Using Socratic Seminars to Build Understanding
of Diversity among Students
Presented by:
Solomon Cross, Terrilyn Gray, Katrina Schultz and Morgan Valsin
Norms
• Silence and put away all electronic devices
• Responses should not be based on emotions;
Please be factual
• Respect the group (entire room)
• Listen attentively; Listen respectfully
• Do not repeat responses
• Time yourself and allow others the opportunity to
share
• Discuss issues, not people
Target Audience
• Secondary Teachers
• Secondary Administrators
• School Counselors
Objectives
• To explain the importance of critical
thinking, communication and diversity in a
21st Century Global World
• To explain the importance of using
Socratic Seminars to facilitate accountable
talk among students
• To provide a model of a Socratic Seminar
by using the tools learned from the
lectures on diversity and Socratic
Seminars
Agenda
1. Norms
2. Icebreaker
3. Gallery Walk
4. Background/Purpose of Using Diversity
5. Background/Purpose of Socratic Seminars
6. Socratic Seminar
7. Closure
8. Evaluation
Ice Breaker: Two Truths & a Lie
• Each person writes two truths and a lie about
themselves.
• Everyone walk around and chats with one
another, like a cocktail party, and asks about
each other’s truths and lies.
• The goal is to quiz each person about each
statement to help determine which are the
truth and which is the lie, while seducing other
people into thinking that your own lie is a truth.
• People should not reveal their lie, even if it
seems others might have guessed.
• Each person reads their three statements
aloud to the group and everyone votes on
which one they think is a lie.
Purpose of Ice Breaker
• Stereotypes can have teachers perceiving
students in the wrong way all year,
affecting the learning environment.
• Students can also perceive other students
in the wrong way, with or without teachers
influencing the labeling of other students.
• It is important for critical thinking,
communication, and diversity in a 21st
century global world.
Gallery Walk
• Classmates will walk around and view all
photos without talking
• After 1-2 minutes, return to seat and
answer the following questions
– If asked to categorize yourself by one of these
pieces, which would you choose? Why?
– Do you relate to some of the pieces more
than others? Why?
• Discuss answers with the whole group
Purpose of Gallery Walk
• To understand how students may feel with
other diverse groups and how they relate
to diversity
Socratic Dialogue: Philosophical Foundation
Embracing Diversity
Is diversity in education important?
According to the United States Supreme Court: YES!
• Brown v. Board of Education (1954) – landmark
case making “separate but equal” unconstitutional,
ordered desegregation, & established educational
benefits of diversity
• Grutter v. Bollinger (2003) – University of
Michigan Law School case upholding the benefits
of diversity as a “compelling interest” that justifies
the use of race as one of the collaborative factors
for admission
Is diversity in education important?
According to research: YES!
Cooper (2006) synthesis of numerous reputable research studies summarizes
the academic and social benefits of diversity into four general categories:
1.
Enhanced Student Learning (concepts of broader knowledge gained from
experiences, increased communication skills, enhanced analytical
capacity, & advanced problem solving ability)
2.
Enhanced preparation to flourish in the diverse environments of higher
education & workforce
3.
Cross Cultural Competence (diversity - breaks down racial stereotypes,
while increasing racial tolerance & understanding)
4.
Creation of leaders with legitimacy in the eyes of the citizenry (diversity
reflects rapidly changing global demographics)
Investing in Diversity: Miner’s Canary
Metaphor
• Failure to acknowledge the importance of diversity creates a
“toxic” environment that threatens both the “miners” & the
“canaries” (pp. 26 – 27).
• Investment produces leaders who give back to society at
large
• Preparation for future leadership requires educators capable
of training, “passionate problem solvers who don’t think there
is one right answer to every problem, who are open to the
possibility of multiple answers and to the challenge of trying to
figure out which of those possible answers works best in the
context of a particular problem” (p. 30).
(Guinier, 2005)
Theoretical Foundation
DIVERSE PHILOSOPHERS
Jacques Derrida
1930 - 2004
•
French Philosopher of Jewish decent
•
Deconstruction – critical approach of philosophy
developed to analyze both the conditions of
possibility and the limitations of various forms of
discourse
•
Age 12 – anti-Semitic law forced expulsion from
academy where he was top student in entire
school
•
Family lost citizenship & became unwanted
foreigners in the land where they had lived for 5
generations
•
Turned the pain of negative experience into
positive contribution to society as philosopher &
activist fighting for the rights of diverse populations
•
Founding member of the Cultural Foundation
Against Apartheid, activist for Algerian immigrants,
& Czech Charter
Paulo Freire
1921 - 1997
•
Brazilian philosopher
•
Grew up in poverty – lead to deep understanding of the
oppressed & the “culture of silence” accompanying
oppression
•
Early career – labor union lawyer helping the poor
understand their rights
•
Began working with adult literacy programs
•
Earned PhD – professor of philosophy & education at
University of Recife (Brazil) & Harvard University (U.S.)
•
Pedagogy of the Oppressed (1972)
•
Developed method known as Critical Pedagogy
(principles used as the basis of Transformative
Learning Theory)
•
Devoted life to empowering the oppressed with tools to
overcome economic, social, & political forces placed
upon them by the dominant classes of society
Nel Noddings
1929 - Present
•
Caucasian American feminist philosopher
•
President of the Philosophy of Education Society
•
Rose as female scholar among elite members of
academia during 1949 – 1973
•
Experience as educator – includes all levels (early
childhood/elementary/junior & senior high/university)
•
Work focuses on the ethical & moral responsibilities of
education
•
Proponent of equality & diversity
•
Believes equality is often confused with sameness
•
Critical lessons – prompt Socratic thought, discussion,
& understanding of topics central to humanity that lead
to holistic development of critical awareness essential
to creating civic responsibility in a liberal democracy
•
Concepts of care, building relationships, ethical
choices, & developing the characteristics for moral
citizenship as primary goals of education that overarch
all curriculum subjects
Cornel West
1953 - Present
•
African American philosopher & professor
•
Professor of religion at Harvard, Princeton, & Yale
Universities
•
Considered one of the greatest minds of our time
•
Expert witness to the power of Socratic philosophy –
the love of truth & justice develops a conscience that
forces an individual to muster up the courage to
stand firm in the face of conflicts
•
Prophetic commitment to justice – calls for justice of
all oppressed people & unites diverse faith systems
(Christian/Islamic/Jewish) by acknowledging their
connected roots
•
Connects to people where they are
•
Uses strategies considered “out of box” (ex: rap
albums filled with philosophical lyrics to prompt
critical thought & reach youth)
•
Uses public voice to expose injustice in American
society & throughout the world
Derrida, Freire, Noddings, & West
• Emphasize the importance of critical thinking to
developing understanding
• Express deep concern about education systems that
place low value on the development of analytical
thinking
• Observe the widespread failure to use critical thinking
in decision-making in society
• Convey failure to equip & utilize critical thinking among
diverse individuals as dangerous to the well-being of
society
What is a Socratic Seminar?
• Socratic Seminars are structured conversations about
selected texts and the important ideas imbedded within
them. (Mangrum, 2010)
• The discussion is not about right answer; it is not a
debate. Students are encouraged to think out loud and
exchange ideas openly (www.nwabr.org/education)
Process of Socratic Seminars
• Text Selection: Teachers must select text imbedded with rich
ideas important to the participants. Text should be open to
multiple interpretations.
• Setting Goals: The facilitator must set personal behavior
goals that will enhance the conversation.(do not raise hands,
listening fully, allowing equal talk)
• During the Seminar: Pose key questions, ask participants to
relate their statement to particular passages, if needed,
refocus students.
• After the Seminar: Ask debriefing questions, share your own
experiences
Role of the Facilitator
• Guide students to a deeper and clarified consideration
of the ideas of the text
• Must have a respect for varying points-of-view
• Adherence and respect for the seminar process
• The facilitator must model behavior that is expected:
» “What I heard you say was...”
» “Can you compare your response to what you
heard Chris say...”
» “Where is the evidence from the text for what you
said...”
» “I want to hear what Monica thinks...”
Types of Questioning
• Interpretive- No single answer is correct,
but arguments can be made to support
positions
• Literal- Comprehension of the text
• Evaluative- Opinions, or information
relative to their lives.
Example Questions
• Beginning
• What is the authors purpose?
• What is the main idea or underlying value in
the text?
• Middle
• Who has a different perspective?
• Has anyone changed their mind?
• End
• How do the ideas in the text relate to our
lives?
• Why is this material important?
Benefits of Socratic Seminars
• Helps build self-esteem, self-worth, sense
of significance & sense of belonging
• Allows students to build relationship
among their peers
Practice: Socratic Seminar
• Read the article entitled, “Best Cities 2011:
Got Diversity?” silently
• Jot down 2-3 questions you may have
about the article
• Be prepared to share your questions with
the group during the seminar
• Sit in chairs arranged in a circle and
remember the in-service norms
Closure: Tea Metaphor
You’re in for a special treat!
References
Please review handouts for a concise list of
references.
Evaluation
Please complete the Diversity Evaluation
Form and place it in the folder on the front
table before you leave.
Thank you for your cooperation! 