Across the United States, high school students sit through lectures, memorize facts, and prepare for tests. While these activities measure knowledge, they do not do much to develop skills such as critical thinking, effective communication, and confidence in their own voice. Socratic Seminars, however, do exactly that. During Socratic Seminars, students are able to engage in discussion, learn from one another, and develop strong communication habits, all far more valuable tools in our modern-day workforce.
Socratic Seminars allow students to grow more comfortable sharing their voices in an academic setting. Junior Judson Grubbs explained, “The first time I did a Socratic Seminar, I felt a little nervous at first, but after a while, I heard some other people talk and I got more comfortable. I feel like it’s a good way to share your opinion in a more professional and academic environment.” For many students, these discussions are how they find their voice in the classroom. These skills also go far beyond English class, preparing students for interviews, presentations, and civic participation.
Teachers also see their academic value. AP Language and Composition Teacher Della June said, “Socratic Seminars really help me evaluate students. I can really see their line of thinking live in the classroom, and I love seeing students engaging with various topics in the texts that we are reading. It helps them showcase their abilities and their opinions, make claims and provide evidence when having discussions with other students.” Unlike normal testing, seminars help teachers watch students think critically and support their claims with evidence, a skill that is essential for success in higher education.
Beyond academics, Socratic Seminars give students a voice. Freshman Ravin Ronak said, “It helps students start to voice their opinion in the classroom, and it also just helps them develop more self-esteem to be able to speak and have their opinions heard.” Habits like listening, speaking with respect, and finding common ground are great for developing empathy and collaboration.
According to a website about teaching strategies, “In a Socratic Seminar activity, students help one another understand the ideas, issues, and values reflected in a text through a group discussion format. Students are responsible for facilitating their group discussion around the ideas in the text…” (facinghistory.org).
Critics argue that Socratic Seminars are not always effective. According to an education research foundation, “Socratic Seminars may not help high school students when dominant students monopolize the discussion, quieter or introverted students are intimidated and fear public speaking, or students are ill-prepared and don’t engage meaningfully with the text. Additionally, the pressure of grades can deter students from taking intellectual risks, and students may feel the discussions are forced or inauthentic” (spencereducation.com). While these concerns are real, they depend on how the seminar is run, not the seminar itself. Teachers can address all of these issues by giving students good questions ahead of time, setting clear rules, and making sure everyone gets a chance to speak.
Socratic Seminars are not just another classroom activity; they are essential in preparing students to think critically, express themselves, and engage with others respectfully. They teach skills that cannot be measured by a test but are needed in the real world. High schools shouldn’t limit Socratic Seminars because of potential challenges; instead, they should improve the way they are implemented and make them a regular part of classroom learning.