id	author	title	date	pages	extension	mime	words	sentence	flesch	summary	cache	txt
atpp-1074	Davis, Jessica	Being Participation: The Ontology of the Socratic Method	2012	11	.pdf	application/pdf	6582	292	55	Part 1 Introduction When advocates of the Socratic Method (SM) argue that dialogue is an alternative to (or a supplement for) the ‘instructional approach’ to education, they seem to focus on the benefits that dialogue has for stu- dents and teachers.1 These same advocates seem to conceive of Plato and the SM, understandably, as entailing a certain metaphysical position.2 In particular, this position holds that one’s knowledge is limited insofar as one is part of a changing, material world, and that one’s knowledge is confirmed to the extent that one connects with the unchanging Forms inhering in the soul; we are limited to the status of becoming.3 I agree that the SM is beneficial, and I agree that the metaphysics mentioned above are easily derivable from the Platonic corpus. The Socratic Method The SM is generally viewed as an alternative to the instructional approach toward education because it pri- oritizes the investigation of the beliefs that students have, and their processing of those beliefs, rather than on beliefs or information which teachers have and give to students.13 The qualities derivable from a survey of the myriad of examples of the SM in Plato’s corpus have been nicely summarized by Angelo Corlett as consisting of epistemic humility, a collective pursuit of truth, curiosity, honesty, humor, and hope, among other things.14	cache/atpp-1074.pdf	txt/atpp-1074.txt