Socratic Dialogue as a Pedagogical Exercise in the Philosophical Lesson
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الديداكتيك, المنهج السقراطي, تعلم التفلسف, الحوار Didactics, Socratic method, , Learning to philosophize, Dialogue
Abstract
The research aims to study the Socratic dialogue experience and examine the possibility of benefiting from it in establishing the pedagogy of the philosophical lesson and rooting the philosophical exercise from the philosopher’s method. Therefore, the content analysis method is applied. It is divided into an introduction, three sections, and a conclusion. The first axis dealt with the context of Socratic dialogue and its educational role. The second axis dealt with the conditions of philosophizing according to Socrates, such as: natural readiness, astonishment, and dialogue. Finally, the third axis examined the possibility of talking about the generation method as a tool for practicing the act of philosophizing. The research reached the most important results: the necessity of relying on the dialogue and generation method in the didactics of the philosophical lesson, which is the method that requires taking into account the individual differences between learners (males and females) ensuring their engagement in the discussion through interactive methods, and developing critical thinking and constructive criticism among them, without neglecting the concepts and arguments that draw from the history of philosophy and from the philosophical theories of philosophers.
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