Q. 1: What is dialectic teaching method?

How this teaching method can be used to teach

philosophy at graduate level? Explain your answer with logical reasons.

Dialectic or dialectics also known as the dialectical method, is a discourse between two or more
people holding different points of view about a subject but wishing to establish the truth through
reasoned arguments.

It has the ability to view issues from multiple perspectives and to arrive at the most economical
and reasonable reconciliation of seemingly contradictory information and postures.

In the Dialectic method of education, teachers engage students by asking questions that require
generative answers. Ideally, the answers to questions are not a stopping point for thought but are
instead a beginning to further analysis and research. Teachers can use the Dialectic method in a
variety of subject areas and across grade levels in order to challenge students to examine both
contemporary and historical issues. In modeling the practice of Socrates, the teacher questions
students in a manner that requires them to consider how they rationalize and respond about topics.
Copeland explains that it is important for teachers to clarify that these questions are not intended
to create an environment of judgment, but rather to help students examine their attitudes, beliefs,
knowledge and logic. The goal of the Dialectic method is to help students process information
and engage in deeper understanding of topics. Most importantly, Dialectic teaching engages
students in dialogue and discussion that is collaborative and open-minded as opposed to debate,
which is often competitive and individualized.

Ideally, teachers develop open-ended questions about texts and encourage students to use textual
evidence to support their opinions and answers. In the Dialectic seminar, the teacher uses questions
to guide discussion around specific learning goals. It is imperative for teachers to establish
guidelines to help students understand their roles and responsibilities in the Dialectic
discussion. Dialectic questioning is a systematic process for examining the ideas, questions, and
answers that form the basis of human belief. It involves recognizing that all new understanding is
linked to prior understanding, that thought itself is a continuous thread woven throughout lives
rather than isolated sets of questions and answers.
 Dialectic circles

Dialectic circles can be used to engage in the Dialectic method in various subjects. Typically, when
participating in Dialectic circle activities, students first read a passage critically and then form two
concentric circles. First, the inner circle examines and discusses the text and the second circle
comments on the quality of the dialogue. Then, the two circles switch places and roles, and the
process is repeated with the new ideas from a new circle. The outer circle is required to remain
quiet while the inner circle reacts and dialogues, and conversely, the inner circle must listen quietly
to the outer circles evaluation of their conversation.

Copeland explains that Dialectic circles turn partial classroom control, classroom direction, and
classroom governance over to students by creating a truly equitable learning community where the
weight and value of student voices and teacher voices are indistinguishable from each other.
Copeland suggests that Dialectic circles help to develop critical and creative thinking skills that
will ultimately facilitate their growth and development into productive, responsible citizens.6

According to Copeland, Dialectic circles encourage students to work cooperatively to construct

meaning from what they have read and avoid focusing on a correct interpretation of the text.7

S T E PS FO R CRE A T ING DIAL E CT IC CI RCL E S

Typically, Dialectic circles must include a short passage of text in which students have already
given a critical read, and two concentric circles of students one circle focusing on exploring the
meaning expressed in the text and a second circle observing the conversation.8
Basic structure:

1. Teacher assigns a short passage of text the day prior to the Dialectic circle activity.

2. Students read, analyze, and take notes individually.

3. Students are divided into two circles.

4. The inner circle reads the passage aloud and discusses the text for about ten minutes, while the
outer circle silently observes.
5. The outer circle evaluates the inner circles conversation and provides feedback to the inner circle.

6. Students switch circles.

7. The new inner circle discusses the text for approximately ten minutes and then is given ten minutes
of feedback by the outer circle.

Dialectic Seminars

Lynda Tredaway describes the Dialectic seminar as a form of structured discourse about ideas
and moral dilemmas.According to Tredway, the Dialectic seminar is a 50-80 minute discussion
in which 25 or fewer students react to a novel, poem, essay, document, or art reproduction.
Students engaging in Dialectic seminar generally sit in a circle and do not raise their hands to
speak; instead, they make eye contact and observe body language in order to learn the cues for
engaging in discussion.

In the Dialectic seminar, the teacher usually provides questions that require students to evaluate
options and make decisions. When Dialectic seminars engage students in active learning, they
develop knowledge, understanding, and ethical attitudes and behaviors, they are more apt to retain
these attributes than if they had received them passively. Proponents of this teaching
methodology propose that it also has the potential for character and communication development
in addition to facilitating the improvement of self-esteem.
Q. 2: Discuss three pedagogical rules suggested by Kant to improve the compulsion in
education?
Answer: Kant proposed three pedagogical rules of conduct for the progressive development of
freedom as a way of resolving this central issue of compulsion in education.
First pedagogical rule of conduct:
- Freedom from infancy except where theres a chance of harm to self, provided it doesnt
inhibit the freedom of others through its actions.
Problem of Discipline:
- The child must always remain aware of its own freedom when disciplinary measures are
taken.
- Children should be accustomed to work without having to abandon play.
- Education must be made obligatory without becoming a form of slavery.
- If a child expects freedom, he must also be responsible to grant freedom to others and not
hinder it through his own actions.
Second pedagogical rule of conduct:
- Give child the understanding that he can only achieve its objectives while permitting
others to do the same.
Obligation to use freedom:
- The child must understand that peace would only prevail if freedom is practiced not only
for the self but also for the others.
The nature of our own soul requires us to take an interest in:
Ourselves
Other with whom we have grown up
What is best for the world
Third pedagogical rule of conduct:
- Make the child realize that he is being educated for the sake of his freedom.
- Education would lead to the development of the enlightened universal reason, which
would eventually free the child of the biases of the world and enable him to become a free
citizen.
- Education would also allow the child to become self-sufficient in more than just one way
Economic Freedom
Philosophical Freedom
Obligation to use freedom:
- The child must be made to realize that he is under the obligation to use freedom to gain
education in order to attain true freedom one day.
- Kant believed that human dignity makes the recognition of that freedom an inherently
subjective matter.
 Q. 3: Read these statements carefully. Write the name of the philosophers against each
description of their thoughts and elaborate each statement in the light of their philosophical
thoughts Q. 3: Read these statements carefully. Write the name of the philosophers against
each description of their thoughts and elaborate each statement in the light of their philosophical
thoughts. /6
Description of philosophies Name of the Explanation
Philosopher
Seeking truth and telling others is the duty of a philosopher. Socrates Socrates believed that the
root of moral evil is
Philosophers must strive to free fellow men from darkness
ignorance. Through
and ignorance. ignorance, humans can
misplace or loose
knowledge.
- Since humans have
the ability to know or to
rediscover the knowledge, it
is up to them to either
remain ignorant or to search
for the truth.
- Human mind has
indefinite potential. It is only
natural that man would want
to know more because once
an individual gets onto the
path of discovery, there is no
end.

An illiterate person committed a crime as the root of moral Socrates Socrates believed that the
root of moral evil is
evil is ignorance.
ignorance. Through
ignorance, humans can
misplace or loose
knowledge.
- Since humans have
the ability to know or to
rediscover the knowledge, it
is up to them to either
remain ignorant or to search
for the truth.
- Human mind has
indefinite potential. It is only
natural that man would want
to know more because once
an individual gets onto the
path of discovery, there is no
end.

Educating people is important for the sake of becoming wise Plato

In the past, in Greece, there
rulers. Equal education for men & women must be provided
was no special attention
as high education leads to high order thinking and only given to the women
philosophers should become rulers. If a woman is wiser, she education. So, Plato has
great emphasis on women
should become a philosopher queen instead of a less wise or
education in his writings and
less educated philosopher king. talks. He says:
- Equal opportunity for
girls and boys.
- Same physical and
educational training.
- Women who
demonstrated proficiency for
the dialectic should continue
their education and become
philosophers in positions of
power to lead the state
towards the highest good.
- As Platos idea was
to educate people for the
sake of becoming wise
rulers, he promoted equal
education for men & women,
claiming that philosophers
should become rulers. If a
woman was wiser, she
should become a philosopher
queen instead of a less wise
or
Mr. Qasim Teaches science to grade XVIII. He uses Aristotle The scientific method is a
body of techniques for
scientific method to teach and also deal with the
investigating phenomena,
philosophical background of the subjects. He is a popular acquiring new knowledge, or
teacher among his students. correcting and integrating
previous knowledge.
Miss Amber begins her lecture by posing a main question Socrates The teacher teaches by
posing leading
first and then encourages her students to reflect on it one by
questions allowing the pupils
one. Which philosophers philosophy she is following? to discuss and share for the
sake of knowledge creation,
rather than knowledge
transfer.
Socratess own teaching
style encouraged his pupils
to share their knowledge and
wisdom

Mr. Kashif is an exceptional and important person for his Plato - Idealists have given
considerable attention not
students. He is a person of high integrity. He constantly
only to the search for truth,
guides the students and deeply committed to his/her but also to the persons
profession. He is the role model for his students. Mr. Kashif involved in it.
possess the attributes of an ideal teacher. - Teacher is in a
unique and important
person.
- Creators of methods.
- Teacher must be
philosophically oriented and
must assist students in
choosing important material,
and infuse them with a
desire to improve their
thinking in the deepest
possible way.
- A torch bearer who
leads a man lying in the
dark, out of the darkness,
into the bright light of the
outside world.
- Constant guide of
the students.
- Person of high
integrity
- Possessor of high
self-worth