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ERIC Number: EJ1025287
Record Type: Journal
Publication Date: 2013-Dec
Pages: 28
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0362-6784
Remembrance of Things Past: A History of the Socratic Method in the United States
Schneider, Jack
Curriculum Inquiry, v43 n5 p613-640 Dec 2013
The Socratic method is a common touchstone in conversations about classroom pedagogy, widely believed to enhance student engagement and promote critical thinking. Understood as the historical inheritance of antiquity, the method is generally accepted by teachers, administrators, and scholars as a legitimate approach to instruction. As this article reveals, however, the Socratic method was not passed down from ancient Athens across continents and millennia. Instead, it was re-created and reimagined by different groups of educators who were less concerned with establishing a consistent and specific meaning for the method than they were with using it to advance their own distinct agendas. Thus, while the Socratic method is commonly perceived as both identifiable and ancient, it is in reality a vaguely defined and relatively modern pedagogical concept--a fact that should give pause to educators presuming to employ it.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A