Abstract
This article addresses the significant claim that higher education in England has a role in preparing learners for lives as active democratic citizens. By reasserting the use of Socratic pedagogy both in a traditional sense – seeing the role of the teacher as an individual who draws out innate knowledge from a learner through questioning – and a progressive sense – seeing the role of the teacher as an individual who guides thinking to enable learners to create knowledge, this philosophical piece aims to bring two discussion together: first, a discussion regarding a role of higher education for democratic society and, second, to present a pedagogical model that supports the cultivation of skills required for active democratic citizenship. Within this discussion I reflect on elements of my practice to contextualise abstract theoretical and philosophical concepts.
| Original language | English |
|---|---|
| Volume | 1 |
| No. | 2 |
| Specialist publication | LINK - University of Hertfordshire |
| Publication status | Published - 28 Mar 2015 |
Keywords
- Higher Education
- Socratic
- Pedagogy
- Learning and Teaching
- Reflection