How the Socratic Method builds better brains (and bolder courses) on Edovo

Have you ever had a friend ask, “But what do you really mean by that?”

And in that exact moment, you wanted to either (a) hug them or (b) throw your coffee across the room?

Congratulations. You’ve met the Socratic Method.

Now ask yourself: Did that question make you think more deeply than a list of bullet points ever could?

Spoiler—oops, wait, no spoilers anymore. Let’s go with: It probably did.

Because questions—the right kind of questions—don’t just get people to engage. They light up the brain in all the right places. And when it comes to incarcerated learners who’ve been trained to shut down instead of speak up? This method is gold.

What is the Socratic Method? (And what’s it doing in your course?)

Socrates, aka the GOAT when it comes to discussion threads, asked questions not to get answers, but to deepen thinking. His whole jam was: “Let’s dig under your assumptions and see what’s holding them up.”

No lectures. No PowerPoints. Just really good, really annoying questions that made everyone stop talking and think.

In digital learning, especially self-paced learning, we obviously can’t sit across from a learner and squint until they rethink their ideas. But we can design content that helps them challenge themselves—through well-placed, layered, thoughtful prompts.

What the science says (and what theory backs it up)

Still with me? Cool. Now pause for a sec and ask:

“What happens in the brain when I ask a question instead of stating a fact?”

When learners get asked a question, especially one that hits close to home, it triggers active retrieval, boosts dopamine, and increases semantic encoding (Craik & Tulving, 1975). Translation: questions don’t just test memory; they build it.

This approach is backed by more than just brain scans. It sits squarely within key adult learning frameworks:

• Transformative Learning Theory (Mezirow, 1991): Questions challenge a learner’s assumptions and encourage reflection, often sparking what Mezirow called “disorienting dilemmas”—those moments that lead to deeper self-awareness and mindset shifts.
  
  

• Social Learning Theory (Bandura, 1977): Even in digital environments, learners model thinking patterns from well-structured prompts. Socratic-style questions model critical inquiry, self-reflection, and emotional regulation.
  
  

• Constructivist Theory: Learners actively construct meaning through experience and inquiry. In this model, the question is the curriculum.
  
  

The long and short of it…research shows Socratic-style prompts increase reflection, metacognition, and learner autonomy (Yang, Newby, & Bill, 2005). That’s fancy talk for: “They start thinking for themselves.” And in a context where many learners have been told what to think, that’s radical.

And just in case you’re wondering—yes, I’ve been modeling all this the whole time. 😉

Let’s model it some more, shall we?

How about a little pop quiz—with no grades, just grit:

Which of these questions is more likely to lead to deeper reflection?

A. What’s the definition of justice?
(Straight from the textbook. No emotion required. This works if we’re checking knowledge, not reflection.)

B. Think of a moment when you saw justice fail. What did that feel like?
(This taps memory, emotion, and perspective—aka the ingredients for real reflection.)

Why this works for incarcerated learners

Let’s not pretend this is easy. Many Edovo learners…

• Haven’t been in school for years
  
  

• Associate learning with shame, not discovery
  
  

• Feel uncomfortable writing about personal beliefs
  
  

• Aren’t used to being asked their opinion
  
  

So when we ask them a meaningful question, we’re not just prompting reflection—we’re rewriting the emotional blueprint of learning.

The Socratic Method says: I believe your answer is worth thinking about.
And that changes everything.

“But I only have multiple choice!”

Well, technically, that’s not true. Edovo provides open response question fields. But let’s pretend you want to limit the course to multiple choice questions…watch this:

Don’t do this:

What is the best way to build trust?
A. Tell the truth
B. Be respectful
C. Communicate
D. All of the above

(That’s a test. Not a question that matters.)

Do this instead:

What’s one reason someone might lose trust in another person?
A. They didn’t follow through
B. They said one thing and did another
C. They made a promise they couldn’t keep
D. They lied to get something

See the shift? It’s no longer a list of “correct answers”—it’s a mirror.

Want more variety in your question types? We’ve gotcha.

Open response

“What advice would you give your younger self about asking for help?”

Likert scale

“How often do you pause to think before reacting when upset?”
Never / Rarely / Sometimes / Often / Always

Fill in the blank

“When I feel challenged, I usually __________.”

Multiple choice, reflection-style

“Which of these values feels most important to you right now?”
A. Freedom
B. Family
C. Honesty
D. Growth

So… why does this matter?

Because questions change brains.

And not just any questions—the ones that surprise us, pull us in, and make us feel seen. That’s the Socratic sweet spot. You don’t need fancy tools. You just need the courage to ask:

“What do you think?”

(Which, by the way, is what I’ve been modeling this whole article. You’re welcome.)

Bonus: Your “Socratic starters” cheat sheet

Use these as-is or tweak them for your topic. The key? Make it personal, make it purposeful, and make it open enough for reflection.

Want to nudge deeper thought, even with multiple choice? Just frame your options around real choices, not “correct answers.”

And hey—if you made it this far, you’ve just experienced the Socratic Method yourself. Feel smarter already, don’t you?

References

(Because yes, asking “Why does this matter?” means we show our work. Socrates would demand it.)

• Bandura, A. (1977). Social learning theory. Prentice-Hall.
  
  

• Brookfield, S. D. (2012). Teaching for critical thinking: Tools and techniques to help students question their assumptions. Jossey-Bass.
  
  

• Craik, F. I. M., & Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology: General, 104(3), 268–294.
  
  

• Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass.
  
  

• Paul, R., & Elder, L. (2006). The Thinker's Guide to the Art of Socratic Questioning. Foundation for Critical Thinking.
  
  

• Yang, Y.-T. C., Newby, T. J., & Bill, R. L. (2005). Using Socratic questioning to promote critical thinking skills through asynchronous discussion forums in distance learning environments. American Journal of Distance Education, 19(3), 163–181.