Socrates: the Prophet of Life-Long Learning

Demirci, Fatih

doi:10.1016/j.sbspro.2012.06.281

Cited by 5 publications

(3 citation statements)

References 5 publications

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“…Socrates considered education to be learning rather than teaching and to be an active process since the process of personal and intellectual development continues until death. According to F. Demirci (2012), an educational idea of Socrates is based on an eternal desire for learning and a perpetual search for truth.…”

Section: Pedagogy Of Discussion: a Socratic Perspectivementioning

confidence: 99%

“…Knowledge is objective and is based on rigorous intellectual activity and the application of logic. Socrates names universal knowledge as the episteme that we could differentiate from sophistic doxa, and the aim of Socratic questioning is reaching the episteme and avoiding the doxa (Demirci 2012). Plato, a disciple of Socrates, founded the Academy in the belief that the pursuit of knowledge was the highest and most valuable intellectual activity of all human activities.…”

Section: Authentic and Inauthentic Discussionmentioning

confidence: 99%

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The Space and Role of Discussion in University Studies in the Context of Socrates’ Philosophy of Education

Asakavičiūtė,

Valantinaitė,

Sederavičiūtė-Pačiauskienė

2023

fil-soc

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This article analyses the role of discussion in university studies in the context of Socrates’ philosophy of education. The article begins with a discussion of the relevance and continuity of Socrates’ ideas on philosophical education in the contemporary educational space and highlights the importance of Socratic discussion in university studies. It is argued that discussion contributes to the development of one of the most essential skills of the 21st century, i.e. critical thinking, which encompasses the totality of analytical, social and personal skills. The paper also points out that Socratic pedagogy of discussions and humanistic education contribute to organising student-centred studies and enable the consolidation of lifelong learning. These competencies and skills are becoming a priority educational objective in the current age when knowledge, technology and the world are constantly changing and renewing.The second part of the paper deals with the specificities and polarities of the discussion process. The distinction between authentic and inauthentic discussion is made in the context of Socrates versus the Sophists. Much attention is paid to highlighting the difference between authentic discussion and inauthentic one as pseudo-discussion to provide pathways and guidelines for the implementation of authentic dialogue in the study process.

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Section: Pedagogy Of Discussion: a Socratic Perspectivementioning

confidence: 99%

Section: Authentic and Inauthentic Discussionmentioning

confidence: 99%

The Space and Role of Discussion in University Studies in the Context of Socrates’ Philosophy of Education

Asakavičiūtė,

Valantinaitė,

Sederavičiūtė-Pačiauskienė

2023

fil-soc

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“…Socrates asserted that human beings should seek to live lives that were morally excellent. Rather than training people in a particular vocation or professional skill as the sophists claimed was necessary, Socrates argued that genuine education aimed to cultivate knowledge that every person needed as a human being (Demirci, 2012). It was the kind of education that cultivated morally excellent people who acted according to reason.…”

Section: Idealismmentioning

confidence: 99%

The Philosophical Foundation of Western Higher Education: A Critical Review of Theory and Practice

AZİZ¹

2023

International Journal of Educational Research Review

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Philosophy of education especially higher education is central to making a discipline or subject rational regarding its study as well as its implication in human society. In this regard, the research is an attempt to examine the philosophical foundation of higher education as stated in the major western-liberal philosophies e.g. Idealism, Realism, Thomism, and Pragmatism. It also figured out the strengths and weaknesses of the philosophical basis of the western education system. The study argues that every philosophical endeavor represents the rational ground, which is universal in nature. Besides, the philosophy by and large espouses a value-laden system, which is based on ethics and morality. Although western liberal philosophies on higher education are Universalist, they are value-free or value-neutral as opposed to rationality. In fact, value-free educational philosophy devalues life as a whole and fails to accomplish the desired goals of a graduate.

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Anima Mundi: Nature and Philosophy in Ancient Greece

Scarano

2024

Sustainable Development Goals Series

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Socrates: the Prophet of Life-Long Learning

Cited by 5 publications

References 5 publications

The Space and Role of Discussion in University Studies in the Context of Socrates’ Philosophy of Education

The Space and Role of Discussion in University Studies in the Context of Socrates’ Philosophy of Education

The Philosophical Foundation of Western Higher Education: A Critical Review of Theory and Practice

Anima Mundi: Nature and Philosophy in Ancient Greece

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