The Socratic method : adult education theories

Frick, Liezel ; Albertyn, Ruth ; Rutgers, Linda (2010)

CITATION: Frick, L., Albertyn, R. & Rutgers, L. 2010. The Socratic method : adult education theories. Acta Academica, 1:75-102.

The original publication is available at http://journals.ufs.ac.za

Article

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.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/103105
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