12 found
Peter Boghossian [16]Peter G. Boghossian [1]
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  1. Behaviorism, Constructivism, and Socratic Pedagogy.Peter Boghossian - 2006 - Educational Philosophy and Theory 38 (6):713–722.
    This paper examines the relationship among behaviorism, constructivism and Socratic pedagogy. Specifically, it asks if a Socratic educator can be a constructivist or a behaviorist. In the first part of the paper, each learning theory, as it relates to the Socratic project, is explained. In the last section, the question of whether or not a Socratic teacher can subscribe to a constructivist or a behaviorist learning theory is addressed. The paper concludes by stating that while Socratic pedagogy shares some similarities (...)
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  2. The Socratic Method (or, Having a Right to Get Stoned).Peter Boghossian - 2002 - Teaching Philosophy 25 (4):345-359.
    This paper argues that without the appropriate educational and organizational context, Socratic pedagogy can undermine a teacher’s leadership and negatively impact classroom dynamics by exposing a teacher’s lack of knowledge. In arguing for this position, the paper articulates the nature of the Socratic method, clarifies the notion of “power” and “leadership,” and then discusses traditional power roles in the classroom. These traditional power roles are strongly contrasted against the notion of power in the Socratic method, where the Socratic teacher derives (...)
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    Peter Boghossian—What Comes After Postmodernism?Peter Boghossian & James Lindsay - 2018 - Educational Philosophy and Theory 50 (14):1346-1347.
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    What Comes After Postmodernism?Peter Boghossian & James Lindsay - 2018 - Educational Philosophy and Theory 50 (14):1498-1499.
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    Critical Thinking and Constructivism: Mambo Dog Fish to the Banana Patch.Peter Boghossian - 2012 - Journal of Philosophy of Education 46 (1):73-84.
    Constructivist pedagogies cannot achieve their critical thinking ambitions. Constructivism, and constructivist epistemological presuppositions, actively thwarts the critical thinking process. Using Wittgenstein's private language argument, this paper argues that corrective mechanisms—the ability to correct a student's propositions and cognitions against the background of a shared, knowable world—are indispensible to critical thinking. This paper provides concrete examples of actual constructivist practice and shows how a particular constructivist classroom exercise can be modified to incorporate critical thinking elements as detailed by the American Philosophical (...)
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    The Socratic Method, Defeasibility, and Doxastic Responsibility.Peter Boghossian & James Lindsay - 2018 - Educational Philosophy and Theory 50 (3):244-253.
    There is an extensive body of philosophical, educational, and popular literature explaining Socratic pedagogy’s epistemological and educational ambitions. However, there is virtually no literature clarifying the relationship between Socratic method and doxastic responsibility. This article fills that gap in the literature by arguing that the Socratic method models many of the features of an ideally doxastically responsible agent. It ties a robust notion of doxastic responsibility to the Socratic method by showing how using defeaters to undermine participants’ knowledge claims can (...)
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    Want to Be Good at Philosophy?Peter Boghossian & James A. Lindsay - 2016 - The Philosophers' Magazine 73:22-27.
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    Faith No More.Peter Boghossian - 2012 - The Philosophers' Magazine 59 (59):15-16.
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    Cognitive Disability and its Challenge to Moral Philosophy.Peter Boghossian - 2011 - Teaching Philosophy 34 (3):307-309.
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    Wittgenstein and Peirce on Meaning: The Evolution From Absolutism to Fallibilism.Peter G. Boghossian - 1995 - Diálogos. Revista de Filosofía de la Universidad de Puerto Rico 30 (65):173-188.
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    "Review of" The Ethical Treatment of Depression: Autonomy Through Psychotherapy". [REVIEW]Peter Boghossian - 2012 - Essays in Philosophy 13 (1):20.
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  12. Socratic Pedagogy: Perplexity, Humiliation, Shame and a Broken Egg.Peter Boghossian - 2012 - Educational Philosophy and Theory 44 (7):710-720.
    This article addresses and rebuts the claim that the purpose of the Socratic method is to humiliate, shame, and perplex participants. It clarifies pedagogical and exegetical confusions surrounding the Socratic method, what the Socratic method is, what its epistemological ambitions are, and how the historical Socrates likely viewed it. First, this article explains the Socratic method; second, it clarifies a misunderstanding regarding Socrates' role in intentionally perplexing his interlocutors; third, it discusses two different types of perplexity and relates these to (...)
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