The Socratic Method

You are required to complete a
project on Applying and Evaluating the Socratic method. Listed below are suggestions for completing
this requirement.

(1) As the Socratic method can mean different things to different people, it is helpful to deliberate your operational definition of the Socratic method first. Then, based on your definition of the Socratic method, you will identify a concept/topic/issue/lesson that can be taught through the Socratic method.
(2) Because the Socratic method is a guided inquiry, please articulate your intended learning objectives/goals.
(3) Sketch, outline, and formulate a set of questions that you deem facilitative for developing learner(s)’ critical thinking skills. Because cross-examination is the critical element of the Socratic method, please make efforts to formulate questions that will compel your participant(s) to undertake a critical examination of their own assumptions about the topics/issues/lessons under consideration.
(4) Invite student(s) (including classmates enrolled in this online course), friend(s), or family member(s) to participate in a Socratic session of no less than 15 minutes. In this session, please pose the aforementioned questions and possibly some spontaneous questions to your participant(s). Please consider audio or video taping this session.
(5) Write up a summary of the aforementioned Socratic session. Your summary should include the questions you posed to your student(s) and their responses.
(6) First, conduct a critical assessment of the strengths and weaknesses of your questions. Second, examine the merits and demerits of applying the Socratic method to attain your intended learning objectives. Your evaluation of the Socratic method should include your critical examination of whether your Socratic session is able to guide your participant(s) to conduct self-directed learning and attain the intended learning objectives/goals.
(7) Write up a report on your application and evaluation of the Socratic method (Steps 1-6).

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this is a resources about The Socratic Method, it may help to finish this task:

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Plato’s Socrates and the Socratic Method

Socrates (470 BC—399 BC) did not write and publish books about his philosophy and teaching. It was his student Plato who recorded Socrates’ teaching. Henceforth, educators and philosophers have recognized Socrates’ teaching depicted in Plato’s (427-347 BC) writings as a distinguishable teaching practice and have referred “teaching primarily through questioning one’s original position/assertion” as the Socratic method. Because Plato apparently did not give a verbatim account of Socrates’ teaching and philosophizing, it is common for scholars to make a distinction between the historical Socrates and Plato’s Socrates. To gain a better understanding of the historical Socrates, I recommend that your review the following article:

Nails, D. (2010). Socrates. The Stanford Encyclopedia of Philosophy. Retrieved from http://plato.stanford.edu/archives/spr2010/entries/socrates/

Based on Plato’s writings, one might conclude that the Socratic method is not a unitary method of instruction. In other words, Socrates’ teaching did not appear to be based on a consistent and coherent theory. Rather, Socrates seemed to embrace self-contradictory principles in conducting his teaching. Based on their interpretations of Plato’s writings, educators and philosophers also develop their own versions of the Socratic method. Consequently, it is challenging to attain a definitive understanding of the Socratic method. For the purpose of this Module, I invite you to attend to the following aspects of the Socratic method as identified and interpreted by David Calhoun.

(1) The Socratic method is a guided inquiry rather than a “free inquiry.” More specifically, Socratic teachers have specific educational aims in mind and develop questions that facilitate students’ conducting self-directed reflective examinations of their positions/arguments/beliefs. To achieve their goals, Socratic teachers may limit students’ freedom to undertake their own inquiries. In other words, the Socratic teacher may discourage or dissuade students from inquiring into concepts/ideas that the Socratic teacher deems unproductive.

(2) Plato’s Socrates refers to his teaching as Elencho (literally means “cross-examination). Through questioning, Plato’s Socrates deliberately creates perplexity as he confronts his students’ positions/assertions/beliefs. This is why Meno described Socrates’ teaching as a torpedo’s touch. One may argue that such a torpedo’s touch is a form of exhortation or shaming. Or, one may argue that exhortation/shaming as a personal confrontation is the key to facilitating students’ developing critical thinking skills. Here, I invite you to attentively view a video clip “Making Their Case”

</p> <p><iframe width=”640″ height=”480″ src=”http://www.youtube.com/embed/QUNNo1VMXc4?feature=oembed” frameborder=”0″ allowfullscreen=””/></p> <p>(3) Socrates’ method is based on a belief that the human mind is the key to pursuing eternal and absolute truth. To Socrates, the purpose of learning is to recollect what our mind has learned before. In other words, one cannot know something that one didn’t already know. Learning is NOT about constructing new knowledge. Rather, learning is to recapitulate what was already known. In accordance with this theory of recollection, knowledge/truth is eternal and universal. It follows that teaching is to “awake” our minds or to draw out the latent ideas in students’ mind. Influenced by constructivism, one can easily cast doubt on the theory of recollection. However, in accordance with both constructivism and the theory of recollection, the human mind does play a key role in “constructing” or “recollecting” knowledge. Accordingly, teaching and learning is about facilitating the development of human minds.</p> <p>As mentioned before, the Socratic method can mean different things to different people. In most law schools in the U. S., the Socratic method remains as a popular method of teaching. Now I invite you to view a clip of Paper Chase that offers a dramatized Socratic teaching in the Law School at Harvard University.<br /><span > <img src=”http://www.cheapresearchessays.com/wp-includes/images/smilies/icon_smile.gif” alt=”:)” class=”wp-smiley”/></span></p> <p><span > </span></p> </p></div> </div><!–end entry–> <!–end post footer–> </div><!–end post–> <div class=”navigation index”> <div class=”alignleft”></div> <div class=”alignright”></div> </div><!–end navigation–> <p >We write original academic papers – non-plagiarized assignments. Place an order for custom essays, research papers and term paper assignments for this or any related subject. 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