Facilitation Guide for Effective Conflict

SOCRATIC METHOD IN TEACHING
 
A Socratic approach (named after Socrates, the early Greek philosopher/teacher ca. 470-399 
B. C.) to teaching is based on the practice of disciplined, rigorously thoughtful dialogue. It is 
an attempt to think carefully, slowly and in-depth in order to gain understanding and accumu-
late knowledge necessary for the development of human character. For Socrates, the whole 
purpose of life was ethical. It was the excellence of human character and the quality of living 
that result from good character that he considered the aim of education. 
In the 1920s, Leonard Nelson, a German philosopher (1882-1927), adapted the Socratic 
Method for educational settings and promoted it as an important means to renew education 
and politics. He was convinced it would serve to create more reflective and critical citizens. 
Citizenship, these days, is a central political concept in the West. In some Western European 
countries such as France, Germany, Belgium, the UK and the Netherlands, as well as in some 
countries in the Balkans, the school curriculum contains Citizenship Education. It has been 
found that the Socratic Method can serve Citizenship Education in schools very well. When 
applying this method, the teacher asks a series of questions that lead the students to examine 
the validity of an opinion or belief. This is a powerful teaching method because it actively en-
gages the learner and forces critical thinking, which is just what is needed in examining ethics, 
values, and other character issues. It also teaches students to logically apply knowledge. They 
are challenged to solve problems cooperatively by applying what they know, to be critical, 
independent and respectful towards others. 
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