Andragogy and the Socratic Method of Instruction

This chapter focuses on the connection between the Socratic Method and the foundational elements of andragogy as defined by Malcolm Knowles. This chapter will also explore the benefits of implementing Knowles' two foundational elements of andragogy consisting of his six assumptions and his eight design processes. Also explored is the implementation of Knowles' learning contract within the Socratic Method as a way to enhance the adult learner learning experience. In addition, this chapter includes references to John Henschke and his Building Blocks of Adult Learning and how they also support the Socratic Method of instruction.

Critical Thinking and the Socratic Method

This chapter starts by answering the question, “What is critical thinking?” As it turns out, not everyone agrees on what critical thinking is. Nevertheless, researchers agree that critical thinking allows many people to reason together for solutions to complex problems. Also, in this chapter, the authors look at how computing capabilities enhance Socratic problem solving. A computer-based Socratic problem-solving system can keep problem solvers on track, document the outcome of a problem-solving session, and share those results with participants and a larger audience. In addition, Socrates DigitalTM can also help problem solvers combine evidence about their quality of reasoning for individual problem-solving steps and the overall confidence level for the solution.

Using the Socratic Method to Change Your LENS

Helping students understand, empathize, and collaborate across differences is an essential part of education. Understanding new perspectives enriches people socially, by providing ways to connect with others; cognitively, by offering new ways of thinking; and emotionally, by building empathy. As communities become more diverse and needs for inclusion are at the forefront, understanding others' views and experiences is an increasingly valuable skillset. However, without exploring one's own thinking patterns, individuals may reflexively judge different ways of thinking. Therefore, teachers and students both need guidance to challenge unconscious assumptions and biases. This chapter will present a Socratic tool, Change Your LENS, to guide the process of examining assumptions, identifying influences on one's thinking, and actively exploring new perspectives. Both theoretical foundations and practical information for implementation will be discussed with a focus on how to use the tool to understand differences and challenge long-held assumptions.

The Impacts of the Socratic Method and Andragogy on Adult Bible Classes

This chapter addresses the potential use of the Socratic method and andragogical teaching methods in adult Bible classes in parish education. There exist many correlations between Socratic teaching strategies and andragogical philosophy, most notably the assumption that adult learners trend towards thinking of themselves as self-directed learners with a variety of experiences and the capacity to learn through dialogue with facilitators and each other. This chapter first outlines adult Bible classes in the isolated context of Christian parish education as community or non-formal education. Then, the chapter highlights the methods of a particular study in which pastors were trained in Socratic and andragogical methods and then observed for an extended period of time. Conclusions from the study include how Socratic and andragogical methods potentially help to increase learner self-reflection and engagement in similar contexts to the featured study.

Exploring Maieutic Instruction

General views of the Socratic Method consist of it being a dialectical exchange based on probing questions concerning a topic. While this definition may prove practical, it may not do justice to the broad nature and practice of the instructional strategy. It is, therefore, equally important to explore how maieutic questioning grounds the Socratic Method as a viable instructional strategy. By realizing the maieutic process as giving birth to discoveries, educationists and students are given a clearer framework in implementing the Socratic Method in educational experiences. In further elucidating this claim, this chapter first draws from the maieutic practice found in Plato's dialogues. Second, the chapter explores research on maieutic questioning in teaching and learning experiences. Lastly, a recognition of both Socrates' original maieutic practice and the modern conception of it are advanced as strategies educationists can implement in their courses.

The Socratic Method and Opportunities for Its Application by Middle School Counselors to Increase Awareness About Bullying

The Socratic method is one of many methods used in counseling guidance services. The simple Socratic method can be applied by counselors to reduce bullying. The purpose of this study was to determine whether high school counselors in Yogyakarta Province recognize the Socratic method and whether there is an opportunity for this method to be applied to increase the awareness of students about bullying. A qualitative research approach was used, with a focus on phenomenology. The data were collected using an open questionnaire. The subjects consisted of 19 counselors from 15 secondary schools in the Yogyakarta Province who were selected by purposive sampling. Data analysis was carried out based on the guidance of Narbuko and Achmadi; this process consisted of three steps, namely editing, coding, and tabulation. The results showed that there was a substantial opportunity for the Socratic method to be applied by secondary school counselors in Yogyakarta Province to increase students’ awareness about bullying. This was evidenced by: 1) bullying continued to occur among middle school students, even though the counselors had used various methods and services to discuss bullying; 2) only a small number of school counselors had received information about the Socratic method, but the procedure for implementing the Socratic method was considered simple; and 3) all counselors stated that guidance on implementing the Socratic method was necessary and were enthusiastic about applying the Socratic method in an effort to increase students’ awareness about bullying Keywords: Socratic method, opportunity, anti-bullying awareness

Abduktion im Charmides?

Aristoteteles already knew apart from the deduction (deductio) and the induction (epagoge) the concept he named himself, the abduction (epagoge). However, he did not consider it conclusive, and therefore neglected it. That was also the reason for him to attribute a merely inductive method to Socrates who would search for general ethic terms. Due to C. S. Peirce's (1839–1914) accomplishment, abduction was rediscovered and was able to realize its full logical potential. According to his theory, only abduction makes creative thinking possible. This essay tries to apply abduction to Charmides ' Platon for the very first time. It proves, that in core scenes during the dialogue surprising proposals are made, which lead with the application of the abduction and with the aim of answering the what-is-what-question to new definitions and general terms. It's about working out the affinity between the abduction, like Peirce demands, and the socratic method in search for general terms.