Affiliation:
1. University of Toronto
2. York University (Canada)
Abstract
A questioning, critical attitude—the Socratic strain—is accepted as essential in higher education, but it has been subject to little effective examination. This paper begins by considering the role of Socrates in the distinction between higher education and indoctrinational or merely instructional education. The place of critical thinking in the modern university is discussed, followed by a consideration of some specific approaches to teaching that may promote critical thinking. Finally, there is an outline of some ideas for research on the Socratic strain in higher education.
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