Speaker
Description
This presentation explores adapting the usage of Dr. Thomas E. Jackson’s Gently Socratic Inquiry (GSI) from teaching philosophy for children to university-level English instruction in Japan. Emphasizing student autonomy and critical thinking, GSI engages learners in student-generated questioning and teacher-facilitated dialogic inquiry. A classroom-based example from a second-year university course is presented, along with procedural variations for broader pedagogical application.
Keywords
Critical Thinking
Discussion
References
Jackson, T. E. (2017). Gently Socratic Inquiry. https://www.p4chawaii.org/_files/ugd/08a8ce_27256322e4be4d65aec2e915148969aa.pdf
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Abstract
Addressing the commonly observed decline in university student engagement over the course of a semester, this study argues that short-term motivational strategies are insufficient for sustaining meaningful participation. In order to facilitate deeper discussions in which highly motivated students can be meaningfully engaged, a new course was piloted by adapting Gently Socratic Inquiry (GSI), a pedagogical approach developed by Dr. Thomas E. Jackson for philosophy education with children, to the context of university-level English instruction in Japan. Drawing on Self-Determination Theory (Ryan & Deci, 2000), this adaptation of GSI is framed as a method that fosters intrinsic motivation by supporting students’ needs for autonomy, relatedness, and competence. Central to the approach are intellectual safety, classroom community, and co-inquiry, with students generating and selecting discussion questions and engaging in student-led, teacher-facilitated dialogic inquiry. With a goal of leading students to re-evaluate their perspectives and connect the topic to personal or community action. The presentation outlines the principles, rationale, and procedures of GSI through an example lesson taught to 2nd year university students, using a children's book as stimulus for discussion. Variations and adaptations for different instructional contexts are also discussed.
Short summary
This presentation explores adapting the usage of Dr. Thomas E. Jackson’s Gently Socratic Inquiry (GSI) from teaching philosophy for children to university-level English instruction in Japan. Emphasizing student autonomy and critical thinking, GSI engages learners in student-generated questioning and teacher-facilitated dialogic inquiry. A classroom-based example from a second-year university course is presented, along with procedural variations for broader pedagogical application.
| Scheduling preference | Anytime on Saturday or Sunday |
|---|---|
| Title | Fostering Deeper Discussions through Gently Socratic Inquiry |