SOCRATIC DIALOGUE SHORTENS THEORY-PRACTICE GAP

Socratic Dialogue shortens theory-practice gap

Abstract

This article defines how Socratic Dialogue is able to remove the theory-practice gap for the students. A review of the literature and empirical research supports the claim that the Socratic Dialogue promotes student teachers' interpersonal sensitivity while stimulating conceptual understanding. The article provides a new definition of the Socratic Dialogue and introduces the idea of prevailing concept formation. A concrete Socratic Dialogue in the context of teacher education can be discussed by way of illustration. Socratic" method is the source of the idealist dialectics, its essence and the task of finding the truth through conversation, argument, polemic. Socratic Dialogue shortens theory-practice gap.

Socratic Dialogue Shortens Theory-Practice Gap

Introduction

The Socratic Dialogue is a philosophical group dialogue in the tradition in which the participants guided by a facilitator and a number of ground rules strive to reach a consensus in answering a fundamental question on the basis of one real-life example with the purpose of achieving new insights. It is probably worth, at this time of year, where pupils and students head back to school, to wonder about education. In this area, Socrates is master of us all. He is probably more in the Platonic myths in a more sophisticated philosophy. The vision of the Socrates is more present and he himself says bluntly: "But the true, it is the elders who know" (Phaedra). Already in his time that modern judge, he thinks he should return to myths to approach the truth (Nelson, 2000).

The Socratic dialogue is based on the participants speak from experience and do not quote or cite what they may have read or heard. Fundamental questions are of common concern and can be answered by following six pedagogical measures, aimed at understanding what others are saying and reaching new insights (Kessels, 1997).

Discussion and Analysis

In order to benefit from the pedagogical potential of the Socratic Dialogue, it is of crucial importance that it can be clearly defined and its possible adjustments accounted is for. The Socratic Dialogue could improve student teachers “interactional skills” while raising language awareness and deepening the understanding of dialogic process as well as of the discussed topics. This is the reason; one would recommend integrating the Socratic Dialogue in teacher education as a course, on the condition that teacher educators get trained in facilitating it. The six measures can be employed by the facilitator who remains impartial to the content of the dialogue in order to ensure the participants deployment of their own capacity to judge:

stimulate working from the concrete thus inciting the participants to ground general insights in the concrete example

promote and ensure mutual understanding

keep the group's focus on the prevailing question

encourage the group to strive for consensus in terms of valid inter-subjective statements

intervene in order to steer the dialogue in fruitful direction

Listening to the intended meaning, asking open-ended questions, wait time, checking for understanding, allowing time, following on from, reformulating, probing and asking follow-up questions are all necessary skills for a successful instantiation of the Socratic ...