All posts by annspihlgren

The Features of Socratic Seminars

General Pedagogics, Socratic Seminars

Ann S Pihlgren

Abstract

In this paper a model of what is intended in Socratic seminars is presented. It is based on a literature summary of analogous traditions in Sweden, USA and Germany. The Socratic seminar is a group activity intended to increase critical thinking, self responsibility and self-reliance- all seen as necessary qualities in a democracy. A fairly simple methodology is utilized to improve the complex interplay of dialogical and intellectual skills.

Se hela: The Features of Socratic Seminars, paper ICOT 2007

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Socratic Seminar in the Tradition of Early Swedish Popular Education

General Pedagogics, Socratic Seminars

A short introduction and handout to the workshop: Socratic Seminar in the Tradition of Early Swedish Popular Education, Folkbildning

Ann S Pihlgren

Abstract
This paper is a short introduction, a handout at my workshop where we will carry out a Socratic seminar in the tradition of early Swedish Popular Education, Folkbildning. In this tradition, the “best of mankind” are to be our teachers of the essentials of life. The tradition introduces a group activity intended to increase critical thinking, self responsibility and self-reliance- all seen as necessary qualities in a democracy. A fairly simple methodology is utilized to improve the complex interplay of dialogical and intellectual skills.

Se hela: Socratic Seminar in the Tradition of Early Swedish Popular Education

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A Modern Reading of Dewey Together with Freinet and Adler

General Pedagogics, Socratic Seminars, Student Influence

Ann S Pihlgren

When I, in the year 2000, began my position as principal at Freinetskolan Mimer, a private school in Norrtälje, I did a review of the work methods, routines and quality of instruction at the school. My impression as a new leader for the school was that the methods and instruction were of very high quality. In certain areas the work methods could be strengthened and improved. Such a development project concerned the children’s possibility to develop their thinking regarding value questions and ethical dilemmas through Socratic seminars as a work method1, with the methods used for example at the Paideia schools in the USA as a starting point. As a result of this work I will follow the project in my position of doctoral student at the Stockholm Institute of Education as a part of my dissertation.

Se hela: A Modern Reading of Dewey Together with Freinet and Adler

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Thinking Together

Socratic Seminars, Student Influence

– Comparing the dialogue in Socratic seminars and in progressive community meetings

Ann S Pihlgren, Stockholm University

The teacher‟s voice still dominates the classroom: a teacher talks 70-75 % of the time, even in discussions (Dysthe, 1996, Hillocks, 1989, Liljestrand, 2002, Nystrand, 1997). Where individual work or work in small groups is practiced, this pattern changes: half to two thirds of the talk becomes “desk-talk”, i.e. students talking to each other during teacher conducted discussions (Lindström, Arnegård & Ulriksson, 2003, Lindblad & Sahlström, 1998, Tholander, 2002). The conversational pattern of the classroom often is restricted to the teacher asking questions with given answers (Goodlad, 1983, Liljestrand, 2002). The lessons follow certain “rules” for interaction, during which the teacher dominates and the students try to discern the required solution (Edwards & Mercer, 1987, Lemke, 1990). Talk moves regarding knowledge or reasoning are relatively prevalent, but talk moves linking participants‟ ideas are not (Wolf; Crosson & Resnick, 2006).

Se hela: Thinking together vnartikel till prof Lars Lindstrm

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