Socratic questions and frozen shoulders: teaching without telling

Not long ago, I was asked to teach Socratic questioning to some doctors specialising in accident and emergency medicine. This might seem like a strange piece of work to take on. Doctors in emergency medicine commonly work fast and under great pressure. They have to recall and apply factual knowledge at speed, and to teach their trainees to do the same. Socratic questioning, by contrast, is a way of teaching that depends on slowing things down. Named after the Greek philosopher Socrates, the method rests on the assumption that people gain a fuller understanding of a problem if they work out each stage of the answer for themselves.1 Teachers therefore avoid asking any leading questions, offering direct information, or confronting students openly with their ignorance. Instead, they use a progression of open questions to help students think about any problem logically. A typical series of Socratic questions...

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