There is a diverse range of education philosophies based on early philosophers' beliefs. Philosophy of education defines a branch of practical and applied philosophy concerned with the nature of education in practice and theory. One such philosopher whose educational concepts are used in modern education is Socrates. Socrates’ work is drawn from the recordings of his students like Plato (Smith, 2020). In his conceptualization of education, Socrates introduced a teaching system that demanded critical thinking from his students (Stoddard & O'Dell, 2016). Socrates, through his Socratic Dialogue and Socratic Method, has impacted the education sector both positively and negatively. Connectedly, this paper discusses the influence of Socrates on teaching and the broader concept of education.
Background and Cultural Context
Widely viewed as the founder of the modern western philosophy, Socrates was born in 469 BC in Athens, to Sophronisucs, a stonemason, and Phaenarete, a midwife. Through his youthful days, Socrates showed great ambition for learning and was taught, a move that made him acquire rhetoric education from Aspasia (Scholle, 2020). Born to a moderately rich family, Socrates was enrolled in the Greece Army. As a member of the country's infantry, Socrates rescued Alcibiades, an Athenian leader, from enemy troops during the Potidaea siege in 432 BC (Batista, 2015). Through his army career, Socrates fought numerous battles, including the Peloponnesian War, and upon returning to Athens, he became one a beloved member of the city youth.
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Socrates was introduced to the public by Aristotle, in one of his plays, "Clouds," a play that depicted Socrates as a buffoon who taught people rhetorical ways of avoiding debts. In his entire life, Socrates tried to avoid political involvement; however, he was drafted to the Athens assembly in 406 BC (Batista, 2015). As a member of the assembly, Socrates continued to expand his debating experience, which he translated into teaching his students as recounted by Plato, one of his most famous students. After giving radical views to youths in the city, Socrates was sentenced to death by the government's hemlock poisoning.
Philosophy of Education
Through his Socratic method, Socrates emphasized on the need for cooperative or argumentative dialogue in education. In this education method, Socrates believed that individuals learned better when engaged in asking and answering questions (Stoddard & O'Dell, 2016). The Socratic Method is also applied in examining moral concepts of justice and good in society. According to Socrates, learning a state of seeking the truth in a matter and can only occur after questioning and interpretation of knowledge and wisdom from other people. Only through understanding other people's knowledge and wisdom can people recognize their ignorance (Stoddard & O'Dell, 2016). Education is therefore derived from the interpretation of others, examining their knowledge, showing people their ignorance, learning from the knowledgeable, and examining the livelihoods of other people. Socrates method required people to question all the things told to them by the government, rather than accepting them without giving them a thought.
In his argument, Socrates draws a distinct boundary between society and individuals. Socrates believed that societies are formed for specific reasons and that no one can attain life necessities by working alone (Scholle, 2020). Division of labor and distinction of classes was essential as society required laborers, builders, clothiers, among other people. His radical views on society and individualism were the main cause of his detention and death. Through his education system, Socrates taught the youths that people should be concerned more about their souls than society (Stoddard & O'Dell, 2016). In essence, his education focused not on making the society a better place through marriage and responsibility, but on ensuring your soul is safe. Socrates also believed that the need for stability in society was more important than those residing in it. In his argument, Socrates believed that people had to follow the rules, not when they favor them, but at all times (Stoddard & O'Dell, 2016). Regarding his belief in society, Socrates refused to escape prison when presented with his friends' opportunity. Instead, he chose to face the law's full wrath, as it was the only way the society understood the need for adherence to the set laws.
The philosophy emphasized that those to be educated are the people who recognize their ignorance and lack both wisdom and knowledge. His philosophy was based on antithesis mentality, arguing rejecting the pursuit of knowledge as a snare and delusion. By chasing knowledge, people are drawn away from their study of conduct, implying that the pursuit of cosmology, art, or other disciplines alters one's quest for truth (Stoddard & O'Dell, 2016). Therefore, a learner is a person of ignorance, who needed to be educated and challenged through debate. Only through such a process can such people of ignorance be improved morally and intellectually.
It is difficult for scholars to understand his education theory without understanding his metaphysics. According to Socrates, the physical world is a corrupted distortion of reality and can only be understood rationally and mystically. Socrates was a dualist who believed only the spirit is a substantive existence; hence our bodies are prisons for confining the soul (Abrams, 2015). In politics, Socrates was objected to the concept of democracy and instead argued based on the republic. The philosopher was also influenced by an inner voice and acknowledged God's presence rather than gods in his life. The most important element that should be included in the curriculum, according to Socrates, is morals and virtues, which form the basis of all the other disciplines.
Socrates' philosophy on education shows high correspondence to the concept of idealism. In idealism, the reality is associated with our minds rather than the early objects. Idealism also renounces material existence and puts more emphasis on mental components (Abrams, 2015). Similarly, Socrates' philosophy on education focuses on jogging the mind through questions and responses. Through such questions, one's mind is opened to more knowledge and morality.
Theory to Practice
The practice of Socrates' theory of education is widely seen in Plato's practice. Socrates believed that students could only know the truth by debating their views with a person of higher wisdom and knowledge. Through the Socrates Method, learners would know the truth by indulging in discussions with those of more knowledge (Knezic, 2013). Through debates, learners remove contradictions in their knowledge, thus gain the truth. Throughout his practice, Socrates did not establish a distinct school or institution. Instead, Socrates went through the streets of Athens, asking people, political leaders, the elite, and the common citizens' questions and seeking their ethical and political knowledge. His student, Plato, opened a school, Platonic Academy, whereby he taught using the Socrates Method (Scholle, 2020). Socrates used questions to teach and hoped to gain more knowledge from the responses he gained from other people. He recognized himself as an ignorant person who recognized his ignorance and was willing to learn. His students were, therefore, required to recognize their ignorance and ask questions to gain more knowledge.
Perspectives of Diversity
The philosopher recognizes the importance of diversity in a society; hence the need for hearing everyone's opinion and arriving at a consensus. Socrates did not dictate a common way of life, but instead insisted on the need for people to engage in dialogues that would ensure uniformity in actions. Socrates also recognizes that people are entitled to different opinions; hence teaching must be considerate of everyone's opinion (Batista, 2015). Socrates' philosophy on society that a society must have different classes of people implies that he recognizes and appreciates diversity. For instance, diversity within society makes some people interested in art, while others venture into philosophy and other disciplines.
Critical Analysis
In understanding Socrates' work, scholars rely heavily on later philosophers like Plato and Xenophon, who were his students. The actions taken are used as the basis in the formulation of Socrates' ideology. Socrates shows massive strength in recognizing the need for individual and societal strengths across his work. About Socrates' work, Plato developed his education concept, which stated that the main aim of education is to achieve social and individual justice.
Socrates' work on education receives huge criticism from historians and philosophers in the modern era. In his argument, Socrates states that education is achieved through questions and debates. This argument is disputable when considering classroom scenarios whereby students depend on their teachers for knowledge and view them as people with huge loads of knowledge (Knezic, 2013). Socrates proposes that both the teacher and students aim at achieving more knowledge, which contradicts the essence of having a teacher.
Implications and Conclusion
The philosophy can be of massive inspiration in the current education system. Educators and stakeholders can implement the Socrates Method of teaching whereby students use their critical thinking skills to improve their knowledge. This philosopher makes me understand that both teachers and learners have varied knowledge, which can only be enhanced through open discussions. The current education system can benefit greatly from Socrates philosophy by implementing this type of teaching. However, Socrates' argument contradicts my knowledge, as teachers should provide ethical and moral guidance to their students.
References
Abrams, J. (2015). Reframing the Socratic Method. Journal of Legal Education, 64 (4), 562-585.
Batista, G. A. (2015). Socrates: Philosophy applied to Education-Search for virtue. Athens Journal of Education, 2-149-156. Retrieved from,
http://files.eric.ed.gov/fulltext/EJ1216485.pdf
Knezic, D. (2013). Teachers' Education in Socratic Dialogue: Some Effects on Teacher-Learner Interaction. The Modern Language Journal, 97 (2), 490-505.
Scholle, C. (2020). Understanding the Socratic Method of Teaching. Abraham Lincoln University. Retrieved from,
https://www.alu.edu/alublog/understanding-the-socratic-method-of-teaching/#:~:text=The%20Socratic%20method%20was%20derived,to%20look%20beyond%20the%20obvious .
Smith, J. (2020). Windows into the History and Philosophy of Education. Kendall Hunt Publishing Company.
Stoddard, H. A. & O’Dell, D. V. (2016). Would Socrates have used the “Socratic Method” for Clinical Teaching? Journal of General Internal Medicine , 31(9), 1092-1096.
