The Flaws of the Socratic Method

While he claims he thinks it an admirable thing to teach, Socrates argues that he himself does not posses the necessary knowledge of human excellence or virtue. This is according to the Internet Encyclopedia of Philosophy which was founded in 1995 to provide open access to detailed scholarly information on key topics and philosophers in all areas of philosophy. This non-profit Encyclopedia that operates through the volunteer work of the editors, authors, volunteers, and technical advisers has a staff of 30 editors and about 300 authors, of whom hold doctorate degrees and are professors at universities around the world, most notably from English-speaking countries. Throughout Plato’s Apology you can examine Socratic themes such as; the Unexamined Life, Priority of the Care of the Soul, and Socratic

In this excerpt of Plato’s Apology, Socrates question method, the Socratic Method, is shown. Socrates presents Meletus with a thesis which Meletus agrees with, and then Socrates proves it wrong. By using the case of horses, Socrates proves to Meletus that like all other citizens of Athens, Socrates is a good influence on the youth. Socrates, yet again possessing the truth in this situation, demonstrates his wisdom through his skillful speech that “others fear.”

“The more typical view of learning resembles the mental equivalent of consumerism: the more knowledge we acquire, the better 'educated' we think we are. But as some of the leading researchers and practitioners in the field have observed, such education 'focuses more on memorization and static answers rather than on the art of seeking new possibilities through dynamic questioning.' Instead of teaching students 'how to ask powerful

Kostos and Shin present the research problem by explaining (in great detail) the implications and consequences of students having these issues. The researchers explain the difficulty in having students focus on finding the right answer, and then shifting that focus to finding a meaningful process instead. Students are required to “communicate

Elenchus, as a famous Socratic method for education, uses dialogue and questions to approach philosophical truths. The method is presented in both Plato’s the Euthyphro and Aristophanes’s the Clouds. However, Socrates’s personal image and characteristics, as well as the nature of his questioning differ a lot in these two works. While the Euthyphro presents a philosopher king guiding the less wise people in discovery of truths, Socrates in the Clouds has little interest in either exploring the ethical truth or helping others get out of “Plato’s cave”. Instead, he is portrayed as a sophist who corrupts people with mysterious and useless knowledge, ignores traditional Athenian education, and debilitates Athenian men. Compared to Plato’s focus on Socrates’s wisdom reflected in the dialogue, the Clouds is a distorted interpretation of Socrates’s elenchus. Rather than justifiably criticizing Socrates, Aristophanes depicts him from a common Athenian 's perspective. It is this misunderstanding of the value of Socrates’s teaching by Athenian citizens that constitutes the failure of elenchus in both the Clouds and the Euthyphro.

Amid this lesson, students will be set in pre-composed gatherings of two. The grouping will be based on the student's pre-test score. The thought is to put a high scoring student with a low scoring student, and together they will work cooperatively. My justification for putting students in this design is very basic. The student who didn't score as well on the pre-test will get assistance from their peer who did. The pair will read and finish their specific role over Franklin Roosevelt's March 9, 1937 Fireside Chat about reorganizing the Supreme Court. The student who scored higher on the pre-test will provide research of the document and read it so everyone can hear. While the student who scored lower on the pre-test will represent what is

4. How did the Social Review or Service Learning paper help you critically understand a cultural event or a situation?

Students had to consider the statement, before moving to the side of the room that they agreed with. Once all the children had taken a position, they were required to discuss the statement with everyone on their side, and come up with a single sentence response as to why they believe that they are correct. Following that, they had to nominate a spokesperson, who had to share their sentence with the entire class. Students were then given 10 seconds to change sides if the argument presented by the other side was persuasive enough. Within their small group, they then had 2 minutes to discuss as many arguments as possible, before pitching these arguments to the other group. Then the teacher summarised all the arguments that the students presented, writing them on the board. After asking if there were any further questions, the teacher would read out a new statement and the class would repeat the activity. At the end of the class the teacher explained that the purpose of the activity was to get students to work together to consider the multifaceted nature of ethical dilemmas. Through discussion, students were able to improve their social and emotional development, and further heighten their sense of morality.

Socrates; the founder of Western Philosophy, the first user of the Socratic method and Socratic irony, contributor to the field of ethics, and martyr for teaching what he thought was right. Indeed, Socrates is a household name, yet the picture many hold of Socrates may not be true to who Socrates actually was. Socrates considered himself a teacher and a thinker, not a writer, thus he wrote none of his teachings or thoughts down. As a consequence, the only surviving accounts of Socrates come second hand from his pupils, Plato and Xenophon, and from the playwright Aristophanes. However, it is difficult to tell how much of the Socrates depicted in the works of those men is embellishment or outright fabrication, and how much is truth. This problem, the Socratic Problem, has been troubling historians and philosophers for centuries, and will go on doing so. While the real Socrates may never be known, Socrates the character may be studied extensively through the works of his pupils. Plato’s Symposium depicts Socrates in an informal setting, getting drunk with friends, and offers an opportunity to see Socrates’ character and personality more clearly. While Symposium is set at a party, Socrates is still shown to be a larger-than-life, idealized character, who may have been too brilliant and perfect to be true.

Six Questions of Socrates will make any fine introductory philosophy course open text. It also provides a charming and seductive open, easily accessible to lay the seeds of philosophy philosophers in the world. However, even a professional philosopher, tired by the long drought meditation mental phenomena dragged his exhausted mind, you will love the fresh, ground, engaged in the practice of this little book, excited to lay down the pain of the classic tome and join the global the choir actively involved in human affairs, and called on human rights beyond the ivory

Mrs. Duplessis is an amazing teacher with great teaching strategies that everyone can benefit from. We all think as her 7th grade accelerated class, she should teach 8th grade accelerated english classes next year. According to our class, we all enjoy learning together. Most of all, Mrs. Duplessis encourages students to work together as a team and end up with an amazing work. One of the things we do in that class that everyone likes to do is Socratic Seminar. A socratic seminar is a discussion based on a story we’ve read. Most of us did not know what a socratic seminar was, but because of Mrs. Duplessis we found out something that everybody likes. Sometimes our discussion can get intense and might turn into a debate, but that's the thing we

Our group, Group 2, was assigned to formulate a Socratic seminar discussion about chapter 4 to chapter 6 of The Time Machine by H.G. Wells. Our goal for the seminar was to convey the central ideas of our portion of the text and generalize the information to the remaining students. Our group's main focus was including everyone into the conversation and evenly dispersing the discussion among our group members. Our Conversation should include connections to our society today in different forms such as government, politics, military, etc... and the important references to the

Last friday’s socratic seminar for Freakonomics and world-wide issues was not as successful as it could be because many of the topics and questions that could have been discussed were neglected due to students, including me, not wanting to discuss the topic or focusing too much on another. I felt that the class was too passive due to the fact that this socratic seminar was a big circle involving the whole class. I think that it is a better option to go back to how the socratic seminar originally was, because students will feel more comfortable conversing with others and not be timid. My opinions regarding the issues stated by Freakonomics and occurring world-wide were reaffirmed as my classmate mentions their opinions which are similar to

The phrase “Socratic method” gets tossed around quite a bit during the course of a liberal arts education. One way of describing this method is teaching by means of asking. The thought is that by asking questions, a teacher may trigger some thought in the student’s mind which comes about more organically and effectively than by the means of traditional lecture. Employing the Socratic method allows a teacher to guide a student’s train of thought toward a particular goal, and use of the method requires on the part of the teacher both a keen understanding of psychology and a clear idea as to where the line of questioning is intended to lead. The latter part of that statement becomes

Although the students’ talk seems very intellectual, they still feel as though they need someone to tell them what to believe. At the end of the story, they tell their teacher, “we require an assertion of value” (2). This is a requirement of a different type of school than what the world has today. This school focuses on teaching values and philosophical issues-- wisdom-- rather than just book knowledge. That is how these students are able to hold such progressed conversations with someone who would expectedly be much wiser than