Critical Thinking and Values Clarification through Socratic Seminars

Abstract

The authors of this article were asked to assess the effectiveness of the Socratic seminar method as employed at the Lookout Valley Middle School in Chattanooga, Tennessee. Relying on qualitative research approaches to data collection, the authors observed middle school students engaged in Socratic seminars, conducted focus groups, and semi structured interviews with both teachers and students. The findings suggest that the seminars are useful in promoting (a) higher order thinking, (b) appropriate conflict resolution strategies, and (c) enhanced interest in learning. Seminars that focused on topics viewed as relevant or real life were extrememly well received. Those that placed students in metaphorical learning situations were viewed as less valuable.