The Development of Critical Thinking Socratic Dialogue The Development of Critical Thinking This Photo by Unknown Author is licensed under CC BY-SA

Structure of Presentation What is Socratic Dialogue? The background and history of Socratic Dialogue The process of Socratic Dialogue The development of critical thinking The Society for the Furtherance of Critical Philosophy (SFCP) Conclusion Questions

What is Socratic Dialogue? ‘The Socratic Method is the art of teaching not philosophy but philosophising, the art not of teaching about philosophers, but of making philosophers of the students.‘ Leonard Nelson, (1949)

Background and History of Socratic Dialogue In 1922 the German philosopher, Leonard Nelson, delivered a lecture entitled The Socratic Method to the Pedagogical Society in Germany. In his lecture he outlined his new pedagogical approach, one in which he was concerned with “teaching not philosophy but philosophising, the art not of teaching about philosophers, but of making philosophers of the students” (Nelson, 1949, p.1). Nelson died in 1927, but his method was carried on and adapted by one of his students, Gustav Heckmann, and it has since become known as the Nelson-Heckmann method of Socratic Dialogue.

The Process of Socratic Dialogue Socratic Dialogue must be experienced! Six to 10 participants led by a trained SD facilitator. Setting a question without empirical data or need for expert knowledge i.e. what is justice? Is lying ever acceptable? What are the limits of tolerance? Is violence ever acceptable? What is friendship? Socratic rules and procedures – see handout. Used with post and undergraduate students and professionals/academic/support staff at the University of York and Anglia Ruskin University to explore their world.

The development of critical thinking Reviewing opinions, widening insight and gaining vision. Thinking together, communicating co-operatively and team building. Recognition of the importance of personal experience e.g. personal experience IS rich enough to be the raw material for insightful philosophical enquiry. Critical thinking, reasoning, rationality and argumentation e.g. thinking carefully and providing reasons for opinions. Reaching consensus e.g. reaching a genuine and meaningful consensus. Transformation – changes in thought leading to changes in action e.g. strengthen values and convictions of the participants.

The Society for the Furtherance of Critical Philosophy (PPA and GSP in Germany) Founded 1930 to promote SD in the UK. Trustee Board, Trained Socratic Facilitators, Trainee Facilitators. Regular Socratic Dialogues across UK and Europe, International conferences and Colloquia. Royal College of Physicians. The Dilemma and the Philo Café. Sculpture, art and drama.

Conclusion Socratic Dialogue can be used in the development of critical thinking. Making philosophers of the students. The development of new skills such as team working. Enjoyable and new way to learn. Values and life skills. Socratic enquiry is an enquiry into oneself!

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