Abstract
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.
TopSocrates’ Mission And Method
Plato’s dialogues present the philosopher, Socrates (469-399 B.C.E) dedicated to investigating ethics, improving one’s soul (Morrison, 2011), and attaining eudaimonia or human happiness (McPherran, 2010). These objectives reflect, what Taylor (2009) suggests, as Socrates’ new form of learning which countered accepted Greek views concerning, for instance, religion and morality. In terms of Socrates’ own learning, he recounts in the Phaedo how he turned away from natural science and instead focuses on human conduct and the nature of the whole (Offor, 2012). Socrates’ change in learning objectives indicates that “he [Socrates] later found the study of nature disparaging since such a study could not explain what it meant to be a human being and for what purpose one was in the world” (Offor, 2012, p. 104). Furthermore, Socrates’ investigation into human affairs centers on how individuals could attain knowledge through their reasoning skills. (Thiroux & Krasemann, 2015). Indeed, Chaffee (2012) acknowledges that Socrates’ famous comment that “The unexamined life is not worth living,” in the Apology, suggests that the worthiest life to live is grounded in the investigation of reality through the use of reason.
Key Terms in this Chapter
Maieutic Method: Based on this chapter, it is a method implemented by Socrates where he helps the interlocutor “give birth” to ideas and discoveries. The underpinning to this idea was that the “new knowledge” was already latent in the interlocutor.
Elenchus: In Plato’s dialogues, Socrates’ method of refutation where he challenges interlocutors’ claims and beliefs. The method basically consists of the interlocutor advancing a claim p . Then through Socrates’ probing questions, statements q and r are made by the interlocutor. However, Socrates shows that somewhere in the belief set of p, q, and r , there is some logical inconsistency (Vlastos, 1991 AU42: The in-text citation "Vlastos, 1991" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ; Talisse, 2008 AU43: The in-text citation "Talisse, 2008" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).
Socratic Method: An instructional strategy that uses probing questions during a dialectical exchange between people about a specific topic ( Giuseffi, 2015 ). “The intention is to create an atmosphere that promotes dialogue, the free exchange of ideas and the suspension, if necessary, of judgment and held positions” ( Giuseffi, 2019 , p. 123).
Anamnesis: Translated from the Attic Greek, as recollection or remembrance. It is the idea that one recollects what they had already learned previously. A clear example is found in Plato’s dialogue the Meno . To Plato anamnesis (innateness) occurs through our use of inquiry and perception ( Samet, 2019 ).
Aporia: Based on this chapter, it is a stage of learning in Plato’s dialogues where interlocutors experience perplexity or bewilderment as a result of Socrates’ refutations to their claims. The refutations show logical inconsistencies in a belief set the interlocutor advances.