Reasoning is central to education. It underpins almost the entire curriculum.

It is a tool that is integral to our understanding of the world and of our own selves.

If someone cannot reason, then much of what we think of as life will remain forever distant to them.

Reason helps us to see. Not everything, that is for sure, for faith may be said to begin wear reason ends. Yet, without reason, we have but a little light through which to illuminate the darkness.

Again and again, often without any recognition of what we are doing, we urge, cajole and encourage students to reason:

• Why?
• What reasons do you have for that?
• Why might that be true?
• How can you say that?
• Can you explain why you think that?

Reasoning comes in various forms.

It includes the attribution of cause, the justification of assertion, the deduction from premises, the inferring from evidence and the assessment of likelihood from that which is already known.

There is more besides, but this is not the place to explore the nature of reasoning.

Instead, here are five methods you can use to draw out and develop reasoning.

Appoint Two or Three ‘Reason-Police’

These students are each given a sheet of card on which a question is written of the type noted above.

During discussions, these pupils must listen carefully to what is said. If they hear someone say something and they believe that the reasoning has not been stated or has not been made clear, the students should raise their cards and draw attention to the fact.

The speaker is then obliged to answer the questions on the cards.

This method works with all types of discussion.

In whole-class discussion, the ‘reason-police’ draw attention to themselves whenever they feel it is appropriate.

In paired or group discussion, they move around the room, listening in to the conversations that are taking place.

As soon as they hear something that requires further reasoning, they hold their cards up and indicate that they have done so to whichever pair or group they are listening to.

If you are engaging in a discussion or a debate around a central question, give students an opportunity to develop their reasoning before the talk begins.

Provide each member of the class with a piece of paper.

The key question should be written at the top this.

Underneath, spaced out so that there is room in which to write, there should be four further questions:

What do you think?

What is your first reason for thinking this?

What is your second reason for thinking this?

What is your third reason for thinking this?

Students fill their sheets in before the discussion or debate begins. They can then use these to help them reason more clearly and carefully during the activity.

When a student makes a claim or an assertion (a statement not supported by reasons or evidence), stop the discussion and ask the class: ‘What reasons might Student X have for thinking this?’

Give some time for students to consider the question or ask them to speak about it in pairs. When everyone is ready, ask various students to share their thoughts.

Two things can follow from this point.

First, you can turn the discussion towards an analysis and evaluation of the various reasons that have been put forward.

Second, you can return to the original speaker and ask how the reasons put forward compare to their own thinking.

If they indicate that their original comment was made without the support of any reasons, ask them to decide which of those suggested they feel are most suitable.

Socratic Questioning

This involves using the four roles taken on by Socrates at various points in Plato’s dialogues – those of midwife, ignoramus, gadfly and stingray.

Midwife is where you help the learner give birth to ideas through supportive questioning.

Ignoramus is where you play dumb to draw out reasoning.

Gadfly is where you continually ask questions to compel the speaker to look at all aspects of what they have said.

Stingray involves asking questions that shock the speaker into thinking differently about what they have said.

You can use each role to help draw out and develop reasoning.

When doing Socratic questioning, take on the mindset of being an educational cross-examiner.

Your purpose is to improve thinking by making it more rational, reasoned and logical. The method is cross-examination. The tools are the various types of question you can ask by flitting between the four Socratic roles.

Provide learners with a small card they keep on their desks or in the front of their books.

This is their ‘reason-card’. The card should contain a selection of questions students can ask of any piece of writing they have done that ought to include clear reasoning.

The questions can take one of two forms.

On the one hand, they may involve a series of questions concerned with checking:

• Have you used reasons?
• Have you explained why you have given the answers you have?
• What reasons have you given for your conclusions?

On the other hand, they may involve a series of questions concerned with reasoning in general:

• Why?
• What reasons are there for that?
• How might you explain that more clearly?

In the latter case, students will ask the questions of each part of their work in turn.