One key element of the tools of learning history is the Socratic method. Students first learn short lessons involving logic, as applied to history. Once students learn how to analyze history, we teach them how to discuss and debate. Whereas Socrates used questions to pursue the truth in philosophy, we use questions to pursue the truth in history. One point that parents need never worry about is whether they themselves know enough to conduct a Socratic discussion in history. Socrates noted that the best teacher and most intelligent philosopher is one who knows what he does not know. It is essential that the parent, instead of knowing historical information, adopt certain habits of thought and of questioning. Beyond the introductory level of “Who, what, where, when, why, how?” however, the parent must ask, “What evidence do you have that supports this?” If the evidence is weak, then the student’s judgment will be weak as well. For how can there be a strong conclusion with weak evidence? The open discussion stimulates the mind to think of other possible conclusions. The teacher’s role in the discussion is not to tell the student what to think, but rather to question and challenge the student’s conclusions, forcing the student to continually clarify and defend with historical evidence and sound judgment. If other students are available, the teacher can encourage students to debate each other’s ideas, with the intention of arriving at the best possible conclusion. If there are not other students available, the parent should encourage the student to be able to present a perspective that is contrary to the student’s own perspective. The teacher’s goal is to create a scholarly atmosphere where students are free to express their ideas but careful to cite the historical evidence that supports their thesis statement.
How to Lead the Socratic Discussion in History
1. Have the right frame of mind.
As the teacher, your role is to encourage discussion and to get your students to explain their answer and reasoning. You must be more interested in getting to know who your student is and how he thinks, than giving him information. Researching the history is what your student is supposed to do, not you.
2. Ask the right questions.
When the student comes forth with his answer, ask him to prove everything.
“Why do you think this?”
“What is your evidence?”
“If you don’t have evidence, then maybe you should consider changing your answer.”
“Do you have any historical figures, dates, and events that would provide evidence for your answer?”
3. You are the “master” of the process, not the outcome.
You may have your ideas about the causes of the fall of the Roman Empire, but your role is to challenge the student to come up with his own reasons and evidence. If you provide him with your answers, then he will stop thinking and just wait because you are the teacher who is supposed to be smarter.
4. Let the student Take a Stand!
The discussion phase is where the student should feel like he is going to shine. Let him shine. Be amazed at good analysis. Support strong use of evidence. Encourage him in his work.
5. Common Errors of Students
a. Student does not have evidence to back up argument.
b. Student has one piece of evidence and thinks that that is enough.
c. Student goes with his “feelings” even though he can’t find evidence.
d. Student is very capable with the spoken word and is used to getting by with a minimum of work.
Student Rules for a Socratic Discussion in History
1. Each participant has tried their best in researching for the discussion. If no research work has been done, the student cannot participate.
2. The goal of each student is to search for the truth, not “win” the discussion.
3. When others talk, all students will be respectfully silent.
4. To signal the teacher that you want to talk, the student will raise his hand and wait for the teacher to call on him.
5. If a student wants to talk, the teacher will recognize him.
6. In making an assertion, the student will attempt to use historical evidence as support.
7. Unless noted otherwise, students may use notes during the discussion.
8. Students are encouraged to acknowledge good arguments of their peers.
9. The student will make every possible effort to participate in the discussion.
10. It is the student’s responsibility to report to the teacher any problems that may inhibit his participation in the discussion.
How to Lead the Socratic Discussion in History
1. Have the right frame of mind.
As the teacher, your role is to encourage discussion and to get your students to explain their answer and reasoning. You must be more interested in getting to know who your student is and how he thinks, than giving him information. Researching the history is what your student is supposed to do, not you.
2. Ask the right questions.
When the student comes forth with his answer, ask him to prove everything.
“Why do you think this?”
“What is your evidence?”
“If you don’t have evidence, then maybe you should consider changing your answer.”
“Do you have any historical figures, dates, and events that would provide evidence for your answer?”
3. You are the “master” of the process, not the outcome.
You may have your ideas about the causes of the fall of the Roman Empire, but your role is to challenge the student to come up with his own reasons and evidence. If you provide him with your answers, then he will stop thinking and just wait because you are the teacher who is supposed to be smarter.
4. Let the student Take a Stand!
The discussion phase is where the student should feel like he is going to shine. Let him shine. Be amazed at good analysis. Support strong use of evidence. Encourage him in his work.
5. Common Errors of Students
a. Student does not have evidence to back up argument.
b. Student has one piece of evidence and thinks that that is enough.
c. Student goes with his “feelings” even though he can’t find evidence.
d. Student is very capable with the spoken word and is used to getting by with a minimum of work.
Student Rules for a Socratic Discussion in History
1. Each participant has tried their best in researching for the discussion. If no research work has been done, the student cannot participate.
2. The goal of each student is to search for the truth, not “win” the discussion.
3. When others talk, all students will be respectfully silent.
4. To signal the teacher that you want to talk, the student will raise his hand and wait for the teacher to call on him.
5. If a student wants to talk, the teacher will recognize him.
6. In making an assertion, the student will attempt to use historical evidence as support.
7. Unless noted otherwise, students may use notes during the discussion.
8. Students are encouraged to acknowledge good arguments of their peers.
9. The student will make every possible effort to participate in the discussion.
10. It is the student’s responsibility to report to the teacher any problems that may inhibit his participation in the discussion.
We offer a comprehensive program, Teaching the Socratic Discussion in History.
To learn about other steps studying with classical approach, click here.
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