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Socratic questioning (or Socratic maieutics) [1] is an educational method named after Socrates that focuses on discovering answers by asking questions of students. According to Plato, Socrates believed that "the disciplined practice of thoughtful questioning enables the scholar/student to examine ideas and be able to determine the validity of those ideas". [2]
Future Problem Solving Program International (FPSPI), originally known as Future Problem Solving Program (FPSP), and often abbreviated to FPS, is a non-profit educational program that organizes academic competitions in which students apply critical thinking and problem-solving skills to hypothetical future situations. The program looks at ...
Critical thinking is the process of analyzing available facts, evidence, observations, and arguments to make sound conclusions or informed choices. It involves recognizing underlying assumptions, providing justifications for ideas and actions, evaluating these justifications through comparisons with varying perspectives, and assessing their rationality and potential consequences. [1]
In some discussion models, participants are expected to come to discussions prepared with their own lists of questions about texts, to encourage independent thinking. Interpretive discussions can arise or flow from participants' questions; discussants can be genuinely motivated to participate as well as to engage with texts so as to better ...
Precision questioning (PQ), an intellectual toolkit for critical thinking and for problem solving, grew out of a collaboration between Dennis Matthies (1946- ) and Dr. Monica Worline, while both taught/studied [when?] at Stanford University.
Upon completion, students should be able to demonstrate orally and in writing the use of critical thinking skills in the analysis of appropriate texts. Students will also explore the parameters of selected ethical issues.
Scholars such as Peter Boghossian suggest that although the method improves creative and critical thinking, there is a flip side to the method. He states that the teachers who use this method wait for the students to make mistakes, thus creating negative feelings in the class, exposing the student to possible ridicule and humiliation. [22]
The notion of critical understanding is closely related to the concept of Critical Thinking, described as, ‘reasonable reflective thinking focused on deciding what to believe or do.’ [7] Critical thinking has also been described as, ‘thinking about thinking’, [8] specifically in relation to John Dewey’s work on ‘the problem of training thought’. [9]