Socrates Overall Learning Experience

History is such an important tool, it offers a storehouse of information about a variety of things. It is important to study history so a person may learn about past human behavior which is relevant to the intellectual growth and development of an individual. Socrates, a retired soldier, stonemason, and philosopher in Athens, Greece, during the fifth century BC is a great example. Tucker (2007) writes, "He took great pleasure in pulling people into conversation, questioning their statements, and dismantling their philosophies by turning their own logic against them" (p. 80). This made Socrates unique among his peer because he did not pose as master of knowledge, but as a fellow student working toward the common goal to discover the truth.

The beauty behind Socrates and his teaching ability is the overall learning experience from this all. By removing himself from the center of attention, it empowered the student to question the logic and ideas of the instructor even as the teacher gains insight from the student's arguments (Tucker, 2007, p. 80). As a result, both the instructor and student are better able to order their thoughts and arguments into a stronger, more articulate theory in the forge of debate to maximize the overall learning experience from the different viewpoints. The Socratic method is still widely used throughout history in a variety of occurrences. For example, Benjamin Franklin recounted coming across the Socratic method during an early period of self-education (Tucker, 2007, p. 80). In addition, law and medical schools widely use the Socratic method to educate their students. Using Socratic method as a teaching tool is extremely beneficial to the military leader as well, both officer and enlisted. They can implement the Socratic method by mentoring young service members and influencing their

For example, take the Marine Corps and their approach to professional military education. The Marine Corps has schools located throughout the United States and overseas to facilitate formal training to their leadership ranks - Sergeants, Staff Sergeants, and Gunnery Sergeants. The instructors in this case are usually the same rank or at least one rank higher. In theory, they have peers teaching each other trying to improve and develop professional leaders. As Tucker (2007) advised, "Without the bully pulpit of a formal leadership position, a person has little leverage to force a line of questioning" (p. 86). This can create less efficient dialogue in the classroom and may hinder the overall learning experience. On the contrary, this could be a benefit for the instructor using Socratic method. Tucker (2007) pointed out, "Peers are generally more open and frank with each other than they are with their superiors and are willing to share contrarian viewpoints" (p. 86). This may not work with every lecture; however, it can work with case studies, guided discussions, or lectures without a clear black and white answer. Teaching your peers can oppose many challenges; however, Socratic method helps to take the burden in the adult learning department. It can make the entire process fun and rewarding when not everyone is thinking alike and people are finding answers