Title: Sókratovská pedagogika v Platónovom dialógu Menón
Variant title:
- Socratic pedagogy in Plato's dialogue Meno
Source document: Pro-Fil. 2022, vol. 23, iss. 1, pp. 1-15
Extent
1-15
-
ISSN1212-9097 (online)
Persistent identifier (DOI): https://doi.org/10.5817/pf22-1-20425
Stable URL (handle): https://hdl.handle.net/11222.digilib/digilib.76777
Type: Article
Language
License: CC BY-NC-ND 4.0 International
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
Štúdia sa zameriava na psychologické a didaktické metódy použité v Platónovom dialógu Menón. S využitím metódy dramatického čítania dialógu autor analyzuje dve kľúčové časti sokratovskej pedagogiky: negatívnu (aporetickú) charakterizovanú elenchom s cieľom nájsť a eliminovať chybné predpoklady, a pozitívnu (euporetickú), ktorej cieľom je pomôcť študentovi nájsť nové riešenia a prostredníctvom argumentácie ho priviesť k lepšiemu porozumeniu problému. V závere autor uvádza, že hlavným cieľom dialógu Menón je ukázať rozdiel medzi "sofistickým" a "sókratovským" spôsobom učenia. Zatiaľ čo prvý spočíva v memorovaní autoritatívnych názorov a poznatkov učiteľa, sókratovský je založený na spoločnom hľadaní lepších argumentov. Takáto metóda vedie k lepšiemu porozumeniu v oboch významoch tohto slova – v sociálnom (schopnosť sebaovládania a spolupráce), ako aj poznávacom (schopnosť chápať veci v súvislostiach a otvorenosť k ďalšiemu skúmaniu).
The study focuses on the psychological and didactic methods employed in Plato's dialogue Meno. Using the method of dramatic reading, the author analyses the two main parts of Socratic pedagogy: the negative one (aporetic), characterized by elenchus with a scope for identifying and eliminating misleading ideas, and the positive one (euporetic) aiming to help the student to find out her own new ideas and, by means of argumentation, lead her to better understanding. The author concludes that the main goal of the dialogue is to show the difference between "sophistic" and "Socratic" way of teaching. While the first one is based on memorizing the authoritative words and knowledge of the teacher, the Socratic one is based on a mutual search for better arguments. Such method leads to better understanding in both senses of the word – the social one (the capability of moderation and cooperation) as well as the epistemological one (the capability of contextual understanding opened for further investigation).
Note
Príspevok vznikol v rámci projektu VEGA č. 1/0020/21 Vývoj pojmu hanby v antickej a súčasnej morálnej filozofii s dôrazom na jej etické funkcie.
References
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[37] Weiss, R. (2001): Virtue in the Cave: Moral Inquiry in Plato's Meno, Oxford University Press.
[38] Zelinová, Z. (2018): Paideia v sokratovskej filozofii, Univerzita Komenského.
[39] Zvarík, M. (2017): The Crisis of the Idea of the University and Its Origins, in The Yearbook on History and Interpretation of Phenomenology 2017, Peter Lang, 81–97.
[2] Bluck, R. S. (1961): Plato's Meno Edited with Introduction and Commentary, Cambridge University Press.
[3] Boghossian, P. (2012): Socratic Pedagogy: Perplexity, Humiliation, Shame and a Broken Egg, Educational Philosophy and Theory, 44 (7), 710–720.
[4] Boháček, K. (2004): Proč Gorgiás mluví, Filosofia.
[5] Cain, R. B. (2007): The Socratic Method: Plato's Use of Philosophical Drama, Continuum.
[6] Cairns, D. L. (1993): Aidós, Clarendon Press.
[7] Cepko, J. (2017): Fronésis v Platónovom dialógu "Menón", Filosofický časopis, 65 (5), 691–705.
[8] Day, J. M. (Ed.). (1994): Plato's Meno in Focus, Routledge.
[9] Díogenés Laertio. (1995): Životy, názory a výroky proslulých filosofů, Nová tiskárna Pelhřimov.
[10] Dvoranová, E. (2010): Čo je výchova? Niekoľko poznámok k filozofii výchovy, Filozofia, 65 (4), 371–377.
[11] Fraňo, P. (2017): Ciceronove Stoické paradoxy, Univerzita sv. Cyrila a Metoda v Trnave.
[12] Guthrie, W. K. C. (1971): The Sophists, Cambridge University Press.
[13] Halliwell, S. (2000): The subjection of muthos to logos: Plato's citations of the poets, The Classical Quarterly, 50 (01), 94–112.
[14] Havlíček, A. (1993): Menónovo pojetí anamnése, Reflexe, 10 (3), 3/1-3/9.
[15] Havlíček, A. (ed.. (2000): Platónův dialog Menón, Oikoymenh.
[16] Hobza, P. (2018): Mílétská filosofie jako aristotelská konstrukce, Pavel Mervart.
[17] Ionescu, C. (2007): Plato's Meno: An Interpretation, Lexington Books.
[18] Klagge, J. C. & Smith N. D. (eds.. (1992): Methods of Interpreting Plato and His Dialogues. Oxford Studies in Ancient Philosophy, Supplementary Volume 1992, Clarendon Press.
[19] Klein, J. (1965): A Commentary on Plato's Meno, The University of North Carolina Press.
[20] Kohen, A. (2011): Plato's Heroic Vision: The Difficult Choices of the Socratic Life, Polis, 28 (1), 45-73.
[21] Liddell, H. G., Scott, R., & Jones, H. S. (1996): Greek-English Lexicon, Clarendon Press.
[22] Moural, J. (2000): Několik poznámek k Platónovu dialogu Menón, in: Havlíček, A. (ed.) Platónův dialog Menón, Oikoymenh, 47–70.
[23] Petrželka, J. (2000): "Sókratovská metoda" na Internetu, Pro-Fil, 1 (1), dostupné z: https://www.phil.muni.cz/journals/index.php/profil/article/view/1509/1782
[24] Plató. (1992): Euthydémos, Menón, Překlad F. Novotný, Oikoymenh.
[25] Porubjak, M. (2008a): Priateľstvo ako cnosť súkromná i verejná, Ostium, 4 (1), dostupné z: http://ostium.sk/language/sk/priatelstvo-ako-cnost-sukromna-i-verejna/
[26] Porubjak, M. (2008b): Problém anamnésis a Platónov dialóg Menón, Filozofia, 63 (1), 28–38.
[27] Porubjak, M. (2014): Plótinovi chlapci, Menónov otrok a etické dilemy, Filozofia, 69 (6), 526–535.
[28] Porubjak, M. (2019): Theognis on Breeding and Learning: Why Socrates Should Have Quoted His Verses in Plato's Meno, Polis, 36 (3), 487–509.
[29] Nehamas, A. (1992): Meno's Paradox and Socrates as a Teacher, in: Benson, H. H. (ed.) Essays on the Philosophy of Socrates, Oxford University Press, 298–316.
[30] Nails, D. (2002): The People of Plato: A Prosopography of Plato and Other Socratics, Hackett Publishing.
[31] Scott, D. (2006): Plato's Meno, Cambridge University Press.
[32] Shanon, B. (1984): Meno – A Cognitive Psychological View, The British Journal for the Philosophy of Science, 35 (2), 129–147.
[33] Sharples, R. W. (1991): Plato: Meno, Edited with Translation and Notes by R. W. Sharples, 3rd revised impression, Aris & Phillips.
[34] Tarrant, H. (2005): Recollecting Plato's Meno, Duckworth.
[35] Thein, K. (2000): Nesmrtelná duše, implicitní kosmologie a vědění v dialogu Menón (80e1–81e2), in: Havlíček, A. (ed.) Platónův dialog Menón, Oikoymenh, 99–107.
[36] Vlastos, G. (1991): Socrates, Ironist and Moral Philosopher, Cornell University Press.
[37] Weiss, R. (2001): Virtue in the Cave: Moral Inquiry in Plato's Meno, Oxford University Press.
[38] Zelinová, Z. (2018): Paideia v sokratovskej filozofii, Univerzita Komenského.
[39] Zvarík, M. (2017): The Crisis of the Idea of the University and Its Origins, in The Yearbook on History and Interpretation of Phenomenology 2017, Peter Lang, 81–97.