[Nyerges is the author of 16 books, founder of School of
Self-Reliance, and an outdoor field guide. He can be reached at Box 41834,
Eagle Rock, CA 90041, or at www.schoolofSelf-Reliance.com.]
I am not an academic authority on “Socratic Dialogue,” but I
believe that I have a good general sense of it. When reading Plato’s account of the life of Socrates, and the
events leading up to his trial, we get a good sense of how Socrates interacted
with others.
Socrates would ask a series of questions, and each
subsequent question was based on the answer to the previous one. It was a true dialogue, where Socrates
listened carefully, and responded appropriately. Socrates said that he was trying to get to the “truth,” the “truth”
that others claim to have found. His questions attempted to draw-out from the
other person the knowledge or facts that were presumably available within that
other person. That is, Socrates was
doing sometimes called educing – the root of the word “education.” This suggests that all knowing can be
acquired by thinking, and careful research.
I’ve had at least a few teachers who were skilled in
educing, constantly engaging in a give and take, where eventually a full
picture emerges about a subject.
In the beginning of undergoing this process, I felt silly
and frustrated when I was asked to draw these answers from within. But by
attempting to be a part of the dialogue, rather than simply listening to a
teacher, I learned that I knew a lot more than I realized. In time, I realized that I began to think
more clearly and systematically about things. I learned that there were ways to
know if I only applied my mind to a given subject with research, application,
and concentration.
I once went to lecture at a renown metaphysical center. The
topic was Socratic Dialogue. The
lecturer was clearly in love with himself and the sound of his words, which is
not necessarily a bad thing. I raised my hand to ask a pertinent question and
he shushed me. “No, I’m composing,” he
said, and then went on with his monologue.
I sat there thinking about this for a few minutes, and
realized that I would learn nothing about the Socratic Dialogue from this
man. I got up and left. His demonstration with me was the opposite
of Socratic Dialogue. To be fair, this
had been billed as a “lecture,” not a demonstration or practicum of Socratic
Dialogue.
In my classes, I have tried in my limited way to employ
Socratic Dialogue. When I am asked a
question, I am inclined to ask the student, “What do you think is the
answer?” Sometimes I get blanks, or, “I
don’t know; that’s why I’m in this class.” But occasionally a student will try
to answer their own question, and then we go on from there, step by step,
working together to draw from the student the answers – or bits of answers—that
were already there inside. (And for the
record, I may or may not know the answer, but that’s not the point.)
A man who once attended my classes mentioned me in his book called “Emergency.” It was an excellent book about his quest to learn about survival in the broadest context. In his book he described my teaching method, suggesting that I didn’t want to give answers to students but just wanted to lord over them that I knew it all! He didn’t quite get what I was doing, unfortunately.
Things didn’t go so well for Socrates either.
Even though Socrates changed the life of his lead student,
Plato, and the millions of “followers” who read about Socrates through Plato,
those leaders and priests who brushed up too closely with Socrates felt that he
was somehow exposing or disrespecting them.
These “leaders” of ancient Greece trumped up some charges that Socrates
was “corrupting the youth of Athens,” and put the philosopher on trial.
Socrates lost, of course, was imprisoned, and fulfilled the death sentence by
drinking the prescribed hemlock tea.
I’m still a big fan of Socratic Dialogue, not because of how
it turned out with Socrates, but because it is a method that can open us up to
our own inner mind, and allow us to experience true education.
Public schools are too large with too many students per
teacher, and too controlled, to do Socratic Dialogue. Public schools tend to fill the students minds with facts that
they must memorize.
Anyone today who comes through the “school system” as a
clear-thinking, creative individual does so in spite of the school system, not
because of it.