This study investigated the effects of using Socratic questioning to enhance students’ critical thinking (CT) skills in asynchronous discussion forums (ADF) in university-level distance learning courses. The research effort empirically examined two coherent subjects: (a) the efficacy of teaching and modeling Socratic questioning for developing students’ CT skills in ADF and (b) the persistence ...

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 p...

By profession, Gerard Manley Hopkins was a Classicist. From his novitiate to death, he taught Greek and Latin at Jesuit schools in England, then University College Dublin. Remarks journals letters make clear deep lifelong engagement with Classics, the influence of classical literature, particularly work Pindar Pre-Socratic philosophers, on English poetry has been observed by numerous critics. S...

This paper reviews the complex, overlapping ideas of two prominent Italian philosophers, Lorenzo Magnani and Luciano Floridi, with the aim of facilitating the nonviolent transformation of self and world, and with a focus on information technologies in mediating this process. In Floridi’s information ethics, problems of consistency arise between self-poiesis, anagnorisis, entropy, evil, and the ...

This case study discusses the introduction of the Socratic Method into a traditional computer science classroom. We begin by contrasting the instructional style found within traditional pedagogy with that of a Socratic practitioner. We subsequently present a case study in which juniors being educated in a traditional manner were called upon by a visiting Socratic practitioner to develop the Ger...

Both Heraclitus and Parmenides, each in his own way, denied the possibility of change. A thing, in going from having P , and thus being a P -thing, to lacking P , apparently becomes what it is not, namely a nonP -thing. Since, according to Parmenides, nothing can become what it is not, no thing can change. Heraclitus seems to have found nothing to complain about in Parmenides’ argument. Yet, he...

Counter-examples used in a Socratic dialogue aim to provoke reflection to effect conceptual changes. However, natural language forms of Socratic dialogues have their limitations. To address this problem, we propose an alternative form of Socratic dialogue called the pictorial Socratic dialogue. A Spring Balance System has been designed to provide a platform for the investigation of the effects ...