Contributions of Socratic maieutics to dialogical education

Article Sidebar

PDF (Spanish) PDF EPUB (Spanish) HTML (Spanish)
Published: Mar 19, 2024
Updated: 2024-03-19
Versions:
2024-03-19 (5)
DOI: https://doi.org/10.17163/soph.n35.2023.02
Keywords:
Maieutics, Socrates, Dialogue, Dialogical Education, Truth, Question

Main Article Content

Carlos Alberto Vargas González
https://orcid.org/0000-0001-9746-6058
Dora Patricia Quintero Carvajal
https://orcid.org/0000-0001-5633-2424

Abstract

Education has a vast history that has made it go through different epistemological, pragmatic, and ontological positions, which has enriched his theoretical and practical heritage. One of the sciences in which education has been based to reflect on its being and its doing is the philosophy. Specifically, one of these currents basis is the philosophical thought on dialogue, that has helped to strengthen the trend of dialogical education both from its contribution and from its criticism, aspects inherent to philosophical reflection. However, it is evident that this trend of education has not sufficiently considered the position of Socratic maieutic in its reflection. For this reason, this article aims to propose some elements for dialogical education from the study of Socratic maieutic, for which a qualitative approach and hermeneutic methodology is used. The main results of the research show that dialogical education broadens its horizon from the Socratic assumptions of maieutic in two aspects: in the first place, maieutic invites to recover the question and the ability to ask oneself, and, secondly, it demonstrates that knowledge, to be significant, must be a conquest and discovery of the student himself mediated by dialogue with himself, with others and with the other.

Article Details

Issue
No. 35 (2023): (July-December 2023): Philosophical currents and their impact on pedagogical orientations
Section
Monographic articles
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Authorship: The list of authors signing must include only those people who have contributed intellectually to the development of the work. Collaboration in the collection of data is not, by itself, a sufficient criterion of authorship. "Sophia" declines any responsibility for possible conflicts arising from the authorship of the works that are published.
Copyright: The Salesian Polytechnic University preserves the copyrights of the published articles, and favors and allows their reuse under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Ecuador license. They may be copied, used, disseminated, transmitted and publicly displayed, provided that: i) the authorship and the original source of their publication (journal, editorial and work URL) are cited; (Ii) are not used for commercial purposes; Iii) mention the existence and specifications of this license.

References

Alexander, R. (2006) Towards Dialogic Teaching. New York: Dialogos.

Alexander, R. (2010). Dialogic teaching essentials. Singapore: National Institute of Education.

Alexander, R. (2018). Developing dialogic teaching: Genesis, process, trial. Research Papers in Education, 33(5), 561-598. https://doi.org/10.1080/02671522.2018.1481140

Alexander, R. (2019). Dialogic pedagogy in a post-truth world. En Mercer, N., Wegerif, R., & Major, L. (Ed.), The Routledge International Handbook of Research on Dialogic Education (pp. 672-686). London: Routledge.

Alexander, R. (2020). A dialogic teaching companion. New York: Routledge.

Apicella, B. (2021). Theaetetus 201c-210b: The Midwifery of Knowledge. Ancient Philosophy, 41(2), 369-391. https://doi.org/10.5840/ancientphil202141224

Aristóteles. (1994). Metafísica. Madrid: Gredos.

Asterhan, C. S., Howe, C., Lefstein, A., Matusov, E., & Reznitskaya, A. (2020). Controversies and Consensus in Research on Dialogic Teaching and Learning. Dialogic Pedagogy, 8. DOI: 10.5195/dpj.2020.312

Bakhtin, M. (1981). The dialogic imagination: Four essays. Austin: University of Texas Press.

Bakhtin, M. (1984). Problems of Dostoevskys poetics. Minneapolis: University of Minnesota Press.

Buber. M. (1977). Yo y Tú. Buenos Aires: Nueva Visión.

Burbules, N. (1999). El diálogo en la enseñanza: teoría y práctica. Buenos Aires: Amorrortu.

Campos, A. (2020). La intuición, el programa dialéctico de la República y su práctica en el Parménides y el Teeteto. Plato Journal, 20, 137-150. https://doi.org/10.14195/2183-4105_20_10

Cornford, F. (2007). La teoría platónica del conocimiento. Traducción y comentario del Teeteto y el Sofista. Barcelona: Paidós.

Cortina, A. (2002). Por una ética del consumo. La ciudadanía del consumidor en un mundo global. Madrid: Taurus.

Cortina, A. y Carreras, I. (2003). Consumo... Luego existo. Recuperado de: haps://www.crisQanismeijusQcia.net/sites/default/files/pdf/es123.pdf

Doerr, O. (2022). Socrates maieutics and the ethical foundations of psychotherapy. European Psychiatry, 65(S1), S746-S746. https://doi.org/10.1192/j.eurpsy.2022.1927

Fatimah, S., Rosidin, D. N., & Hidayat, A. (2022). Student-based Learning in The Perspective of Constructivism Theory and Maieutics Method. International Journal Of Social Science And Human Research, 5(5), 1632-1637. DOI: 10.47191/ijsshr/v5-i5-10

Fernández-Cárdenas, J. M., & Reyes-Angona, S. (2019). Dialogic educational approaches in Ibero-American countries: A systematic mapping review. En Mercer, N., Wegerif, R., & Major, L. (Ed.), The Routledge International Handbook of Research on Dialogic Education (pp. 100-118). London: Routledge.

Feuerbach, L. (1975). La esencia del cristianismo. Salamanca: Sígueme.

Frankl, V. (2015). El hombre en busca de sentido. Barcelona: Herder.

Freire, P. (1970). Pedagogía del oprimido. Nueva York: Herder.

Gadamer, H-G. (1998). Verdad y método II. Salamanca: Sígueme.

Gadamer, H-G. (2001). Education is Self-Education. Journal Of Philosophy Of Education, 35(4), 529-538. https://doi.org/10.1111/1467-9752.00243

Gerena, L. (2008). Platon, Teeteto, introducción, traducción y notas de Marcelo Boeri. Diánoia, 53(60), 223-227.

Giuseffi, F. (2022a). Enhancing Teaching and Learning With Socratic Educational Strategies: Emerging Research and Opportunities. IGI Global. Doi: 10.4018/978-1-7998-7172-9

Giuseffi, F. (2022b). Exploring Maieutic Instruction: Past and Present Considerations. En: Giuseffi, F. (Ed.), Enhancing Teaching and Learning with Socratic Educational Strategies: Emerging Research and Opportunities (pp. 105-120). IGI Global.

González, E. (2022). Aprender y olvidar en Teeteto 188a1-6. Revista Hypnos, (48), 23-36.

González Arocha, J. (2021). El posmodernismo y el realismo en la aporía de la posverdad.

Gutiérrez-Ríos, M. Y. (2017). Repensar el papel del diálogo para la inclusión social, la responsabilidad política y la educación dialógica. Actualidades pedagógicas, 1(69), 15-47. https://doi.org/10.19052/ap.3765

Habermas, J. (1992). Teoría de la acción comunicativa II. Crítica de la razón funcionalista. Madrid: Santillana.

Habermas, J. (1999). Teoría de la acción comunicativa I. Racionalidad de la acción y racionalización social. Madrid: Santillana.

Heidegger, M. (1962). El ser y el tiempo. Buenos Aires: Fondo de Cultura Económica.

Heidegger, M. (2000). Carta sobre el Humanismo. Madrid: Alianza Editorial.

Heidegger, M. (2007). De la esencia de la verdad. Barcelona: Herder.

Ingenieros, J. (2008). El hombre mediocre. Buenos Aires: Losada.

Juuti, K., Loukomies, A., & Lavonen, J. (2020). Interest in dialogic and non-dialogic teacher talk situations in middle school science classroom. International Journal of Science and Mathematics Education, 18(8), 1531-1546. https://doi.org/10.1007/s10763-019-10031-2

Louis, N. (2006). La enseñanza dialogante. Bogotá: Herder.

Lyle, S. (2008). Dialogic teaching: Discussing theoretical contexts and reviewing evidence from classroom practice. Language and education, 22(3), 222-240. https://doi.org/10.1080/09500780802152499

Maine, F., & Cermakova, A. (2021). Using linguistic ethnography as a tool to analyse dialogic teaching in upper primary classrooms. Learning, Culture and Social Interaction, 29, 100500. https://doi.org/10.1016/j.lcsi.2021.100500

Marcel, G. (1957). Diario Metafísico. Buenos Aires: Losada.

Marrou, H. I. (2004). Historia de la educación en la Antiguedad. Madrid: Ediciones Akal.

Mársico, C. (2021). Escucha, entonces, un sueño por otro: Antístenes en el Teeteto de Platón. Revista de filosofía, 78, 157-172. http://dx.doi.org/10.4067/S0718-43602021000100157

Matusov, E. (2009). Journey Into Dialogic Pedagogy. New York: Nova Science Publishers.

Mercer, N., & Littleton, K. (2007). Dialogue and the development of childrens thinking: A socio-cultural approach. London: Routledge.

Mercer, N., R. Wegerif, R., & Major L (2019). International handbook of research on dialogic education. London: Routledge.

Moreira, M. A. (2000). Aprendizaje significativo: teoría y práctica. Madrid: Visor.

Muhonen, H., Pakarinen, E., Lerkkanen, M. K., Barza, L., & von Suchodoletz, A. (2020). Patterns of dialogic teaching in kindergarten classrooms of Finland and the United Arab Emirates. Learning, Culture and Social Interaction, 25, 100264. https://doi.org/10.1016/j.lcsi.2018.11.011

Nietzsche, F. (2001). Schopenhauer como educador. Madrid: Biblioteca Nueva S.L.

Omland, M., & Rodnes, K. A. (2020). Building agency through technology-aided dialogic teaching. Learning, Culture and Social Interaction, 26, 100406. https://doi.org/10.1016/j.lcsi.2020.100425

Platón. (1986). Diálogos III. Fedón, Banquete, Fredo. Madrid: Gredos.

Platón. (1988). Diálogos V. Parménides, Teeteto, Sofista, Político. Madrid: Gredos.

Rahner, K. (1979). Curso fundamental sobre la fe. Introducción al concepto de cristianismo. Barcelona: Herder.

Ramírez, A., Vargas, C., & González, J. (2013). Hacia un futuro de grandes encuentros. Razones parra fundamentar la esperanza. Medellín: UPB.

Ratizinger, J. (1970). Introducción al Cristianismo. Salamanca: Sígueme.

Reznitskaya, A. (2012). Dialogic teaching: Rethinking language use during literature discussions. The reading teacher, 65(7), 446-456. https://doi.org/10.1002/TRTR.01066

Romanina, S. (2020). The Theaetetus as a Fictitious Controversial Dialogue. Eidos: Revista de Filosofía de la Universidad del Norte, (33), 52-75.

Rawls, J. (2006). Teoría de la justicia. México: Fondo de Cultura Económica.

Sedova, K., Salamounova, Z., & Svaricek, R. (2014). Troubles with dialogic teaching. Learning, Culture and Social Interaction, 3(4), 274-285. https://doi.org/10.1016/j.lcsi.2014.04.001

Silva Irarrázaval, T. S. (2007). Reseña de Teeteto de PLATÓN. Onomázein, (16), 243-248.

Sullivan, P., Smith, M., & Matusov, E. (2009). Bakhtin, Socrates and the carnivalesque in education. New Ideas in Psychology, 27(3), 326-342. https://doi.org/10.1016/j.newideapsych.2008.12.001

Teo, P. (2019). Teaching for the 21st century: A case for dialogic pedagogy. Learning, Culture and Social Interaction, 21, 170-178. https://doi.org/10.1016/j.lcsi.2019.03.009

Taylor, C. (1993). El multiculturalismo y la política del reconocimiento. México: Fondo de Cultura Económica.

Vargas-González, C. (2022). Hermenéutica para leer confianza y confiar en rely, confidence y trust en la traducción de las NIAs. Revista Contabilidade & Financas, 33, 315-328. https://doi.org/10.1590/1808-057x202114510

Vargas, C., & Cortés, J. (2017). Towards dialogic administration: a proposal from Gadamers thinking. Cuadernos de Administración, 33(59), 79-91. https://doi.org/10.25100/cdea.v33i59.6264

Velasco, A., & De González, L. (2009). Una síntesis de la teoría del diálogo. Argos, 50(26), 100-114.

Velasco, A., & Alonso, L. (2008). Sobre la teoría de la educación dialógica. Educere, 12(42), 461-470.

Vigo, A. G. (2001). Platón, en torno a las condiciones y la función del diálogo cooperativo. Tópicos, (9), 5-41.

Vygotsky, L (1993). Pensamiento y lenguaje. Obras escogidas, Tomo II. Madrid: Visor.

Watkins, C. (2005) Classrooms as Learning Communities: What s in It for Schools? London: Routledge.

Wells, G. (1999). Dialogic inquiry: Toward a sociocultural practice and theory of education. Cambridge: Cambridge University Press.

Yang, Z., & Wang, S. (2022). Dialogic teaching in secondary classrooms in China: Features, commonalities, and distinctiveness. Learning, Culture and Social Interaction, 34, 100619. https://doi.org/10.1016/j.lcsi.2022.100619

Yourcenar, M. (2013). Alexis o el tratado del inútil combate. Bogotá: Alfaguara.

Zucca, D. (2022). New Explorations in Plato's Theaetetus: Belief, Knowledge, Ontology, Reception. BRILL.