EDUCATION & LEARNING · HIGHER EDUCATION · COURSE

Using Socratic Questioning to Strengthen Ethical Reasoning in Asynchronous Higher Education

A source-grounded professional learning pathway for designing Socratic prompts that help learners clarify claims, examine reasons, respond to objections, and revise ethical judgments.

01Reason
  • Question
  • Reason
  • Revision

Higher Education collection Inclusive & Ethical Faculty Practice

Status: Course outline · managed delivery by arrangement

Version: 1.0.0

Estimated time: 120 minutes

Completion record: Created only after independent review approval.

Credential pathway: A reviewed completion may be separately authorized for a Logos Professional reviewed-completion credential. Enrollment or course completion alone does not guarantee issuance.

Self-service enrollment is not open on this commercial website.

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EVIDENCE MODEL

How the pathway turns learning into reviewable evidence

01Learn
02Apply
03Demonstrate
04Review
05Verify

Learning objectives

  • Distinguish Socratic questioning from generic discussion prompting.
  • Design a sequence that moves from claim clarification to reason testing and revision.
  • Apply the sequence to an asynchronous ethics-learning activity.
  • Evaluate a teaching artifact against an evidence-based rubric.

Learning sequence

  1. Diagnostic reflection
  2. Cited learning sections
  3. Socratic dialogue practice
  4. Authentic teaching artifact
  5. Reflective rationale
  6. Rubric assessment

Required evidence

  • An explicit learning objective and initial asynchronous learner prompt
  • Clarification, reasoning, objection, and revision stages
  • An instructor facilitation plan
  • An inclusion or accessibility consideration
  • A description of expected evidence of learning

Certificate requirements

  • Acknowledge the course disclosure and complete the formative diagnostic.
  • Complete every reviewed lesson check in this published course version.
  • Submit the structured reasoning exercise, applied professional artifact, and implementation reflection.
  • Receive independent human review approval against the published rubric.
  • Receive separate administrator issuance of a Logos Professional Certificate of Completion.

The certificate verifies Logos Professional's reviewed-completion record only. It is not automatic institutional PD, CE, CEU, academic credit, licensure credit, or employer recognition.

What this certificate demonstrates

A named learner completed this published pathway, submitted authentic evidence, and received the required independent human review under the stated version and rubric.

Evidence base

Discussion as a Way of Teaching

Stephen D. Brookfield, Stephen Preskill · Jossey-Bass (2005), ISBN 978-0-7879-7808-2 · 2nd edition

Supports disciplined discussion design and participation structures for adult learning.

REVIEWED

Critical Inquiry in a Text-Based Environment

D. Randy Garrison, Terry Anderson, Walter Archer · The Internet and Higher Education, 2(2–3), 87–105 · 2000 publication

Grounds the asynchronous design in cognitive presence and sustained inquiry.

REVIEWED
Using Socratic Questioning to Strengthen Ethical Reasoning in Asynchronous Higher Education · Logos Professional