Document Type : Research Paper

Authors

• Amene Mirkhoshkhou ¹
• Rahim Moradi ²

¹ Assistant Professor, Department of Political Science, Faculty of Administrative Sciences and Economics, Arak University, Arak, Iran

² Assistant Professor. Department of Educational Technology, Faculty of Humanities, Arak University, Arak, Markazi, Iran.

Abstract

Introduction                                  
Political science, as an interdisciplinary academic field, draws on various branches of knowledge to understand practical dynamics and theoretical foundations of political phenomena. The discipline enables students to grasp the complexity of power relations, policymaking processes, and social movements, thereby fostering a deeper comprehension of multifaceted political systems and their impact on individuals and societies. In recent decades, the role of political science education has transcended its classical function of training professionals for political practice. It now contributes significantly to civic education by cultivating responsible, informed, and active citizens capable of shaping democratic societies.
Over the past few decades, political science education in Iran has faced deep-rooted challenges in terms of curriculum content, teaching methods, and its relevance to societal needs. The discipline in many countries—particularly in the West—has continuously been redefined in response to theoretical and practical developments in politics; however, in Iran, it has often reacted to global transformations slowly and passively. An overemphasis on classical theories, the lack of indigenization of key concepts, and the lack of active teaching methods are among the main barriers limiting the effectiveness of political science education. These concerns have led many scholars to stress the urgent need to revise educational approaches, both in terms of curriculum content and pedagogical methods.
Because learning theories provide the foundation for the development of instructional design models, two broad approaches can be identified in this context: the independent approach and the blended approach. In the independent approach, the instructional designer or teacher develops a program or plan in the form of a model based on a single learning theory. In contrast, in the blended approach, the designer seeks to draw on the full range of capacities offered by different learning theories and to incorporate them into a specific instructional model. The Socratic method is considered one of the effective interactive teaching methods grounded in a blended approach.
The present study aimed to examine the impact of the Socratic teaching method on three core competencies of undergraduate political science students—namely, communication skills, critical thinking, and problem-solving ability. The central research question is: To what extent does the Socratic dialogue method improve these three skill areas in comparison with traditional lecture-based instruction? The study tried to answer the question by applying the Socratic method to the course on History of Political Thought in the West, whose philosophical content was considered particularly well suited to the dialogic nature of the Socratic approach.
Literature Review
In recent years, the state of political science education in Iran has attracted increasing scholarly attention. Existing analyses have pointed to weaknesses in teaching methodology, a lack of applied content in the Iranian context, a considerable gap between academic instruction and real-world social issues, and the limited effectiveness of traditional teaching methods. At the global level, important developments have taken place in political science pedagogy, including the use of participatory, problem-based, project-based, and brainstorming-oriented approaches. These methods have produced positive results in improving conceptual understanding, fostering critical thinking, and increasing student engagement. This shift calls for pedagogical approaches that move beyond lecture-based content delivery and actively engage students in critical thinking, dialogue, and problem-solving. However, no systematic study in Iran has examined the impact of implementing innovative teaching methods in political science classrooms.
 
Materials and Methods
The current study employed a quasi-experimental design with pretest and posttest measures across an experimental group and a control group. The students in the experimental group were required to read 50 pages of authentic texts by prominent political thinkers before each session. The classroom seminars then centered on open-ended discussions initiated by one or two guiding questions posed by the instructor. As the dialogue unfolded, students began to engage in active reasoning, critical listening, and public speaking, subjecting their interpretations to feedback from both their peers and the instructor. Subsequently, standardized instruments were used to assess changes in the three skill areas, including the Jerabek Communication Skills Questionnaire (2004), the Heppner Problem-Solving Inventory (1988), and the California Critical Thinking Skills Test (1990). The data was analyzed using both descriptive statistics, including means and standard deviations, and inferential statistics, including paired-samples t-tests, analysis of covariance (ANCOVA), and LSD post-hoc tests.
Results and Discussion
The findings revealed statistically significant differences between the experimental group, which was taught through Socratic dialogue and brainstorming, and the control group, which received traditional lecture-based instruction, across all three variables (p < .01). The adjusted means indicated stronger performance in the experimental group in communication, critical thinking, and problem-solving skills. Notably, critical thinking showed the greatest improvement (p = 0.001), highlighting the strong alignment between philosophical dialogue and cognitive development.
These findings are consistent with previous research highlighting the effectiveness of interactive, student-centered teaching strategies in political science and related disciplines. By fostering a participatory and reflective learning environment, the Socratic method enhances students’ ability to think independently, express their ideas clearly, and engage constructively with differing viewpoints. Because it relies less on direct instruction, the method encourages students to explore complex concepts through inquiry and dialogue, thereby deepening their understanding and enhancing essential academic and civic skills.
Conclusion
Within the humanities, there are effective interactive teaching methods grounded in a blended approach. Among such approaches, the Socratic method, also known as the Socratic seminar, stands out for its ability to foster intellectual autonomy and dialogic reasoning. It emphasizes textual analysis, questioning, and collective reasoning, while involving minimal teacher intervention and encouraging students to take ownership of their own learning. In this way, it places students in an active cognitive process that promotes reflection, argumentation, and communication skills.
The current study demonstrated that the use of the Socratic method in political science education, particularly in theoretical courses, could significantly enhance student learning outcomes beyond the mere acquisition of content. It promotes the development of critical thinking, encourages active participation, and prepares students not only for academic success but also for responsible citizenship. As political science education increasingly seeks to foster democratic engagement and intellectual agency, the integration of dialogic pedagogies such as the Socratic seminar is not only beneficial but essential.

Keywords

• Socratic Method
• Political Science
• Brainstorming
• Communication Skills
• Critical Thinking
• Problem-solving
• Political Thought

Main Subjects

• Political Science