Thematische Bibliographien / Socratic dialogue

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Socratic dialogue“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 11. März 2023

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Zeitschriftenartikel zum Thema "Socratic dialogue"

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Pentassuglio, Francesca. "One Socrates and Many. A Discussion of the Volume Socrates and the Socratic Dialogue." Elenchos 40, no. 2 (November 26, 2019): 431–43. http://dx.doi.org/10.1515/elen-2019-0020.

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Abstract The volume Socrates and the Socratic Dialogue, recently edited by Ch. Moore and A. Stavru (Brill, 2018), favours the pluralistic approach to the sources that has gained increasing acceptance over the last decades, and thus shares the choice not to limit the study of Socrates to the canonical ‘quartet’ Aristophanes, Plato, Xenophon, and Aristotle. Indeed, the volume partly continues an existing trend, but at the same time proves to reinforce it by further refining and scrutinising this field of research. The very welcome result is a collection of essays that provides a rich and nuanced
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Pichanick, Alan. "Socratic Silence in the Cleitophon." PLATO JOURNAL 17 (March 1, 2018): 65–70. http://dx.doi.org/10.14195/2183-4105_17_4.

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Plato’s Cleitophon is the only dialogue in which Plato presents an unanswered rebuke of Socratic philosophy by an interlocutor. Consequently, most commentators have thus rejected the dialogue as inauthentic, or have otherwise explained away the bewildering Socratic silence at the dialogue’s conclusion. In this paper I explore why Socrates chooses silence as the response to Cleitophon’s rebuke of Socrates. I argue that (and why) Socratic silence is the only way of “talking” with Cleitophon: Cleitophon’s “Socratic speech” implies notions about nomos, the soul, and philosophy that turn out to be
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Heckmann, Gustav. "Socratic Dialogue." Thinking: The Journal of Philosophy for Children 8, no. 1 (1988): 34–37. http://dx.doi.org/10.5840/thinking19888134.

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Bryan, Jenny. "PSEUDO-DIALOGUE IN PLATO'S CLITOPHON." Cambridge Classical Journal 58 (November 26, 2012): 1–22. http://dx.doi.org/10.1017/s1750270512000024.

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Scholars disagree over why Plato's Clitophon ends without any response to Clitophon's criticisms of Socratic method. A close examination of the characterisation of Clitophon provides a potential answer. During the course of his speech, Clitophon shows himself to have misunderstood Socrates, in terms both of method and teaching. The manner in which he reports Socratic conversations suggests that he is more interested in Socrates' personal authority than in entering into productive dialogue. Clitophon represents the kind of young man who wants Socrates to tell him what to think and who will go e
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Tomin, Julius. "Socratic Midwifery." Classical Quarterly 37, no. 1 (May 1987): 97–102. http://dx.doi.org/10.1017/s0009838800031682.

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In Plato's Theaetetus Socrates is portrayed as a midwife of the intellect. The comparison of Socratic questioning to midwifery had until recently been commonly attributed to Socrates himself. In 1977 M. F. Burnyeat published Socratic Midwifery, Platonic Inspiration, which transformed the way in which the dialogue has since been perceived. The author maintains that the midwife comparison is in no sense to be attributed to the historical Socrates.
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Berger, Vance W. "A Socratic Dialogue." Journal of Modern Applied Statistical Methods 8, no. 1 (May 1, 2009): 316–21. http://dx.doi.org/10.22237/jmasm/1241137740.

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Altorf, Hannah Marije. "Dialogue and discussion: Reflections on a Socratic method." Arts and Humanities in Higher Education 18, no. 1 (October 18, 2016): 60–75. http://dx.doi.org/10.1177/1474022216670607.

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This article starts from the observation that Socratic dialogues in the Nelson–Heckmann tradition can create a sense of belonging or community among participants. This observation has led me to the current argument that Socratic dialogue offers an alternative to more prominent forms of conversation, which I have called ‘discussion’ and ‘discourse of uncritical acceptance.’ I explain the difference between these forms of conversation by considering the role of experience in Socratic dialogue and the requirement that participants put themselves in each other’s shoes. My argument is structured ac
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Hyland, Drew A. "Colloquium 4 Strange Encounters: Theaetetus, Theodorus, Socrates, and the Eleatic Stranger." Proceedings of the Boston Area Colloquium of Ancient Philosophy 30, no. 1 (May 7, 2015): 103–17. http://dx.doi.org/10.1163/22134417-00301p11.

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This paper examines Plato’s Sophist with particular attention to the cast of characters and the most curious and complicated dramatic situation in which Plato places this dialogue: the dramatic proximity of surrounding dialogues and the impending trial, conviction, and death of Socrates. I use these considerations as a propaedeutic to the raising of questions about how these features of the dialogue might affect our interpretation of the actual positions espoused in the Sophist. One clear effect of these considerations will be to destabilize the commonly held view that in this dialogue Plato i
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Yermolenko, Anatolii. "Hryhorii Skovoroda’s Socratic Dialogue in the Context of Modern Philosophy." Kyiv-Mohyla Humanities Journal, no. 9 (December 29, 2022): 2–18. http://dx.doi.org/10.18523/kmhj270827.2022-9.2-18.

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This article explores the creative work of Hryhorii Savych Skovoroda from the standpoint of the leading trends in contemporary philosophic thought: a communicative turn in philosophy, neo-Socratic dialogue, and ethics of discourse. Skovoroda’s philosophy is interpreted not only in line with the ‘know yourself’ principle as a method of cognition, but, first of all, within the Socratic dialogue dimension when the methods of maieutics and elentics are used for joint searching for truth and solving moral problems. Skovoroda did not reduce philosophy to life, but he raised life to philosophy; philo
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Rosano, Michael J. "Citizenship and Socrates in Plato's Crito." Review of Politics 62, no. 3 (2000): 451–77. http://dx.doi.org/10.1017/s0034670500041656.

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Plato's Crito articulates the problem of political obligation by clarifying the paradoxical relation between Socratic philosophy and citizenship embodied in the relationship between Socrates and Crito. Scholars obscure the dialogue either by taking the arguments Socrates gives to the laws of Athens as his own reasons for obeying the law rather than as agents of Crito's edification or by severing Socrates from the laws while misunderstanding Crito's significance to political obligation. Socrates bolsters Crito's commitment to civic virtue and the rule of law while revealing their parameters and
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Dissertationen zum Thema "Socratic dialogue"

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Gallagher, Robert L. "The structure of Socratic dialogue : an Aristotelian analysis /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu148794983620773.

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Pantelides, Fotini. "On what Socrates hoped to achieve in the Agora : the Socratic act of turning our attention to the truth." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/21024.

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This thesis wants to say that Socrates was a teacher of his fellows. He engaged with them through dialogue because he cared for their wellbeing, or as he might have put it: for the state of their souls. He was an intellectual and he had an intellectualist view of people and reality. He felt that right-mindedness was reasonable; and thus he believed that learning and developing understanding brought people closer to being virtuous; to goodness; and so to mental health. Socrates was a philosopher, and he considered this to be the most prudent and exalted approach to life. He taught his fellows h
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Levall, Michael, and Carl Boström. "Understanding through games : Life Philosophies and Socratic Dialogue in an unusual Medium." Thesis, Blekinge Tekniska Högskola, Institutionen för teknik och estetik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4558.

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Games as a medium is about to change, and with this change comes a search for themes outside the normal range of what is seen as acceptable in the medium. In this paper we, Michael Levall and Carl Boström, use debate and Socratic dialogue to portray the value of looking at a topic from several different angles, with the topic of choice for this project being life philosophies. During production, we create a game which sets out to affect its player even after he or she has finished playing it, possibly teaching the player the value of looking at a problem from different perspectives. Playtests
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Hed, Frida. "Socrates and Rossetti : An analysis of Goblin Market and its use in the classroom." Thesis, Växjö University, School of Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1450.

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<p>ABSTRACT</p><p>This essay concerns Christina Rossetti’s poem Goblin Market and its use in a Swedish upper secondary classroom. The purpose of this essay was to analyse the poem through a Marxist perspective and investigate how both the analysis of the poem and the poem itself could be used when teaching English to an upper secondary class.</p><p>This was done in two stages; firstly by analysing the Victorian society’s effect on Rossetti’s poem through a Marxist criticism perspective and secondly by using a specific pedagogic method called the Socratic Dialogue method when analysing the use
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Devine, Catherine Teresa. "Transformational dialogue through Socratic Circles pedagogy : Deep learning and social cohesion in microcosms of democratic communities." Phd thesis, Australian Catholic University, 2020. https://acuresearchbank.acu.edu.au/download/e1fa4e40f9d4f3b0df457e32f5a9395c3d9726079c1f93ac459b495aa4dbabb3/3835678/Devine_2020_Transformational_dialogue_through_Socratic_circles_pedagogy.pdf.

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Values related to social cohesion, that are explored, understood and developed through interactions and dialogue can have a humanising effect on the learning environment. A reengagement with the enduring and evolving aims of education presents an opportunity for educators to recreate classrooms as microcosms of the ideal democratic community. The role of pedagogy in providing an architecture for an education towards social cohesion, encompassing critical and creative thinking, communicative competence and relationshipbuilding, is central to its success. However, what is not easily understood o
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Donato, Marco. "[Platone] Erissia, o sulla ricchezza : introduzione, testo critico, traduzione e commento." Thesis, Paris Sciences et Lettres (ComUE), 2018. http://www.theses.fr/2018PSLEP017.

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Cette thèse de doctorat consiste en une nouvelle édition critique avec introduction, traduction en italien et commentaire de l’« Éryxias » pseudo-platonicien, un dialogue socratique ayant été transmis parmi les œuvres de Platon mais qui était déjà connu par les anciens pour être inauthentique et faussement attribué au grand philosophe (voir par exemple Diogène Laërce 3, 62). L’édition critique la plus récente du texte, publiée dans la « Collection des Universités de France » par les soins de Joseph Souilhé en 1930, est fondée sur une reconstruction de la tradition manuscrite qui a été remise e
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KOENIG, KATHLEEN MARIE. "STUDY OF THE ABILITY OF THE GRADUATE TEACHING ASSISTANT TO IMPLEMENT THE TUTORIALS IN INTRODUCTORY PHYSICS AND STUDENT PERFORMANCE." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1092334240.

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FLAMMIA, MICHELE. "Dialogo socratico e dissonanza cognitiva nell’insegnamento della filosofia: analisi di una strategia didattica per la promozione del pensiero critico negli istituti tecnici e professionali." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2023. https://hdl.handle.net/10281/404417.

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Questo progetto di ricerca analizza una strategia di insegnamento della filosofia nella scuola secondaria ispirata al dialogo socratico, che mira alla creazione e alla gestione efficace della dissonanza cognitiva come strumento di promozione del pensiero critico, denominata Socratic Challenge (SC). La ricerca prende avvio dai laboratori tenuti negli anni 2016/2019 in un istituto tecnico e professionale della provincia di Varese, a cui ho partecipato come ideatore e conduttore, che hanno visto la partecipazione volontaria di circa 150 studenti. Le domande di ricerca sono: Quali sono le caratter
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McLoughlin, Pamela Ann, of Western Sydney Hawkesbury University, and School of Social Ecology. "Have you been walking?: a search for rehabilitation." THESIS_XXXX_SEL_McLoughlin_P.xml, 1994. http://handle.uws.edu.au:8081/1959.7/820.

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This thesis explores, through critical dialogue and personal experience, various aspects of rehabilitation in the context of Myalgic Encephalomyelitis or Chronic Fatigue Syndrome. The journey visits broad, in principle, government policy reports. It touches on insurance and political aspects of health care; the separation between medical, convalescent and tertiary divisions of the rehabilitation professions; and, most importantly, it is concerned with the personal struggle to find some ‘meaning’ in the experience of a chronic illness for which there is, at this stage, no cure. From this arises
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Pihlgren, Ann S. "Socrates in the Classroom : Rationales and Effects of Philosophizing with Children." Doctoral thesis, Stockholm : Department of Education, Stockholm University, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7392.

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Bücher zum Thema "Socratic dialogue"

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Borden, Arthur M. Iraq--a Socratic dialogue. 2nd ed. New York (Box 516, 847A Second Ave., New York 10017): Dialogue, 2002.

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International, Conference on Socratic Dialogue (3rd 2000 Loccum Rehburg-Loccum Germany). Socratic dialogue and ethics. Münster: Lit, 2005.

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Montazeri, Mohammad Sadegh. Psychotherapist's Guide to Socratic Dialogue. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07972-6.

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Therapeutic discourse and Socratic dialogue. Madison, Wis: University of Wisconsin Press, 1986.

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Turco, Lewis. Dialogue: A socratic dialogue on the art of writing dialogue in fiction. Cincinnati, Ohio: Writer's Digest Books, 1989.

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Turco, Lewis. Dialogue: A Socratic dialogue on the art of writing dialogue in fiction. London: Robinson, 1991.

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Turco, Lewis. Dialogue: A Socratic Dialogue on the Art of Writing Dialogue in Fiction. Cincinnati: Writer's Digest Books, 1989.

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Plato's Charmides: Positive Elenchus in a "Socratic" dialogue. Cambridge: Cambridge University Press, 2011.

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Dialogue and discovery: A study in Socratic method. Albany: State University of New York Press, 1987.

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Bailly, Jacques. The Socratic Theages: Introduction, English translation, Greek text and commentary. Hildesheim: Olms, 2004.

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Buchteile zum Thema "Socratic dialogue"

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Peoples, Katarzyna, and Adam Drozdek. "A Socratic Dialogue." In Using the Socratic Method in Counseling, 135–42. 1 Edition. | New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315202464-9.

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Montazeri, Mohammad Sadegh. "Socratic Method." In Psychotherapist's Guide to Socratic Dialogue, 163–84. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07972-6_9.

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Ćurko, Bruno. "Socratic Dialogue in Education." In Encyclopedia of Educational Philosophy and Theory, 1–5. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_166-1.

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Ćurko, Bruno. "Socratic Dialogue in Education." In Encyclopedia of Educational Philosophy and Theory, 2187–92. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_166.

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Montazeri, Mohammad Sadegh. "Socratic Method in Psychotherapies." In Psychotherapist's Guide to Socratic Dialogue, 23–30. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07972-6_2.

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Matthiessen, Neil. "Socratic Dialogue in Design Education." In Lecture Notes in Computer Science, 94–101. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21675-6_11.

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Montazeri, Mohammad Sadegh. "Introduction to the Socratic Method." In Psychotherapist's Guide to Socratic Dialogue, 1–21. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07972-6_1.

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Montazeri, Mohammad Sadegh. "Inductive Reasoning." In Psychotherapist's Guide to Socratic Dialogue, 117–37. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07972-6_7.

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Montazeri, Mohammad Sadegh. "Logical Fallacies." In Psychotherapist's Guide to Socratic Dialogue, 139–61. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07972-6_8.

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Montazeri, Mohammad Sadegh. "Argument." In Psychotherapist's Guide to Socratic Dialogue, 81–116. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07972-6_6.

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Konferenzberichte zum Thema "Socratic dialogue"

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Alshaikh, Zeyad, Lasang Tamang, and Vasile Rus. "Experiments with Auto-generated Socratic Dialogue for Source Code Understanding." In 13th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0010398100350044.

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Boyle, J. "Experience with classroom feedback systems to enable socratic dialogue in large engineering classes." In IEE 2nd Annual Symposium on Engineering Education. IEE, 2002. http://dx.doi.org/10.1049/ic:20020097.

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Anagnostou, Maria, Anna Lazou, Enea Mele, and Aphrodite Ktena. "PHILOSOPHICAL GAMES IN PRIMARY EDUCATION: AN INTERDISCIPLINARY APPROACH." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end126.

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"Philosophical games provide an innovative transformative structure in the learning process for all levels of formal education. The motivation is to provide elementary school teachers with an innovative methodology for Game-based-Learning of Philosophy/in Philosophy teaching. A combination and attentive collaboration of Philosophy, Art and games/ Game-based Learning provides new tools in approaching and solving the problems that education faces today. Since Game-based Learning constitutes a strong trend in technologically enhanced learning, is the, where/with the employment of gaming elements
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Талина, Г. В. "The Russian State in the time of the first Romanovs as portrayed in school textbooks and university courses for non-history majors." In Современное социально-гуманитарное образование: векторы развития в год науки и технологий: материалы VI международной конференции (г. Москва, МПГУ, 22–23 апреля 2021 г.). Crossref, 2021. http://dx.doi.org/10.37492/etno.2021.90.35.048.

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в статье предложена модель лекционного и практического занятий по истории России XVII века для студентов неисторических направлений подготовки. Основой для изучения темы являются знания, полученные в школе. Проводится сравнительный анализ отражения темы в школьных учебниках. Выявляются основные характеристики явлений и процессов периода, данные авторами этих учебников. Предлагается способ анализа студентами сословно-представительной и ранней абсолютной монархии России, царской власти, Боярской и Ближней дум, Расправной палаты, приказной системы, вооруженных сил государства. Уделяется внимание
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Bednar, Peter, Christine Welch, and Almerindo Graziano. "Learning Objects and Their Implications on Learning: A Case of Developing the Foundation for a New Knowledge Infrastructure." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2907.

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In an era of lifelong learning, empowerment of the learner becomes fundamental. Therefore exploitation of the full potential of learning objects depends upon creation of an appropriate infrastructure to promote symmetrical control of inquiry. The learner needs to be empowered because learning is a discovery process and thus must be under his or her own control. In early stages of education it is often assumed that choice of material is to be decided by experts. At the more advanced stages, however, any subject problem space becomes more complex, and thus any decision related to relevance of in
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Kuo, H. Vincent, Patrick B. Kohl, Lincoln D. Carr, N. Sanjay Rebello, Paula V. Engelhardt, and Chandralekha Singh. "Socratic dialogs and clicker use in an upper-division mechanics course." In 2011 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2012. http://dx.doi.org/10.1063/1.3680038.

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ČIULDĖ, Edvardas, and Asta STEIKŪNIENĖ. "SOCRATES AND KNOWLEDGE-BASED SOCIETY, OR RURAL TRACE IN THE DIALOGUE CULTURE." In Rural Development 2015. Aleksandras Stulginskis University, 2015. http://dx.doi.org/10.15544/rd.2015.112.

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Knowledge is the engine of change in every society, and within this structure, training of philosophical perception is essential. This article analyses how modern philosophical education is compatible with the ideal of knowledge society – how teaching material changes when knowledge becomes a commodity. The article searches for parallels between the opposition among the sophists and Socrates and the modern day approach to fostering a culture of dialogue, focusing on knowledge and innovation society.
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Berichte der Organisationen zum Thema "Socratic dialogue"

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[Environmental Hazards Assessment Program annual report, June 1992--June 1993]. South Carolina ETV Socratic Dialog II. Office of Scientific and Technical Information (OSTI), June 1993. http://dx.doi.org/10.2172/10109121.

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