Introduction: The major aim of this paper is to introduce the notion of Socratic questioning method

86 Pages·2017·1.07 MB·English

The Role of Socratic Questioning in Promoting
Students’ Critical Thinking in EFL Classrooms at the
University of Basra: A Qualitative-based Study
Introduction:
The major aim of this paper is to introduce the notion of
Socratic questioning method (henceforth SQ) and its
value in teaching, learning and thinking. It also
investigates the effects of utilizing SQ to enhance
students’ critical thinking (CT) skills in reading and
rhetoric discussions at the Department of English – the
University of Basra (BU)/Iraq. This empirical research
examines two discrete, substantial areas: (1) the
efficacy of integrating SQ into curriculum in the English
program at BU, with continuous teaching and modelling
of SQ, and (2) the possibility that students’ critical
thinking skills are developed will be investigated. The
overall research results indicate (1) the constant
D.Muhammad Qassim Almaliki
curriculum-based teaching and modelling of SQ Faculty of Arts
Basra University (BU)
method –based on Paul and Elder’s questioning
taxonomy – brings about a notable change in the
students’ analytic and evaluative abilities. As research
results indicate, promoting students’ critical thinking
skills requires critical questioning; and such (2)
Modelling can be
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The epistemological foundation that a powerful tool in the cultivation of
guides the current research project teaching, learning and thought.
entails a constructivist inquiry, which Accessibility of Primary Data: All
is based on the fact that knowledge primary data will be made available
is not given or transferred from one for further examination or research
to another. Rather, knowledge is the upon request.
individual's unique construct within a
1.Introduction: Premises
certain social milieu. According to
Larochelle, Bednarz and Garrison, “Stop searching. Start questioning”
knowledge "cannot be transmitted, it
Geert Lovink (qtd. in Schlesinger,
cannot be neutral either” (1998: 8).
2009: 11)
Instead, learners formulate their own
realities, understanding and One substantial premise is that
knowledge about the world by educators who are concerned with
means of negotiating the stated the development of the students’
beliefs, reflecting on their own minds should emphasize the role of
experiences and ideas. questioning in teaching and learning,
Widely cited research in education because it is only through questions
indicates that the ultimate aim of that we understand “the world…the
education and more specifically in subject matter… academic
higher education is to educate disciplines”, and we “express our
students for “reasonableness” which intellectual goals and purposes…
is “the most important characteristic think superficially or deeply” (Paul
of the educated person” (Lipman, and Elder, 2007: 60).
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The Role of Socratic Questioning in Promoting Students’ Critical Thinking in EFL Classroomsat the University of Basra
questions, in this sense, define 1987: 153), or as Paul stipulates, an
“tasks, express problems, and education that promotes inquiry-
delineate issues” (Paul and Elder, seeking minds (Paul, 1986). In this
2007: 62). Paul and Elder also context, reasonableness is viewed as
reason that answers, on the “rationality tempered with judgement”
contrary, mark “a full stop in thought. (Lipman, 2003: 11). So we are left
Only when an answer generates a with the following question: “Can we
further question does thought educate with reasonableness without
continue” (ibid). It has been argued educating for thinking?” (ibid: 12). In
that educating for inquiry/questioning this sense, the educational
seeking-minds is conducive to institutions should transfer
teaching, learning and thinking. classrooms into an “association of
Overholser (1992) affirms that thinking” or into a “community of
Socratic method can be used as a inquiry” (Lipman, 1987: 153),
powerful tool for active learning in through which reflection and social
classrooms in which students learn negotiation are induced. It has been
to ‘evaluate information’ and asserted that most instructors
develop ‘sophisticated approaches’ depend heavily on course “coverage”
to resolve problems (18). In terms of over “engaged thinking” simply
teaching, Paul acknowledges that the because they think that answers are
Socratic questioning method is “the taught separately from questions
only defensible form of teaching”; “it (Elder and Paul, 1998: 297; Paul
teaches us the difference between and Elder, 2007: 62). Paul and
systematic and Elder assert: “thinking is not driven
fragmented thinking… to dig by answers but by questions” as
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education seems to have been beneath the surface of our ideas…
“obsessed with answers – both [and] the value of developing
correct an incorrect” more than questioning minds in cultivating deep
questions (Copeland, 2005: 7; learning” (ibid: 2). Given all these
Overholser, 1992). Teachers, most above-mentioned postulations, Paul
of the time, ask questions in a hope and Elder believe: “a mind with no
to reach answers, which is thought questions is a mind that is not
to be the final destination of thought intellectually alive. No questions
and learning, “a kind of educational (asked) equals no understanding
checklist where either “yes,” this (achieved)…. If your mind is not
learning has occurred, or, “no,” this actively generating questions, a
learning has not occurred” (ibid). [mind] is not engaged in substantive
Iraqi higher education is mainly learning.” (2010b: 3). So cultivating
concerned with feeding students with for a critically educated mind
endless content to rote-memorize, requires a critical questioning
with pre-digested (right) answers to technique that could substantially
questions. This passive learning of promote higher order thinking skills.
content does not emphasize 2. Background to the research
“analysis, synthesis or other forms of Problem Many students enter in
knowledge application” (Alwan, higher education without their ability
2004: 40). Alwan, Faour Muasher, to think for themselves, to use
and Jager point out that teaching in questioning as a powerful tool for
Iraq continues to foster rote learning; they simply rely on their
memorization and recall of teachers to think for them. Modern
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The Role of Socratic Questioning in Promoting Students’ Critical Thinking in EFL Classroomsat the University of Basra
change their educational practices, knowledge, which does not enhance
stands as the most constraining critical thinking abilities, questioning,
factor. Costenson and Lawson and independence of thought
remark that there are countless (Alwan, 2004: 41; Faour and
reasons that hinder the use of Muasher 2011: 5; Jager, 2012:
inquiry in classrooms, among which 1374). Al-Juboury attributes this
are: students are too immature to passivity of learning to major factors,
learn enough, discomfort, class time among which are the following: (1)
and energy, units coverage not the students’ attitude is that their
quality is what concerns the teachers are the ultimate source of
administrative policy, and the knowledge in the classroom, (2) the
teaching habits are outdated (1986: instructional design is teacher-
151). centered, focusing on teaching (not
Moreover, the reasons might be that: on learning) at all levels, with the
(1) the existent curricula are highly students mere passive attendees, (3)
centralized, politicized, and lack the students are less motivated to
emphasis on questioning, reflective learn how to think, and (4) the
classes, reasoning, analysis, precarious situation in Iraq has
synthesis evaluation and application significantly affected the students’
(Alwan, 2004; Harb, 2008). (2) even classroom participation and thus,
more experienced teachers are hindered their capabilities for
unwilling to change their traditional effective thinking and active learning
(didactic) teaching to teaching that (2008: 301-302). Moreover, an
stimulate thought. (3) Iraqi (college) existing institutional problem, namely
instructors of English are not the faculties’ unwillingness to
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3.Research Questions The main concerned with the students’
guiding research question is: Will analytical and evaluative abilities,
students of English at BU improve assuming that these skills will
their learning and critical thinking improve over the course of time.
skills after participating in the Instead, teachers concentrate heavily
Socratic Method of inquiry; a six- on the course content coverage and
month intervention conducted by the course items, which do not require
researcher/instructor using a series any thinking abilities (ibid).
of modelled and structured Unfortunately, this coverage of “large
discussions in academic reading and chunks of content” will send into the
rhetoric? community students with no
4. Literature Review intellectual virtues (Paul, 1995: 256).
4.1. Socratic questioning method There is the fear that, if the
and higher order thinking skills educational goals are not set up
4.1.1.Socrates and the questioning clearly, consumerism within
method education will increasingly have a
A broad swathe of philosophers and series of negative effects upon
thinkers, such as Socrates, Francis students, their teachers and their
Bacon, Immanuel Kant, universities. Education is a social
Edward Glaser, John Henry act, which is meant to prepare
Newman, John Dewey, and more responsible citizens who can
recently Matthew Lipman and ethically serve their society at all
Richard Paul have stressed the levels.
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The Role of Socratic Questioning in Promoting Students’ Critical Thinking in EFL Classroomsat the University of Basra
most effective pedagogic tool in the significance of education in acquiring
West (1985: 185). This vision has a disciplined and reasonable life;
widely been recognized by education that promotes thinking as
th
philosophers and scholars of the 18 an ideal (Hale, 2008); and in another
th
and the 19 centuries and later, like context, educating minds for
François-Marie Arouet (Voltaire), “reflective inquiry” (Lipman, 2003:
John Henry Newman, Sumner, 20). A special focus on Socrates’
Robert Ennis, Matthew Lipman, and seminal works reveals that he is an
Richard Paul, who believe in the originator of the foundation of critical
discernment of truth supported by thinking theory in terms of two major
evidence (Lewis and Smith, 1993: themes: the call for living a virtuous
131). One of the modern and ethical life by thinking well, and
formulations of Socrates’ insights is the establishment of the importance
that there are always effective ways of asking probing questions before
than lecturing. This is based on the accepting ideas as being worthy of
fact that there is “often-untapped belief (Paul, Elder, and Bartell, 1997:
reservoir of knowledge” within the 8). His method forced his shrewd but
students’ mind-set. Only through arrogant interlocutors to rationalize
helping students examine their what they claim to know. His method
hidden beliefs can they develop and of questioning is now known as
improve their reasoning. This Socratic questioning, and it is the
metacognitive process implies that best ever-known critical thinking
thinking well, and hence bring teaching classroom strategy since
forward the (unsubstantiated) held then (Meyer, 1980: 282). Fishman
beliefs and ideas, involves asking stipulates that SQ was and still the
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instruction, Socratic teaching/learning mind-provoking questions that lead
method or strategy, Socratic inquiry, to “the asking of further questions.”
and Socratic circles. It is also named (Lewis and Smith, 1993). This
as a Socratic Seminar, coined by continuous intellectual quest for
Scott Buchanan (Copeland, 2005: 8; knowledge and meaning-making
Paul and Elder, 2007: 64). Given all embodies “the true ideal of
these terms, Socratic questioning education” (ibid). Socratic
method implies a systematic and questioning serves as an intellectual
“disciplined questioning” numb to map in examining the students’
critical thought (Paul and Elder, minds conducive to critical thought.
2007: 2). It is also defined as “a Based on this intellectual thread,
systematic process for examining the Socratic Method has always had and
ideas, questions, and answers that continues to have valuable
form the basis of human belief” pedagogical implications in education
(Copeland, 2005: 7). Paul and Elder (Finocchiaro, 1989: 483; and
observe: Fishman, 1985).
Socratic questioning is disciplined 4.1.2.Terminology, definition and
questioning that can be used to significance
pursue thought in many directions The Socratic questioning method has
and for many purposes, including: to received many terms over the years
explore complex ideas, to get to the of the intellectual history of thought.
truth of things, to open up issues It is called Socratic dialogue and
and problems, to uncover Socratic dialectic method. It is also
assumptions, to analyse concepts, to given the following names: Socratic
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The Role of Socratic Questioning in Promoting Students’ Critical Thinking in EFL Classroomsat the University of Basra
out that SQ brings “all the areas of distinguish what we know from what
the curriculum and instruction we do not know and to follow out
together into a cohesive whole” logical implications of thought (2007,
(2005, 11). With the help of SQ 2). According to them, this type of
circles, teachers are better able to questioning – unlike other kinds of
incorporate the curricular activities (merely) questioning per se – is that
into “a seamless package”, in which it is “more systematic, disciplined,
students rigorously develop and and deep”, which usually focuses on
improve a variety of skills in the concepts theories and issues more
following areas: critical thinking, systematically, comprehensively, and
creativity, critical reading, speaking, with a breadth of vision (Elder and
listening, writing skills, and critical Paul, 2010b: 46; Paul and Elder,
reflection (ibid, pp 11-19). Besides 2007). So the word ‘Socratic’, in its
the academic package, SQ circles widest sense, adds “systematicity,
also made a major contribution to the depth, and a keen interest in
social, personal and interpersonal assessing the truth of plausibility of
skills such as: team-building skills, things” to the ordinary questions
conflict resolution, and community- (ibid).
building skills (ibid, 19-22). In a Copeland places an immense value
world of accelerating change, on Socratic Method of inquiry. He
students need better opportunities for stresses that SQ circles are an
changing lives. They need the skills effective means for developing
and processes to rely upon for the students’ academic and social skills.
rest of their life. To meet this end, As for the development of students’
the academic institution and academic skills, Copeland reasons
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method is the heart of thinking individual teachers should change the
critically. Following the same line of classrooms into a reality that
reasoning, Thomas (1998) argues produces self-reliant and self-
that critical thinking requires critical directed learners necessary for a
questioning in a more disciplined fundamental reform.
fashion. Put differently, critical 4.1.3. Socratic questioning method
thinking establishes “a disciplined and critical thinking (CT) based on
‘executive’ level of thinking to our Paul and Elder’s framework?
thinking, a powerful inner voice of Socratic questioning method and
reason, to monitor, assess … our critical thinking have much in
thinking, feeling, and action”. Paul common. SQ is essential to
and Elder claim that Socratic understand critical thinking. Paul
questioning revisits and cultivates views that the art of questioning is
“that inner voice” (ibid: 3) by putting essential to “excellence of thought”
forth a model for it. Under this (Paul and Elder, 2007: 2). Critical
underlying assumption, this paper thinking, on the one hand, provides a
argues that the constant remodelling wide view of the functioning of the
of Socratic questioning can bring mind in pursuit of meaning, truth and
about an essential change in the “plausibility of things”. The Socratic
students’ metacognitive abilities, method seeks to “frame questions
advocated by Paul and Elder. This essential to the quality of that
section places an emphasis on the pursuit” (Elder and Paul, 1998:
foundational concepts underlying 298). In another context, Paul
Paul and Elder’s approach. (1995) holds the belief that SQ
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