Socrates

Method
The Socratic method is a negative method of hypotheses elimination, in that better hypotheses are found by steadily identifying and eliminating those which lead to contradictions. The method of Socrates is a search for the underlying hypotheses, or assumptions, which may unconsciously shape one's opinion, and to make them the subject of scrutiny, to determine their consistency with other beliefs. The basic form is a series of questions formulated as tests of logic and fact intended to help a person or group discover their beliefs about some topic, exploring the definitions seeking to characterize the general characteristics shared by various particular instances. To the extent to which this method is designed to bring out definitions implicit in the interlocutors' beliefs, or to help them further their understanding, it was called the method of maieutics. Aristotle attributed to Socrates the discovery of the method of definition and induction, which he regarded as the essence of the scientific method.

Practice
A skillful teacher can actually teach students to think for themselves using this method. This is the only classic method of teaching that was designed to create genuinely autonomous thinkers. There are some crucial principles to this form of teaching:

· The teacher and student must agree on the topic of instruction.

· The student must agree to attempt to answer questions from the teacher.

· The teacher and student must be willing to accept any correctly-reasoned answer.
That is, the reasoning process must be considered more important than facts.

· The teacher's questions must expose errors in the students' reasoning or beliefs.
That is, the teacher must reason more quickly and correctly than the student, and discover errors in the students' reasoning, and then formulate a question that the students cannot answer except by a correct reasoning process. To perform this service, the teacher must be very quick-thinking about the classic errors in reasoning.

· If the teacher makes an error of logic or fact, it is acceptable for a student to correct the teacher.
Since a discussion is not a dialogue, it is not a proper medium for the Socratic method. However, it is helpful -- if second best -- if the teacher is able to lead a group of students in a discussion. This is not always possible in situations that require the teacher to evaluate students, because it encourages the students to reason rather than appeal to authority.

-- contributed by Master of Gas Chamber