How to use Socratic questioning in order to promote adults’ self-directed learning

© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group. This article discusses the teachers’ role in self-directed learning (SDL)–a central concept in adult education. We explore the use of Socratic questioning to develop critical thinking, which is the outcome of SDL in problem-based learning (PBL). In particular, we analyse 11 adult learners’ reflective journals in relation to a Socratic seminar. Findings showed that adult learners value the mutual relationship between the learner and the teacher in managing the learning process. In addition, we suggest a teaching approach where Socratic questioning can facilitate students’ SDL. We conclude with implications on its use as a means to initiate the learning goals of a PBL tutorial.

Publication year:2019

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