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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]
In 1738, the Scottish philosopher David Hume differentiated intellectual curiosity from a more primitive form of curiosity: . The same theory, that accounts for the love of truth in mathematics and algebra, may be extended to morals, politics, natural philosophy, and other studies, where we consider not the other abstract relations of ideas, but their real connexions and existence.
Rogers and Farson write: "Active listening is an important way to bring about changes in people. Despite the popular notion that listening is a passive approach, clinical and research evidence clearly shows that sensitive listening is a most effective agent for individual personality change and group development.
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 teachers' teaching skills also correlates to the frequency at which display questions are asked. Less experienced teachers tend to ask more display questions. [11] A study by Barnes (1983) found that in universities, about 80% of the questions asked by the teachers are to recall facts. Questions by teachers tend to be display questions ...
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If you want the help of someone who does research stocks full-time, you may want to rely on a financial advisor. Either way, it’s important to have a baseline understanding of what you are buying.
Presentation Skills That Will Take You to the Top says that within the business world, the adage holds true. The book adds "a question might be uninformed, tangential, or seemingly irrelevant, but, whether the presenter perceives it to be stupid or not, every audience member has every right to ask any sort of question". [3]