CRITICAL THINKING AND VALUES CLARIFICATION THROUGH SOCRATIC SEMINARS

The authors of this article were asked to assess the effectiveness of the Socratic seminar method as employed at the Lookout Valley Middle S chool in Chattanooga, Tennessee. Relying on qualitative research appro aches to data collection, the authors observed middle school students engaged in Socratic seminars, conducted focus groups, and semistructur ed interviews with both teachers and students. The findings suggest th at the seminars are useful in promoting (a) higher order thinking, (b) appropriate conflict resolution strategies, and (c) enhanced interest in learning. Seminars that focused on topics viewed as relevant or re al life were extrememly well received. Those that placed students in m etaphorical learning situations were viewed as less valuable.