This document provides an overview of how to conduct a Socratic seminar. It outlines the four key elements: the text, an open-ended question, the leader's role, and the participants' role. The leader's responsibilities include knowing the text well, having prepared questions, facilitating discussion between participants, and modeling effective discussion skills. The seminar would involve students discussing questions about the text without raising hands. At the end, students would reflect on the discussion through closure questions about their contributions, ideas discussed, and evaluation of the seminar overall. Tiered response options are also provided for different participation levels.
The Socratic seminar instruction model is a learner-centered approach where students actively discuss and debate topics through open dialogue. It originated from Socrates' teaching style of reciprocal exchange of ideas. This model is best used for students ages 7 and up in subjects like language arts and social studies that encourage communication. Teachers introduce topics, facilitate discussions, review key points, and evaluate student performance and understanding. Technology tools like Socrative and ClassDojo can also be incorporated to engage students and assess comprehension.
A Socratic seminar is a formal discussion where students analyze a text through open-ended questions. The leader's questions guide the discussion to interpret the text, explore different perspectives, and apply ideas to students' lives. Students prepare by carefully reading, taking notes, and formulating questions. During the discussion, students listen actively and articulate their own thoughtful responses and reactions to others. The leader's role is to ask questions that move the discussion forward in a constructive way.
Socrates developed a theory of knowledge that believed the answers to all questions reside within us, and can be discovered through disciplined conversation or dialectic. A Socratic circle is a discussion technique based on Socrates' method, where students seek to understand a text through thoughtful dialogue rather than memorization. In a Socratic circle, students are divided into inner and outer circles who take turns discussing a text, while the outer circle observes and provides feedback. The goal is for students to construct meaning together rather than to "win an argument." Teachers select texts and facilitate discussions to help students explore ideas and questions deeply.
This document outlines what a Socratic seminar is and how to conduct one. It explains that a Socratic seminar aims to develop critical thinking skills through open-ended dialogue about a text, rather than debate where participants try to prove each other wrong. The key elements of an effective seminar are a text to stimulate discussion, open-ended questions to guide dialogue, a leader to facilitate the discussion, and prepared participants who actively listen to each other and support their views with evidence from the text.
Teaching students how to engage in thoughtful class discussions, on topics ranging from politics to literature. Includes essential elements, not debating, having a leader, reflecting afterwards.
Socratic Circles are classroom discussions that promote critical thinking. Students are organized into inner and outer circles to discuss passages. The inner circle asks open-ended questions about the text while the outer circle listens and provides feedback. This alternative to traditional lectures gives students control over the discussion and requires them to think independently and respond to their peers.
This document provides an overview of how to conduct a Socratic seminar. It outlines the four key elements: the text, an open-ended question, the leader's role, and the participants' role. The leader's responsibilities include knowing the text well, having prepared questions, facilitating discussion between participants, and modeling effective discussion skills. The seminar would involve students discussing questions about the text without raising hands. At the end, students would reflect on the discussion through closure questions about their contributions, ideas discussed, and evaluation of the seminar overall. Tiered response options are also provided for different participation levels.
The Socratic seminar instruction model is a learner-centered approach where students actively discuss and debate topics through open dialogue. It originated from Socrates' teaching style of reciprocal exchange of ideas. This model is best used for students ages 7 and up in subjects like language arts and social studies that encourage communication. Teachers introduce topics, facilitate discussions, review key points, and evaluate student performance and understanding. Technology tools like Socrative and ClassDojo can also be incorporated to engage students and assess comprehension.
A Socratic seminar is a formal discussion where students analyze a text through open-ended questions. The leader's questions guide the discussion to interpret the text, explore different perspectives, and apply ideas to students' lives. Students prepare by carefully reading, taking notes, and formulating questions. During the discussion, students listen actively and articulate their own thoughtful responses and reactions to others. The leader's role is to ask questions that move the discussion forward in a constructive way.
Socrates developed a theory of knowledge that believed the answers to all questions reside within us, and can be discovered through disciplined conversation or dialectic. A Socratic circle is a discussion technique based on Socrates' method, where students seek to understand a text through thoughtful dialogue rather than memorization. In a Socratic circle, students are divided into inner and outer circles who take turns discussing a text, while the outer circle observes and provides feedback. The goal is for students to construct meaning together rather than to "win an argument." Teachers select texts and facilitate discussions to help students explore ideas and questions deeply.
This document outlines what a Socratic seminar is and how to conduct one. It explains that a Socratic seminar aims to develop critical thinking skills through open-ended dialogue about a text, rather than debate where participants try to prove each other wrong. The key elements of an effective seminar are a text to stimulate discussion, open-ended questions to guide dialogue, a leader to facilitate the discussion, and prepared participants who actively listen to each other and support their views with evidence from the text.
Teaching students how to engage in thoughtful class discussions, on topics ranging from politics to literature. Includes essential elements, not debating, having a leader, reflecting afterwards.
Socratic Circles are classroom discussions that promote critical thinking. Students are organized into inner and outer circles to discuss passages. The inner circle asks open-ended questions about the text while the outer circle listens and provides feedback. This alternative to traditional lectures gives students control over the discussion and requires them to think independently and respond to their peers.
The document discusses Socratic seminars, which are structured discussions based on Socrates' method of questioning beliefs and pursuing truth. It describes how Socrates used dialectic to draw out knowledge from others through respectful questioning. A Socratic seminar involves a text, open-ended questions about the text, a leader to guide discussion, and participants who contribute their perspectives. The document outlines benefits like in-depth analysis and building collaboration skills, and reflects on students' experiences with their first Socratic seminar discussion.
Roundtable discussions involve a group sitting in a circle to discuss an issue and share opinions. They work best with 6-8 people to encourage participation from all. The presenter should prepare main discussion points and questions to stimulate conversation. When facilitating, the presenter should stay on topic, avoid dominating, and move the discussion along smoothly. Different formats like going around the table or taking volunteer speakers can structure who contributes. The goal is for all attendees to have an open and equal chance to provide input to the topic.
The purpose of a Socratic circle is to have a collaborative dialog where participants can deepen their understanding by sharing different perspectives, rather than having a debate with a sole purpose of proving each other wrong. The dialog aims to expand ideas and gain new insights through open-minded listening and discussion, rather than coming to a single right conclusion. Ground rules emphasize respectful participation and referring to the text to support ideas.
The document discusses Socratic Circles, an instructional strategy where students engage in student-centered discussions about a text. It describes how Socratic Circles empower students by giving them ownership of discussions and allowing multiple perspectives to be shared. The document provides guidance on implementing Socratic Circles, including preparing students, selecting texts, guiding discussions, and assessing student participation and learning.
This document provides instructions for how to write a critique. It explains that a critique evaluates a work to increase understanding and expresses an opinion. It should describe, analyze, interpret and assess the parts and value of the work. The steps include thoroughly reading the work multiple times, taking notes, researching context, investigating assumptions, organizing with an outline, and writing the critique.
The document describes how to conduct a Socratic circle discussion in the classroom to develop critical thinking skills. It explains that students are arranged in an inner and outer discussion circle. The inner circle discusses a stimulus or topic using Socratic questioning techniques while the outer circle listens and provides feedback. Six types of Socratic questions are outlined to probe assumptions, reasons, viewpoints, implications and gain clarification. An example discussion topic and questions are provided on part of the short story "Lamb to the Slaughter" to illustrate how this technique can be implemented in a literature class.
This document provides guidance for academics on publishing scholarship of teaching and learning research. It discusses key steps including: understanding student learning, identifying research questions, positioning work within existing literature, building writing skills, getting feedback on drafts, and publishing. Publishing such work requires it to be public, peer-reviewed, and accessible to one's field. The document emphasizes understanding publication outlets and audiences before writing to ensure work meets expectations.
The document provides examples of how to structure class discussions to promote perspective taking and diversity. It describes a university psychology course that incorporates small group discussions of weekly articles. Students complete homework before class and presentations are followed by teacher-led discussion and 30 minutes of small group discussion. The document outlines formats for discussions, including generating thought-provoking questions and using discussion skills. It provides examples of discussion prompts and reflection questions to help students consider different perspectives and synthesize discussions. Sample class session plans describe generating questions from articles, conducting small group discussions, and having students journal about their discussions.
The document discusses encouraging critical reading in the EFL classroom. It defines critical reading as actively engaging with what is read by understanding the author's ideas, questioning arguments and evidence, and forming one's own opinions. It contrasts critical readers, who analyze a text's portrayal of facts, with non-critical readers who just memorize statements. Common comprehension exercises like multiple choice are passive, while activities involving diagrams, tables and group work promote active reading between the lines. The document presents a sample reading lesson that improved students' enthusiastic participation through pre, during and post-reading questions.
Reflection essays are based on personal experiences and observations. The writer aims to present an experience vividly in order to explore its possible meanings. Reflective writers use events from their own lives and observations of people and places as a starting point for reflecting on broader societal topics. Developing reflections involves techniques like generalizing, giving examples, comparing and contrasting, extending ideas, analyzing, and applying ideas to practical situations. The writer's goal is to engage readers by establishing a connection and leaving them with something to think about regarding the subject.
The document describes a method of classroom discussion called Shared Inquiry. In Shared Inquiry, students take an active role in discussing pre-determined texts by contributing their findings, evaluating the literature, and asking questions. The goal is for students to develop skills like critical thinking, active listening, and meaningful writing through student-centered discussion. During discussions, students are expected to support their contributions with evidence from the texts and address each other's perspectives respectfully. The teacher facilitates the discussions but students have primary responsibility for engaging with each other and the material.
The document discusses critical reflective writing in social work. It defines critical reflection as analyzing experiences by considering various contexts and assumptions. Critical reflective writing demonstrates deeper critical thinking on experiences by incorporating experience, theory, and academic content. It differs from typical essays through its use of first person and experience as evidence. Structural models for critical reflective writing generally move from describing an experience to analyzing it to articulating implications. The document provides examples of language and structure used in academic critical reflective writing.
The document discusses the importance of critical reading for critical writing. It defines critical reading as making judgments about how a text is argued by reflecting on the thinking and research that has already been done on the subject. The keys to critical reading are to read looking for ways of thinking about the subject matter rather than just for information. When reading, the reader should avoid simply extracting facts and instead ask how the text works, how it is argued, how it reaches its conclusions, and how it can help develop their own argument.
The document provides guidelines for participating in a Socratic seminar discussion. It instructs the inner circle of discussants to listen carefully to each other without interruption, relate opinions to the assigned text, and be willing to reconsider views with new evidence. Outer circle participants can join the discussion when invited by the inner circle for a single question. Questions should be open-ended, reflect curiosity, and generate interpretation rather than having a single right answer. Groups are assigned sections of the text to discuss.
This document discusses critical reading techniques. It defines critical reading as actively paying attention to the main idea, purpose, conclusions, and maintaining interest. Characteristics of critical readers include reading with a pencil, previewing material, asking questions, and re-reading difficult sections. Critical readers ask questions about the topic, purpose, organization, sources, and how their existing knowledge relates. Suggested techniques include previewing, annotating, summarizing reactions, and using supplemental resources to aid comprehension.
Critical reading involves the active examination of a text by analyzing language choices, connecting to prior knowledge and experiences, evaluating evidence, and questioning both the text and one's own interpretations. When reading critically, readers aim to understand an author's argument and main ideas, organize information, make judgments and opinions, and gain a deeper understanding of what was read. Some benefits of critical reading are discovering an author's perspective, organizing topics, aiding comprehension of difficult materials, and developing opinions based on evidence.
The document summarizes key concepts from chapters 2 and 3 of a public speaking textbook. Chapter 2 discusses the 5 canons of rhetoric: invention, organization, style, understanding, and delivery. It also describes an upcoming discussion cafe activity. Chapter 3 covers choosing a topic for a first presentation, including brainstorming methods and standards of appropriateness. It defines the general and specific purposes of a speech and characteristics of a good thesis statement. Homework assignments are to read chapter 12 and prepare discussion cafe questions.
The document provides guidelines for writing a critique in 5 steps:
1. Read the document thoroughly multiple times and take notes.
2. Gather evidence to analyze, such as where it was published and the author's strategies.
3. Analyze deeper elements like assumptions, gaps, and rhetorical appeals.
4. Organize the critique by themes identified in reading.
5. Write the critique, revising it and including an introduction, summary, analysis of strategies and elements, personal response, and conclusion. The critique should use the present tense and refer to the author by last name.
This chapter discusses writing personal essays. It explains that personal essays are meant for exploration rather than proving a thesis. The chapter outlines strategies for developing personal essay topics, such as using journaling prompts to generate ideas and narrowing topics by judging which raise the most interesting questions. It also discusses drafting and revision techniques tailored for personal essays, like focusing on narrative elements and ensuring the larger significance is clear. The goal is to find a purpose in telling one's own stories that provides insight for others as well.
This document contains 6 sets of questions about Aldous Huxley's novel Brave New World. The questions cover plot details, characters, themes and symbolism across chapters 1-18 of the novel. Some of the major topics addressed include the dystopian World State society and its emphasis on stability, conditioning and the lack of family/religion; John Savage and his rejection of this world; the roles of characters like Mustapha Mond, Bernard Marx and Lenina Crowne; and John's increasing disillusionment culminating in his isolation and self-flagellation in the Native American reservation.
This document summarizes the contributions of Socrates, Plato, and Aristotle to Western philosophy and the development of logic. It discusses how Socrates developed the Socratic method of questioning beliefs and ideas. It describes how Plato was Socrates' student and founded the Academy, and how Aristotle was Plato's student and founded his own school, the Lyceum. The document then outlines Aristotle's development of formal logic and the scientific method. It provides examples of deduction, induction, syllogisms, and analyzing assumptions to determine the validity of arguments.
The document discusses Socratic seminars, which are structured discussions based on Socrates' method of questioning beliefs and pursuing truth. It describes how Socrates used dialectic to draw out knowledge from others through respectful questioning. A Socratic seminar involves a text, open-ended questions about the text, a leader to guide discussion, and participants who contribute their perspectives. The document outlines benefits like in-depth analysis and building collaboration skills, and reflects on students' experiences with their first Socratic seminar discussion.
Roundtable discussions involve a group sitting in a circle to discuss an issue and share opinions. They work best with 6-8 people to encourage participation from all. The presenter should prepare main discussion points and questions to stimulate conversation. When facilitating, the presenter should stay on topic, avoid dominating, and move the discussion along smoothly. Different formats like going around the table or taking volunteer speakers can structure who contributes. The goal is for all attendees to have an open and equal chance to provide input to the topic.
The purpose of a Socratic circle is to have a collaborative dialog where participants can deepen their understanding by sharing different perspectives, rather than having a debate with a sole purpose of proving each other wrong. The dialog aims to expand ideas and gain new insights through open-minded listening and discussion, rather than coming to a single right conclusion. Ground rules emphasize respectful participation and referring to the text to support ideas.
The document discusses Socratic Circles, an instructional strategy where students engage in student-centered discussions about a text. It describes how Socratic Circles empower students by giving them ownership of discussions and allowing multiple perspectives to be shared. The document provides guidance on implementing Socratic Circles, including preparing students, selecting texts, guiding discussions, and assessing student participation and learning.
This document provides instructions for how to write a critique. It explains that a critique evaluates a work to increase understanding and expresses an opinion. It should describe, analyze, interpret and assess the parts and value of the work. The steps include thoroughly reading the work multiple times, taking notes, researching context, investigating assumptions, organizing with an outline, and writing the critique.
The document describes how to conduct a Socratic circle discussion in the classroom to develop critical thinking skills. It explains that students are arranged in an inner and outer discussion circle. The inner circle discusses a stimulus or topic using Socratic questioning techniques while the outer circle listens and provides feedback. Six types of Socratic questions are outlined to probe assumptions, reasons, viewpoints, implications and gain clarification. An example discussion topic and questions are provided on part of the short story "Lamb to the Slaughter" to illustrate how this technique can be implemented in a literature class.
This document provides guidance for academics on publishing scholarship of teaching and learning research. It discusses key steps including: understanding student learning, identifying research questions, positioning work within existing literature, building writing skills, getting feedback on drafts, and publishing. Publishing such work requires it to be public, peer-reviewed, and accessible to one's field. The document emphasizes understanding publication outlets and audiences before writing to ensure work meets expectations.
The document provides examples of how to structure class discussions to promote perspective taking and diversity. It describes a university psychology course that incorporates small group discussions of weekly articles. Students complete homework before class and presentations are followed by teacher-led discussion and 30 minutes of small group discussion. The document outlines formats for discussions, including generating thought-provoking questions and using discussion skills. It provides examples of discussion prompts and reflection questions to help students consider different perspectives and synthesize discussions. Sample class session plans describe generating questions from articles, conducting small group discussions, and having students journal about their discussions.
The document discusses encouraging critical reading in the EFL classroom. It defines critical reading as actively engaging with what is read by understanding the author's ideas, questioning arguments and evidence, and forming one's own opinions. It contrasts critical readers, who analyze a text's portrayal of facts, with non-critical readers who just memorize statements. Common comprehension exercises like multiple choice are passive, while activities involving diagrams, tables and group work promote active reading between the lines. The document presents a sample reading lesson that improved students' enthusiastic participation through pre, during and post-reading questions.
Reflection essays are based on personal experiences and observations. The writer aims to present an experience vividly in order to explore its possible meanings. Reflective writers use events from their own lives and observations of people and places as a starting point for reflecting on broader societal topics. Developing reflections involves techniques like generalizing, giving examples, comparing and contrasting, extending ideas, analyzing, and applying ideas to practical situations. The writer's goal is to engage readers by establishing a connection and leaving them with something to think about regarding the subject.
The document describes a method of classroom discussion called Shared Inquiry. In Shared Inquiry, students take an active role in discussing pre-determined texts by contributing their findings, evaluating the literature, and asking questions. The goal is for students to develop skills like critical thinking, active listening, and meaningful writing through student-centered discussion. During discussions, students are expected to support their contributions with evidence from the texts and address each other's perspectives respectfully. The teacher facilitates the discussions but students have primary responsibility for engaging with each other and the material.
The document discusses critical reflective writing in social work. It defines critical reflection as analyzing experiences by considering various contexts and assumptions. Critical reflective writing demonstrates deeper critical thinking on experiences by incorporating experience, theory, and academic content. It differs from typical essays through its use of first person and experience as evidence. Structural models for critical reflective writing generally move from describing an experience to analyzing it to articulating implications. The document provides examples of language and structure used in academic critical reflective writing.
The document discusses the importance of critical reading for critical writing. It defines critical reading as making judgments about how a text is argued by reflecting on the thinking and research that has already been done on the subject. The keys to critical reading are to read looking for ways of thinking about the subject matter rather than just for information. When reading, the reader should avoid simply extracting facts and instead ask how the text works, how it is argued, how it reaches its conclusions, and how it can help develop their own argument.
The document provides guidelines for participating in a Socratic seminar discussion. It instructs the inner circle of discussants to listen carefully to each other without interruption, relate opinions to the assigned text, and be willing to reconsider views with new evidence. Outer circle participants can join the discussion when invited by the inner circle for a single question. Questions should be open-ended, reflect curiosity, and generate interpretation rather than having a single right answer. Groups are assigned sections of the text to discuss.
This document discusses critical reading techniques. It defines critical reading as actively paying attention to the main idea, purpose, conclusions, and maintaining interest. Characteristics of critical readers include reading with a pencil, previewing material, asking questions, and re-reading difficult sections. Critical readers ask questions about the topic, purpose, organization, sources, and how their existing knowledge relates. Suggested techniques include previewing, annotating, summarizing reactions, and using supplemental resources to aid comprehension.
Critical reading involves the active examination of a text by analyzing language choices, connecting to prior knowledge and experiences, evaluating evidence, and questioning both the text and one's own interpretations. When reading critically, readers aim to understand an author's argument and main ideas, organize information, make judgments and opinions, and gain a deeper understanding of what was read. Some benefits of critical reading are discovering an author's perspective, organizing topics, aiding comprehension of difficult materials, and developing opinions based on evidence.
The document summarizes key concepts from chapters 2 and 3 of a public speaking textbook. Chapter 2 discusses the 5 canons of rhetoric: invention, organization, style, understanding, and delivery. It also describes an upcoming discussion cafe activity. Chapter 3 covers choosing a topic for a first presentation, including brainstorming methods and standards of appropriateness. It defines the general and specific purposes of a speech and characteristics of a good thesis statement. Homework assignments are to read chapter 12 and prepare discussion cafe questions.
The document provides guidelines for writing a critique in 5 steps:
1. Read the document thoroughly multiple times and take notes.
2. Gather evidence to analyze, such as where it was published and the author's strategies.
3. Analyze deeper elements like assumptions, gaps, and rhetorical appeals.
4. Organize the critique by themes identified in reading.
5. Write the critique, revising it and including an introduction, summary, analysis of strategies and elements, personal response, and conclusion. The critique should use the present tense and refer to the author by last name.
This chapter discusses writing personal essays. It explains that personal essays are meant for exploration rather than proving a thesis. The chapter outlines strategies for developing personal essay topics, such as using journaling prompts to generate ideas and narrowing topics by judging which raise the most interesting questions. It also discusses drafting and revision techniques tailored for personal essays, like focusing on narrative elements and ensuring the larger significance is clear. The goal is to find a purpose in telling one's own stories that provides insight for others as well.
This document contains 6 sets of questions about Aldous Huxley's novel Brave New World. The questions cover plot details, characters, themes and symbolism across chapters 1-18 of the novel. Some of the major topics addressed include the dystopian World State society and its emphasis on stability, conditioning and the lack of family/religion; John Savage and his rejection of this world; the roles of characters like Mustapha Mond, Bernard Marx and Lenina Crowne; and John's increasing disillusionment culminating in his isolation and self-flagellation in the Native American reservation.
This document summarizes the contributions of Socrates, Plato, and Aristotle to Western philosophy and the development of logic. It discusses how Socrates developed the Socratic method of questioning beliefs and ideas. It describes how Plato was Socrates' student and founded the Academy, and how Aristotle was Plato's student and founded his own school, the Lyceum. The document then outlines Aristotle's development of formal logic and the scientific method. It provides examples of deduction, induction, syllogisms, and analyzing assumptions to determine the validity of arguments.
Socrates was a Greek philosopher who denied material pleasures and sought higher knowledge through questioning people on their positions. He taught in Athens without accepting payment, instead discussing philosophy in the streets with students. Socrates developed his elenchus method of questioning beliefs and examining inconsistencies. This questioning led to his trial and death sentence by drinking poison hemlock, though his teachings lived on through his students Plato and Aristotle.
This document provides an overview of the key ideas of several ancient Greek philosophers, including Socrates, Plato, and Aristotle. It summarizes Socrates' views that wisdom comes from recognizing one's own ignorance, an unexamined life is not worth living, and virtue is the only thing that matters. It then discusses Plato's allegory of the cave and how Plato founded his Academy. Finally, it outlines Aristotle's views on ethics, politics, and beauty being related to an entity's proper function and order.
The Worst Apology Ever: A 12-step guide to what not to do in courtMax Johns
When Socrates went to court in 399BC, the charges were odd, the sentence was death, and he has 500 jurors as his audience. The 'Apology' that he gave remains one of the finest examples of what not to do.
(These slides come from a talk I did via video conference at work, while drinking a glass of wine. True story.)
The Oracle at Delphi told Socrates that he was the wisest of all men. Socrates set out to prove the Oracle wrong by questioning experts in Athens, showing that they were not truly wise. This made Socrates unpopular. He was eventually put on trial for corrupting youth and teaching false religion, and was sentenced to death. However, Socrates resigned himself to his fate and drank the hemlock poison as required by the sentence.
The Socratic method is a questioning technique that develops information through dialogue and promotes critical thinking. It has the advantages of helping students learn to listen actively and build upon others' ideas by examining issues in depth. However, it requires student participation and some students dislike that there is no right answer or fear public speaking. The method works best at the college level when the instructor questions one student at a time.
Socrates was an influential ancient Greek philosopher born in Athens in 470 BC. He spent his time questioning prominent citizens and politicians in the marketplace using his "Socratic method" to expose inconsistencies or ignorance in their beliefs. Though he wrote nothing himself, he taught Plato and was known for saying "the unexamined life is not worth living." He was tried for corrupting the youth and impiety, found guilty, and sentenced to death by drinking poison hemlock.
The document discusses the Socratic method, which is an approach to teaching critical thinking through questioning. It provides 10 links to websites about using Socratic questioning to help students think critically by examining their own reasoning. The method involves asking clarifying, probing, and follow up questions to help students construct knowledge and develop problem-solving skills through disciplined inquiry and questioning.
Socrates was a philosopher who questioned others to help them reach conclusions rather than lecturing. He believed that doing wrong stems from lack of knowledge. He was condemned to death for corrupting youth. Plato was his pupil and wrote dialogues about Socrates' teachings. Plato believed in immutable ideas and that reason can explain the ideal world. Aristotle was a student of Plato and focused on nature, causality, logic, and establishing fields like biology. He believed in potential and achieving form through experiences.
The document discusses several key aspects of the First Amendment and media ethics. It covers how the First Amendment protects freedom of the press, with some limitations like libel laws. It also discusses how the definition of media has expanded over time. Additionally, it introduces the concept of social responsibility theory, which argues that media should balance libertarian freedoms with responsibilities to society through standards of truth, accuracy and avoiding harmful content.
A set of slides for the first day of PHIL 102, Introduction to Philosophy, at the University of British Columbia-Vancouver, Canada. We talked about students' initial ideas of what philosophy is, and also introduced Plato and Socrates, and Athenian democracy.
Socratic seminars involve an in-depth discussion of ideas from a text through questioning rather than debate. Participants seek to understand complex concepts through thoughtful dialogue. An effective seminar includes a text, opening questions from the leader, and participants who study the text and share their ideas and questions. The goal is not to convince others but to jointly explore issues and leave with more questions than answers.
The document discusses the Socratic method of teaching. It explains that Socrates believed it was more important for students to think for themselves rather than be given right answers. He would engage students in dialogues by asking them questions in response to their questions, rather than providing direct answers. This process encourages divergent thinking over convergent thinking. The document also provides guidelines for participating in a Socratic seminar, such as referring to research, discussing ideas rather than opinions, and asking questions in a civil manner. It distinguishes between dialogue and debate, noting that dialogue is collaborative while debate is oppositional.
The document discusses the Socratic method of teaching. It states that Socrates believed it was more important for students to think for themselves rather than be given right answers. He would engage students in dialogues by responding to their questions with more questions instead of answers, encouraging divergent thinking. The Socratic method encourages open-minded discussion of ideas rather than competitive debate aimed at proving others wrong. Participants are expected to cite evidence respectfully, clarify confusion, and discuss ideas rather than opinions to further shared understanding.
Socratic seminars involve students discussing questions in an inner and outer circle. The inner circle discusses questions while the outer circle listens and analyzes the discussion. Then the circles switch. The goal is to encourage independent thinking through questioning rather than direct answers. Students are expected to cite evidence, listen respectfully, avoid hostile exchanges, and question others civilly. Participation in Socratic seminars is graded based on these expectations.
The document describes a Socratic seminar, which is a method for logically examining opinions about a text through dialogue. It involves an inner and outer circle of students. The inner circle leads the discussion by posing questions and building on each other's ideas, while the outer circle observes and provides feedback. Guidelines include coming prepared, referring to the text, taking turns speaking, and keeping the discussion focused on the text. The facilitator's role is to ask questions, challenge assumptions, and ensure the discussion remains collaborative rather than becoming a debate.
The purpose of a Socratic circle is to have a collaborative dialog where participants can deepen their understanding by sharing different perspectives, rather than having a debate with a sole purpose of proving each other wrong. The dialog aims to expand ideas and gain new insights through open-minded listening and discussion, rather than coming to a single right conclusion. Ground rules emphasize respectful participation and referring to the text to support ideas.
Socrates believed that enabling students to think for themselves was more important than memorization. Socratic seminars aim to foster deeper understanding through thoughtful dialogue rather than memorization of facts. An effective seminar consists of a text, open-ended questions, a leader who guides discussion, and engaged participants who refer to the text. The goal is for students to take risks in learning through open-minded inquiry rather than oppositional debate. Benefits include time for in-depth discussion, collaboration, and respect for diverse ideas.
This document provides information about classroom rights and responsibilities, Socratic seminars, and moral development. It discusses guidelines for participating respectfully and effectively in Socratic discussions. Examples of open-ended questions that could spark philosophical dialogue are presented. Kohlberg's stages of moral development are outlined. Brief dilemmas are posed to illustrate different levels of moral reasoning. The role of the leader in facilitating respectful exchange of ideas is described. Sources that informed the content are cited.
This document provides guidance on conducting Socratic seminars in the classroom. It discusses that Socratic seminars aim to develop critical thinking skills through dialogue rather than rote memorization. An effective seminar consists of an open-ended question about a text, a leader to guide discussion, and participants who contribute ideas and questions. The leader's role is to facilitate respectful exchange of perspectives without right answers in mind. Teachers should prepare students and provide structure to ensure a thoughtful, collaborative discussion.
This lecture discusses group discussions, debates, and one minute presentations. It defines group discussions as an exchange of ideas between participants on a topic. The key aspects checked in group discussions are communication skills, open-mindedness, leadership, and social confidence. Debates involve a formal discussion where opposing sides argue the pros and cons of an issue. Debate rules require affirmative and negative teams to take turns giving constructive and rebuttal speeches to support their positions using evidence and logic.
Keys to Conflict Resolution (Primer & 5 Lessons)
Lesson 1: Active Listening
Lesson 2: Seven Steps for Managing Emotions, Especially ANGER
Lesson 3: Teach Escalation and De-escalation of Conflict
Lesson 4: Teach Conflict Styles and Collaborative Problem Solving
Lesson 5: Teach the Differences between Aggression, Assertion, and Passive Behavior
This document provides an overview of the Junior Great Books program which focuses on developing critical thinking skills through shared inquiry discussion of literature. It explains that shared inquiry uses an interpretive question to spark discussion where multiple answers are valid if supported by evidence. It outlines preparing students with readings, notes, and individual reflection before the circular discussion led by follow up questions from the facilitator. The goal is for students to learn to interpret texts and consider different perspectives.
A Socratic seminar is a discussion where students explore ideas and texts by asking questions of each other and considering different answers. It allows students to gain practice in leading discussions, listening to others' insights, and ensuring all voices are heard. The goal is for students to understand the work being discussed through speaking, testing ideas, listening, and reflecting. Some important points are to listen politely to others, come prepared with ideas to discuss, and disagree respectfully while backing up views with evidence from the text.
PHILOSOPHY 2306 ETHICS (ONLINE) DR. STEVE BEST FALL 2016 .docxmattjtoni51554
PHILOSOPHY 2306: ETHICS (ONLINE)
DR. STEVE BEST
FALL 2016
EMAIL: [email protected] (work); [email protected] (home)
"If we believe absurdities, we shall commit atrocities." Voltaire
"He is a philosopher who tramples underfoot prejudices, tradition, antiquity, universal
assent, authority, in a word, everything that overawes the mass of minds, who dares to think
for himself, to go back to the clearest general principles, examine them, discuss them, admit
nothing save on the testimony of his experience and reasoning." Diderot
"Why stay we on the earth unless to grow?" Robert Browning
“All that is necessary for evil to triumph is for good men to do nothing.” Edmund Burke
“Indifference elicits no response. Indifference is not a response. Indifference is not a
beginning; it is an end. And, therefore, indifference is always the friend of the enemy, for
it benefits the aggressor -- never his victim.” Elie Wiesel
“Cowardice asks the question, `Is it safe?’ Expediency asks the question, `Is it
politic?’And Vanity comes along and asks the question, `Is it popular?’ But Conscience
asks the question `Is it right?’ And there comes a time when one must take a position that
is neither safe, nor politic, nor popular, but he must do it because Conscience tells him it
is right.” Martin Luther King, Jr.
!
"Our lives begin to end the day we become silent about things that matter." Martin
Luther King, Jr.
“Compassion, in which all ethics must take root, can only attain its full breadth and
depth if it embraces all living creatures and does not limit itself to humankind.” Albert
Schweitzer
Course Description
This course is an introduction to ethics and ethical reasoning. We will spend most of the
course getting acquainted with the definition and meaning of ethics, and seek in many
ways to transcend conventional views to produce a broader and deeper definition and
understanding of ethics that places it at the center of a meaningful, responsible, and
compassionate life. We will examine key ethical issues, explore major philosophers’
ideas, and examine a number of core ethical traditions. The course aims not only to
explain what ethics is, as a historical and philosophical matter, but also how to do it, as a
reasoned practice relevant to contemporary society and to the quality of one’s own
existence.
After the main focus on ethical theory, we devote the last part of the course to applied
ethics, specifically to the topics of animal rights, ethical veganism, and environmental
ethics. These profound issues surfaced in the last four decades to become major new
fields of inquiry and to pose powerful challenges to Western dogmas and humanist
traditions with their violent and destructive power pathologies. I chose these issues
because: (1) they strongly relate to a key course goal to produce a more comprehensive
and expansive concept of ethics than given by the Western tradition; (2) they are
controversial,.
The document provides guidance on teaching conflict resolution through five lessons: active listening, managing emotions like anger, teaching about escalation and de-escalation of conflict, teaching conflict styles and collaborative problem solving, and teaching the differences between aggression, assertion, and passive behavior. It also provides a two minute primer on conflict resolution, noting that conflict is normal, can be positive if handled well, and the goal is win-win solutions that meet both parties' needs and interests.
Values education philosophy in the classroom uses stimulus materials to encourage students to think deeply about philosophical issues through class discussions. It involves four phases: establishing discussion guidelines, creating an agenda by gathering student questions about a stimulus text, a community of inquiry discussion guided by the teacher, and reflection. The goal is to help students independently think about and respect different perspectives on life's big questions.
This document provides guidance on conducting focus groups. It discusses that focus groups involve a presentation, moderating practice, and debrief session. The moderator must maintain neutrality, control the environment, and guide conversation to generate valuable information. Focus groups are unstructured qualitative research that gather participants' responses in their own words on a topic. They can explore a topic to gather feedback and are not meant for instruction. The document outlines engagement questions to introduce a topic, exploration questions to discuss the topic in-depth, and exit questions to check if anything was missed. It also discusses focus group design, facilitation best practices, note taking, analyzing results, and recommended reading.
Philosophy aims to build on the students' own wonder and curiosity about ideas
that are important to them. The subject matter of Philosophy is the common,
central and contestable concepts that underpin both our experience of human life
and all academic disciplines.
Philosophy is a vehicle for holding purposeful
discussions to help students understand and be able to apply the nine Values for
Australian Schooling. Examples of such concepts relate directly to the nine
Values:
• Care and compassion
• Doing your best
• Fair go
• Freedom
• Honesty and trustworthiness
• Integrity
• Respect
• Responsibility
• Understanding, tolerance and inclusion
This document provides step-by-step instructions for teaching classroom debating. It begins by outlining the benefits of debating, such as developing critical thinking and public speaking skills. It then defines a debate as a formal discussion where participants argue opposing sides of an issue. The document explains how to structure classroom debates, including topics, roles, and techniques like rebuttals. It emphasizes organizing speeches clearly around matter (arguments and evidence), method (structure and logic), and manner (delivery). The goal is to encourage civil discussion and increase students' confidence in speaking English.
The document summarizes a project that aims to improve academic discussion in classrooms through perspective taking. It discusses common problems with academic discussion such as students lacking skills and practice. The project seeks to introduce discussion skills, have students practice open-ended discussions, and reflect on their discussions. Suggested discussion skills include elaborating ideas, supporting ideas with examples, building on others' ideas, paraphrasing others, and synthesizing points. Positive norms for discussion and questions to encourage perspective taking are also presented. Measures for student self-reflection on discussions are recommended.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Socratic Seminar
1. Socratic Seminar
Socrates (June 4, ca. 470 BC – May 7, 399 BC)
(Greek Σωκράτης Sōkrátēs; invariably
anglicized as IPA: /'s k ti z/ S cratēs) was aɒ ɹə ː ǒ
Greek (Athenian) philosopher.
2. The Socratic method of teaching is
based on Socrates' theory that it is
more important to enable students
to think for themselves than to
merely fill their heads with "right"
answers. Therefore, he regularly
engaged his pupils in dialogues by
responding to their questions with
questions, instead of answers. This
process encourages divergent
thinking rather than convergent.
3. Students are given opportunities to
"examine" a common piece of text,
whether it is in the form of a novel,
poem, art print, or piece of music.
After "reading" the common text "like
a love letter,” open-ended questions
are posed. Open-ended questions
allow students to think critically,
analyze multiple meanings in text, and
express ideas with clarity and
confidence. After all, a certain degree
of emotional safety is felt by
participants when they understand
that this format is based on dialogue
and not discussion/debate.
4. Dialogue is exploratory and
involves the suspension of biases
and prejudices. Discussion/debate
is a transfer of information designed
to win an argument and bring
closure. Americans are great at
discussion/debate. We do not
dialogue well. However, once
teachers and students learn to
dialogue, they find that the ability to
ask meaningful questions that
stimulate thoughtful interchanges of
ideas is more important than "the
answer."
5. Participants in a Socratic Seminar
respond to one another with respect
by carefully listening instead of
interrupting. Students are
encouraged to "paraphrase"
essential elements of another's ideas
before responding, either in support
of or in disagreement. Members of
the dialogue look each other in the
"eyes" and use each others names.
This simple act of socialization
reinforces appropriate behaviors
and promotes team building.
6. Guidelines
For Participants in a Socratic Seminar
Socrates after being sentenced to die for impiety,
introducing new gods, and corrupting the young.
7. 1. Refer to the text when needed during the discussion. A
seminar is not a test of memory. You are not "learning
a subject;” your goal is to understand the ideas, issues,
and values reflected in the text.
2. It's OK to "pass" when asked to contribute.
3. Do not participate if you are not prepared. A seminar
should not be a bull session.
4. Do not stay confused; ask for clarification.
5. Stick to the point currently under discussion; make
notes about ideas you want to come back to.
6. Don't raise hands; take turns speaking.
7. Listen carefully.
8. Speak up so that all can hear you.
9. Talk to each other, not just to the leader or teacher.
10.Discuss ideas rather than each other's opinions.
11. You are responsible for the seminar, even if you don't
know it or admit it.
8. Expectations
Of Participants in a Socratic Seminar
"Socrates said he was not an Athenian or a Greek,
but a citizen of the world."
9. When I am evaluating your Socratic Seminar
participation, I ask the following questions about
participants. Did they….
Speak loudly and clearly?
Cite reasons and evidence for their
statements?
Use the text to find support?
Listen to others respectfully?
Stick with the subject?
Talk to each other, not just to the leader?
Paraphrase accurately?
Ask for help to clear up confusion?
Support each other?
Avoid hostile exchanges?
Question others in a civil manner?
Seem prepared?
11. Dialogue Vs. Debate
• Dialogue is collaborative: multiple sides
work toward shared understanding.
• In dialogue, one listens to understand, to
make meaning, and to find common
ground.
• Dialogue enlarges and possibly changes a
participant's point of view.
• Dialogue creates an open-minded
attitude: an openness to being wrong and
an openness to change.
• In dialogue, one submits one's best
thinking, expecting that other people's
reflections will help improve it rather than
threaten it.
• Dialogue calls for temporarily suspending
one's beliefs.
• In dialogue, one searches for strengths in
all positions.
• Dialogue respects all the other
participants and seeks not to alienate or
offend.
• Dialogue assumes that many people have
pieces of answers and that cooperation
can lead to a greater understanding.
• Dialogue remains open-ended.
• Debate is oppositional: two opposing sides
try to prove each other wrong.
• In debate, one listens to find flaws, to spot
differences, and to counter arguments.
• Debate defends assumptions as truth.
• Debate creates a close-minded attitude, a
determination to be right.
• In debate, one submits one's best thinking
and defends it against challenge to show
that it is right.
• Debate calls for investing wholeheartedly
in one's beliefs.
• In debate, one searches for weaknesses in
the other position.
• Debate rebuts contrary positions and may
belittle or deprecate other participants.
• Debate assumes a single right answer that
somebody already has.
• Debate demands a conclusion.
12. Dialogue is characterized by:
suspending judgment
examining our own work without
defensiveness
exposing our reasoning and looking for
limits to it
communicating our underlying
assumptions
exploring viewpoints more broadly and
deeply
being open to disconfirming data
approaching someone who sees a
problem differently not as an adversary,
but as a colleague in common pursuit of
better solution.
14. • Participant offers enough solid analysis,
without prompting, to move the
conversation forward
• Participant, through her comments,
demonstrates a deep knowledge of the text
and the question
• Participant has come to the seminar
prepared, with notes and a
marked/annotated text
• Participant, through her comments, shows
that she is actively listening to other
participants
• Participant offers clarification and/or
follow-up that extends the conversation
• Participant’s remarks often refer back to
specific parts of the text.
“A” Level Participant
15. “B” Level
Participant
• Participant offers solid analysis without
prompting
• Through comments, participant
demonstrates a good knowledge of the text
and the question
• Participant has come to the seminar
prepared, with notes and marked/
annotated text
• Participant shows that he/she is actively
listening to other and offers clarification
and/or follow-up
16. “C” Level Participant
• Participant offers some analysis, but needs
prompting from the seminar leader
• Through comments, participant
demonstrates a general knowledge of the
text and question
• Participant is less prepared, with few notes
and no marked/annotated text
• Participant is actively listening to others,
but does not offer clarification and/or
follow-up to others’ comments
• Participant relies more upon his or her
opinion, and less on the text to drive her
comments
17. “D” or “F” Level Participant
• Participant offers little commentary
• Participant comes to the seminar ill-
prepared with little understanding of the
text and question
• Participant does not listen to others, offers
no commentary to further the discussion
• Participant distracts the group by
interrupting other speakers or by offering
off topic questions and comments.
• Participant ignores the discussion and its
participants
18. • There is only one good,
knowledge, and one evil,
ignorance.
– Socrates, from Diogenes Laertius,
Lives of Eminent Philosophers
– Greek philosopher in Athens (469
BC - 399 BC)
19. • Socrates was a Greek philosopher who lived between 470-399
B.C. He turned Greek attention toward questions of ethics
and virtue. Although Socrates was not a scientist, his way of
questioning to find out answers laid a foundation for the way
that science works today.
• Socrates spent much time in the Athens marketplace (the
Agora) where he held conversations with townspeople. He
was known for exposing ignorance and conceit. Despite
having many followers, Socrates was disliked by people in
Athens, Greece.
• At the age of 70, he was convicted of atheism, treason and
corruption of the young. He was sentenced to death by a
jury. He had the opportunity to escape from prison, but he
chose not to. He valued the law so much, that he chose to
fulfill his sentence of death by drinking hemlock instead of
escaping and living in banishment for the rest of his life.