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Socratic questioning (or Socratic maieutics) [1] is an educational method named after Socrates that focuses on discovering answers by asking questions of students. According to Plato, Socrates believed that "the disciplined practice of thoughtful questioning enables the scholar/student to examine ideas and be able to determine the validity of those ideas". [2]
The Socratic method (also known as method of Elenchus or Socratic debate) is a form of argumentative dialogue between individuals, based on asking and answering questions.. In Plato's dialogue "Theaetetus", Socrates describes his method as a form of "midwifery" because it is employed to help his interlocutors develop their understanding in a way analogous to a child developing in the womb.
Symposium. (Plato) The Symposium (Ancient Greek: Συμπόσιον, Greek pronunciation: [sympósi̯on], romanized: Sympósion, lit. 'Drinking Party') is a Socratic dialogue by Plato, dated c. 385 – 370 BC. [1][2] It depicts a friendly contest of extemporaneous speeches given by a group of notable Athenian men attending a banquet.
The Harkness method is in use at many American boarding schools and colleges and encourages discussion in classes. The style is related to the Socratic method.Developed at Phillips Exeter Academy, [1] the method's name comes from the oil magnate and philanthropist Edward Harkness, who presented the school with a monetary gift in 1930.
It is essentially the question that begins "post-Socratic" Western philosophy. Socrates begins all wisdom with wondering, thus one must begin with admitting one's ignorance. After all, Socrates' dialectic method of teaching was based on that he as a teacher knew nothing, so he would derive knowledge from his students by dialogue.
Here’s how to walk through some questions commonly used in the Socratic method. The questions and wording can vary depending on the resource, therapist or patient’s experience, experts said ...
Plato's problem describes the disparity between input (poverty of the stimulus) and output (grammar). As Plato suggests in the Meno dialogue, the bridge between input (whether limited or lacking) and output is innate knowledge. Poverty of the stimulus is crucial to the Platonic argument and it is a linchpin concept in Chomskyan linguistics.
Dialogic education is an educational philosophy and pedagogical approach that draws on many authors and traditions and applies dialogic learning. In effect, dialogic education takes place through dialogue by opening up dialogic spaces for the co-construction of new meaning to take place within a gap of differing perspectives.