The Socratic Method (or, Having a Right to Get Stoned)

Boghossian, Peter

doi:10.5840/teachphil200225443

Cited by 7 publications

(6 citation statements)

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“…The elenchus is a systematized question and answer process that is directed by the teacher and depends upon student involvement. Its purpose is to help those engaged in a dialogue discover true propositions through a sustained inquiry (Boghossian, 2002a).…”

Section: Socratic Pedagogymentioning

confidence: 99%

Behaviorism, Constructivism, and Socratic Pedagogy

Boghossian¹

2006

Educational Philosophy and Theory

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This paper examines the relationship among behaviorism, constructivism and Socratic pedagogy. Specifically, it asks if a Socratic educator can be a constructivist or a behaviorist. In the first part of the paper, each learning theory, as it relates to the Socratic project, is explained. In the last section, the question of whether or not a Socratic teacher can subscribe to a constructivist or a behaviorist learning theory is addressed. The paper concludes by stating that while Socratic pedagogy shares some similarities with each learning theory, ultimately it is fundamentally incompatible with both.The great triumph of Western intellectual history from the Enlightenment until the beginning of the 20th century rested on its ability to organize the knowledge of the world in a rational way independent of the learner, determined by some structure of the subject. Disciplines were developed, taxonomic schemes established, and all these categories were viewed as components of a vast mechanical machine in which the parts could be explained in terms of their relationship to each other, and each part contributed to making the whole function smoothly. Nowhere in this description does the learner appear. The task of the teacher was to make clear to the learner the working of this machine and any accommodation to the learner was only to account for different appropriate entry points for different learners. (Hein, 1991) in particular) sought to collapse the dualism between subject and object, and they identified acknowledgment of mental states with a dualistic metaphysics. They believed that these sorts of dualisms were unnecessary and artifical distinctions. 7. This was Piaget's criticism of behaviorism. It was a reoccurring theme for Piaget, and can be found in many of his works. 8. The phrasing here becomes problematic because of the obvious relativistic criticisms.

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Section: Socratic Pedagogymentioning

confidence: 99%

Behaviorism, Constructivism, and Socratic Pedagogy

Boghossian¹

2006

Educational Philosophy and Theory

Self Cite

133

121

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“…(Boghossian, 2006, p. 715). The role of the teacher in Socratic Pedagogy is to enable a systematized question and answer process with the intention of engaging students in a dialogue through sustained and dynamic inquiry in which the students are the active participants in their own learning (Boghossian, 2002). The teacher is the facilitator of dialogues in the group not by interfering in the dialogues but by posing the right questions at the right time.…”

Section: Socratic Pedagogymentioning

confidence: 99%

Enhancing Critical Awareness through Socratic Pedagogy

Balbay¹

2019

Eurasian Journal of Applied Linguistics

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Socratic pedagogy is an approach to teaching through questioning mainstream practices without being judgmental in an effort to understand, empathize and reach more objective conclusions about reality. This study explores the effects of its use on student teachers' critical awareness skills during their participation in a Spoken English course given at a Foreign Language Education Department in Turkey. This qualitative study was conducted with freshman students and the intervention lasted one academic year. Individual and focus group interviews, and observation notes based on student performance in class were used as data collection tools. The results clearly indicate the development of students' critical awareness of political, economic and culture-related issues regarding language teaching settings, and they generated deeper insight to multiple aspects of teaching English. Students displayed an understanding of the consequences of political decisions as well as the economic dimensions of educational commitments, and expressed a positive attitude towards cultural diversity after a yearlong Socratic pedagogy intervention.

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“…8 8 It has been argued elsewhere that teachers who wish to take advantage of their students are less likely to be successful in a Socratic learning environment than in other types of learning situations (Boghossian, 2002a). …”

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“…13 13 The resulting confusion is not something intrinsic to the Socratic method, rather, it is something intrinsic to bad teaching. Of course there are also abuses of the Socratic method, and teachers who wish to exert their will to power over students may find fertile ground in the elenchus (Boghossian, 2002a; Boghossian, 2002b). It is certainly possible that teachers who wish, for whatever reason, to intentionally cause confusion or perplexity could use the Socratic method, but they could also just as easily lecture, or use constructivist or behaviorist classroom practices (Boghossian, 2006b).…”

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confidence: 99%

Socratic Pedagogy: Perplexity, humiliation, shame and a broken egg

Boghossian

2012

Educational Philosophy and Theory

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This article addresses and rebuts the claim that the purpose of the Socratic method is to humiliate, shame, and perplex participants. It clarifies pedagogical and exegetical confusions surrounding the Socratic method, what the Socratic method is, what its epistemological ambitions are, and how the historical Socrates likely viewed it. First, this article explains the Socratic method; second, it clarifies a misunderstanding regarding Socrates' role in intentionally perplexing his interlocutors; third, it discusses two different types of perplexity and relates these to philosophical inquiry and dialectical pedagogy; finally, it refutes the claim that those who use the Socratic method intentionally attempt to shame and humiliate students.

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The Socratic Method (or, Having a Right to Get Stoned)

Cited by 7 publications

References 0 publications

Behaviorism, Constructivism, and Socratic Pedagogy

Behaviorism, Constructivism, and Socratic Pedagogy

Enhancing Critical Awareness through Socratic Pedagogy

Socratic Pedagogy: Perplexity, humiliation, shame and a broken egg

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