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.