There is an interesting discussion to be found, surrounding the Socratic method and whether or not it belongs within a classroom. In my experience, when teaching a unit on geopolitics, I asked the students to come up with a definition of “terrorism”. In the activity, they created one by themselves, then refined it with a small group before we had a class discussion on it. As they provided me with their various definitions I would ask questions (Ex: “Is all terrorism violent?”) designed to refine their thinking (similar to the Socratic method). There is a fine balance that needs to be…