...SOCRATIC Based on excerpts from The Expert Educator (Jones, et al. , 1994) Definition and Description The Dictionary of Education describes the Socratic method as "a process of discussion led by the instructor to induce the learner to question the validity of his reasoning or to reach a sound conclusion." The strategy derives its name from the approach used by Socrates as he assumed the role of intellectual midwife. The Socratic approach was built upon the assumption that knowledge was within the learner and proper questioning and commentary could cause this knowledge to surface. Socrates, as instructor, attempted to follow the student's argument wherever it led. The key to the Socratic approach is that the teacher's comments and questions must enable the learners to discover meaning for themselves. In a typical classroom situation, the instructor would use the Socratic approach when the situation arose. It would be necessary for a learner to make a statement, often of a value nature which could be further pursued. The instructor would then enter into a dialogue with the learner, following the argument until the learner had thoroughly questioned the answer and gained some insight into the logic used or the attitudes and beliefs held. Example An example seems almost imperative to further explain the Socratic strategy .The following dialogue finds Socrates awaiting his own trial for impiety (irreverent). He is seeking knowledge concerning piety from Euthyphro, who is supposedly...
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...Plato: The Republic (Book II) Glaucon to Socrates: How do you classify things we call good? 1. Do you think that there are some which we would gladly have, not for their consequences, but because we appreciate them for their own sake; as, for example, enjoyment and those harmless pleasures which produce no further effects beyond the mere pleasurable experience? 2. There are some which we prize both for themselves and for their consequences as, for example, thought and sight and health. These and similar good things we appreciate for twofold reason. ?????? 3. Do you recognize a third class of good things, which includes gymnastic exercises, the undergoing of medical treatment, the practice of medicine, and the other forms of money making? These are things which we call troublesome but advantageous. We should never take them for themselves, but we accept them for the sake of the rewards and other consequences which they bring. Question: how are gymnastic exercises and the undergoing of medical treatment forms of money making? Socrates’ response to Glaucon: Amongst those which he, who would be blessed, must love both for their own sake and for their consequences. Glaucon to Socrates: That is not the opinion of most people. They place it in the troublesome class of good things, which must be pursued for the sake of the reward and the high place in public opinion which they bring, but which in themselves are irksome and to be avoided. Glaucon...
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...Socrates: When you hear the phrase “justice has been served,” what assumption do you make about the events that have occurred? Nick: Since I associate the phrase with criminals, I would assume that the person who is speaking feels that a criminal got the punishment that they deserved. Socrates: As humans, should we even have the right to punish other humans? Nick: Like small children, we all need redirection now and again. Should our actions deserve punishment, than it is our price to pay. When I imagine justice being served, I instinctively think of violent offenders who have become a danger to society and imagine that they deserve all of the punishments they receive. Socrates: So, in other words, you feel that if you commit a crime, you should pay fairly for your mistake? Nick: I do. Socrates: And you believe that you should receive the death penalty for killing your mother, the woman who brought you into this world? Nick. Yes sir, I most certainly do. Socrates:What Imagine the following scenario: You are 18 months old and live with your mother and your six year old brother in a bad neighborhood. You find a handgun one morning and are full of excitement because you believe it’s just like the one your brother wears around his hip when he pretends to be a cowboy and you think that your mother must have bought this one for you and just forgot to give it to you. Of course it was for you! Your brother has one and no one else she could think of would want a toy gun as a...
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...only record of his life comes from his associates, as Socrates never documented his opinions. A clear expression of Socrates’ philosophy is represented in The Apology. The purpose of this paper is to establish a clear demonstration of Socrates’ philosophy using The Apology as reference, and also explain my personal view on philosophy. In the first section of this paper, the famous statement from Socrates, “The unexamined life is not worth living”, will be connected when explaining three principle components of his philosophy: Irony, Method and Ethos. The second section of this paper will reveal my personal view on philosophy. Rahut’s claim on philosophy being the study of “open questions” will be supported by examples and descriptions. In the case that a question cannot be accurately answered or proven with our existing knowledge, I demonstrate that it should be classified as an ‘open question’. Throughout section 17-18 of The Apology, Socratic irony is apparent. He clearly presents himself as a man whom is delivering words of truth. Although, while Socrates states that he is not a clever speaker, it shows that he actually is clever. By doing this, he is engaging some very effective use of his language. After Socrates has proven to degrade his rivals, he changes his tone of conversation back to ordinary. The way that...
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...though, would think otherwise. He has a different ‘genius’ in mind -- the type who values not the physical things, but the things that really matter. What are those “things,” and who might that ‘genius’ be? Socrates is the name, and according to him: “An unexamined life is not worth living.” He went around Athens and persuaded others to look and examine themselves while they still have the time; to not be content with who they already are but to keep finding ways to improve the self and enrich the soul. Socrates used the dialectic method (now known as the Socratic method) – a way of investigating problems through dialogue discussion wherein a problem is broken down into series of questions and the answers to those questions would gradually reveal the answer to the problem – to help them examine their respective beliefs and reshape those ideas if found to be in error. Through this method, he would be able to help them help themselves. This Socratic method is one of his legacies to humanity, for up until now it is still being used. Many teachers and professors employ...
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...Movers and Shakers in Education Anna Santana GCU: EDU 576 April 7, 2014 Education has been a concept of the most rudimentary from far back to times we cannot even comprehend to our more modern idea of education. Every aspect of American education was founded or molded by another country’s education system or some influential person’s philosophy. Along those paths, people, ideas, concepts, etc. have been more influential than most. Many United States citizens do not know the impact of the Kalamazoo case. United States citizens know some of the taxes they pay to the various entities (local, city, district, state, etc.) help to fund their local schools, from elementary schools to public universities. What they do not know is this case not only allowed for taxes to fund public schooling, it started a whole revolution of change in young children’s education. (Webb, 2013) Not only did the Kalamazoo case allow for more public funding, the case set the precedent for mandatory attendance for school aged children. This allowed the precedence for child labor laws. Because of this increase in students attending school, the literacy rate increased, but still varied by region, especially amongst those students who were non-white. As “[b]lacks had the highest illiteracy rate: 30.4% in 1910.” (Webb, 2013) In 1954, the U.S. Supreme court heard one of the most influential cases. This case would impact the future of not only the civil right movement, but also, the equal...
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...Anthony Charpentier Due Date: 10/7/14 PHI 307 – Ancient Philosophy First Essay Assignment Xenophanes, Socrates, Plato on the possibility of knowledge Skepticism – A skeptical attitude; doubt as to the truth of something. In ordinary skepticism this would mean someone who would doubt the existence of something. A difference between the two is normal skepticism is you try to get it clear in your head. Ordinary doubt - or local skepticism - can usually be tested - and even when it can't, there may well come a time when it can. Many philosophers have had their own version and interpretation of skepticism. Skeptics only denies we have knowledge but does not deny our belief or opinion. Most of which our true belief is just luck and lucky guesses are not knowledge. An example of this can be found in a reading from Humes which he explained that he does not perceive anything else besides his perceptions such as immaterial substance. From different philosophers and readings we can understand there are many different meanings and interpretations of skepticism. According to Philonous presents an argument against Hylas stating that only ideas are perceived, nothing else and thus that we are aware only of the mind. Philonous proceeds to use the same arguments as John Locke to prove things are independent of the mind. Philonous uses a similar example to that of John Locke in which he states, “suppose now one of your hands hot, and the other cold, and that they are both at once put...
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...(1) What is Morality, And where it comes from: What is Morality? Morality is defined as a system or code that we humans use to differentiate between right and wrong. This system could be derived from a number of factors: Religion, Culture, and upbringing. It is difficult enough to determine what an individual’s morals are, but going further to determine how we came to possess those morals is even more ambitious. Still, regardless of its difficulty, this subject consumes many philosophers and psychologists. Most moral psychologists further believe that complex social structures such as religion and politics as well as our need for social structures affect ones personal structure of morals. Some even theorize the possibility of evolution causing ones morals. Personally, I have great interest in philosophy and ethics, but the theory that evolution over time has affected morality today is one theory I have not read about. Where does morality come from? One major belief, of which I will personally emphasize on, is about Cultural relativism, in accordance with the source of morality, is the ideology that each culture has its own source of morality and therefore each culture has its own particular morality. An example of cultural relativism is that one culture believes that murder is bad while another culture believes that murder is not bad. This applies to the case in a big way, the people in Thailand believe that the sex tourism business is a reputable enterprise, but other countries...
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...Alain De Botton a writer, philosopher, and television presenter, explores contemporary subjects and themes to highlight philosophy in everyday life. In De Botton’s book “The Consolations of Philosophy” he uses several philosophers to help the reader interpret everyday life. In the chapter “Consolation for Unpopularity” De Botton (2000) describes how Socrates born some 2500 years ago is one of the most influential Greek Athenian philosophers, attributing Socrates with producing one of the most inspiring gifts to western philosophy. De Botton (2000, 7) describes this gift as the logic of philosophy, the art of applying logical thinking to popular ideas to produce an informed opinion and independence of mind in the face of unpopularity. De Botton (2000) poses the key question why do we follow popular thought, especially ideas posed by influential people? De Botton asserts that it is because questioning the status quo often leads to one becoming a social pariah. De Botton’s (2000) argument is that the ability to think critically is grounded in philosophy; this allows one to confidently arrive at a logical position whilst acknowledging other arguments, which is supported by sound judgement. Thus, according to De Botton (2000, 7) the “Consolation for Unpopularity” is the self-confidence to challenge accepted norms through logical thought. The line of logic used by De Botton is that Socrates became a symbol of someone that stood up to the status quo using his intellect to challenge accepted...
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...mission was to “take the raw, unrefined ideas of his contemporaries and hammer away at their opinions, removing what was unclear or erroneous, until he gradually achieved a closer approximation to the truth.” (The Philosophical Journey, Lawhead, Pg. 18) Socrates’ method of doing philosophy of asking questions is now an important technique in education; the Socratic Method or Socratic questioning. These methods undergo seven stages that continually move toward a greater understanding of the truth. Socrates used this method to weed out the incorrect understandings and find a clearer picture of the true answer. Another skillful techniques Socrates used was the use of reduction as absurdum, which is another form of argument which means “reducing to an absurdity.” Socrates to me is an important figure in the world of philosophy because he created a form of arguments and questions that we use in our everyday lives that help us achieve a clearer picture of the truth. His methods of asking questions have opened up many doors in the field of philosophy. It has given us a way of life when it comes to asking questions and getting answers, clear, true answers. Socrates to me was the father of philosophy because of the methods he used to find the clear answers to questions. Bibliography Lawhead, William F. The Philosophical Journey. New York: Mc-Graw-Hill , 2011....
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...Mark Imber Cultures 292 The Courtier – Response to Question 2 In the times of the Renaissance there were distinct social levels throughout the hierarchy of the Roman culture. Through this hierarchy there were dukes, serfs, peasants, aristocrats, and one specific group called “courtiers”. The book written by, Baldesar Castiglione, The Courtier helps define exactly what this social class consisted of. This book highlights many of the areas in which one would need to excel at to be considered better than an average man, and on his way to becoming a courtier. The main idea that being a courtier stems from is that of a universal man, or known during the Renaissance, “unos universal”. This was the idea of a man who was able to be proficient in activities across the board including math, sports, music, looks and so forth. Throughout, The Courtier two men discuss and argue what exactly it means to be a courtier. Through this discussion they are creating a broad set of guidelines to teach others how to be a courtier, and a gentlemen of Rome. I think that through the entirety of this book the main message that Castiglione is trying to get across is what exactly does it take to become a courtier. Throughout the book there are countless instances where it has specific guidelines as to what it means to be a courtier. “But to come to some particulars: … true profession of the Courtier must be that of arms” (Castiglione 24). This is one instance in the book where it gives a particular...
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...to explain himself and the decisions that led to his action, educating his audience in the philosophical questions he chooses to pose. Socrates does not try to avoid death in the trial; instead, his goal is to enlighten the public for the last time before his own passing. Socrates was always fascinated with the solving of questions, both big and small; his approach was to use the Socratic method of inquiry, wherein he would break the problem down into several questions, and then systematically find the answers to each question in order to find the larger answer. It was a methodical and practical approach to show his ultimate quest for seeking the true knowledge. He says, "His wisdom is truly worthless"; this is indicative of his unending search for more and more knowledge (Apology 23b). According to him, philosophy starts by admitting that you are ignorant of the truth, which is what he does here. It is with this approach to philosophical questions and dilemmas – the use of Socratic irony - that Socrates chooses to engage with his audience and demonstrate why he did what he did. The Socratic method of dialectical investigation utilized arguments to try and determine...
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...The Philosophy of Socrates I believe Socrates is the most influential philosopher of all time is the great Socrates. It is simply astounding that such well thought out ideas were formed thousands of years ago. I enjoy how Socrates spent his life striving to help others teach themselves rather than simply throw information at them. Socrates dedicated his life to better himself as well as others, and that is why I consider him the best philosopher of all time. Before devoting his life to philosophy, Socrates served in the Athenian army, which was required of all citizens. Socrates was widely known for his bravery and courageousness, traits that showed throughout his lifetime. It is well recorded that Socrates even saved the life of famous general Alcibiades at Potidaea. Later, when he faced the legal troubles that led to his death, Socrates compared himself to a soldier who refused to retreat from battle, even when faced with death. Socrates always emphasized the importance of the mind and intelligence over the beauty and strength of the body. This, as with many of his ideas, was in conflict with the major beliefs held at the time. Socrates believed that philosophy’s main goal should be to gain practical results for the greater well-being of society. Socrates sought to establish an ethical system based on human reason rather than religious beliefs. He declared that human decision and action is motivated by our desire for happiness. Wisdom is ultimately achieved through...
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...however, have a resembling view on the soul of man. * The Oriental sages and the Greek triumvirate believed that man’s soul pre-existed his body. * The Greek triumvirate believes that man, in his original and ideal existence as a soul or a « pure mind », knew all things by direct intuition and had all knowledge stored in his mind. However, when man was banished into his world of sense, man blurred out and forgot almost everything he ever knew. * The Greek triumvirate posited that the present problems of man was caused by ignorance or lack of knowledge and that the only way for man to solve these problems is by recalling all his previous knowledge. * However, while they believe in the vitalityt of looking into one’s self as a method to resolve man’s problem, there are still major differences when it comes to the ‘specifics’ of their ideologies. Socrates * He was born in Athens circa 469 B.C. and died in 399 B.C. * He is known as one of mankind’s greatest teachers. * During his times, the task of inculcating critical thinking in the society was way more difficult compared today. * The people who occupied the high positions in society were more impressed by Socrates’ efforts, as his philosophy questioned the very attributes on which the society was standing tall. * Eventually, Athenians charged Socrates with impiousness (the lack of respect for...
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...The Socratic Method: “The unexamined life is not worth living.” Socrates (469—399bc) Plato (427—347bc) Each of the main Platonic dialogues emphasizes one philosophical theme—for example, the nature of truth, beauty, justice, virtue, courage, piety, or friendship. The typical Platonic dialogue of the early period can be divided into three segments: In the first segment, Socrates meets a young man who claims to know something about one of the aforementioned “big” topics. Socrates flatters the young man and compliments himself on his luck at having found someone who actually knows something that he, Socrates, has been seeking for fifty years. Socrates begs the young man to impart his wisdom to him. When the young man does so, Socrates acts deeply impressed. The young man’s head begins to swell. The second segment of the dialogue begins when Socrates seems to notice some apparently minor problem with the formulation of the youth’s argument. The young man thinks that a simple cosmetic job can cover the blemish, but Socrates’ objection becomes the small thread that, when pulled, unravels the garment. The young man finds himself tangled up in contradictions and paradoxes. The third segment of the dialogue begins when both Socrates and his partner have admitted ignorance. The young man doesn’t know what “X” is (virtue, beauty, truth, etc.), and Socrates does not know either. At this point, Socrates will say to his dispairing companion something like this: “Look...
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