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Socratic questioning (or Socratic maieutics) [1] is an educational method named after Socrates that focuses on discovering answers by asking questions of students. According to Plato, Socrates believed that "the disciplined practice of thoughtful questioning enables the scholar/student to examine ideas and be able to determine the validity of those ideas". [2]
Questions can be created individually or in small groups. [19] All participants are given the opportunity to take part in the discussion. [21] Socratic circles specify three types of questions to prepare: Opening questions generate discussion at the beginning of the seminar in order to elicit dominant themes. [14] [19]
People with disabilities, you need to be patient with them not understanding at first. In many of today's cultures, comprehension may include a knowledge of people using neutral pronouns or preferred pronouns. In order to listen for comprehension, it will be important for a receiver to be aware and understand these cultural norms. [17]
Inquiry-based learning (also spelled as enquiry-based learning in British English) [a] is a form of active learning that starts by posing questions, problems or scenarios. It contrasts with traditional education, which generally relies on the teacher presenting facts and their knowledge about the subject.
The Ben Franklin effect is a psychological phenomenon in which people like someone more after doing a favor for them. An explanation for this is cognitive dissonance. People reason that they help others because they like them, even if they do not, because their minds struggle to maintain logical consistency between their actions and perceptions.
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Knowledge worker productivity demands that we ask the question: "What is the task?" It demands that we impose the responsibility for their productivity on the individual knowledge workers themselves. Knowledge workers have to manage themselves. Continuing innovation has to be part of the work, the task and the responsibility of knowledge workers.
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