Confusion About the Socratic Method
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Socratic Dialogue: Teaching Patients to Become Their Own Cognitive Therapist
National Crime Victims Center > Socratic Method > Socratic Dialogue Print This Page Socratic Dialogue: Teaching Patients to Become Their Own Cognitive Therapist “The unexamined life is not worth living.” Socrates (469 BC – 399 BC) Socratic dialogue is a foundational skill used by CPT therapists to help patients examine their lives, challenge maladaptive thoughts, address stuckpoints, and develop critical thinking skills. Socratic dialogue is derived from the work of the Greek philosopher, Socrates, who developed what is now called the Socratic method of teaching. In traditional education, the teacher is presumed to know more than the student, and the role of the teacher is to transmit the teacher’s knowledge to the student. In contrast, Socrates believed that the role of the teacher should not be to tell students what the “truth” is but to help them discover the truth themselves through a collaborative process of asking questions. By asking a series of questions designed to get the student to identify logical contradictions in their positions and/or evidence that does not support their thoughts, the Socratic method is designed to help the student discover the “truth” for themselves as opposed to being told what the “truth” is by the teacher. Socrates also thought this teaching method was superior because it teaches students the skill of critical thinking, a skill they can use throughout their lives. Another advantage of this method is that students are more likely to value knowledge if they discover it themselves than if someone tells them about it. In CPT, the purpose of Socratic questioning by the therapist is to prompt the patient to examine the accuracy of maladaptive thoughts that are causing psychological distress. -
Gregory Vlastos, Socrates
72 Gregory Vlastos, Socrates: Ironist and ~oral Philosopher (Cam bridge: Cambridge University Press, 1991), ISBN 0 521 307333 hardback £35/$57-50; ISB~ 0 521 31450X paperback £11-95/S16-95. Socrates: Ironist and Noral Philosopher (SINP) is a book that all students of Socrates and of Greek philosophy will have to read, and will benefit from reading. It isn't the complete portrait of Socrates that many of us hoped it would be (for example, it contains no full discussion of the elenchus) and it is not all new much of it is already familiar from journal articles. It reads, indeed, more like a collection of articles than a unified book, but it is none the less engaging and provocative for that, the product of hard thinking by a major scholar and a life-long Socratist It is also very well written. I shall focus on only a few central themes. 1. Socrates and Plato Vlastos (pp. 46-7) divides the Platonic dialogues into four classes: (1) ELENCTIC; Apology, Charmides, Crico, Euthyphro, Gorgias, Hippias Ninor, Ion, Laches, Protagoras, Republic I (2) TRANSITIONAL: Eu thydemus, Hippias l1ajor, Lysis, l1enexenus, l1eno (3) MIDDLE: Cratylus, Phaedo, Symposium, Republic II-X, Phaedrus, Parmenides, Theaetetus (4) LATE: Timaeus, Crit ias, Sophist, Politicus, Philebus, Laws 73 He believes that the protagonist of the elenctic dialogues ("SocratesE") is the historical Socrates. while the protagonist of the middle and later dialogues ("SocratesM") is little more than a mouthpiece for Plato. Many scholars would go along with this thesis. but they might well balk at the members of (2). -
Sophist Revisited Trends in Classics Q Supplementary Volumes
Plato’s Sophist Revisited Trends in Classics Q Supplementary Volumes Edited by Franco Montanari and Antonios Rengakos Scientific Committee Alberto Bernabe´ · Margarethe Billerbeck · Claude Calame Philip R. Hardie · Stephen J. Harrison · Stephen Hinds Richard Hunter · Christina Kraus · Giuseppe Mastromarco Gregory Nagy · Theodore D. Papanghelis · Giusto Picone Kurt Raaflaub · Bernhard Zimmermann Volume 19 De Gruyter Plato’s Sophist Revisited Edited by Beatriz Bossi Thomas M. Robinson De Gruyter ISBN 978-3-11-028695-3 e-ISBN 978-3-11-028713-4 ISSN 1868-4785 Library of Congress Cataloging-in-Publication Data A CIP catalog record for this book has been applied for at the Library of Congress. Bibliographic information published by the Deutsche Nationalbibliothek The Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie; detailed bibliographic data are available in the Internet at http://dnb.dnb.de. Ą 2013 Walter de Gruyter GmbH, Berlin/Boston Logo: Christopher Schneider, Laufen Printing: Hubert & Co. GmbH & Co. KG, Göttingen ϱ Printed on acid-free paper Printed in Germany www.degruyter.com Preface This book consists of a selection of papers presented at the International Spring Seminar on Plato’s Sophist (26–31 May 2009, Centro de Ciencias de Benasque ‘Pedro Pascual’, Spain) with the financial support of MI- CINN, CSIC, Universidad de Zaragoza and Gobierno de Aragón. The Conference was organized by the editors, under the auspices of the Director of the Centre, Prof. José Ignacio Latorre, who provided invaluable assistance at every stage of the Conference, up to its close with a lecture on Quantum Physics for Philosophers. The aim of the conference was the promotion of Plato studies in Spain in the framework of discussions with a number of international scholars of distinction in the field, whilst at the same time looking afresh at one of Plato’s most philosophically profound dialogues. -
Induction in the Socratic Tradition John P
Induction in the Socratic Tradition John P. McCaskey Stanford University Abstract: Aristotle said that induction (epagǀgƝ) is a proceeding from particulars to a universal, and the definition has been conventional ever since. But there is an ambiguity here. Induction in the Scholastic and the (so-called) Humean tradition has presumed that Aristotle meant going from particular statements to universal statements. But the alternate view, namely that Aristotle meant going from particular things to universal ideas, prevailed all through antiquity and then again from the time of Francis Bacon until the mid-nineteenth century. Recent scholarship is so steeped in the first-mentioned tradition that we have virtually forgotten the other. In this essay McCaskey seeks to recover that alternate tradition, a tradition whose leading theoreticians were William Whewell, Francis Bacon, Socrates, and in fact Aristotle himself. The examination is both historical and philosophical. The first part of the essay fills out the history. The latter part examines the most mature of the philosophies in the Socratic tradition, specifically Bacon’s and Whewell’s. After tracing out this tradition, McCaskey shows how this alternate view of induction is indeed employed in science, as exemplified by several instances taken from actual scientific practice. In this manner, McCaskey proposes to us that the Humean problem of induction is merely an artifact of a bad conception of induction and that a return to the Socratic conception might be warranted. Introduction Aristotle said that induction (epagǀgƝ) is a proceeding from particulars to a universal, and the definition has been conventional ever since. But there is an ambiguity here. -
Applying the Socratic Method to the Problem Solving Process
American Journal of Business Education – August 2009 Volume 2, Number 5 Socratic Problem-Solving In The Business World Evan Peterson, University Of Detroit Mercy, USA ABSTRACT Accurate and effective decision-making is one of the most essential skills necessary for organizational success. The problem-solving process provides a systematic means of effectively recognizing, analyzing, and solving a dilemma. The key element in this process is critical analysis of the situation, which can be executed by a taking a Socratic approach to the situation. Applying the Socratic Method to the problem-solving model ensures a well-rounded and versatile analysis. Keywords: Problem-solving process, decision- making, critical analysis, Socratic Method INTRODUCTION he sheer complexity of today’s business organization is rivaled only by the complexity of the business environment in which it operates. The permutation of complexity and exacting time constraints companies and individuals face in making vital decisions involving thousands of people Tand millions of dollars can seem more daunting than storming the beaches of Normandy. However, all hope is not lost. The anxiety, along with the blood, sweat, and tears that come along with difficult decision-making can be reduced by having a clear, time-tested plan of attack that can be applied to the problem situation. The problem-solving model is one such plan of attack, for it provides a framework that an individual decision-maker or group of decision-makers can follow to reach a feasible solution to the problem. Situational analysis is the bread and butter of the problem-solving model, for it goes hand-in-hand with each step of the model. -
THE SOCRATIC METHOD AS an APPROACH in TEACHING SOCIAL STUDIES: a LITERATURE REVIEW Mary Grace Ann S
GSJ: Volume 8, Issue 12, December 2020 ISSN 2320-9186 770 GSJ: Volume 8, Issue 12, December 2020, Online: ISSN 2320-9186 www.globalscientificjournal.com THE SOCRATIC METHOD AS AN APPROACH IN TEACHING SOCIAL STUDIES: A LITERATURE REVIEW Mary Grace Ann S. Maigue Senior High School Teacher, Our Lady of Peace School Antipolo City, Rizal, Philippines [email protected] ABSTRACT Enhancing the critical thinking skills of students is one of the principal goals of many educational institutions. This paper presents various articles discussing the general features of the Socratic Method in improving the critical thinking skills of students. Specifically, this study focuses on the importance of incorporating Socratic questioning in teaching Social Studies. The primary resources of this paper were taken from international journals. Related studies reveal that when teachers use Socratic questioning, students examine and probe their thoughts by making them explicit thus allowing them to develop and evaluate their thinking while overtly expressing their ideas. This in turn, is the paramount objective targeted by the Socratic Method, a student with an enriched critical mind. Keywords: Critical Thinking, Socratic Method of Teaching, Social Studies GSJ© 2020 www.globalscientificjournal.com GSJ: Volume 8, Issue 12, December 2020 ISSN 2320-9186 771 INTRODUCTION Critical thinking as the primary cognitive skill is one of the targeted areas that education is prompted to nourish. With this skill, we are able to process information given to us with the aid of our senses and to think profoundly such information. Poor critical thinking necessitates risks such as weak decision-making, repeated mistakes, inappropriate assumptions, etc. -
The Stoics and the Practical: a Roman Reply to Aristotle
DePaul University Via Sapientiae College of Liberal Arts & Social Sciences Theses and Dissertations College of Liberal Arts and Social Sciences 8-2013 The Stoics and the practical: a Roman reply to Aristotle Robin Weiss DePaul University, [email protected] Follow this and additional works at: https://via.library.depaul.edu/etd Recommended Citation Weiss, Robin, "The Stoics and the practical: a Roman reply to Aristotle" (2013). College of Liberal Arts & Social Sciences Theses and Dissertations. 143. https://via.library.depaul.edu/etd/143 This Thesis is brought to you for free and open access by the College of Liberal Arts and Social Sciences at Via Sapientiae. It has been accepted for inclusion in College of Liberal Arts & Social Sciences Theses and Dissertations by an authorized administrator of Via Sapientiae. For more information, please contact [email protected]. THE STOICS AND THE PRACTICAL: A ROMAN REPLY TO ARISTOTLE A Thesis Presented in Partial Fulfillment of the Degree of Doctor of Philosophy August, 2013 BY Robin Weiss Department of Philosophy College of Liberal Arts and Social Sciences DePaul University Chicago, IL - TABLE OF CONTENTS - Introduction……………………..............................................................................................................p.i Chapter One: Practical Knowledge and its Others Technê and Natural Philosophy…………………………….....……..……………………………….....p. 1 Virtue and technical expertise conflated – subsequently distinguished in Plato – ethical knowledge contrasted with that of nature in -
Gregory Vlastos
Gregory Vlastos: A Preliminary Inventory of His Papers at the Harry Ransom Center Descriptive Summary Creator: Vlastos, Gregory, 1907-1991 Title: Gregory Vlastos Papers Dates: circa 1930s-1991 Extent: 100 document boxes (42.00 linear feet) Abstract: The papers of philosopher Gregory Vlastos, a scholar of ancient Greek philosophy who spent most of his career studying the thought of Plato and Socrates, document his studies, his writings, and his career as an educator at several American universities. Call Number: Manuscript Collection MS-4361 Language: English, with Ancient Greek, French, German, Italian, Latin, Modern Greek, and Spanish Access: Open for research Administrative Information Acquisition: Gifts, 1993-2010 (G9070, G9134, G9163, G9225, G9252, G9628, G9979, G9982, G10214, G10288, G11877, 10-03-014-G) Processed by: Hope Rider, 2006; updated by Joan Sibley, 2016 Repository: The University of Texas at Austin, Harry Ransom Center Vlastos, Gregory, 1907-1991 Manuscript Collection MS-4361 Scope and Contents The papers of philosopher Gregory Vlastos (1907-1991), a scholar of ancient Greek philosophy who spent most of his career studying the thought of Plato and Socrates, document his studies, his writings, and his career as an educator at several American universities, especially Cornell, Princeton, and The University of California at Berkeley. The papers are arranged in six series: I. Correspondence and Offprint Files, II. Study, Lecture, and Teaching Files, III. Works, IV. Works by Others, V. Miscellaneous, and VI. Offprints Removed from Manuscripts. The Correspondence and Offprint Files (35 boxes) in Series I. represent Vlastos' extensive correspondence with other philosophers, classicists, former students, academics, and others. The files are arranged alphabetically by correspondent name, and generally include not only letters received, but copies of Vlastos' responses. -
The Science of Philosophy: Discourse and Deception in Plato's Sophist
The Science of Philosophy - Discourse and Deception in Plato’s Sophist - For Epoché [Penultimate ver.] The Science of Philosophy: Discourse and Deception in Plato’s Sophist Olof Pettersson Abstract: At 252e1 to 253c9 in Plato’s Sophist, the Eleatic Visitor explains why philosophy is a science. Like the art of grammar, philosophical knowledge corresponds to a generic structure of discrete kinds and is acquired by systematic analysis of how these kinds intermingle. In the literature, the Visitor’s science is either understood as an expression of a mature and authentic platonic metaphysics, or as a sophisticated illusion staged to illustrate the seductive lure of sophistic deception. By showing how the Visitor’s account of the science of philosophy is just as comprehensive, phantasmatic and self-concealing as the art of sophistry identified at the dialogue’s outset, this paper argues in favor of the latter view. Introduction At 252e1 to 253c9 in Plato’s Sophist, the Eleatic Visitor1 explains what he means by philosophy. Like the art of grammar, philosophy is about parts: All things can be analyzed. But not all parts fit together. Just like the letters of the alphabet, some can be combined and some cannot. According to the Visitor, it is knowledge about this that constitutes philosophy (253d1-e2) – a science he classifies as the greatest of them all (253c4-9). In the literature there are two main takes on this. Either the Visitors’ philosophical science is taken to be an expression of an authentic and mature platonic metaphysics; or it is said to be a sophisticated illusion staged to illustrate the seductive lure of sophistic deception. -
An Introduction to Philosophy
An Introduction to Philosophy W. Russ Payne Bellevue College Copyright (cc by nc 4.0) 2015 W. Russ Payne Permission is granted to copy, distribute and/or modify this document with attribution under the terms of Creative Commons: Attribution Noncommercial 4.0 International or any later version of this license. A copy of the license is found at http://creativecommons.org/licenses/by-nc/4.0/ 1 Contents Introduction ………………………………………………. 3 Chapter 1: What Philosophy Is ………………………….. 5 Chapter 2: How to do Philosophy ………………….……. 11 Chapter 3: Ancient Philosophy ………………….………. 23 Chapter 4: Rationalism ………….………………….……. 38 Chapter 5: Empiricism …………………………………… 50 Chapter 6: Philosophy of Science ………………….…..… 58 Chapter 7: Philosophy of Mind …………………….……. 72 Chapter 8: Love and Happiness …………………….……. 79 Chapter 9: Meta Ethics …………………………………… 94 Chapter 10: Right Action ……………………...…………. 108 Chapter 11: Social Justice …………………………...…… 120 2 Introduction The goal of this text is to present philosophy to newcomers as a living discipline with historical roots. While a few early chapters are historically organized, my goal in the historical chapters is to trace a developmental progression of thought that introduces basic philosophical methods and frames issues that remain relevant today. Later chapters are topically organized. These include philosophy of science and philosophy of mind, areas where philosophy has shown dramatic recent progress. This text concludes with four chapters on ethics, broadly construed. I cover traditional theories of right action in the third of these. Students are first invited first to think about what is good for themselves and their relationships in a chapter of love and happiness. Next a few meta-ethical issues are considered; namely, whether they are moral truths and if so what makes them so. -
Socratic Method’ in the Developmental Stages of Philosophy
International Journal of Humanities and Social Science Research International Journal of Humanities and Social Science Research ISSN: 2455-2070; Impact Factor: RJIF 5.22 Received: 23-10-2020; Accepted: 08-11-2020; Published: 25-11-2020 www.socialsciencejournal.in Volume 6; Issue 6; 2020; Page No. 72-75 The role of the ‘Socratic method’ in the developmental stages of philosophy Pulenthiran Nesan M. Phil Student, Post graduate Institute of Humanities and Social sciences, University of Peradeniya, Peradeniya, Sri Lanka Abstract This study aims to uncover man-centered ideas by Socrates through his method (Socratic) in the course of his inquiry, free from the research of the philosophy of nature. The problem with this study is how Socrates was able to make a proper investigate into man and his life, despite the influence of his earlier thinking. What is the meaning of life? Hypotheses such as the practical application of discipline in life are put forward. Information related to this subject is derived from reports, texts, etc. of a previous study, and the study uses descriptive analysis. Greek philosophy, delighted with Ionian thought, led to the next stage of development as the Sophist thinking. It was these Sophists who first proposed the concept of man. Socrates' philosophy, which developed after them, further clarified the study of man and established a new system of philosophy. His method of dialogue, which transcends precedents, revealed the solid foundations of man, and his method was passed on to the next generation by the direct student Plato and others, such as Aristotle. It also had great influence on philosophy. -
The Socratic Method in the Age of Trauma
THE SOCRATIC METHOD IN THE AGE OF TRAUMA Jeannie Suk Gersen When I was a young girl, the careers I dreamed of — as a prima ballerina or piano virtuoso — involved performing before an audience. But even in my childhood ambitions of life on stage, no desire of mine involved speaking. My Korean immigrant family prized reading and the arts, but not oral expression or verbal assertiveness — perhaps even less so for girls. Education was the highest familial value, but a posture of learning anything worthwhile seemed to go together with not speak- ing. My incipient tendency to raise questions and arguments was treated as disrespect or hubris, to be stamped out, sometimes through punish- ment. As a result, and surely also due to natural shyness, I had an almost mute relation to the world. It was 1L year at Harvard Law School that changed my default mode from “silent” to “speak.” Having always been a student who said nothing and preferred a library to a classroom, I was terrified and scandalized as professors called on classmates daily to engage in back-and-forth dia- logues of reasons and arguments in response to questions, on subjects of which we knew little and on which we had no business expounding. What happened as I repeatedly faced my unwelcome turn, heard my voice, and got through with many stumbles was a revelation that changed my life. A light switched on. Soon, I was even volunteering to engage in this dialogue, and I was thinking more intensely, independently, and enjoyably than I ever had before.