8/10/2019 What is Socratic Questioning

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WHAT IS SOCRATIC QUESTIONING?

According to Jacques Brunschwig, Geoffrey Ernest Richard Lloyd (2003), Socratic

questioning is disciplined questioning that can be used to chase thought in many directions and

for many purposes. It including: exploring complex ideas, getting to the truth of things, opening

up issues and problems, uncovering assumptions, analyzing concepts, distinguishing what we

know from what we don't know, following out logical implications of thought or controlling the

discussion.

The key to distinguishing Socratic questioning from questioning independently is that

Socratic questioning is systematic, disciplined, and deep and usually focuses on fundamental

concepts, principles, theories, issues or problems.

As mentioned by Paul, R. and Elder, L. (2006), teachers, students or indeed anyone

interested in probing thinking at a deep level can and should construct Socratic questions and

engage in these questions. Consequently it also use in psychotherapy such as Cognitive

Behavioral Therapy and so on.

In addition, there are nine type of Socratic questioning according to Paul, R. and Elder, L.

(2006) in their book The Art of Socratic Questioning. Which are: 1. Questions of Clarification,

2. Questions That Probe Purpose, 3. Questions That Probe Assumptions, 4. Questions That

Probe Information, Reasons, Evidence, and Causes, 5. Questions about Viewpoints or

Perspectives, 6. Questions That Probe Implications and Consequences, 7. Questions about the

Question, 8. Questions That Probe Concepts, 9. Questions That Probe Inferences and

Interpretations.

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HOW TO APPLY COGNITIVE-BEHAVIORAL THERAPY IN GROUP SETTING?

Cognitive-Behavioral Group Therapy (CBGT) is a therapy which commonly used

nowadays in facing the challenges in this world. It can use in several method such as in

prevention relapse, recording belief and thought, problem solving and so on.

According to Kevin Drab (2010) in his slide presentation, CBGT can be applying in

psycho- education. We can use it directly such as mini-lecture, handouts and descriptions.

Indirectly, we can also make exercises to explore an idea or method, therapist modeling; clients

sharing their experiences, watching other clients work and change. We also can give the client

homework where the clients learn ideas and approaches from assignments, for example doing

cognitive distortions form, DTR, monitoring triggers. We also can use the Phenomenological

explorations such as questioning about how the clients depress him/her-self. And also we can

open their insight by extra-therapeutic experience in observing people, media, others outside and

teaching the CBT to others.

References:

Jacques Brunschwig, Geoffrey Ernest Richard Lloyd (2003),A Guide to Greek Thought: Major Figures

and Trends, Harvard University Press.

Kevin Drab (2010)Applications of CBT in Group Therapies,

http://www.slideshare.net/kjdrab/applications-of-cbt-in-group-therapies(access on 3 December 2014)

Paul, R. and Elder, L. (2006). The Art of Socratic Questioning. Dillon Beach, CA: Foundation for Critical

Thinking.

http://www.slideshare.net/kjdrab/applications-of-cbt-in-group-therapieshttp://www.slideshare.net/kjdrab/applications-of-cbt-in-group-therapieshttp://www.slideshare.net/kjdrab/applications-of-cbt-in-group-therapies