The Socratic method: adult education theories
Postgraduate students need to explore their research question(s) from different angles, take ownership of the research process, and develop their own scholarly voice. Supervisors are often ill-equipped to guide students in a strategic and learner-centred manner. The Socratic method draws on strateg...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
University of the Free State
2010-01-01
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| Series: | Acta Academica |
| Online Access: | https://journals.ufs.ac.za/index.php/aa/article/view/1278 |
| _version_ | 1797271022363213824 |
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| author | Liezel Frick Ruth Albertyn Linda Rutgers |
| author_facet | Liezel Frick Ruth Albertyn Linda Rutgers |
| author_sort | Liezel Frick |
| collection | DOAJ |
| description |
Postgraduate students need to explore their research question(s) from different angles, take ownership of the research process, and develop their own scholarly voice. Supervisors are often ill-equipped to guide students in a strategic and learner-centred manner. The Socratic method draws on strategies to elicit learning through uncertainty in the question-and-answer technique employed. Based on a qualitative study, various adult education theories are used to formulate a rationale for the application of the Socratic method as a tool to facilitate learning in the supervisor-student relationship. Theoretical perspectives which emerged as themes through this study include experiential learning, ontological coaching and empowerment. This article provides a conceptual framework for postgraduate supervisors which could act as a guide to enhance their supervisory practice and facilitate independent student learning.
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| first_indexed | 2024-03-08T04:43:30Z |
| format | Article |
| id | doaj.art-139ce9fce5914e8fad5e52e048190980 |
| institution | Directory Open Access Journal |
| issn | 0587-2405 2415-0479 |
| language | English |
| last_indexed | 2024-04-25T02:13:33Z |
| publishDate | 2010-01-01 |
| publisher | University of the Free State |
| record_format | Article |
| series | Acta Academica |
| spelling | doaj.art-139ce9fce5914e8fad5e52e0481909802024-03-07T11:12:10ZengUniversity of the Free StateActa Academica0587-24052415-04792010-01-011The Socratic method: adult education theoriesLiezel Frick0Ruth Albertyn1Linda Rutgers2Stellenbosch UniversityStellenbosch UniversityStellenbosch University Postgraduate students need to explore their research question(s) from different angles, take ownership of the research process, and develop their own scholarly voice. Supervisors are often ill-equipped to guide students in a strategic and learner-centred manner. The Socratic method draws on strategies to elicit learning through uncertainty in the question-and-answer technique employed. Based on a qualitative study, various adult education theories are used to formulate a rationale for the application of the Socratic method as a tool to facilitate learning in the supervisor-student relationship. Theoretical perspectives which emerged as themes through this study include experiential learning, ontological coaching and empowerment. This article provides a conceptual framework for postgraduate supervisors which could act as a guide to enhance their supervisory practice and facilitate independent student learning. https://journals.ufs.ac.za/index.php/aa/article/view/1278 |
| spellingShingle | Liezel Frick Ruth Albertyn Linda Rutgers The Socratic method: adult education theories Acta Academica |
| title | The Socratic method: adult education theories |
| title_full | The Socratic method: adult education theories |
| title_fullStr | The Socratic method: adult education theories |
| title_full_unstemmed | The Socratic method: adult education theories |
| title_short | The Socratic method: adult education theories |
| title_sort | socratic method adult education theories |
| url | https://journals.ufs.ac.za/index.php/aa/article/view/1278 |
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