The Role of Socratic Questioning in Promoting Students’ Critical Thinking in EFL Classrooms at the University of Basra: A Qualitative-based Study Introduction: The major aim of this paper is to introduce the notion of Socratic questioning method (henceforth SQ) and its value in teaching, learning and thinking. It also investigates the effects of utilizing SQ to enhance students’ critical thinking (CT) skills in reading and rhetoric discussions at the Department of English – the University of Basra (BU)/Iraq. This empirical research examines two discrete, substantial areas: (1) the efficacy of integrating SQ into curriculum in the English program at BU, with continuous teaching and modelling of SQ, and (2) the possibility that students’ critical thinking skills are developed will be investigated. The overall research results indicate (1) the constant D.Muhammad Qassim Almaliki curriculum-based teaching and modelling of SQ Faculty of Arts Basra University (BU) method –based on Paul and Elder’s questioning taxonomy – brings about a notable change in the students’ analytic and evaluative abilities. As research results indicate, promoting students’ critical thinking skills requires critical questioning; and such (2) Modelling can be ١٦٣ ٢٠١٧ ﺔﻨﺳ ٤٦ دﺪﻌﻟا ١٦٣ ﺔﻣﻛﺣﻣ ﺔﯾﻠﺻﻓ ﺔﻠﺟﻣ :ﺔﻓوﻛﻟا تﺎﺳارد زﻛرﻣ ﺔﻠﺟﻣ ددد The epistemological foundation that a powerful tool in the cultivation of guides the current research project teaching, learning and thought. entails a constructivist inquiry, which Accessibility of Primary Data: All is based on the fact that knowledge primary data will be made available is not given or transferred from one for further examination or research to another. Rather, knowledge is the upon request. individual's unique construct within a 1.Introduction: Premises certain social milieu. According to Larochelle, Bednarz and Garrison, “Stop searching. Start questioning” knowledge "cannot be transmitted, it Geert Lovink (qtd. in Schlesinger, cannot be neutral either” (1998: 8). 2009: 11) Instead, learners formulate their own realities, understanding and One substantial premise is that knowledge about the world by educators who are concerned with means of negotiating the stated the development of the students’ beliefs, reflecting on their own minds should emphasize the role of experiences and ideas. questioning in teaching and learning, Widely cited research in education because it is only through questions indicates that the ultimate aim of that we understand “the world…the education and more specifically in subject matter… academic higher education is to educate disciplines”, and we “express our students for “reasonableness” which intellectual goals and purposes… is “the most important characteristic think superficially or deeply” (Paul of the educated person” (Lipman, and Elder, 2007: 60). ٢٠١٧ ﺔﻨﺳ ٤٦ دﺪﻌﻟا ١٦٤ The Role of Socratic Questioning in Promoting Students’ Critical Thinking in EFL Classroomsat the University of Basra questions, in this sense, define 1987: 153), or as Paul stipulates, an “tasks, express problems, and education that promotes inquiry- delineate issues” (Paul and Elder, seeking minds (Paul, 1986). In this 2007: 62). Paul and Elder also context, reasonableness is viewed as reason that answers, on the “rationality tempered with judgement” contrary, mark “a full stop in thought. (Lipman, 2003: 11). So we are left Only when an answer generates a with the following question: “Can we further question does thought educate with reasonableness without continue” (ibid). It has been argued educating for thinking?” (ibid: 12). In that educating for inquiry/questioning this sense, the educational seeking-minds is conducive to institutions should transfer teaching, learning and thinking. classrooms into an “association of Overholser (1992) affirms that thinking” or into a “community of Socratic method can be used as a inquiry” (Lipman, 1987: 153), powerful tool for active learning in through which reflection and social classrooms in which students learn negotiation are induced. It has been to ‘evaluate information’ and asserted that most instructors develop ‘sophisticated approaches’ depend heavily on course “coverage” to resolve problems (18). In terms of over “engaged thinking” simply teaching, Paul acknowledges that the because they think that answers are Socratic questioning method is “the taught separately from questions only defensible form of teaching”; “it (Elder and Paul, 1998: 297; Paul teaches us the difference between and Elder, 2007: 62). Paul and systematic and Elder assert: “thinking is not driven fragmented thinking… to dig by answers but by questions” as ١٦٥ ١٦٥ ٢٠١٧ ﺔﻨﺳ ٤٦ دﺪﻌﻟا ﺔﻣﻛﺣﻣ ﺔﯾﻠﺻﻓ ﺔﻠﺟﻣ :ﺔﻓوﻛﻟا تﺎﺳارد زﻛرﻣ ﺔﻠﺟﻣ education seems to have been beneath the surface of our ideas… “obsessed with answers – both [and] the value of developing correct an incorrect” more than questioning minds in cultivating deep questions (Copeland, 2005: 7; learning” (ibid: 2). Given all these Overholser, 1992). Teachers, most above-mentioned postulations, Paul of the time, ask questions in a hope and Elder believe: “a mind with no to reach answers, which is thought questions is a mind that is not to be the final destination of thought intellectually alive. No questions and learning, “a kind of educational (asked) equals no understanding checklist where either “yes,” this (achieved)…. If your mind is not learning has occurred, or, “no,” this actively generating questions, a learning has not occurred” (ibid). [mind] is not engaged in substantive Iraqi higher education is mainly learning.” (2010b: 3). So cultivating concerned with feeding students with for a critically educated mind endless content to rote-memorize, requires a critical questioning with pre-digested (right) answers to technique that could substantially questions. This passive learning of promote higher order thinking skills. content does not emphasize 2. Background to the research “analysis, synthesis or other forms of Problem Many students enter in knowledge application” (Alwan, higher education without their ability 2004: 40). Alwan, Faour Muasher, to think for themselves, to use and Jager point out that teaching in questioning as a powerful tool for Iraq continues to foster rote learning; they simply rely on their memorization and recall of teachers to think for them. Modern ١٦٦ ٢٠١٧ ﺔﻨﺳ ٤٦ دﺪﻌﻟا ١٦٦ The Role of Socratic Questioning in Promoting Students’ Critical Thinking in EFL Classroomsat the University of Basra change their educational practices, knowledge, which does not enhance stands as the most constraining critical thinking abilities, questioning, factor. Costenson and Lawson and independence of thought remark that there are countless (Alwan, 2004: 41; Faour and reasons that hinder the use of Muasher 2011: 5; Jager, 2012: inquiry in classrooms, among which 1374). Al-Juboury attributes this are: students are too immature to passivity of learning to major factors, learn enough, discomfort, class time among which are the following: (1) and energy, units coverage not the students’ attitude is that their quality is what concerns the teachers are the ultimate source of administrative policy, and the knowledge in the classroom, (2) the teaching habits are outdated (1986: instructional design is teacher- 151). centered, focusing on teaching (not Moreover, the reasons might be that: on learning) at all levels, with the (1) the existent curricula are highly students mere passive attendees, (3) centralized, politicized, and lack the students are less motivated to emphasis on questioning, reflective learn how to think, and (4) the classes, reasoning, analysis, precarious situation in Iraq has synthesis evaluation and application significantly affected the students’ (Alwan, 2004; Harb, 2008). (2) even classroom participation and thus, more experienced teachers are hindered their capabilities for unwilling to change their traditional effective thinking and active learning (didactic) teaching to teaching that (2008: 301-302). Moreover, an stimulate thought. (3) Iraqi (college) existing institutional problem, namely instructors of English are not the faculties’ unwillingness to ١٦٧ ١٦٧ ٢٠١٧ ﺔﻨﺳ ٤٦ دﺪﻌﻟا ﺔﻣﻛﺣﻣ ﺔﯾﻠﺻﻓ ﺔﻠﺟﻣ :ﺔﻓوﻛﻟا تﺎﺳارد زﻛرﻣ ﺔﻠﺟﻣ 3.Research Questions The main concerned with the students’ guiding research question is: Will analytical and evaluative abilities, students of English at BU improve assuming that these skills will their learning and critical thinking improve over the course of time. skills after participating in the Instead, teachers concentrate heavily Socratic Method of inquiry; a six- on the course content coverage and month intervention conducted by the course items, which do not require researcher/instructor using a series any thinking abilities (ibid). of modelled and structured Unfortunately, this coverage of “large discussions in academic reading and chunks of content” will send into the rhetoric? community students with no 4. Literature Review intellectual virtues (Paul, 1995: 256). 4.1. Socratic questioning method There is the fear that, if the and higher order thinking skills educational goals are not set up 4.1.1.Socrates and the questioning clearly, consumerism within method education will increasingly have a A broad swathe of philosophers and series of negative effects upon thinkers, such as Socrates, Francis students, their teachers and their Bacon, Immanuel Kant, universities. Education is a social Edward Glaser, John Henry act, which is meant to prepare Newman, John Dewey, and more responsible citizens who can recently Matthew Lipman and ethically serve their society at all Richard Paul have stressed the levels. ١٦٨ ٢٠١٧ ﺔﻨﺳ ٤٦ دﺪﻌﻟا ١٦٨ The Role of Socratic Questioning in Promoting Students’ Critical Thinking in EFL Classroomsat the University of Basra most effective pedagogic tool in the significance of education in acquiring West (1985: 185). This vision has a disciplined and reasonable life; widely been recognized by education that promotes thinking as th philosophers and scholars of the 18 an ideal (Hale, 2008); and in another th and the 19 centuries and later, like context, educating minds for François-Marie Arouet (Voltaire), “reflective inquiry” (Lipman, 2003: John Henry Newman, Sumner, 20). A special focus on Socrates’ Robert Ennis, Matthew Lipman, and seminal works reveals that he is an Richard Paul, who believe in the originator of the foundation of critical discernment of truth supported by thinking theory in terms of two major evidence (Lewis and Smith, 1993: themes: the call for living a virtuous 131). One of the modern and ethical life by thinking well, and formulations of Socrates’ insights is the establishment of the importance that there are always effective ways of asking probing questions before than lecturing. This is based on the accepting ideas as being worthy of fact that there is “often-untapped belief (Paul, Elder, and Bartell, 1997: reservoir of knowledge” within the 8). His method forced his shrewd but students’ mind-set. Only through arrogant interlocutors to rationalize helping students examine their what they claim to know. His method hidden beliefs can they develop and of questioning is now known as improve their reasoning. This Socratic questioning, and it is the metacognitive process implies that best ever-known critical thinking thinking well, and hence bring teaching classroom strategy since forward the (unsubstantiated) held then (Meyer, 1980: 282). Fishman beliefs and ideas, involves asking stipulates that SQ was and still the ١٦٩ ١٦٩ ٢٠١٧ ﺔﻨﺳ ٤٦ دﺪﻌﻟا ﺔﻣﻛﺣﻣ ﺔﯾﻠﺻﻓ ﺔﻠﺟﻣ :ﺔﻓوﻛﻟا تﺎﺳارد زﻛرﻣ ﺔﻠﺟﻣ instruction, Socratic teaching/learning mind-provoking questions that lead method or strategy, Socratic inquiry, to “the asking of further questions.” and Socratic circles. It is also named (Lewis and Smith, 1993). This as a Socratic Seminar, coined by continuous intellectual quest for Scott Buchanan (Copeland, 2005: 8; knowledge and meaning-making Paul and Elder, 2007: 64). Given all embodies “the true ideal of these terms, Socratic questioning education” (ibid). Socratic method implies a systematic and questioning serves as an intellectual “disciplined questioning” numb to map in examining the students’ critical thought (Paul and Elder, minds conducive to critical thought. 2007: 2). It is also defined as “a Based on this intellectual thread, systematic process for examining the Socratic Method has always had and ideas, questions, and answers that continues to have valuable form the basis of human belief” pedagogical implications in education (Copeland, 2005: 7). Paul and Elder (Finocchiaro, 1989: 483; and observe: Fishman, 1985). Socratic questioning is disciplined 4.1.2.Terminology, definition and questioning that can be used to significance pursue thought in many directions The Socratic questioning method has and for many purposes, including: to received many terms over the years explore complex ideas, to get to the of the intellectual history of thought. truth of things, to open up issues It is called Socratic dialogue and and problems, to uncover Socratic dialectic method. It is also assumptions, to analyse concepts, to given the following names: Socratic ١٧٠ ٢٠١٧ ﺔﻨﺳ ٤٦ دﺪﻌﻟا ١٧٠ The Role of Socratic Questioning in Promoting Students’ Critical Thinking in EFL Classroomsat the University of Basra out that SQ brings “all the areas of distinguish what we know from what the curriculum and instruction we do not know and to follow out together into a cohesive whole” logical implications of thought (2007, (2005, 11). With the help of SQ 2). According to them, this type of circles, teachers are better able to questioning – unlike other kinds of incorporate the curricular activities (merely) questioning per se – is that into “a seamless package”, in which it is “more systematic, disciplined, students rigorously develop and and deep”, which usually focuses on improve a variety of skills in the concepts theories and issues more following areas: critical thinking, systematically, comprehensively, and creativity, critical reading, speaking, with a breadth of vision (Elder and listening, writing skills, and critical Paul, 2010b: 46; Paul and Elder, reflection (ibid, pp 11-19). Besides 2007). So the word ‘Socratic’, in its the academic package, SQ circles widest sense, adds “systematicity, also made a major contribution to the depth, and a keen interest in social, personal and interpersonal assessing the truth of plausibility of skills such as: team-building skills, things” to the ordinary questions conflict resolution, and community- (ibid). building skills (ibid, 19-22). In a Copeland places an immense value world of accelerating change, on Socratic Method of inquiry. He students need better opportunities for stresses that SQ circles are an changing lives. They need the skills effective means for developing and processes to rely upon for the students’ academic and social skills. rest of their life. To meet this end, As for the development of students’ the academic institution and academic skills, Copeland reasons ١٧١ ١٧١ ٢٠١٧ ﺔﻨﺳ ٤٦ دﺪﻌﻟا ﺔﻣﻛﺣﻣ ﺔﯾﻠﺻﻓ ﺔﻠﺟﻣ :ﺔﻓوﻛﻟا تﺎﺳارد زﻛرﻣ ﺔﻠﺟﻣ method is the heart of thinking individual teachers should change the critically. Following the same line of classrooms into a reality that reasoning, Thomas (1998) argues produces self-reliant and self- that critical thinking requires critical directed learners necessary for a questioning in a more disciplined fundamental reform. fashion. Put differently, critical 4.1.3. Socratic questioning method thinking establishes “a disciplined and critical thinking (CT) based on ‘executive’ level of thinking to our Paul and Elder’s framework? thinking, a powerful inner voice of Socratic questioning method and reason, to monitor, assess … our critical thinking have much in thinking, feeling, and action”. Paul common. SQ is essential to and Elder claim that Socratic understand critical thinking. Paul questioning revisits and cultivates views that the art of questioning is “that inner voice” (ibid: 3) by putting essential to “excellence of thought” forth a model for it. Under this (Paul and Elder, 2007: 2). Critical underlying assumption, this paper thinking, on the one hand, provides a argues that the constant remodelling wide view of the functioning of the of Socratic questioning can bring mind in pursuit of meaning, truth and about an essential change in the “plausibility of things”. The Socratic students’ metacognitive abilities, method seeks to “frame questions advocated by Paul and Elder. This essential to the quality of that section places an emphasis on the pursuit” (Elder and Paul, 1998: foundational concepts underlying 298). In another context, Paul Paul and Elder’s approach. (1995) holds the belief that SQ ١٧٢ ٢٠١٧ ﺔﻨﺳ ٤٦ دﺪﻌﻟا ١٧٢