Sophistry And Philosophy: Two Approaches To Teaching Learning
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| Format: | Artículo científico |
| Language: | en |
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Universidad de Salamanca
2013
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| _version_ | 1876450578256625664 |
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| author | Sean Sturm |
| author_facet | Sean Sturm |
| contents | Sophistry And Philosophy: Two Approaches To Teaching Learning Sean Sturm Educación Sophists Socrates maieutics assessment growth mindset As university teachers, are we heirs to the Sophists or to Socrates the philoso-pher? Do we teach students institutional know-how like academic ethics and strategies like writing and study skills, which offer shortcuts to institutional competence, or do we draw forth knowledge from students, eliciting wisdom from them and developing what the Greeks called ethos (character) and fidelity to a way of thinking? In short, do we teach a skill or a good? The first approach is sophistical (after the Greek teachers of rhetoric, the Sophists), and seeks to produce efficient knowledge-workers. The second approach is Socratic, or philosophical (after the Greek teacher of philosophy, Socrates), and seeks to produce good citizens. As these ancient names and terms suggest, this is a problem with a long history, but it is one with a local and contemporary resonance, in terms of the state of tertiary education both in Aotearoa/New Zealand, where I live and teach, and at this historical juncture. My question here is how we university teachers might negotiate this binary: how we might bridge these two positions and thereby per-haps transcend them. 2013 artículo científico 1138-9737 https://www.redalyc.org/articulo.oa?id=201029582002 en http://www.redalyc.org/revista.oa?id=2010 Teoría de la Educación. Educación y Cultura en la Sociedad de la Información application/pdf Universidad de Salamanca Teoría de la Educación. Educación y Cultura en la Sociedad de la Información (España) Num.3 Vol.14 |
| format | Artículo científico |
| id | redalyc_201029582002 |
| institution | Redalyc |
| language | en |
| publishDate | 2013 |
| publisher | Universidad de Salamanca |
| spellingShingle | Sophistry And Philosophy: Two Approaches To Teaching Learning Sean Sturm Educación Sophists Socrates maieutics assessment growth mindset Sophistry And Philosophy: Two Approaches To Teaching Learning Sean Sturm Educación Sophists Socrates maieutics assessment growth mindset As university teachers, are we heirs to the Sophists or to Socrates the philoso-pher? Do we teach students institutional know-how like academic ethics and strategies like writing and study skills, which offer shortcuts to institutional competence, or do we draw forth knowledge from students, eliciting wisdom from them and developing what the Greeks called ethos (character) and fidelity to a way of thinking? In short, do we teach a skill or a good? The first approach is sophistical (after the Greek teachers of rhetoric, the Sophists), and seeks to produce efficient knowledge-workers. The second approach is Socratic, or philosophical (after the Greek teacher of philosophy, Socrates), and seeks to produce good citizens. As these ancient names and terms suggest, this is a problem with a long history, but it is one with a local and contemporary resonance, in terms of the state of tertiary education both in Aotearoa/New Zealand, where I live and teach, and at this historical juncture. My question here is how we university teachers might negotiate this binary: how we might bridge these two positions and thereby per-haps transcend them. 2013 artículo científico 1138-9737 https://www.redalyc.org/articulo.oa?id=201029582002 en http://www.redalyc.org/revista.oa?id=2010 Teoría de la Educación. Educación y Cultura en la Sociedad de la Información application/pdf Universidad de Salamanca Teoría de la Educación. Educación y Cultura en la Sociedad de la Información (España) Num.3 Vol.14 |
| title | Sophistry And Philosophy: Two Approaches To Teaching Learning |
| topic | Educación Sophists Socrates maieutics assessment growth mindset |
| url | https://www.redalyc.org/articulo.oa?id=201029582002 |