The Socratic method : adult education theories

dc.contributor.authorFrick, Liezelen_ZA
dc.contributor.authorAlbertyn, Ruthen_ZA
dc.contributor.authorRutgers, Lindaen_ZA
dc.identifier.citationFrick, L., Albertyn, R. & Rutgers, L. 2010. The Socratic method : adult education theories. Acta Academica, 1:75-102
dc.identifier.issn2415-0479 (online)
dc.identifier.issn0587-2405 (print)
dc.descriptionCITATION: Frick, L., Albertyn, R. & Rutgers, L. 2010. The Socratic method : adult education theories. Acta Academica, 1:75-102.
dc.descriptionThe original publication is available at
dc.description.abstractPostgraduate 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.en_ZA
dc.format.extent28 pages
dc.publisherSUN MeDIA Bloemfontein
dc.subjectResearch methodsen_ZA
dc.subjectAdult education educatorsen_ZA
dc.subjectPostgraduate studentsen_ZA
dc.subjectQuestioning -- Education (Higher)en_ZA
dc.titleThe Socratic method : adult education theoriesen_ZA
dc.title.alternativeDie Sokratiese metode: volwasseneleerteorieëaf_za
dc.description.versionPublisher's version
dc.rights.holderAuthors retain copyright

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