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Is AI a Good Thing?Socratic Debate |
Note: Lesson plan and resources for this activity can be found at the bottom of this page.
One approach I have used to teach computing theory with great success is Socratic debate. Socratic debates are great for covering controversial or thought provoking issues e.g. social, ethical and legal issues surrounding the use of artificial intelligence.
How it works:
Students are initially split into teams to research a topic. After some initial research, the teams are then asked to compile their best arguments and choose their spokespersons before entering the 'Socratic circle'.
In a Socratic circle, the students help each other explore ideas / concepts and arrive at an answer by asking and answering questions rather than one particular team ‘win an argument’, as in a debate. In a Socratic circle discussion, the students are responsible for facilitating their own group discussion, whilst also practicing listening and questioning skills.
Before the debate starts, the teacher gives each of the remaining students a piece of paper with a question or mission written on it (each aimed at different levels of ability) which they must complete during the debate e.g. "Who gave the most persuasive argument boys or girls and write down some examples" or "Who used quotes or acknowledged sources in their arguments and give examples". This way everyone is involved during the debate.
At the end of the debate, students are chosen at random to reveal their question or mission to the rest of the class and to respond with their answers / observations.
How it works:
Students are initially split into teams to research a topic. After some initial research, the teams are then asked to compile their best arguments and choose their spokespersons before entering the 'Socratic circle'.
In a Socratic circle, the students help each other explore ideas / concepts and arrive at an answer by asking and answering questions rather than one particular team ‘win an argument’, as in a debate. In a Socratic circle discussion, the students are responsible for facilitating their own group discussion, whilst also practicing listening and questioning skills.
Before the debate starts, the teacher gives each of the remaining students a piece of paper with a question or mission written on it (each aimed at different levels of ability) which they must complete during the debate e.g. "Who gave the most persuasive argument boys or girls and write down some examples" or "Who used quotes or acknowledged sources in their arguments and give examples". This way everyone is involved during the debate.
At the end of the debate, students are chosen at random to reveal their question or mission to the rest of the class and to respond with their answers / observations.
Setup
- Ensure that all the students have their questions ready. Explain the rules (below) to the students so that they all understand their role during the Socratic discussion.
- Arrange the seats into two circles (inner and outer circle) – the inner circle should have less seats. Direct the students to their designated seats (Inner circle: discussion group, outer circle: listening group). Give each pupil in the outer circle one of the differentiated ‘focus cards’ (below) with a particular skill to concentrate on.
- Start the discussion with an opening question or statement e.g. “AI is a bad thing, discuss!” or “Can AI truly be creative, or is it simply mimicking human creativity?”. Once the discussion has started, let the students dictate the pace and content of the discussion themselves. Only become involved when it’s time to wrap up or if the discussion starts to lag by introducing new questions (See below).
- Finish the discussion by asking the students in the outer circle to reveal their question or mission to the rest of the class and to respond with their answer or observation.
Resources:
| socratic_debate_cards.pdf |
| socratic_sample_questions.pdf |
Rules:
As with any form of debate, it is always good to start with a set of ground rules:
As with any form of debate, it is always good to start with a set of ground rules:
- Respect each other’s opinions
- One voice at a time (Don’t interrupt)
- Listen carefully to everyone’s argument
- Support your arguments with evidence
- If you don’t understand something, ask for clarification
- Try to reach an agreement
Discussion prompts:
Here are some discussion prompts for a group of Year 11 students to explore the implications of artificial intelligence:
Here are some discussion prompts for a group of Year 11 students to explore the implications of artificial intelligence:
- Ethical Considerations:
- What ethical dilemmas arise from the use of AI in decision-making processes, such as hiring or law enforcement?
- How should we address the potential biases in AI algorithms?
- Impact on Employment:
- How might AI change the job market in the next 10-20 years?
- What types of jobs are most at risk of being replaced by AI, and what new opportunities might emerge?
- Privacy and Security:
- In what ways does AI impact our privacy, and how can we protect personal data in an AI-driven world?
- What are the potential risks of AI in terms of cybersecurity?
- Social and Economic Inequality:
- How might AI contribute to or help reduce social and economic inequalities?
- What measures can be taken to ensure that the benefits of AI are distributed fairly across society?
- AI in Education:
- How can AI be used to enhance learning and education?
- What are the potential drawbacks of relying on AI in educational settings?
- AI and Creativity:
- Can AI truly be creative, or is it simply mimicking human creativity?
- How might AI change the landscape of creative industries like art, music, and writing?
- Future of AI:
- What are the most exciting potential developments in AI over the next decade?
- How should society prepare for the rapid advancements in AI technology?
- Human-AI Interaction:
- How should AI be designed to interact with humans in a way that is ethical and respectful?
- What are the potential psychological effects of interacting with AI on a daily basis?
Additional (Outer Circle) Focus Taks
Critical listening: Speaker effectiveness
Evidence evaluation
Use of persuasive techniques
Balancing perspectives
Engagement and teamwork
Non-verbal communication
Key themes and ideas
Clarity and structure
Summary and takeaways
- Task: Who is the most convincing speaker? Why do you think they are so persuasive? Consider their tone, clarity, and confidence. Write down specific examples.
Evidence evaluation
- Task: Who supports their arguments with real-world examples? Note down any examples you find particularly strong or memorable. How do these examples strengthen their points?
Use of persuasive techniques
- Task: Identify any persuasive techniques (e.g., emotional appeals, facts/statistics, repetition) used by the speakers. Which techniques seem the most effective, and why?
Balancing perspectives
- Task: Which speaker or team acknowledges counterarguments and responds effectively? How do they handle opposing views? Write down any examples.
Engagement and teamwork
- Task: Observe how the speakers work together as a team. Do they support each other’s points and maintain a consistent argument? Note examples of good teamwork.
Non-verbal communication
- Task: Pay attention to body language, facial expressions, and gestures. Who uses non-verbal communication effectively, and how does it impact their argument?
Key themes and ideas
- Task: Write down the key themes and ideas presented during the debate. Are there any new or unexpected points raised? Which theme seems the most compelling?
Clarity and structure
- Task: Who presents their arguments most clearly and logically? Do they have a clear structure (e.g., introduction, main points, conclusion)? Note any strong examples.
- Task: Which speaker or team shows the most passion and commitment to their argument? How does this influence their effectiveness?
Summary and takeaways
- Task: Summarise the main arguments from each side. Based on what you heard, which side do you think made the stronger case and why?
Plenary:
A great way to finish off a Socratic debate is to follow with a quick Pose, Pause, Pounce & Bounce activity.
Example:
A great way to finish off a Socratic debate is to follow with a quick Pose, Pause, Pounce & Bounce activity.
Example:
- Pose a question to the whole class e.g. How should AI be designed to interact with humans in a way that is ethical and respectful?
- Pause to give students time to digest the question and think of their answer. If the students are engaged, try holding the pause for a little while longer to build up the tension.
- Pounce: Quickly, select a student to answer the question. i.e. Insist the answer to the question comes from student A and possibly student B, directly and fast! Obviously, plan in your mind who you are going to direct the questions to beforehand.
- Bounce the question or student's response on to another student (immediately after the pounce). e.g. Ask them if they agree with the previous student’s answer and to explain why.
