Using Socrates to Teach Psychology

Abstract

A cursory reading of most college mission statements can take one’s breath away in their lofty, humanistic sweep. The same is true for many course goals for Introductory Psychology. An analysis of 150 Introductory Psychology syllabi revealed that nearly 88% of courses attempt to achieve at least four of five humanistic outcomes. Students are expected to attain rich theoretical understanding, engage in critical and higher order thinking, change deep-seated attitudes, apply concepts to everyday life, and grow personally. At the end of the semester, however, many psychology instructors wonder about the extent to which these goals have actually been achieved and how much their students have learned, particularly when courses are structured around the “big textbook” and delivered in the traditional lecture format. This article presents a lively and accessible course outline for using Platonic dialogues and the ancient figure of Socrates to teach modern psychology. Socrates is among the world’s most engaging and effective teachers. He is also regarded as one of the founding figures of humanistic psychology who would have had serious problems with the didactic teaching methods and sterile textbooks of today’s college classrooms. The article shows how encountering Socrates and engaging Plato’s dialogues can help professors achieve many of the laudable humanistic goals they have for their students.