The Socratic Approach at Great Hearts

“We learn best in community, by listening to one another, sharing our convictions in good will, and refining our ideas over time according to a shared standard of truth.  The great legacy of Western Culture, from Socrates to today, is that sincere conversation about matters of great importance essential to human flourishing, refining our own development and ensuring the stability of virtuous communities,” explained Great Hearts Co-founder and Academies Officer Dr. Daniel Scoggin.  “The Socratic method is based on the example of one of the greatest teachers who ever lived, the 5th Century B.C. Athenian teacher, Socrates.”

Socrates was an unconventional philosopher of his time.  Compared to the way his contemporaries’ defended arguments at all costs, Socrates leads rigorous dialogues in quest of the truth.  He believed that students already have deep knowledge within themselves, and that intensive questioning can reveal it.

The Socratic Method is a process of guiding students to an understanding of an idea or concept through carefully planned observation, narrative, and questions.  It is a teaching method that involves asking questions rather than simply relaying information.  Socratic learning provokes big picture thinking for the student.  Through clarifying concepts and questioning the question, Great Hearts scholar learn to understand the “why” before the “how.”  It is this type of critical thinking that produces wonder and a desire to learn more.

Let’s explore some of the principles of the Socratic Approach at Great Hearts:

• Purposeful not relativistic
  It should be informed by the conviction that truth exists and can be known, even if not comprehensively.  All opinions are not equally valid and must be supported with evidence and sound reasoning.  We value all participation and praise students for being willing to share ideas without giving the impression that every statement is of equal validity or merit.

• Frequently begins by immersing the students in an experience
  We facilitate authentic encounters with reality rather than providing pre-packaged experiences that prevent that authentic encounter from happening.  Classical pedagogy often starts with the particular experience like a poem, an aspect of the natural world, or an observation and moves from there to the universal.  We start with “the thing itself” rather than a technical definition or abstract formula.

• Elicits a high degree of wonder, engagement, and participation
  A good lesson begins with an engaging opening that elicits wonder about the topic.  There is a strong emphasis placed on student participation.  The teacher must know how and when to get himself or herself out of the way in order to open up the appropriate space for student participation.  A teacher who feels the need to mediate and comment on every student comment will stifle student participation.

• Invests students with a high degree of responsibility for their own education
  Students are encouraged to come to conclusions on their own whenever possible.  We teach with a high ratio of student speaking and ownership vs. teacher.  Students are given clear sense of how they are performing in class as well as concrete direction on how they, as students, can work to improve their standing

• Looks different according to the academic discipline and developmental level of the student
  Socratic pedagogy is implemented in a manner appropriate to the abilities and developmental level of the students.  In math class, Socratic teaching might look as follows: student at board leading class through problem, student fielding questions from peers, teacher intervening at key junctures to ask probing questions, teacher providing ongoing narrative, context, and point of emphasis.  In K-5, students will generally need more scaffolding and guidance to be provided by our teachers.

• Must be complemented by purposeful and appropriate didactic instruction
  Good instruction is not exclusively Socratic.  In addition to Socratic instruction, providing relevant information, group work, coaching students on practice exercises, and skill development is an ongoing important part of our teaching.

• Requires a high degree of intentional planning
  Strong lesson planning and strategy is a crucial prerequisite for purposeful Socratic instruction.  Socratic lessons should be supported by a clear structure, while allowing flexibility for pursuing relevant and fruitful avenues of inquiry as the opportunity arises.  Asking the right questions.

It would arguably be an easier task to simply teach through lecture and deliver information to be mindlessly memorized by students, but it has not produced learners who love to learn.  Outcome based learning that relies on test scores does not promote the skills and knowledge for a flourishing life.

This style of learning is a dialogue between individuals, where our students ask and answer questions to stimulate critical thinking and draw out underlying presumptions.

The Socratic method is not unique to Great Hearts; it is a bulwark of classical learning; but Great Hearts is perhaps the institution most committed to deploying it in K-12 public education.  You can read more about Understanding the Socratic Method here.

Do you have a story or know of a story that you would like to see featured at Great Hearts?  Please contact jmoore@greatheartsamerica.org.