Fostering Critical Thinking through Socrates' Questioning in Iranian Language Institutes

Abstract

Abstract?Critical thinking is a western concept and as its history points out developed and flourished in the western world because the conditions were favorable. Developing critical thinking in non-western societies cannot be pursued unless the local exigencies are carefully considered. Fostering critical thinking in Iran as an Islamic country has its own obstacles and problems. Considering such limitations, this paper tries to offer practical ideas and viable strategies for developing and actualizing critical thinking through Socratic Questioning in Iranian language institutes based on Bloom's Revised Taxonomy and Paul's Taxonomy of questions. The main premise is: Questions are not merely meant to ask, but they have teaching potentiality. Through some class activities such as free discussions, active reading, analytical writing, and dynamic assessment, the teachers can cultivate critical thinking ability in the students. As the title of the article depicts, the interrelationship of three main themes is to be investigated: (1) critical thinking, (2) Socratic Questioning, and (3) Iranian language institutes. First, each of these three themes is treated respectively and then the mechanics of developing this skill in language institutes in Iran would be discussed.