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ERIC Number: EJ1164085
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0013-1857
The Unexamined Student Is Not Worth Teaching: Preparation, the Zone of Proximal Development, and the Socratic Model of Scaffolded Learning
Colter, Robert; Ulatowski, Joseph
Educational Philosophy and Theory, v49 n14 p1367-1380 2017
"Scaffolded learning" describes a cluster of instructional techniques designed to move students from a novice position toward greater understanding, such that they become independent learners. Our Socratic Model of Scaffolded Learning ("SMSL") includes two phases not normally included in discussions of scaffolded learning, the preparatory and problematizing phases. Our article will illuminate this blind spot by arguing that these crucial preliminary elements ought to be considered an integral part of a scaffolding model. If instructors are cognizant of the starting position of students, then students are more likely to develop a proper sense of autonomy. We turn, then, to examples from Socrates, the archetypal teacher, that cast light on the importance of preparation and problematizing for the student. Finally, we address the concern that integrating these preliminary elements into scaffolded learning would unnecessarily complicate a useful and effective pedagogical method. Ultimately, if it is effective and autonomous learners we wish to cultivate in the classroom, then something like SMSL must include preliminary elements that calibrate the instructor's approach to the members of the class. After all, "the unexamined student is not worth teaching".
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A