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...

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Bibliographic Details
Main Authors: Liezel Frick, Ruth Albertyn, Linda Rutgers
Format: Article
Language:English
Published: University of the Free State 2010-01-01
Series:Acta Academica
Online Access:http://196.255.246.28/index.php/aa/article/view/1278
Description
Summary: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.
ISSN:0587-2405
2415-0479