Blog Post 2

Blog Post #2 

Right from the beginning of reading this article I knew I would like it simply because it attempts to foster meaningful discussion and advocates for interpersonal dialogue to be shared between peoples of different backgrounds in a safe academic setting. Personally, I believe that this can be one of the strongest methods of teaching, and not only for adolescents but for all students young and old. The information being presented in this article had a resounding impact on the way that I look at the Socratic method, or Socratic dialogue. This type of dialogue has the ability to advance the atypical thinking of younger students and can transform the abstract into the concrete. While thinking abstractly is not always a bad thing, and in some cases it is warranted, but to flesh out your own unique idea through critical thinking to illuminate ideas is paramount to one’s education. The use of Socratic dialogue should be utilized more in K-12 settings as I believe that it has the power to create more well-rounded and articulate person. I am not saying that an individual is incapable of achieving this without using this method, but I believe that it can be a tool that sets you, as an educator, apart from the rest who perpetuate anachronistic methods of teaching (which seems ironic since the Socratic method was created in the second half of the 5^th century B.C.E.). But if it works, it works. The idea and notion behind building or constructing a democracy within the classroom is an idyllic view, and one that all educators should strive for. However, the caveat with this is that discussion can leave children feeling left out when they feel excluded from classroom discussion, or feel "other". This situation could potentially evolve into them not thinking that they have anything important or useful to contribute. The way that I would defeat this is by creating smaller groups, where participation can be limited in the beginning but as the students feel more secure with their group mates, they can begin to reflect on themselves and embark upon their intellectual quest. I really enjoy what Michael Oakeshott said concerning group talk as being an “unrehearsed intellectual adventure” (p. 198).