Socrates believed that lecture was not the best teaching method for some students to achieve in-depth understanding. His student Plato recorded numerous dialogues that illustrate Socrates' technique for generating questions to allow students to explore concepts themselves rather than reiterate ideas espoused by a teacher. Although used throughout history, the Socratic method found a resurgence in favor during the early 1980s when Mortimer Adler suggested massive school reform including its use as part of the Paideia Proposal.
The Socratic method of questioning requires students to examine the reasoning behind their beliefs and so encourages analytical and more logical thinking. The technique may be adapted for any type of course and any grade level.. Ideally, resulting discussions are collaborative and help students understand concepts not just on a surface level but in a deeper way. The method requires students to think about rationale behind their own beliefs as well as those of the opposition.
Teachers guide Socratic activities toward the specific educational goal through largely open-ended questions, those that require more than a yes or no response. Vague student responses require additional probing or clarification by the teacher. Questions encourage elaboration on ideas proposed by all students, and teachers should draw as many students as possible into the conversation. The teacher or other leader should occasionally summarize the ideas to help keep the discussion focused and stimulate further commentary.
Open-ended questions in the Socratic method invite further discussion and avoid right or wrong answers. Such questions ask students what similar experiences they have had, what relevant examples they can come up with, what reasons exist for actions or beliefs, why events occur, what other conclusions are possible, how a different person might interpret an idea, how they would react in a similar situation, what questions they have about the experience and how they came up with their conclusions.