• Login
    View Item 
    •   KovsieScholar Home
    • KovsieJournals
    • Acta Academica
    • AA 2010 Supplementum 1
    • View Item
    •   KovsieScholar Home
    • KovsieJournals
    • Acta Academica
    • AA 2010 Supplementum 1
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    The Socratic method: adult education theories

    Thumbnail
    View/Open
    academ_supp1_2010_a4.pdf (135.3Kb)
    Date
    2010
    Author
    Frick, Liezel
    Albertyn, Ruth
    Rutgers, Linda
    Metadata
    Show full item record
    Abstract
    English: Postgraduate students need to explore their research question(s) from different angles, take ownership of the research process, and develop their own scholarly voice. Supervisors are often ill-equipped to guide students in a strategic and learner-centred manner. The Socratic method draws on strategies to elicit learning through uncertainty in the question-and-answer technique employed. Based on a qualitative study, various adult education theories are used to formulate a rationale for the application of the Socratic method as a tool to facilitate learning in the supervisor-student relationship. Theoretical perspectives which emerged as themes through this study include experiential learning, ontological coaching and empowerment. This article provides a conceptual framework for postgraduate supervisors which could act as a guide to enhance their supervisory practice and facilitate independent student learning.
     
    Afrikaans: Nagraadse studente behoort hulle navorsingsvrae vanuit verskillende invalshoeke te ondersoek, eienaarskap van die navorsingsproses te neem en hulle eie akademiese stem te ontwikkel. Studieleiers is dikwels nie volkome toegerus om studente op ’n strategiese en leerdergesentreerde manier te lei nie. Die Sokratiese metode gebruik verskeie strategieë om ’n leerproses deur die onsekerheid van die vraag-en-antwoordtegniek wat gebruik word uit te lok. Gebaseer op ’n kwalitatiewe studie, word verskeie volwasseneleerteorieë gebruik om ’n rasionaal vir die toepassing van die Sokratiese metode te formuleer. Laasgenoemde dien as ’n hulpmiddel om die leerproses binne die student-studieleierverhouding te fasiliteer. Teoretiese perspektiewe wat deur die loop van die studie as tema’s geïdentifiseer is, sluit leer deur ondervinding, ontologiese opleiding en bemagtiging in. Die artikel verskaf ’n konseptuele raamwerk wat studieleiers van nagraadse studente kan lei om hul studieleiding kan bevorder en om onafhanklike studenteleer te fasiliteer.
     
    URI
    http://hdl.handle.net/11660/2698
    Collections
    • AA 2010 Supplementum 1

    DSpace software copyright © 2002-2016  DuraSpace
    Contact Us | Send Feedback
     

     

    Browse

    All of KovsieScholarCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

    My Account

    LoginRegister

    Statistics

    View Usage Statistics

    DSpace software copyright © 2002-2016  DuraSpace
    Contact Us | Send Feedback