While students should read carefully and prepare well for every class session, it is usually best to tell students ahead of time when they will be expected to participate in a Socratic seminar.
The Latin form elenchus plural elenchi is used in English as the technical philosophical term. In Plato's early dialogues, the elenchus is the technique Socrates uses to investigate, for example, the nature or definition of ethical concepts such as justice or virtue.
According to Vlastos,  it has the following steps: Socrates' interlocutor asserts a thesis, for example "Courage is endurance of the soul", which Socrates considers false and targets for refutation.
Socrates secures his interlocutor's agreement to further premises, for example "Courage is a fine thing" and "Ignorant endurance is not a fine thing". Socrates then argues, and the interlocutor agrees, that these further premises imply the contrary of the original thesis; in this case, it leads to: Socrates then claims that he has shown that his interlocutor's thesis is false and that its negation is true.
One elenctic examination can lead to a new, more refined, examination of the concept being considered, in this case it invites an examination of the claim: Most Socratic inquiries consist of a series of elenchi and typically end in puzzlement known as aporia.
Frede  points out that Vlastos' conclusion in step 4 above makes nonsense of the aporetic nature of the early dialogues.
Having shown that a proposed thesis is false is insufficient to conclude that some other competing thesis must be true. Rather, the interlocutors have reached aporiaan improved state of still not knowing what to say about the subject under discussion.
The exact nature of the elenchus is subject to a great deal of debate, in particular concerning whether it is a positive method, leading to knowledge, or a negative method used solely to refute false claims to knowledge.
Guthrie in The Greek Philosophers sees it as an error to regard the Socratic method as a means by which one seeks the answer to a problem, or knowledge. Guthrie claims that the Socratic method actually aims to demonstrate one's ignorance.
Socrates, unlike the Sophistsdid believe that knowledge was possible, but believed that the first step to knowledge was recognition of one's ignorance. Guthrie writes, "[Socrates] was accustomed to say that he did not himself know anything, and that the only way in which he was wiser than other men was that he was conscious of his own ignorance, while they were not.
The essence of the Socratic method is to convince the interlocutor that whereas he thought he knew something, in fact he does not. Such an examination challenged the implicit moral beliefs of the interlocutors, bringing out inadequacies and inconsistencies in their beliefs, and usually resulting in aporia.
In view of such inadequacies, Socrates himself professed his ignorance, but others still claimed to have knowledge. Socrates believed that his awareness of his ignorance made him wiser than those who, though ignorant, still claimed knowledge.
While this belief seems paradoxical at first glance, it in fact allowed Socrates to discover his own errors where others might assume they were correct. This claim was known by the anecdote of the Delphic oracular pronouncement that Socrates was the wisest of all men.
Or, rather, that no man was wiser than Socrates. Socrates used this claim of wisdom as the basis of his moral exhortation. Accordingly, he claimed that the chief goodness consists in the caring of the soul concerned with moral truth and moral understanding, that "wealth does not bring goodness, but goodness brings wealth and every other blessing, both to the individual and to the state", and that "life without examination [dialogue] is not worth living".
It is with this in mind that the Socratic method is employed. The motive for the modern usage of this method and Socrates' use are not necessarily equivalent. Socrates rarely used the method to actually develop consistent theories, instead using myth to explain them.
Instead of arriving at answers, the method was used to break down the theories we hold, to go "beyond" the axioms and postulates we take for granted."The Story of Hour" Irony Analysis Kim Turnage English February 7th "The Story of an Hour" Irony Analysis Irony is a useful device for giving stories many unexpected twists and turns 3 / irony in the story of an hour In The Story of an Hour by Kate Chopin we observe many instances of irony.
• How did the purpose of this character change during the story? • Was this purpose justiﬁable? • What is the purpose of addressing this question at this time? Questioning strategies for Socratic seminars. Facilitators should plan their questioning strategy ahead of time, preparing questions to engage students in dialogue.
A lesson plan should include opening questions, core questions, and closing questions. Seminar topic: M.C.’s Escher’s Convex and Concave. Opening questions and closing questions ask the students for their personal perspective. The oldest, and still the most powerful, teaching tactic for fostering critical thinking is Socratic teaching.
In Socratic teaching we focus on giving students questions, not answers. We model an inquiring, probing mind by continually probing into the subject with questions.
We can question goals and purposes. We can probe into the nature. For students beginning law school, one of the most common fears is the Socratic method of questioning. The Socratic method is the infamous way that law professors teach: rather than lecturing to students, they engage students in a guided question and answer session to lead students to a conclusion.
Socratic questioning (or Socratic maieutics) Questioning the question e.g., 'Why do you think that I asked that question?', 'Why was that question important?', 'Which of your questions turned out to be the most useful?' Socratic Questioning and Critical Thinking.