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by Rene Saran,Barbara Neisser

  • ISBN: 1858563364
  • Category: Education & Teaching
  • Author: Rene Saran,Barbara Neisser
  • Subcategory: Schools & Teaching
  • Other formats: lrf mobi lrf lit
  • Language: English
  • Publisher: Trentham Books (June 11, 2004)
  • Pages: 196 pages
  • FB2 size: 1733 kb
  • EPUB size: 1235 kb
  • Rating: 4.4
  • Votes: 222
Download Enquiring Minds: Socratic Dialogue in Education fb2

This book is the first in English to set out the theoretical underpinnings of modern Socratic Dialogue as a. .Rene Saran is a school governor and an experienced Socratic facilitator in schools and adult education in Britain. She has published widely on education policy and management.

This book is the first in English to set out the theoretical underpinnings of modern Socratic Dialogue as a self-directed learning process. Central to the Socratic Method are the opportunities it gives educators and others to learn about the Socratic Method as a new approach to their work foster rational critical thinking skills develop the learners’ autonomy nurture emotional intelligence and qualities such as empathy As a process of philosophising in groups.

Enquiring Minds book. Goodreads helps you keep track of books you want to read. Start by marking Enquiring Minds: Socratic Dialogue in Education as Want to Read: Want to Read savin. ant to Read.

Saran, . Neisser, . Enquiring Minds: Socratic Dialogue in Education. Cite this paper as: Matthiessen N. (2011) Socratic Dialogue in Design Education. In: Marcus A. (eds) Design, User Experience, and Usability. Theory, Methods, Tools and Practice. Trentham Books Limited, Sterling, VA (2004)Google Scholar. 5. Strong, . The Habit of Thought: From Socratic Seminars to Socratic Practice.

Enquiring Minds: Socratic Dialogue in Education. Stoke-on-Trent: Trentham. Creating Capabilities. In this short and powerful book, celebrated philosopher Martha Nussbaum makes a passionate case for the importance of the liberal arts at all levels of education. Historically, the humanities have been central to education because they have rightly been seen as essential for creating competent democratic citizens. But recently, Nussbaum argues, thinking about the aims of education has gone disturbingly awry both in the United States and abroad.

Dr This aroused my interest in adult education and I changed my mind about .

Rene Saran is the daughter of Mary Saran, who was a close follower of Leonard Nelson. After the death of her husband, Paul Branton, she became the secretary of the Society for the Furtherance of Critical Philosophy (SFCP). This aroused my interest in adult education and I changed my mind about becoming a teacher and entering Higher Education. At these the Critical Philosophy and Socratic Dialogue in particular have figured on the agenda and one outcome has been the publication of Enquiring Minds: Socratic Dialogue in Education (Ed.

In R. Saran & B. Neisser (Ed., Enquiring minds: Socratic dialogue in education (pp. 126–165). Stoke on Trent, UK; Sterling, VA, USA: Trentham Books. Original work published 1929). Peirce, C. S. (1877) Illustrations of the logic of sciences: I. The fixation of belief. Popular science monthly, 12, 1–15.

Enquiring Minds Socratic Dialogue in Education. Rene Saran & Barbara Neisser - 2004. Socratic Dialogue, the Humanities and the Art of the Question. Sebastian Mitchell - 2006 - Arts and Humanities in Higher Education 5 (2):181-197. Added to PP index 2016-03-29. The Method of Socratic Proofs for Normal Modal Propositional Logics. Dorota Leszczynska - 2007 - Wydawn.

Includes bibliographical references. Personal Name: Saran, Rene. On this site it is impossible to download the book, read the book online or get the contents of a book. Personal Name: Neisser, Barbara. Rubrics: Teaching Philosophy Questioning. The administration of the site is not responsible for the content of the site. The data of catalog based on open source database. All rights are reserved by their owners.

In certain cases, the Socratic dialogue has ungrounded deep divergences in opinion that now can be explicitly handled . R. Enquiring minds. Socratic dialogue in education, Trentham Books, Stoke on Trent-UK, pp. 107-120

In certain cases, the Socratic dialogue has ungrounded deep divergences in opinion that now can be explicitly handled by the organization. The dialogue ended with a metadialogue in which the facilitator asked all participants to summarize in one word how they had lived the experience. 107-120. Herrestad, H. (2002), Short Socratic Dialogue, in Anders, H. Svare, H. (eds), Philosophy in Society, Papers presented to the Sixth International Conference on Philosophy in Practice, Unipubforlag, Oslo, pp. 91-102.

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This book is the first in English to set out the theoretical underpinnings of modern Socratic Dialogue as a self-directed learning process. Central to the Socratic Method are the opportunities it gives educators and others to* learn about the Socratic Method as a new approach to their work* foster rational critical thinking skills* develop the learners’ autonomy * nurture emotional intelligence and qualities such as empathy As a process of philosophising in groups, Socratic Dialogue is attracting growing interest in the US, Mexico and Europe because of its potential contribution to developing learning. It will be relevant to courses in citizenship, personal and social education, health, social work and community issues.Inspired by the philosophy of Socrates, the German philosopher Leonard Nelson began to apply the Socratic Method to thinking and learning in the 1920s. By the 1950s Socratic Dialogue was being developed into a learning/teaching process, initially in Germany.Part 1 of the book deals with theoretical aspects of Socratic Dialogue and suggests possible applications, particularly in the school sector. Part 2 presents a range of Socratic Dialogue experiences in Britain and Germany and offers guidance about the organisation, rules and phases of the Socratic process. The foundation text by Leonard Nelson makes up Part 3. There is information about organizations involved with the promotion of Socratic Dialogue in Britain, Germany and the Netherlands and a survey of relevant literature.The work will be of interest to all those working in education, especially teachers of philosophy, ethics, religious studies and mathematics. It will provide an authoritative guide to educators who want learners to develop enquiring minds.

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