Using the Socratic Method as a Learning Facilitator
June 29, 2010 by davissm · 4 Comments
What is the Socratic Method? The Socratic Method uses questions to guide your student on a journey of discovery leading toward greater understanding or increased performance.
Although facilitation is about moving people to where they want to go, the simple truth is that nobody moves anywhere unless they move themselves. The Socratic Method is a way to help people see when they need to move, and where they need to move to. It produces better learning and better solutions because it leads people to explore, challenge their thinking, and discover answers for themselves. Self-discovery facilitates action because individuals uncover for themselves what needs to be done and why. Click here to read the full article.
Hi Steve
I commend a series of 3 books by Chantal Illbury and Clem Sunter (in order of publishing) The Mind of the Fox, Games Foxes Play and Socrates and the Fox. (Publisher Human and Russow Tafelberg) The deal with strategic management and involve facilitation with management. I have used these on several occasions to good effect and in the approach in the final book is a practical guide in this field to the subject matter of the article.
ciao
walter
This an excellent (and nicely brief!) article by Norman Patnode. One of the very best single points he makes is “Once you ask a question – be quiet. Wait. Even if there’s a very loooooooooong pause.” One of the most common mistakes that new (end even some experienced) facilitators make is to assume that a pause – silence – is a problem. Some of the very most important breakthroughs in sessions I’ve facilitated have come about because I resisted the temptation to fill the void.
In one case, a sensitive point came up which I rephrased as a question, wrote up on a flipchart, and turned over to the group for their thoughts. None was forthcoming, the silence was getting uncomfortable, and they kept looking at me hopefully. I circled the question, and moved to the back of the room, reminding them not to let their eyes follow me and instead to stay focused on the question. Eventually, one brave soul offered a comment, and that got the ball rolling.
In another memorable case, a group was struggling with the definition / interpretation of a central term in their line of business. At that point, the hard-as-nails director (”J.”) sauntered into the room, waited a few moments, and then offered (in language I can’t repeat here) that this was a waste of time, and anyone who didn’t know the answer to the question should be seeking employment alternatives. I froze for a moment, and then went back to first principles – I noted that J. had made a strong statement, a paraphrased it on a flipchart, and asked the group for their thoughts. (Note that it was *very* tough for me not to just answer his provocation.) The pause was unbearable, probably stretching to 20 or 30 seconds, but I made it clear we weren’t moving on until the group offered some responses – I needed to know if it really was a waste of time. Finally, one brave soul – you have to count on them being there
– offered a summary of why this was important, and how the lack of clarity was negatively impacting the division. Not to be outdone, someone else contributed a similar thought with additional information, and the ball was rolling. After virtually every person had chipped in, J. said something to the effect that “you guys seem to know what you’re doing, so I’ll leave you to it.”
The interesting part came after the session while I was sorting out the room, and J. showed up. He gave me a bone-crushing handshake, and told me how much he appreciated the way I’d handled the situation by putting the onus on his people – “If those chickens weren’t going to stand up to me, they’ve got no chance against some of the tough customers they deal with in the field.” He was a pretty tough customer himself, but he sure knew what he was doing.
My comment is probably now longer than the article, so I’ll wrap up. When I teach facilitation, one of the fundamental principles I emphasize is that the facilitator answers no questions, but asks a lot. This article does a nice job of guving guidance on how to accomplish that.
Thanks again for the article.
Alec Sharp
asharp@clariteq.com
All of the above applies in the coaching conversation, as well (which makes sense, as on many levels coaching is ‘merely’ 1:1 facilitation).
First, you must establish where the person is going. Then ask the question… and let it do the work. Be comfortable with silence — and let the client speak into that silence, rather than the coach. Finally, I love the way Norman explains that every question is a search for one of three things:
• An expression of a subjective preference.
• An objective fact.
• The best possible alternative or solution
Also true in the coaching conversation!
Thank you for a thought-provoking and articulate piece this week.
I really appreciate this bit of advice:
If you’re working with a group, be sure not to repeat what someone says, or you’ll unwittingly train them not to listen to one another. Instead, ask another participant to repeat what was said if clarity is needed.
I had never considered what repeating a comment might be training others–I will definitely watch that in the future!