How to use Socratic questioning in order to promote adults' self-directed learning. Issue 1 (2nd January 2019)

• Record Type: Journal Article
• Authors: Katsara, Ourania; De Witte, Kristof
• Is Part Of: Studies in the education of adults. Volume 51:Issue 1(2019)
• Page Start: 109
• Page End: 129
• Publication Date: 2019-01-02
• Subjects: Adult learning -- self-directed learning (SDL) -- critical thinking -- Socratic questioning -- problem-based learning (PBL); Adult education -- Great Britain -- Periodicals; 374.941
• DOI: 10.1080/02660830.2018.1526446
• Languages: English
• ISSNs: 0266-0830

Abstract

Abstract: This article discusses the teachers' role in self-directed learning (SDL) – a central concept in adult education. We explore the use of Socratic questioning to develop critical thinking, which is the outcome of SDL in problem-based learning (PBL). In particular, we analyse 11 adult learners' reflective journals in relation to a Socratic seminar. Findings showed that adult learners value the mutual relationship between the learner and the teacher in managing the learning process. In addition, we suggest a teaching approach where Socratic questioning can facilitate students' SDL. We conclude with implications on its use as a means to initiate the learning goals of a PBL tutorial.