The Space and Role of Discussion in University Studies in the Context of Socrates’ Philosophy of Education

IF 0.3 4区 社会学 0 PHILOSOPHY
Vaida Asakavičiūtė, Ilona Valantinaitė, Živilė Sederavičiūtė-Pačiauskienė
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引用次数: 0

Abstract

This article analyses the role of discussion in university studies in the context of Socrates’ philosophy of education. The article begins with a discussion of the relevance and continuity of Socrates’ ideas on philosophical education in the contemporary educational space and highlights the importance of Socratic discussion in university studies. It is argued that discussion contributes to the development of one of the most essential skills of the 21st century, i.e. critical thinking, which encompasses the totality of analytical, social and personal skills. The paper also points out that Socratic pedagogy of discussions and humanistic education contribute to organising student-centred studies and enable the consolidation of lifelong learning. These competencies and skills are becoming a priority educational objective in the current age when knowledge, technology and the world are constantly changing and renewing.The second part of the paper deals with the specificities and polarities of the discussion process. The distinction between authentic and inauthentic discussion is made in the context of Socrates versus the Sophists. Much attention is paid to highlighting the difference between authentic discussion and inauthentic one as pseudo-discussion to provide pathways and guidelines for the implementation of authentic dialogue in the study process.
苏格拉底教育哲学语境下的大学研究讨论的空间与作用
本文以苏格拉底的教育哲学为背景,分析讨论在大学学习中的作用。本文首先讨论了苏格拉底哲学教育思想在当代教育空间中的相关性和连续性,并强调了苏格拉底讨论在大学研究中的重要性。有人认为,讨论有助于培养21世纪最重要的技能之一,即批判性思维,它涵盖了分析、社交和个人技能的总和。本文还指出,苏格拉底式的讨论教学法和人文教育有助于组织以学生为中心的学习,并使终身学习得以巩固。在当今这个知识、技术和世界不断变化和更新的时代,这些能力和技能正在成为优先的教育目标。论文的第二部分论述了讨论过程的特殊性和两极化。真正的和不真实的讨论之间的区别是在苏格拉底与诡辩家的背景下做出的。本文着重强调了真实讨论与伪讨论的区别,为在学习过程中实施真实对话提供了途径和指导。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
1.00
自引率
33.30%
发文量
38
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