Socratic Seminar:
The Catcher in the Rye Socratic Seminar
The specific topic we will discuss in the seminar is whether Holden Caulfield would survive in our world – and also, what we can learn
from and the extent to which you can relate to, his struggles.
Due: Tuesday, February 10th at the beginning of class.
Core questions:
1.
Choose five three core questions to help you prepare for the seminar. Make sure you respond thoroughly to each question, citing textual
evidence. Type your answers. You do not need to copy down the questions.
2.
Choose two closing questions and type your answers onto the same document as the core questions.
3.
Submit your answers to turnitin.com, and then print out your typed answers and bring your printed answers class. You do not need to
print out the turnitin.com receipt.
Core Questions:
1. On page 2, Holden says, “They don’t do any damn more molding at Pencey than they do at any other school.” What is the
significance of that quote?
2.
On page 8, Holden refers to his conversation with Headmaster Thurman, saying that they’d talked, “…about life being a game
and all..” What point do you think Salinger is trying to make about this idea through the character of Holden?
3. On page 60, Holden asks his cabdriver, “You know those ducks in that lagoon by the lake…do you happen to know where
they go, by chance, when it gets all frozen over?” What do you think his curiosity with the ducks is really all about, what does it
symbolize? Why did Salinger include this in the novel?
4. On pages 76-78, Holden discusses Jane Gallagher. What does his relationship with Jane reveal about him?
5. On pages 80-84, Holden discusses the piano player Ernie. What does Holden’s reaction to both Ernie and his music show
about him?
6. At the end of chapter 13, Holden buys the services of a prostitute, and then refuses to sleep with her. Since Holden refers to
himself as a “sex maniac” (81), what does this irony reveal about Holden? What is he really searching for?
7. On page 102, why does Holden push and provoke Maurice into fighting?
8. On page 135, Holden says about Sally, “the terrible part is that I meant it when I asked her…I swear to God, I’m a madman.”
Explain Holden’s contradicting thoughts versus his actions. Does he do this for the same reason that he lies? What does this
reveal about his mental state? Find another instance where Holden’s actions contradict his thoughts.
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9. Re-read pages 88-89, where Holden talks about his “yellowness”. What does this reveal about his inner turmoil?
10. On page 137, Holden calls Carl Luce, who he says “was pretty surprised to hear from me. I once called him a fat-assed
phony.” Read the section of the book (from the middle of page 144 to 149) where Holden talks with Carl. What does this
conversation reveal about how Holden’s ability to maintain relationships? What else do we learn about Holden from this
scene?
11. pg. 173 (Holden’s dream career). What do we learn about Holden in this section? Why does he want to be a “Catcher”?
12. Re-read the conversation between Holden and Mr. Antolini beginning on page 188. What is the significance of his advice to
Holden? What does he mean when he says, “The whole arrangement’s designed for men who, at some time or other in their
lives, were looking for something their environment couldn’t supply them with…so they gave up looking… (188).
13. Re-read pg. 198, when Holden talks to Allie. What do these words and actions reveal about Holden’s state of mind at the
time? Compare how he is feeling and acting at this point with the beginning of the novel.
14. Re-read the section of the book where Holden is watching Phoebe on the carrousel. Why do you think he felt so happy at this
point in the book?
Closing questions:
1. Why do some people choose to willingly alienate themselves as Holden does?
2. Do people today still feel isolated and alienated as Holden did? Or has our time changed the way this feels for people?
Explain
3. Choose one of the following quotes and write a response that explains how this quote relates to our text. Be specific.
a. “The innocent and the beautiful have no enemy but time”
– William Butler Yeats
b. To be nobody-but-yourself -- in a world which is doing its best, night and day, to make you everybody else -- means
to fight the hardest battle which any human being can fight; and never stop fighting.
- e e cummings
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Format and Instructions: I will divide our class into two circles---a smaller, inner ½ circle and a larger outer circle.. Open seats will also be
provided for students in the outer circle who feel they have something significant to contribute. In order to access an “open” seat, simply leave the
outer circle and join the inner one. You may stay as long as your topic is being addressed. Once it appears to have concluded, return to the outer
circle.
Rules: A Socratic seminar is a discussion and not a debate. In other words, we are not looking for a winner. In a Socratic seminar, every person in
the room not speaking is expected to listen respectfully.
Inner circle participants may:
 ask for clarification if a person’s comment confuses you.
 add to a comment made by another person.
 voice an opposing viewpoint.
No one may:
 criticize anyone’s opinions, comments, or beliefs.
 interrupt when someone is speaking.
 respond in a manner that is in any way contemptuous or derogatory.
General Responsibilities:
Before class:
1) Read and answer the questions in writing.
During class:
Students in the inner circle
1) Listen to the introduction by the designated discussion leader and consider the discussion question(s) or issue(s) he or she raises.
2) Discuss (inner circle) or take notes on (outer circle) the issues raised, keeping to the subject of the readings, attempting to analyze,
criticize, and connect.
3) As you participate, make good use of the text, at times calling attention to specific passages relevant to the issue at hand. When working
with such a passage, cite the page number and allow time for others in the class to locate it. Then, read it aloud.
4) Ignore the teacher, who will not speak. Direct your attention to other students and regard the teacher as a recording secretary on hand to
take down information for use later in the course.
5) Take notes of points and examples that deepen your understanding; opinions that differ from your own; and arguments that you find
helpful, convincing, or worth trying to refute. These notes may be useful when you want to contribute to discussion, when you formulate
study questions for subsequent classes, or when you participate in discussion. Do not, however, allow note-taking to cause you to lose the
thread of the discussion.
Inner Circle:
1.
One person speaks at a time.
2.
The last speaker calls on the next person to speak. He/she should call on the person who has spoken the least.
3.
Ask questions to clarify ideas.
4.
Invite others into the discussion.
5.
Connect your comment to the previous comment.
6.
Make connections to the text(s).
7.
Disagree with the idea, not the person.
8.
Use body language and eye contact to communicate attention active listening.
Outer Circle:
 You are silent but “talking back” by taking notes on the following. In addition, you will get a specific handout for what to look for when you
are observing.
 When do you think the inner circle “sparked”? How did that happen?
 Track the person most directly in front of you. Did he/she contribute well (neither dominate nor duck discussion)? Explain.
 To what idea were you dying to respond? What would you have said?
 What was the single most important idea that was discussed? Why?
 What was the single most important idea that didn’t get discussed? Why?
 What could have made the discussion even more constructive?
Grading: A scoring guide will be available on the day of the seminar.
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