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Rud, Anthony G., Jr. – Education Policy Analysis Archives, 1997
Current uses of Socratic teaching, including those of V. G. Paley, are analyzed, and inconsistencies among them are identified. The misuse or abuse of the Socratic legacy occurs chiefly when his teaching is interpreted narrowly as a pedagogical technique devoid of context and irony. (Author/SLD)
Descriptors: Context Effect, Educational Philosophy, Elementary Secondary Education, Higher Education