From ancient Greece to modern education: Universality and lack of generalization of the socratic dialogue
Two thousand four hundred years ago Socrates gave a remarkable lesson of geometry, perhaps the first detailed record of a pedagogical method in vivo in history [Plato. (2008). Apología de Sócrates. Menón. Crátilo. Madrid: Alianza Editorial]. Socrates asked Meno's slave 50 questions requiring si...
Guardado en:
| Autor principal: | |
|---|---|
| Otros Autores: | , , |
| Formato: | Capítulo de libro |
| Lenguaje: | Inglés |
| Publicado: |
2011
|
| Acceso en línea: | Registro en Scopus DOI Handle Registro en la Biblioteca Digital |
| Aporte de: | Registro referencial: Solicitar el recurso aquí |
| LEADER | 06382caa a22005417a 4500 | ||
|---|---|---|---|
| 001 | PAPER-10066 | ||
| 003 | AR-BaUEN | ||
| 005 | 20230518204004.0 | ||
| 008 | 190411s2011 xx ||||fo|||| 00| 0 eng|d | ||
| 024 | 7 | |2 scopus |a 2-s2.0-81355154004 | |
| 040 | |a Scopus |b spa |c AR-BaUEN |d AR-BaUEN | ||
| 100 | 1 | |a Goldin, A.P. | |
| 245 | 1 | 5 | |a From ancient Greece to modern education: Universality and lack of generalization of the socratic dialogue |
| 260 | |c 2011 | ||
| 270 | 1 | 0 | |m Sigman, M.; Laboratorio de Neurociencia Integrativa, Departamento de Fisica, FCEyN UBA and IFIBA, ConicetArgentina; email: sigman@df.uba.ar |
| 506 | |2 openaire |e Política editorial | ||
| 504 | |a Battro, A.M., Homo educabilis: A neurocognitive approach. (2007) What is our real knowledge of the human being?, , M. S. Sorondo (Ed.), Scripta Varia 109 46-60). The Vatican: Pontifical Academy of Sciences | ||
| 504 | |a Battro, A.M., The teaching brain. (2010) Mind, Brain, and Education, 4, pp. 28-33 | ||
| 504 | |a Chen, Z., Klahr, D., All other things being equal: Acquisition and transfer of the control of variables strategy. (1999) Child Development, 70 (5), pp. 1098-1120 | ||
| 504 | |a Dehaene, S., Izard, V., Spelke, E., Pica, P., Log or linear? Distinct intuitions of the number scale in Western and Amazonian indigene cultures. (2008) Science, 320 (5880), pp. 1217-1220 | ||
| 504 | |a Dijksterhuis, A., Bos, M.W., Nordgren, L.F., van Baaren, R.B., On making the right choice: The deliberation-without-attention effect. (2006) Science, 311 (5763), pp. 1005-1007 | ||
| 504 | |a Feigenson, L., Dehaene, S., Spelke, E., Core systems of number. (2004) Trends in Cognitive Sciences, 8 (7), pp. 307-314 | ||
| 504 | |a Gentner, D., Structure-mapping: A theoretical framework for analogy. (1983) Cognitive Science, 7, pp. 155-170 | ||
| 504 | |a Gigerenzer, G., Reinhard, S., (2002) Bounded rationality: The adaptive toolbox., , (Eds.) Cambridge, MA: MIT Press | ||
| 504 | |a Kahneman, D., Tversky, A., On the psychology of prediction. (1973) Psychological Review, 80 (4), pp. 237-251 | ||
| 504 | |a Kirschner, P.A., Sweller, J., Clark, R.E., Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. (2006) Educational Psychologist, 41 (2), pp. 75-86 | ||
| 504 | |a Klahr, D., To every thing there is a season, and a time to every purpose under the heavens. What about direct instruction? (2009) Constructivist instruction: success or failure?, pp. 291-310. , T. M. D. E. Sigmund Tobias (Ed.) New York: Taylor & Francis | ||
| 504 | |a Kuhn Jr., D.D., Is developing scientific thinking all about learning to control variables? (2005) Psychological Science, 16 (11), pp. 866-870 | ||
| 504 | |a Lemer, C., Dehaene, S., Spelke, E., Cohen, L., Approximate quantities and exact number words: dissociable systems. (2003) Neuropsychologia, 41 (14), pp. 1942-1958 | ||
| 504 | |a Marton, F.B.S., (1997) Learning and awareness., , Mahwah, NJ: Erlbaum | ||
| 504 | |a (2008) Apología de Sócrates. Menón. Crátilo., , Plato Madrid: Alianza Editorial | ||
| 504 | |a Strauss, S., Teaching as natural cognitive ability: Implications for classroom practice and teacher education. (2005) Developmental psychology and social change: Research, history and policy, pp. 368-388. , B. P. David & S. H. White (Eds.) New York: Cambridge University Press | ||
| 504 | |a Tikva, J.B., Socratic teaching is not teaching, but direct transmission is: Notes from 13 to 15-year olds' conceptions of teaching. (2010) Teaching and Teacher Education, 26, pp. 656-664 | ||
| 504 | |a Tversky, A., Kahneman, D., Judgment under uncertainty: Heuristics and biases. (1974) Science, 185 (4157), pp. 1124-1131 | ||
| 520 | 3 | |a Two thousand four hundred years ago Socrates gave a remarkable lesson of geometry, perhaps the first detailed record of a pedagogical method in vivo in history [Plato. (2008). Apología de Sócrates. Menón. Crátilo. Madrid: Alianza Editorial]. Socrates asked Meno's slave 50 questions requiring simple additions or multiplications. At the end of the lesson the student discovered by himself how to duplicate a square using the diagonal of the given one as the side of the new square. We studied empirically the reproducibility of this dialogue in educated adults and adolescents of the 21st century. Our results show a remarkable agreement between Socratic and empiric dialogues. Even in questions in which Meno's slave made a mistake, within an unbounded number of possible erred responses, the vast majority of participants produced the same error as Meno's slave. Our results show that the Socratic dialogue is built on a strong intuition of human knowledge and reasoning which persists more than 24 centuries after its conception, providing one of the most striking demonstrations of universality across time and cultures. At the same time, they also emphasize its educational failure. After following every single question including Socrates' "diagonal argument," almost 50% of the participants failed to learn the simplest generalization when asked to double the area of a square of different size. © 2011 The Authors. Journal Compilation © 2011 International Mind, Brain, and Education Society and Blackwell Publishing, Inc. |l eng | |
| 593 | |a Laboratorio de Neurociencia Integrativa, Departamento de Fisica, FCEyN UBA and IFIBA, Conicet, Argentina | ||
| 593 | |a Academia Nacional de Educación, Buenos Aires, Argentina | ||
| 700 | 1 | |a Pezzatti, L. | |
| 700 | 1 | |a Battro, A.M. | |
| 700 | 1 | |a Sigman, M. | |
| 773 | 0 | |d 2011 |g v. 5 |h pp. 180-185 |k n. 4 |p Mind Brain EDucation |x 17512271 |t Mind, Brain, and Education | |
| 856 | 4 | 1 | |u https://www.scopus.com/inward/record.uri?eid=2-s2.0-81355154004&doi=10.1111%2fj.1751-228X.2011.01126.x&partnerID=40&md5=3fe5da1562be1a8c2271106e7fde0ae6 |y Registro en Scopus |
| 856 | 4 | 0 | |u https://doi.org/10.1111/j.1751-228X.2011.01126.x |y DOI |
| 856 | 4 | 0 | |u https://hdl.handle.net/20.500.12110/paper_17512271_v5_n4_p180_Goldin |y Handle |
| 856 | 4 | 0 | |u https://bibliotecadigital.exactas.uba.ar/collection/paper/document/paper_17512271_v5_n4_p180_Goldin |y Registro en la Biblioteca Digital |
| 961 | |a paper_17512271_v5_n4_p180_Goldin |b paper |c PE | ||
| 962 | |a info:eu-repo/semantics/article |a info:ar-repo/semantics/artículo |b info:eu-repo/semantics/publishedVersion | ||
| 999 | |c 71019 | ||