Induction in the Socratic Tradition John P
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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. -
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 -
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. -
The Socratic Handbook: the Enchiridion As a Guide for Emulating Socrates1
The Socratic Handbook: The Enchiridion as a Guide for Emulating Socrates1 Chad E. Brack February 8, 2020 Abstract: In this paper, I argue that the works of Epictetus are best understood as a guide for living like Socrates. On my view, we can think of the Enchiridion as a Socratic handbook, meaning it is less about the philosophy of Epictetus himself than it is about Epictetus’s prescription for achieving a Socratic disposition. In other words, Epictetus tells us how to live our lives as Socrates did. He believes doing so will lead us to the Good Life and the tranquility that accompanies it. I begin by discussing Socratic ethics and Socrates’s influence on Stoicism, then I suggest that the content and structure of Epictetus’s work points to Socrates as the prime focus for Epictetus’s teachings. Socrates is not just an example of sagacity—he is the subject of study. After offering the reasoning for my view, I address what I believe to be the most likely objections to my interpretation and conclude with final thoughts about Stoicism as a Socratic philosophy of life. I. Introduction In recent years Stoicism has reemerged as an attractive philosophy of life. It has also become a tool for self-help and cognitive behavioral therapy. Founded over 2000 years ago, Stoicism has touched the lives of countless people. The Stoics taught a philosophy based on building the right mental state to deal with life’s challenges and to achieve contentment regardless of circumstances. It is a philosophy based on well-being. -
Did Darwin Plagiarize His Evolution Theory? — Bergman
Countering the critics Did Darwin plagiarize his evolution theory? — Bergman this book de Maillet Did Darwin suggested that fish were the precursors of birds, mammals, plagiarize his and men.7 Yet an- other pre-Darwin evolution theory? scientist was Pierre- Louis Maupertuis Jerry Bergman (1698–1759) who in 1751 concluded in his Some historians believe that all of the major contri- book that new species butions with which Darwin is credited in regard to may result from the Courtesy TFE Graphics Courtesy evolution theory, including natural selection, actually fortuitous recombin- were plagiarized from other scientists. Many, if not ing of different parts most, of Darwin’s major ideas are found in earlier of living animals. works, especially those by his grandfather Erasmus At about this Darwin. Charles Darwin rarely (if ever) gave due same time the French credit to the many persons from whom he liberally encyclopedist, Denis Erasmus Darwin (1731–1802) ‘borrowed’. This review looks at the evidence for Diderot (1713–1784), this position, concluding that much evidence exists taught that all animals evolved from one primeval organ- to support this controversial view. ism. This prototype organism was fashioned into all those types of animals alive today via natural selection. George Louis Buffon (1707–1788) even expounded the idea at length that ‘the ape and man had a common ancestry’ and, A common (but erroneous) conclusion is that Charles further, that all animals had a common ancestor.8 Macrone Darwin conceived modern biological evolution, including concluded that, although Darwin put evolution on a firmer natural selection.1 An example of statements commonly scientific basis found in the scientific literature indicating this would be the ‘ … he was hardly the first to propose it. -
Linnean Vol 31 1 April 2015 Press File.Indd
TheNEWSLETTER AND PROCEEDI LinneanNGS OF THE LINNEAN SOCIETY OF LONDON Volume 31 Number 1 April 2015 Harbingers: Orchids: The Ternate Essay: Darwin’s evolutionary A botanical and Revisiting the timeline forefathers surgical liaison and more… A forum for natural history The Linnean Society of London Burlington House, Piccadilly, London W1J 0BF UK Toynbee House, 92–94 Toynbee Road, Wimbledon SW20 8SL UK (by appointment only) +44 (0)20 7434 4479 www.linnean.org [email protected] @LinneanSociety President SECRETARIES COUNCIL Prof Dianne Edwards CBE FRS Scienti fi c The Offi cers () Prof Simon Hiscock Vice Presidents President-Elect Dr Francis Brearley Prof Paul Brakefi eld Dr Malcolm Scoble Prof Anthony K Campbell Vice Presidents Editorial Dr Janet Cubey Ms Laura D'Arcy Prof Paul Brakefi eld Prof Mark Chase FRS Prof Jeff rey Duckett Prof Mark Chase Dr Pat Morris Dr John David Collecti ons Dr Thomas Richards Dr Anjali Goswami Dr John David Prof Mark Seaward Prof Max Telford Treasurer Strategy Dr Michael R Wilson Prof Gren Ll Lucas OBE Prof David Cutler Dr Sarah Whild Ms Debbie Wright THE TEAM Executi ve Secretary Librarian Conservator Dr Elizabeth Rollinson Mrs Lynda Brooks Ms Janet Ashdown Financial Controller & Deputy Librarian Digiti sati on Project Offi cer Membership Offi cer Mrs Elaine Charwat Ms Andrea Deneau Mr Priya Nithianandan Archivist Emerita Linnaean Project Conservators Buildings & Offi ce Manager Ms Gina Douglas Ms Helen Cowdy Ms Victoria Smith Ms Naomi Mitamura Special Publicati ons Manager Communicati ons & Events Ms Leonie Berwick Manager Mr Tom Simpson Manuscripts Specialist Dr Isabelle Charmanti er Room Hire & Membership Educati on Offi cer Assistant Mr Tom Helps Ms Hazel Leeper Editor Publishing in The Linnean Ms Gina Douglas The Linnean is published twice a year, in April and October. -
Socratic Method ΣΩΚΡΑΤΗΣ Σωκράτης
The Socratic Method ΣΩΚΡΑΤΗΣ Σωκράτης Callie Dawson and Hans Corbell Socrates & the Socratic Method ● Socrates was a classical Greek philosopher who is credited with laying the fundamentals of modern Western philosophy. ● He is known for creating Socratic irony and the Socratic method, and also for his profound influence on Western philosophy, along with his students Plato and Aristotle. ● Socrates taught his students by presenting multiple questions in effort to partake in critical thinking, reasoning, and logic. ● In a typical Socratic dialogue, Socrates will ask a person to define a generalized and ambiguous concept, such as piety or love. After the answer is given, Socrates will follow up with another question aimed at revealing a contradiction in the response, an exception to it, or something else that is problematic. The questioning and answering then continues until one has the impression that there are no clear answers. Modern use of the Socratic Method: ● The Socratic method is still used today in modern Law and legal systems. ● It does not only pertain to people involved in law systems, but anyone can use this method in communication. ● The Socratic approach involves a conversation in which a person is asked to question their assumptions. It is a forum for open-ended inquiry , one in which both student and teacher can use investigative questions to develop a deeper understanding of the topic. ● Ex.) In law school specifically, a professor will ask a series of socratic questions after having a student summarize a case, in an effort to dive deeper into the case and explore every possible court ruling or opposing argument. -
Aprons Instead of Uniforms: the Practice of Printing, 1776-1787
Aprons Instead of Uniforms: The Practice of Printing, 1776-1787 ROLLO G. SILVER WE DO NOT think of a master printer as primarily a busi- nessman. Because he controls a major channel of communica- tion, our tendency is to romanticize him while we forget that essentially his chief concern is the same as that of his fellow tradesmen—the bottom line of his balance sheet. In time of war, his hazard is doubled. Then all businessmen face the problems of scarcity, financing, possibility of dislocation, per- haps survival, but the printer also has the government and the public closely involved in his activities. The government uses some of his work and needs all of his support; the public assiduously heeds the opinions expressed in his publications. When the war is a civil war, such as the American Revolu- tion was in part, his predicament is even more hazardous. Maintaining a printing shop despite changes in civil authority requires ingenuity as well as tenacity and, if one holds to one's principles, courage. After all, the printer is a business- man whose stock in trade consists of twenty-six lead soldiers. It is impractical to describe all the aspects of the practice of printing during this period in one chronological narrative. So it is preferable to select those topics which best depict the activities of the printers between 1776 and 1787. These topics include the relationship between printers and the Continental Congress and the relationship between printers and the state legislatures. The expansion of the press must be considered 111 112 American Antiquarian Society as well as the impact of the Revolution on the equipment and personnel of the shop.