Socratic Methods in the Classroom

Encouraging Critical Thinking and Problem Solving Through Dialogue (Grades 8-12)
1. Auflage 2019
ISBN: 978-1-61821-869-8
Verlag: Taylor & Francis

Buch, Englisch, 144 Seiten, Format (B × H): 215 mm x 278 mm, Gewicht: 394 g

Since the Renaissance, the Socratic Method has been adapted to teach diverse subjects, including medicine, law, and mathematics. Each discipline selects elements and emphases from the Socratic Method that are appropriate for teaching individuals or groups how to reason judiciously within that subject. By looking at some of the great practitioners of Socratic questioning in the past, Socratic Methods in the Classroom explains how teachers may use questioning, reasoning, and dialogue to encourage critical thinking, problem solving, and independent learning in the secondary classroom. Through a variety of problems, cases, and simulations, teachers will guide students through different variations of the Socratic Method, from question prompts to the case method. Students will learn to reason judiciously, gain an understanding of important issues, and develop the necessary skills to discuss these issues in their communities.

Grades 8-12

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Wilberding, Erick

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

Introduction Chapter 1 Critical Thinking Rigorous Reasoning With Balanced Judgment Chapter 2 From Socratic Method to Socratic Methods Chapter 3 Maieutic Questioning Renaissance Problem Solving in Science and Medicine Chapter 4 The Legal Adaptation of the Socratic Method Chapter 5 Socratic Role-Playing Chapter 6 Writing Philosophical Dialogues in the Classroom Chapter 7 Socratic Methods In What Way Socratic? To What Extent Socratic? References Appendix: Sample Lesson Plan About the Author

Über Autor(innen)

Erick Wilberding is a teacher at an international school in Rome, Italy, with nearly 20 years of teaching experience in middle and high school. He received his doctorate in art history from the Institute of Fine Arts of New York University.