In Plato’s dialogues, Socrates’ method of refutation where he challenges interlocutors’ claims and beliefs. The method basically consists of the interlocutor advancing a claim p . Then through Socrates’ probing questions, statements q and r are made by the interlocutor. However, Socrates shows that somewhere in the belief set of p, q, and r , there is some logical inconsistency (Vlastos, 1991 AU42: The in-text citation "Vlastos, 1991" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ; Talisse, 2008 AU43: The in-text citation "Talisse, 2008" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).
Published in Chapter:
Exploring Maieutic Instruction: Past and Present Considerations
Copyright: © 2022
|Pages: 16
DOI: 10.4018/978-1-7998-7172-9.ch006
Abstract
General views of the Socratic Method consist of it being a dialectical exchange based on probing questions concerning a topic. While this definition may prove practical, it may not do justice to the broad nature and practice of the instructional strategy. It is, therefore, equally important to explore how maieutic questioning grounds the Socratic Method as a viable instructional strategy. By realizing the maieutic process as giving birth to discoveries, educationists and students are given a clearer framework in implementing the Socratic Method in educational experiences. In further elucidating this claim, this chapter first draws from the maieutic practice found in Plato's dialogues. Second, the chapter explores research on maieutic questioning in teaching and learning experiences. Lastly, a recognition of both Socrates' original maieutic practice and the modern conception of it are advanced as strategies educationists can implement in their courses.