O Alcibíades Primeiro está inserido na temática da dimensão educativa da filosofia platônica e consiste num retrato do Eros socrático em perseguição e dedicação ao jovem ateniense que leva o nome do diálogo. A trajetória do diálogo culmina na justificativa da positividade da aporia em que se encontra Alcibíades após o elenchos socrático: a aporia constitui o primeiro movimento do despertar da reflexão crítica a que se submetem aqueles que desejam cursar o caminho da filosofia. Esta dissertação será contemplada por um estudo introdutório baseado no tema geral exposto brevemente acima, além da proposta de uma nova tradução em língua portuguesa a partir da edição do texto grego de J. Burnet (Platonis Opera, Tomus II, 1967). / The First Alcibiades is inserted into the theme of the educational dimension of Platonic philosophy and is a portrait of the Socratic Eros in his pursuit and dedication to the young Athenian who has the name of dialogue. The path of dialogue culminates in the justification of the positivity of the aporia which Alcibiades has fallen after the Socratic elenchos: the aporia is the first movement of the awakening of critical reflection in which are subdued those who wish to follow the path of philosophy. This dissertation will be contemplated with an introductory study based on the general theme briefly explained above, besides the proposal of a new translation in Portuguese from the edition of the Greek text of J. Burnet (Platonis Opera, Tomus II, 1967).

Le rapport à la souffrance est un symptôme majeur du rapport à l’existence. Nietzsche met en perspective ces rapports entre la civilisation chrétienne européenne et celui de la culture grecque antique. L’invention de l’art tragique apparaît comme un moyen de sublimer les souffrances dans une extase dionysiaque, elle est à la fois la manifestation de leur volonté de puissance face aux épreuves et une thérapie.Tandis que la logique de souffrance issue du socratisme et du christianisme entraîne un profond nihilisme. Le passage d’un type de logique de souffrance à l’autre s’est opéré par le pivot socratique. La tâche du philosophe médecin est alors d’inverser ce pivot afin de préparer la transvaluation des valeurs issues de la morale chrétienne. Cela pose alors le problème de l’esthétisation de l’existence. / The relationship with suffering is a major symptom of the relationship with existence. Nietzsche puts these relationships between modern European civilization and early Greek culture into perspective. The invention of Greek tragedy can be seen as a way of sublimating suffering in Dionysiac ecstasy. It is both a demonstration of their will to power faced with tragic events and therapy. On the other hand the logic of suffering stemming from Socratism and Christianity leads to profound nihilism. The transition from one type of logic of suffering to another is brought about by a Socratic reversal. The task of the philosophical doctor is to therefore bring about this inversion in order to prepare the transvaluation of values stemming from Christian morality. This raises de novo the problem of the aestheticisation of existence.

A global concern exists regarding the lack of critical thinking skills in young adults and college graduates. Fortune 500 companies have reported the need for better development of critical thinking and problem-solving skills to prepare employees to be successful in the workplace. This study focused on teacher perceptions of the Socratic method (SM) in developing critical thinking skills in high school students. The purpose of this descriptive qualitative case study was to describe high school teachers' perceptions regarding the development of critical thinkers via the Socratic method. Jean Piaget's theory of cognitive development was used in this qualitative study to explore perceptions of 7 teachers. The central research question and subquestions that guided this study were focused on teachers' perceptions of the SM and its effectiveness in developing critical thinking skills in high school students. Data were collected with face-to-face interviews with 7 teachers and classroom observations. Data were recorded via a systematic approach with chart and diagrams. Themes, patterns, and any identified relationships were categorized and coded to comprise data tracking. Results indicated that a lack of professional development, teacher comfort level, and student participation all played a role in low SM execution. The resulting project was designed to provide teachers with materials and learning opportunities to increase their SM skill level and stimulate teachers to use their new knowledge to increase critical thinking skills in high school students. The online professional development course evaluation provided both summative and formative assessments. The project contributes to social change by helping improve the way teachers teach and students learn the SM, which may result in improved critical thinking skills in students.

This thesis explores, through critical dialogue and personal experience, various aspects of rehabilitation in the context of Myalgic Encephalomyelitis or Chronic Fatigue Syndrome. The journey visits broad, in principle, government policy reports. It touches on insurance and political aspects of health care; the separation between medical, convalescent and tertiary divisions of the rehabilitation professions; and, most importantly, it is concerned with the personal struggle to find some ‘meaning’ in the experience of a chronic illness for which there is, at this stage, no cure. From this arises the complexity of the inter-relationships between professionals and clients and the vexed question of ethics. The writing or methodology is first-person narrative, with deep roots in natural philosophy, and the dissertation can be read on several levels. It can also be read as a meta-thesis, that is, as an illustration of the process of researching/writing in an experiential methodology / Master of Science (Hons) Social Ecology

Socratic seminars have long been practiced internationally by educators and philosophers as a supplement to classroom teaching and coaching. However, the rationales and effects of this methodology including how these effects are achieved have not been thoroughly investigated or systematically analyzed. The first section of this study is a theoretical review of literature, investi-gating the pedagogical rationales for using a Socratic methodology. The second section is an analysis of sixteen seminars conducted over three years with children from five to sixteen years old. The students’ body language and group interaction were analyzed closely through a phenomenological approach. The analysis focused on how the seminar culture was taught and learned and whether the intended methodology made a difference. The literature review reveals that the various Socratic traditions describe a set of methodological steps to attain similar objectives. By using these steps, intellectual and dialogical habits of mind are expected to be internalized. The seminar analysis shows that the skilled participants shifted their interaction towards an “inquiring” dialogue over time, and that the distribution of rhetorical power changed to a more cooperative communication. The students’ learning proceeded through a series of stages, partly different from the anticipated ideal. The facilitator’s ability to handle rule breaking, and to create a safe environment for intellectual exploration, was significant. The findings show that intricate “silent” moves like gestures and glances helped maintain a productive and egalitarian seminar culture. The participants developed their thinking skills over time, evolving from relativism to critical examination.

<p>ABSTRACT</p><p>This essay concerns Christina Rossetti’s poem Goblin Market and its use in a Swedish upper secondary classroom. The purpose of this essay was to analyse the poem through a Marxist perspective and investigate how both the analysis of the poem and the poem itself could be used when teaching English to an upper secondary class.</p><p>This was done in two stages; firstly by analysing the Victorian society’s effect on Rossetti’s poem through a Marxist criticism perspective and secondly by using a specific pedagogic method called the Socratic Dialogue method when analysing the use of the analysis and the poem in the classroom.</p><p>When analysing the poem and how it has been affected by its contemporary society, it becomes clear that the poem provides a critique in several ways towards consumerism and social ideals of Victorian Britain. Concerning the use of the poem and the analysis in the upper secondary English classroom it is evident that the poem and the literary analysis combined provides an interesting view on Victorian Britain for the pupils to discuss while having Socratic seminars.</p>

This dissertation examines Socrates' method of examining interlocutors, referred to as the elenchus, in Plato's definitional dialogues. It contains three parts. The first part lays out various theories of the elenchus. The first chapter examines the seminal view of Richard Robinson. The second sketches the development and aftermath of Vlastos' constructivist view. The third focuses on Socrates' own testimony about the elenchus in the Apology. These pictures of the elenchus form a selection of views against which various definitional dialogues may be compared. The second part, containing six chapters, provides a detailed commentary on the Euthyphro. Various features of that dialogue suggest that neither the prominent forms of constructivism, nor their non-constructivist alternatives presented in the first part adequately capture Socrates' procedure. The third part, consisting of one chapter, presents my view of the Socratic elenchus, which I term “technical destructivism.” I argue that this view provides a straight-forward solution to a number of problems which the alternative treatments leave unsolved. It also helps to explain some otherwise puzzling features of Socrates' procedure in the shorter definitional dialogues, including his use of the technē analogy, and his appeal to the priority of definitional knowledge. / Philosophy / text

The following thesis outlines Hegel’s interpretation of Socrates in order to prove that as a negative dialectician, Socrates constitutes both a world historic personality who met a fate (Schicksal) which was tragic and practiced a philosophy which was tragically ironic. In this undertaking, Hegel’s Theory of Tragedy takes central importance which defines tragedy as two equally justified opposing forces which clash and destroy one another. This Theory of Tragedy is extended to show that through Socrates’ absolutely free will he brought himself to a tragic clash with the Athenian Ethical Life (Sittlichkeit), the Sophists’ arbitrary will, and the phenomenological will of uneducated Athenians. This clash is described in terms of a Hegelian Tragedy within which both Socrates and Athens were right and just in their actions against one another, but in the end were destroyed through those actions. His Method and Dialectic is then argued represent a negative dialectic which through the negation of negativity becomes positive as a midwifery of the consciousness. Next, because his Method and Dialectic begin in negativity and end in positivity, Socratic Elenchus is argued to not be representative of what has been termed “the Socratic Irony,” but instead only the negative moment of the Socratic Method. Finally, the Socratic Irony which Hegel argues is representative of both Socratic Philosophy and world history is defined as a Tragic Irony which sublates the finite consciousness of the phenomenological will, and the Ethical Life (Sittlichkeit), and the infinite arbitrary will of the Sophists in order to become a trans-subjective absolutely free will which becomes infinite itself like the Sophists’ will through reflection on the Ethical Life (Sittlichkeit).

Οι Επτά επί Θήβας του Αισχύλου, σύμφωνα με όσα γνωρίζουμε, παρουσιάστηκαν για πρώτη φορά στην αρχαία Αθήνα το 467 π.Χ. και βραβεύτηκαν ως μέρος της τετραλογίας Λάϊος, Οιδίπους, Επτά επί Θήβας και του σατυρικού δράματος Σφιγξ, σε μια εποχή όπου η δημοκρατία έχει εγκαθιδρυθεί στην Αθήνα, αλλά έχουν αφήσει έντονα ίχνη σε αυτήν και την πολιτική της οι Περσικοί πόλεμοι. Στην εργασία αυτή θα επιχειρήσουμε να διερευνήσουμε και να αναδείξουμε τις σχέσεις της τραγωδίας των Επτά επί Θήβας με αποσπάσματα της προσωκρατικής σκέψης, ξεκινώντας από τα έπη του Ησιόδου, που οι μελετητές θεωρούν σημαντικά ως υπόστρωμα αυτού του έργου, και φτάνοντας μέχρι τον Πρωταγόρα, που η δράση του αρχίζει την εποχή που πρωτοπαρουσιάστηκε το έργο. Παρόλο που οι μελετητές δεν έχουν ασχοληθεί συχνά με αυτό το ζήτημα, φαίνεται να έχει ιδιαίτερη σημασία για την ερμηνεία αυτής της τραγωδίας, γι’ αυτό το λόγο θα επιμείνουμε σε αυτήν την έρευνα και θα προσπαθήσουμε να δείξουμε πώς ο Αισχύλος χρησιμοποιεί όχι μόνο τους διάφορους μύθους αλλά και φιλοσοφικούς στοχασμούς της εποχής του, για να τους μετουσιώσει σε θέατρο. / --

This Thesis consists of two parts theoretical and practical. The theoretical part forms an integrated theoretical conception that seeks inspiration from Greek myths and offers creative starting points for the practical part which is the creative project of realization of an artist book. There are also described the origins and development of the mythical tradition in Greece. The main source of inspiration is found in the myths of origin by the epic poet Hésiodos. The mythical perspective on the origin in chaos is enhanced by the views of Pre-Socratic philosophers who influenced by the mythical tradition sought the rational origin, the primaeval existence. The artist book inspired by the myth of origin is produced in a shape of a folder of ten sheets in A2 format.