ABSTRACT
The Socratic approach compels people to examine their dearly-held opinions not merely to see if they are logically consistent, but to consider if these positions are sufficient for human flourishing. However, this method is potentially dangerous: Socrates was essentially executed for embarrassing his contemporaries. The method remains hazardous for professors today, with university students being increasingly sensitive to types of discourse and content that “trigger” uncomfortable reactions. This chapter makes two main points. First, though each professor should empathize with her students on some level, we should not simply replace the Socratic method with empathetic dialogue in liberal arts classes. Professors to need to cultivate critical thinking in their students and this can only be accomplished in an environment that is not entirely free from dissent and disagreement. Second, for the Socratic method to be successful in today’s university, trust and good-will must be established between the professor and students so that students are open to challenge, correction, and self-modification of their positions. This chapter provides suggestions of how to lay down the foundations for a “Socratic Classroom,” where professors are sensitive to students’ backgrounds and expectations while not lessening their own expectations that students engage content critically.
