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Socratic questioning (or Socratic maieutics) [1] is an educational method named after Socrates that focuses on discovering answers by asking questions of students. According to Plato, Socrates believed that "the disciplined practice of thoughtful questioning enables the scholar/student to examine ideas and be able to determine the validity of those ideas". [2]
While there is wide agreement on the general topics discussed in the philosophy of education, it has proven difficult to give a precise definition of it. The philosophy of education belongs mainly to applied philosophy. [5] [8] According to some definitions, it can be characterized as an offshoot of ethics. [6]
To establish a definition, Socrates first gathers clear examples of a virtue and then seeks to establish what they had in common. [91] According to Guthrie, Socrates lived in an era when sophists had challenged the meaning of various virtues, questioning their substance; Socrates's quest for a definition was an attempt to clear the atmosphere ...
Socrates was one of the most renowned Greek philosophers of all time. Born in Athens circa 470 BCE, this ancient Greek philosopher laid the groundwork for Western philosophy, paving the way for ...
In Plato's early dialogues, the elenchus is the technique Socrates uses to investigate, for example, the nature or definition of ethical concepts such as justice or virtue. According to Gregory Vlastos, it has the following steps: [7] Socrates' interlocutor asserts a thesis, for example "Courage is endurance of the soul".
The Roman educational system was heavily influenced by Greek models, especially in its later stages, but it adapted these influences to fit the needs of Roman culture and governance. [10] Education in Rome was primarily divided into three stages: elementary, secondary, and rhetorical.
Educational perennialism is a normative educational philosophy. Perennialists believe that the priority of education should be to teach principles that have persisted for centuries, not facts. Since people are human, one should teach first about humans, rather than machines or techniques, and about liberal , rather than vocational , topics.
Socrates (c. 470 – 399 BC). The first historical figure who is usually called an "intellectualist" was the Greek philosopher Socrates (c. 470 – 399 BC), who taught that intellectualism allows that "one will do what is right or [what is] best, just as soon as one truly understands what is right or best"; that virtue is a matter of the intellect, because virtue and knowledge are related ...