The Power of the Socratic Classroom

Teaching Inquiry

I once asked a group of teachers in a workshop to pair up and ask 30 questions about a tree. Out of 15 pairs, only ONE persevered. A couple of pairs ran out of time, but most quit early and started socializing. Such is the nature of inquiry. A lot of conclusions could be drawn, but one I always return to: Inquiry Takes Practice. Being curious takes practice. Tapping into the wonder we had as children takes time. I know people can get better at asking questions because I have seen it time and time again with my students. When they first start Socratic Seminar, they often cannot even generate a few questions. Sometimes they don't know where to begin. Sometimes they don’t know how to formulate questions. Mostly, they doubt their curiosity and judge themselves against others. It’s not uncommon for students (and adults) to feel that their first questions are too elementary, too stupid. Inquiry is a process. Being curious is a process. The sense of wonder is slow but steady. A lot of questions might seem “too easy” or “too elementary,” but they are a natural part of the process of reaching a question that will truly amaze and astound everyone, and lead to new insights and investigations.