A Taxonomy of Socratic Questions by Richard Paul

A Taxonomy of Socratic QuestionsRichard Paul

To make the Socratic questioning method readily usable by teachers, identifiable categories of questions have been established (Paul, Richard, Critical Thinking: How to Prepare Students for a Rapidly Changing World, 1993, pp. 276-77):

• questions of clarification
• questions that probe assumptions
• questions that probe reasons and evidence
• questions about viewpoints or perspectives
• questions that probe implications and consequences
• questions about the question

Questions of clarification
Questions of clarification are basically asking for verification, additional information, or clarification of one point or main idea. The student would be expected to provide the information, expound on an opinion, rephrase the content, or explain why he/she made that particular statement. Clarification may also be requested from others in the discussion group.

Why do you say that?

How does this relate to our discussion?

"Are you going to include diffusion in your mole balance equations?"

Questions than probe assumptions
Many questions can center around the concept of assumptions. The student may be asked for clarification, verification, explanation, or reliability of the assumption. Students may also be asked to identify another assumption which might apply to the particular case.

What could we assume instead?

How can you verify or disapprove that assumption?

"Why are neglecting radial diffusion and including only axial diffusion?"

Questions that probe reasons and evidence
This category of probing questions asks for additional examples, evidence which has been discovered, reasons for making statements, adequacy for the reasons, process which lead student to this belief, or anything which would change the student's mind on this issue.

What would be an example?

What is....analogous to?

What do you think causes to happen...? Why:?

"Do you think that diffusion is responsible for the lower conversion?"

Questions about viewpoints or perspectives
The student might be asked whether there are alternatives to this viewpoint or perspective, how might other groups or people respond, what argument a person might use who disagrees with this viewpoint, or a comparison of similarities and differences between viewpoints.

What would be an alternative?

What is another way to look at it?

Would you explain why it is necessary or beneficial, and who benefits?

Why is the best?

What are the strengths and weaknesses of...?

How are...and ...similar?

What is a counterargument for...?

"With all the bends in the pipe, from an industrial/practical standpoint, do you think diffusion will affect the conversion?"

Questions that probe implications and consequences
The student might be asked to describe and discuss the implication of what is being done or said, the effect which would result, the alternatives which might be feasible, or the cause-and-effect of an action.

What generalizations can you make?

What are the consequences of that assumption?

What are you implying?

How does...affect...?

How does...tie in with what we learned before?

"How would our results be affected if neglected diffusion?"

Questions about the question
The student might be asked to identify the question, the main point, or the issue at hand. In addition, the student might be asked to break the question into single concepts rather than multiple concepts or determine whether some type of evaluation needs to take place. The student or discussion group may also be asked to identify why this question is important.

What was the point of this question?

Why do you think I asked this question?

What does...mean?

How does...apply to everyday life?

"Why do you think diffusion is important?"