Application of the Socratic Method in a High School

On Wednesday, June 7th, Ronald Forero, a professor from the Faculty of Philosophy and Humanities, visited Gustavo Rojas Pinilla high school in Tunja, as part of the research project, Irene: A conflict resolution workbook based on classical literature for Colombian high school students. The aim of the visit was to test an adaptation of the Socratic method in a classroom. The main objective of the project is to contribute to the implementation of the Cátedra de la Paz (Chair for Peace) in schools through a curricular plan and a workbook focused on conflict resolution and classical literature.

The research team is led by Professor Forero and includes the participation of the dean of the same faculty, Jesús David Girado; Deisy Vázquez, a secondary school teacher trainer; Juan Gabriel Santamaría, a secondary school teacher; Rafael Uribe Neira, a master's degree holder in peace and conflict studies; Lucio Forero, a master's degree holder in creative writing; and Martín Dinter, a Latin Literature professor at King's College London and director of the Conflict Resolution through Classical Literature project (AHRC Research Networking).

The Socratic method, widely used since ancient times, is a procedure based on dialogue and the confrontation of ideas to approach the truth. In his dialogues, Plato recreates the conversations that his teacher Socrates had with other characters to analyze philosophical, social, and political subjects. Following this model, the professor or facilitator guides the students to formulate questions and construct answers instead of passively transmitting knowledge. This process promotes critical thinking and enhances students' understanding and analytical skills.

The adaptation designed by the project members is implemented in the classroom with secondary school students, aiming to develop fundamental competencies that include the analysis and synthesis of data and information for a deeper comprehension of a topic. It also encourages students to analyze and question ideas and arguments to identify contradictions and fallacies. Additionally, it fosters the clear and concise expression of thoughts and feelings, active listening, the appreciation of others' opinions, as well as self-reflection and evaluation of one's own beliefs and assumptions. All of this contributes to understanding the scope of both personal and others' opinions.

This method is applied in schools following a structured process:

It starts with the presentation of a controversial statement by a student or the teacher.
Then, students' opinions are concisely recorded in their notebooks, on the board, or in a visible screen for everyone to see.
Next, the strengths and weaknesses of the statements are examined while maintaining an atmosphere of respect.
Lastly, students attempt to construct a new statement that everyone agrees on, leveraging the strengths identified in the previous opinions. If the reformulation is unsatisfactory, the process is repeated.
Pedagogical strategies like this one promote the constructive resolution of conflicts, fostering respect, reflective analysis, and understanding among individuals. By allowing students to express and justify their ideas, a conducive environment for mutual comprehension and consensus-seeking is created. Furthermore, this approach stimulates critical thinking, analytical skills, and introspection, which are fundamental abilities for the holistic development of students.

The proposal of the Irene project represents a significant advancement in the implementation of the Cátedra de la Paz in schools because it merges university research with tangible impact and the practical experience of high school teachers. By integrating classical literature and conflict resolution, it creates an enriching learning space that enhances students' cognitive and emotional development. This innovative approach lays the groundwork for a more participatory, reflective, and empathetic education, thus contributing to the formation of citizens committed to building a peaceful and just society.

Learn more about this experience in the following video: