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Plato’s Socrates, Philosophy and Education

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Plato’s Socrates, Philosophy and Education/ by James M. Magrini.
作者:	Magrini, James M.
面頁冊數:	XV, 121 p.online resource. :
Contained By:	Springer Nature eBook
標題:	Education—Philosophy. -
電子資源:	https://doi.org/10.1007/978-3-319-71356-4
ISBN:	9783319713564

Plato’s Socrates, Philosophy and Education
Magrini, James M.

Plato’s Socrates, Philosophy and Education[electronic resource] /by James M. Magrini. - 1st ed. 2018. - XV, 121 p.online resource. - SpringerBriefs on Key Thinkers in Education,2211-937X. - SpringerBriefs on Key Thinkers in Education,.

Introduction: Doctrinal and Non-Doctrinal Interpretations of Plato and Plato’s Socrates -- Chapter One: Plato’s Socrates: The Issues of Pedagogy and Knowledge of the Virtues -- Chapter Two: The Ontological Context of the Human Condition Original Socratic Questions and the Paradox of Learning -- The Unfolding of the Elenchus-Dialectic as “Educative” Event Instantiating an Ethical Disposition Through Socratic Dialogue -- Epilogue: Learning From Plato’s Socrates.

This book develops for the readers Plato’s Socrates’ non-formalized “philosophical practice” of learning-through-questioning in the company of others. In doing so, the writer confronts Plato’s Socrates, in the words of John Dewey, as the “dramatic, restless, cooperatively inquiring philosopher" of the dialogues, whose view of education and learning is unique: (1) It is focused on actively pursuing a form of philosophical understanding irreducible to truth of a propositional nature, which defies “transfer” from practitioner to pupil; (2) It embraces the perennial “on-the-wayness” of education and learning in that to interrogate the virtues, or the “good life,” through the practice of the dialectic, is to continually renew the quest for a deeper understanding of things by returning to, reevaluating and modifying the questions originally posed regarding the “good life.” Indeed Socratic philosophy is a life of questioning those aspects of existence that are most question-worthy; and (3) It accepts that learning is a process guided and structured by dialectic inquiry, and is already immanent within and possible only because of the unfolding of the process itself, i.e., learning is not a goal that somehow stands outside the dialectic as its end product, which indicates erroneously that the method or practice is disposable. For learning occurs only through continued, sustained communal dialogue.

ISBN: 9783319713564

Standard No.: 10.1007/978-3-319-71356-4doiSubjects--Topical Terms:

1254228
Education—Philosophy.

LC Class. No.: LC8-6691

Dewey Class. No.: 370.1

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