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The Socratic Method Can Be Dangerous Wirning: The Socratic Method Can Be Dangerous Louis GOLDMAN The Socratic method is inappropriate ocrates was executed for practic- ing it. Plato advised that it not be for children because it teaches them taught until the student had mas- tered all of higher education and then to question adult authority before not until the age of 30 Yet Mortimer they have the necessary experience. Adler, Theodore Sizer, and others are said to advocate its introduction into the public schools.'.2 I am referring, of course, to what Plato called "dialectics" and our con- temporary advocates call "the Socratic method" Times change, we are told. Plato's rationale no longer holds, and what did Socrates in will be applauded today I contend, however, that Plato's reasons are still good. that the Athe- nians knew what thev were doing when they brought Socrates to trial, and that those who advocate the So- cratic method may be leading Ameri- can teachers to the choices given Soc- rates by his jury Louis Goliman is As*stasn Professor, FoundationsofEducaton. Collge of Edu- cation. WVicita State niterstAl Wichia, Kansas MO:- i - Q~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Though exemplified in such early derived from his recognition of his meaningful pattern. Plato recognizes dialogues as The Meno and The Euth- own ignorance, is now proposing that the plight of the learner and recom- ypiro, it is only in Book VII of The even these scientific and mathematical mends that "the various studies ac- Repubic3 that Plato presents a detailed studies need to be examined and their quired without any particular order by discussion of the nature of the dialecti- limitations understood. The philoso- ... children .. must be integrated into cal process. The discussion of dialec- pher or dialectician "grasps the reason an overview which reveals the kinship tics follows Plato's discussion of the for the being of each thing" (534 b); of these studies to one another and curriculum for the higher education of he tries "to give an account" of things with the nature of that which is" (537 the ruling class or decision makers. (531 e, 533 c), he "tries by discus- c). This curriculum includes arithmetic, sion-by means of argument without geometry, astronomy, and harmony the use of any of the senses--to attain and is designed to accustom the learn- to each thing itself that is; he doesn't er to think abstractly, to discover the give up before he grasps by intellec- principles or essential properties of tion itself that which is good itself things, rather than to remain on the .."(532 a). concrete level where individual cases Full understanding requires us to U are randomly encountered. examine ideas or concepts internally Socrates, who had always believed and externally. An internal examina- that "the unexamined life is not worth tion will analyze the idea so that we living' and that his special wisdom can formulate its essential meaning .J and reveal all assumptions or hypothe- ses that are entailed by it, until we can be secure in using the concept as the foundation for further knowledge. An external examination will relate ideas to each other or syntbesize them into a I I I 0ft it ~3u~IIa~ . 4 1 I j I the same way, but it too is likely to err The Socratic methd,. by searching than that, recognizing that an illusion in its own wayv. As each position may for hidden assumptions or hypotheses is an illusion gives us no assurance be successiveiv discredited, our wis- for any apparent gitvz, tells us that that its contrary will in turn be the dom grows, but it is a negative wis- things are not always what they seem ultimate truth. As Aristotle remarked, dom. We learn what is not the way, to be, that the truth may not be in only one arrow can hit the center of and we become less arrogant, more conventional wisdom, that matters of the target, but an infinite number can open to new possibilities. Ultimately fact need to be transcended to discov- miss it. Invalidating a thesis may sug- we may see reason turn upon itself er the facts of the matter. But more gest an antithesis that does not err in and discover or intuit its own limita- tions. We see Socrates abandon reason as he heeds his inner voice, and we realize that mind is mightier than mere consciousness and that life and being transcend mind. Further Questioning It is often remarked that for Socrates and Plato the mind has existed prena- tally in the cosmic mind or the realm of ideas and that learning is a form of recollection or remembering. But it is less noted, though more demonstra- ble, that the Socratic method amounts RV,-*.-d fl- L* -dk- (A* L&-~ of C-Vr If I ,"Me I I to a relearning and reorganization of ments), they misuse them as though death. The wisest man of his time was what was previously known in this they were play, always using them to blind to the human requirement of life-knowledge that has been gath- contradict and ... refute others" (539 habit and tradition, of having a past. ered in a random pattern like colored b). They will question what the law He failed to heed the traditional wis- pieces of a kaleidoscope. The Socratic says is just and fair, and they will refute dom of his culture to avoid excess- method shakes things up, destroys the arguments about its validity until they "nothing too much"--and he was cut casual patterning, and looks for a bet- come to "neither honor nor obey down. R. Freeman Butts comes to a ter-more comprehensive and logi- them any longer in the same way" similar conclusion: "It may ultimately cally consistent-pattern. That pattern (538 e). Generalized, it can be imag- be decided that the greatest weakness is again examined with the same crite- ined that all the customs, mores, stan- of Socrates was his failure to stress a ria and may again be found wanting; dards, values, and conventional wis- positive education for citizenship that the kaleidoscope is again shaken. Phi- dom of the society will be examined would develop the basic loyalties to losophy is a search for the ideal archi- and refuted by these immature dialec- the common values of democracy at tectonics of "all time and existence" ticians who are "like puppies enjoying the same time that it developed the If anything is crystal clear, it is that pulling and tearing with argument at ability to criticize, which was Socrates' Socratic questioning leads to further those who happen to be near" (539 b). chief glory."s questioning. From this process we Of course, it is the older generation, A proper education of the young learn patience rather than The Answer. the fathers and authority figures, who must begin with a hrm grounding in In the dialogues the relentless search uphold the traditional views; indeed. the nature and values of our culture. for an ultimate truth is matched only their claims to legitimate authority rest Without teaching the rules of the game by a ubiquitous dread of hubris, or upon these views. And their sons, and the lay of the land, we handicap idolatry, should we ever claim to have armed with the Socratic method, come the young and threaten the continuity found it. pulling and tearing at them as Oedipus of the societ. Teaching the essential The Socratic method is nothing if it attacked Laius. Small wonder that Soc- knowledge, skills, and values of our is not upsetting and unnerving. Dew- rates was accused of attacking tradi- culture presents a challenge and a ey's remark about inquiry applies tional religion and of corrupting the paradox and requires some epistemo- squarely: "If we once start thinking no young. So Plato, chastened and sad- logical tightrope walking. On the one one can guarantee where we shall dened decades later, has Socrates hand they are essential They are non- come out, except that many objects, ironically warn us that only older men, negotiable It is tempting to portray ends and institutions are doomed. Ev- over the age of 30, who have orderly them as absolute and eternal and in- ery thinker puts some portion of an and stable natures--only these should vest them with divine authority But apparendy stable world in peril, and engage in philosophy or the Socratic they are also relative to our culture no one can wholly predict what will method (539 d). Thev have been created by peoples; emerge in its place."4 The inherent and they will inevitably be changed, skepticism of the method can easily The Nature and Value of just as thev vary in other lands and at turn to nihilism; its openness to new Culture other times. We do impose our culture visions and revisions may erode stan- As Dewey observed, inquiry leads to and its standards on the voung; to do dards and disorient and alienate its change; and in a dynamic and demo- otherwise would he irresponsible and disciples. cratic society such as ours or fifth injurious to them. But we must try to No one was more keenly aware of century Athens, inquiry should be wel- give good reasons for these standards; these dangers than Plato himself. He comed. Without change a society will and we need to be open to discussion, had seen the dangers inherent in the stagnate; and the energies of its citi- lest we be accused of indoctrination. Socratic method become real, had zens may turn inward, destructively. On the other hand, in these early vears seen it turn against Socrates himself.
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