Hacia un método socrático de enseñanza en las aulas nigerianas

Abstract

he study aimed at a philosophical investigation, critical appraisal and evaluation of the epistemic essence of the Socratic Methodwithin the context of teaching and learning with implications for contemporary education in Nigeria. It is in this context that this work examined the adequacy and inadequacy of how students are taught, how they learn and how they come to learn in Nigeriasecondary education. Against the background, some research questions were raised and addressed. These are; what is the philosophical relevance of dialogue in teaching? What is the underlying epistemology in the Socratic Method? What is the implication ofSocratic dialogue to contemporary education in Nigeria? Findings from the research revealed that in recent time, there has been the need to emphasize and inject the Socratic method of teaching as an alternative to the conventional or traditional method which tends to be dominant on Nigeria’s educational system.It is against this back drop that the following recommendations on the strategy and effective implementation of Socratic Methodwere made. Questioning strategies should be used to prompt both critical and reflective thinking, specifically getting students to respond to why, how and what specific decisions are made in and out of the classroom. More so, curriculum practitioners, educational planners and teachers should cater for the strengthening of value education as possible paradigm for behaviour transformation and ethical reorientation with emphasis on the Socratic method of teaching which has been identified as a skillful and systematic way of turning the human soul from the darkness of false beliefs and distorted value system to true knowledge of reality