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1

Philosophical counselling based on dialogical critical thinking

100%
Šulavíková B.
Human Affairs
|
2013
|
vol. 23
|
issue 4
680-688
EN
Various approaches and methods are used in philosophical counselling. Two main trends can be observed: the first is the use of contemplative methods and the second constitutes approaches based on dialogical critical thinking. The author defends the idea that developing philosophical counselling on the basis of critical thinking presupposes that it is possible for counsellor and client to hold a philosophical dialogue where the relationship is one of expert/lay person. J. Šulavík has described this relationship in greater detail. In the Socratic model, the philosopher and the lay person hold a dialogue whereby they ascertain opinions via inductive comparison and by defining things, creating a shared concept. While the Platonic and Enlightenment models were grounded in the authority of the expert philosopher, in the Socratic and postmodern models, the expert philosopher loses the power to manipulate those who know “less”. Lay people are not passive consumers of a particular “optimal” philosophy but through their own “philosophising” create philosophy and tailor it for themselves. While philosophising, therefore, the philosopher does not take on the role of “producer” of philosophy but of “adviser” (consultant). It is therefore supposed that people have a general need for philosophy and that ultimately they should create and reflect upon their own philosophy.
2

How to Alleviate the Cultural Obstacles to Dialogue: Socratic Dialogue as Social Architecture

75%
Richmond S.
Dialogue and Universalism
|
2017
|
issue 4
87-98
EN
How do we alleviate the cultural obstacles to dialogue? The answer, we argue, is by using Socratic dialogue as the architecture for the design of social systems, societies can overcome the cultural obstacles to inter-cultural dialogue of imposed insider-outsider social divisions, of imposed social hierarchies, and of imposed social walls around cul-tures. We elaborate on how Socratic Dialogue removes those cultural obstacles to inter-cultural dialogue when used as social architecture or as a blueprint for institutions that open the social gates to all “outsiders” through the social levelling of hierarchies, and through the creation of social bridges among all “parallel” cultures.
3

СОКРАТІВСЬКА ДІАЛОГІЧНА ЕВРИСТИКА ТА ЇЇ РОЗВИТОК У ЗАРУБІЖНІЙ І ВІТЧИЗНЯНІЙ ОСВІТІ

75%
Оксана Н.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 5(69)
135-148
EN
This article provides an overview of the main ideas and technologies of Socratic dialogue heuristics and its development and modernization in the last century, especially in modern conditions. Nowadays, heuristic education with its priority of cognitive and creative activity and strong dialogic potential comes to replace the traditional, purely transmitter, anti-dialogic educational system. New innovative creations built on the Socratic dialogue heuristic education are analyzed, including performance and diagnostics of freely chosen and meaningful for students and pupils educational products, system developing of abilities to put educational questions, the use of dialogue in understanding and mastering the texts of lectures of “direct action”, sections of textbooks, in the development and application of diagnostic mechanisms for determining the quality of basic heuristic products. Socratic dialogue in its modern interpretation is a fundamental principle of creative thinking of students and teachers, turns monological, reproductive educational process into cognitive and creative, dialogic, constructive, creative heuristic activity. Dialogic education in western education and philosophical discourse goes beyond the teaching of science and is considered in the context of “global society”, “risk society”, “society global networks”. All these models of postindustrial society are based on the assumption of continuity and effectiveness of communications. Dialogic and heuristic Science Education interprets global education and global educational practices as polylogue in which information is often transformed not in new information, but vital meanings, thus requiring responsible attitude both to the selection of its content and its impact on people in teaching and intercultural relations. Today, more than ever timely the thought of Socrates and his followers is perceived that only through a constant search for the right answers to the questions a person stimulates a birth and development of creative thinking, and using heuristic dialogue we can create a deeper understanding of complex ideas than memorizing information. One of the most important functions of a teacher who uses advanced heuristics is encouraging the student to ask questions all the time of solution. In the correctly selected questions prior knowledge is already existed which is needed to solve this problem. However, only inquisitive, interested teacher who constantly improves himself can be named Socratic teacher. Such pedagogue during the dialogue provides a transition from old to new knowledge, from the famous to the unknown. This transition reflects the student’s creative work, which is an integral part of teaching heuristic.
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