EXPLORING THE IMPACT OF SOCRATIC QUESTIONING ON THE DEVELOPMENT OF CRITICAL THINKING SKILLS IN HIGHER EDUCATION
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Abstract
This article investigates the influence of Socratic questioning, a pedagogical approach emphasizing inquiry-based dialogue, on the development of critical thinking skills in students within higher education settings. The theoretical underpinnings of Socratic questioning are explored, demonstrating its alignment with the core tenets of critical thinking. A review of the existing empirical research is presented, highlighting the effectiveness of Socratic questioning in fostering critical thinking abilities as measured by standardized assessments and its capacity to cultivate deeper engagement with course material. However, the article acknowledges the challenges associated with implementing Socratic questioning effectively. The importance of establishing a safe and supportive classroom environment is emphasized, along with the need for instructors to refine their questioning techniques. Best practices for educators are outlined, including the utilization of diverse question types, the implementation of wait time to allow for thoughtful student responses, the demonstration of active listening skills, and the encouragement of collaborative learning to foster peer interaction and diverse perspectives.In conclusion, this article posits that Socratic questioning offers a valuable pedagogical tool for nurturing critical thinking skills in higher education. By promoting student engagement in thoughtful inquiry and analysis, instructors can empower students to become independent learners and critical thinkers prepared for the complexities of the contemporary world. The article concludes with a call for further research to explore the long-term impact of Socratic questioning and its effectiveness in a broader range of learning environments.
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References
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