If you do this well, you should end up with a list of questions which probe the logic of the first question, and hence, a list of questions which are relevant to a Socratic discussion of your first question.
During the Socratic dialog, you should loosely follow your list of logically prior questions, using it primarily as a guide for deeply probing the issue at hand.
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"The Socratic Method" Essays and Research Papers find someone who is truly wise The method he used to the method he did to seek the truth?
- The Socratic Method research paper illustrates that the rhetorical method is a technique of questioning which works to define the meanings of words used in statements and to get an individual to say just what he means when he says something.
Socrates lived from 469-399 BCE. He is credited with founding Western philosophy, though none of his original writings survive. Socrates is thought to have been a stonemason by trade, and there is evidence that he was involved with the military at one point in his youth. He is known for his challenging conversations with his fellow citizens on issues regarding justice, truth, and freedom. His method was dialectic: instead of lecturing on his thoughts and beliefs, Socrates asked questions, often playing the role of the innocent in an effort to challenge often unexamined beliefs of those around him. This pedagogical technique is known as the Socratic method. His listeners were often frustrated, not so much by the question and answer format that Socrates employed but by the fact that he would not provide a clear substitute for the belief he had destroyed. He charged Athenians with thinking logically through to the truth, and this emphasis on the individual led naturally to a distrust in public life. Not surprisingly, Socrates was charged with corrupting the youth of Athens and impiety, and was sentenced to death. Rather than fleeing, he accepted his fate, claiming that death would release his soul: “But I see clearly that the time had arrived when it was better for me to die and be released from trouble; wherefore the oracle gave no sign. [. . . ] The hour of departure has arrived, and we go our ways—I to die, and you to live. Which is better God only knows.” (Socrates 799)
The names of Socrates, Plato, and Aristotle are common enough in today’s culture. These ancient philosophers left their mark on Western society, shaping how we create arguments, how we reason, and how we study almost everything—even literature. We have even used their names in our language; the Socratic method is a way of teaching that you are probably familiar with, and we are all familiar with the term “platonic” when applied to relationships. Before we jump into a discussion of any one of these scholars, it is important to understand the relationship between all three. Socrates was the teacher of Plato; Plato was the teacher of Aristotle; Aristotle, interestingly enough, was the teacher of Alexander the Great.
This strategy guide explains Socratic seminars and offers practical methods for applying the approach in your classroom to help students investigate multiple perspectives in a text.
1- Explain why you agree or disagree with the following statement:
“The Socratic method is a free inquiry. When applying the Socratic method, the teacher does not have specific goals/objectives in mind. The teacher simply asks students to pose good questions so they are able to exercise their creative thinking.”
(1) As the Socratic method can mean different things to different people, it is helpful to deliberate your operational definition of the Socratic method first. Then, based on your definition of the Socratic method, you will identify a concept/topic/issue/lesson that can be taught through the Socratic method.
(2) Because the Socratic method is a guided inquiry, please articulate your intended learning objectives/goals.
(3) Sketch, outline, and formulate a set of questions that you deem facilitative for developing learner(s)’ critical thinking skills. Because cross-examination is the critical element of the Socratic method, please make efforts to formulate questions that will compel your participant(s) to undertake a critical examination of their own assumptions about the topics/issues/lessons under consideration.
(4) Invite student(s) (including classmates enrolled in this online course), friend(s), or family member(s) to participate in a Socratic session of no less than 15 minutes. In this session, please pose the aforementioned questions and possibly some spontaneous questions to your participant(s). Please consider audio or video taping this session.
(5) Write up a summary of the aforementioned Socratic session. Your summary should include the questions you posed to your student(s) and their responses.
(6) First, conduct a critical assessment of the strengths and weaknesses of your questions. Second, examine the merits and demerits of applying the Socratic method to attain your intended learning objectives. Your evaluation of the Socratic method should include your critical examination of whether your Socratic session is able to guide your participant(s) to conduct self-directed learning and attain the intended learning objectives/goals.
(7) Write up a report on your application and evaluation of the Socratic method (Steps 1-6).
2- Explain why you agree or disagree with the following statement:
“The Socratic method is based on experiential learning. When applying the Socratic method, teachers should engage students in conducting experiments so students can gain hands-on experiences.”
3- Explain why you agree or disagree with the following statement:
“Socrates’ method aims to empower an individual to construct his/her own version of truth.”