ideas with clarity and confidence. After all, a certain degree of emotional safety is felt by participants when they understand that this format is based on dialogue and not on discussion/debate. Dialogue is exploratory and involves the suspension of biases and prejudices. Discussion/debate is a transfer of information designed to win an argument and bring closure. Americans are great at discussion/debate. We do not dialogue well. However, once teachers and students learn to dialogue, they find that the ability to ask meaningful questions that stimulate thoughtful interchanges of ideas is more important than "the answer." Participants in a Socratic Seminar respond to one another with respect by carefully listening instead of interrupting. Students are encouraged to "paraphrase" essential elements of another's ideas before responding, either in support of or in disagreement. Members of the dialogue look each other in the "eyes" and use each other's names. This simple act of socialization reinforces appropriate behaviors and promotes team building.

Dialogue and Debate-- What is the Difference?
> Debate is oppositional: two opposing sides try to prove each other wrong. > In debate, one listens to find flaws, to spot differences, and to counter arguments. > Debate defends assumptions as truth. > Debate creates a close-minded attitude, a determination to be right. > In debate, one submits one's best thinking and defends it against challenge to show that it is right. > Debate calls for investing wholeheartedly in one's beliefs. > In debate, one searches for weaknesses in the other position. > Debate rebuts contrary positions and may belittle or deprecate other participants. > Debate assumes a single right answer that somebody already has. > Debate demands a conclusion.
 * Dialogue is collaborative: multiple sides work toward shared understanding.
 * In dialogue, one listens to understand, to make meaning, and to find common ground.
 * Dialogue enlarges and possibly changes a participant's point of view.
 * Dialogue creates an open-minded attitude: an openness to being wrong and an openness to change.
 * In dialogue, one submits one's best thinking, expecting that other people's reflections will help improve it rather than threaten it.
 * Dialogue calls for temporarily suspending one's beliefs.
 * In dialogue, one searches for strengths in all positions.
 * Dialogue respects all the other participants and seeks not to alienate or offend.
 * Dialogue assumes that many people have pieces of answers and that cooperation can lead to a greater understanding.
 * Dialogue remains open-ended.

Dialogue is characterized by:

 * suspending judgment
 * examining our own work without defensiveness
 * exposing our reasoning and looking for limits to it
 * communicating our underlying assumptions
 * exploring viewpoints more broadly and deeply
 * being open to disconfirming data
 * approaching someone who sees a problem differently not as an adversary, but as a colleague in common pursuit of better solution.

Participant Preparations — What do we all do //before// we come to a Socratic Seminar?

 * Research the topic thoroughly
 * Write notes on key points and interesting facts
 * Notate or highlight any Internet printouts
 * Brainstorm themes relevant to the topic.
 * Brainstorm connections among facts and details
 * Create questions.

PRE-SOCRATIC SEMINAR QUESTION-WRITING
Before you come to a Socratic Seminar class, please research the assigned topic and write at least three questions. Your questions should include no more than one from each of the categories (question types) described below. Note that all of the examples which follow are based on //The Declaration of Independence//. > Write a question about the topic that will help everyone in the class come to an agreement about details concerning the topic. This question usually has a "correct" answer. > Example: What were some of the justifications for revolution stated in the //Declaration of Independence// ? > Write an insightful question about the topic that will require proof, insights, and group discussion to discover or explore the answer to the question. > Example: Why does the Continental Congress feel the need for a //Declaration of Independence// since it will not convince George III to change his attitude toward the colonies? > Write a question connecting the topic to global patterns and processes, especially as they develop over time, OR as local developments relate to global ones. > Example: How has the concept of equality and liberty changed over time? Write a question comparing the topic either within or among societies. >> Example: How did other English colonists (either in the 13 colonies or in other areas) view the questions of representation and loyalty to the crown? >> Example: How did other imperial powers perceive the Enlightenment ideals of natural rights? //You may notice that these last two questions// correspond to the WHAP Habits of Mind.
 * ====CLOSE-ENDED QUESTION:====
 * ====OPEN-ENDED QUESTION:====
 * ====GLOBAL CONNECTION QUESTION:====
 * ====SOCIETAL COMPARISON QUESTION:====

Guidelines for Participants in a Socratic Seminar

 * 1) You may refer to your notes and reference material when needed during the discussion. However, do not **begin** reading your reference material at the seminar. While a seminar is not a test of memory, it is expected that you will be familiar with the topic you have researched. You are not "learning a subject"; your goal is to understand the ideas, issues, and values that are at issue. Some seminars will be on topics researched by your study groups. It is imperative that you receive the information significantly before the seminar to allow you to be familiar with it. The majority of a seminar should deal with the larger issues rather than the details that individual study group members researched. RESEARCHING A TOPIC IN STUDY GROUPS IS NOT AN EXCUSE FOR LACK OF PREPARATION.
 * 2) It's OK to "pass" when asked to contribute. (Just not all the time)
 * 3) Do not participate if you are not prepared. A seminar should not be a bull session.
 * 4) Do not stay confused; ask for clarification.
 * 5) Stick to the point currently under discussion; make notes about ideas you want to come back to.
 * 6) Don't raise hands; take turns speaking.
 * 7) Listen carefully.
 * 8) Speak up so that all can hear you.
 * 9) Talk to each other, not just to the leader or teacher.
 * 10) Discuss ideas rather than each other's opinions.
 * 11) You are responsible for the seminar, even if you don't know it or admit it.
 * 12) Sleeping, clowning around, or reading newspapers is never appropriate behavior during a seminar. Such behavior will earn you a "0".

Expectations of Participants in a Socratic Seminar
> **//When I am evaluating your Socratic Seminar participation, I ask the following questions about participants. Did they….//**
 * Speak loudly and clearly?
 * Cite reasons and evidence for their statements?
 * Use the text to find support?
 * Listen to others respectfully?
 * Stick with the subject?
 * Talk to each other, not just to the leader?
 * Paraphrase accurately?
 * Ask for help to clear up confusion?
 * Support each other?
 * Avoid hostile exchanges?
 * Question others in a civil manner?
 * Seem prepared?