Socratic Seminars: Engaging Students In Intellectual Discourse

Finally, it is imperative that students are taught that respect is a significant part of their character development. Particularly in this day and age where bullying is common place and the media constantly perpetuates that it is okay to behave in such a way, students must be taught respect. Regardless of how we perceive others, they are God 's creations, and it is God 's will for us to show respect to everyone. Matthew 7:12 reveals “So in everything, do to others what you would have them do to you, for this sums up the Law and the Prophets” (Matthew 7:12, ESV). In Titus 2:7, Titus continues, “In everything set them an example by doing what is good. In your teaching show integrity, seriousness” (Titus 2:7, ESV). Integrity, or an upright

In her article, Socratic Seminars: Engaging Students in Intellectual Discourse, Tredway (1995) she explains that in a Socratic seminar, the teacher is responsible for guiding students to “a deeper and clarified consideration of the ideas of the text, a respect for varying points of view, and adherence to and respect for the seminar process” (Tredway, 1995, p. 28). Since some of the hallmarks of respect include civility, courtesy, cooperation, and accountability, Socratic Seminars provide an excellent opportunity for Language Arts students to learn the art of respect. Furthermore, in the book, Socratic Circles: Fostering Critical and Creative Thinking, Copeland (2005) explains that the questions the teacher develops are not so that students can judge each other’s responses, but so that students can “examine their attitudes, beliefs, knowledge and logic” (Copeland, 2005, p. 14). The Socratic method encourages and stimulates dialogue and discussion intended to help students collaboratively and respectfully process information. In using the Socratic Seminar to cultivate respect, it is imperative that teachers “establish guidelines to help students understand their roles and responsibilities” (Copeland, p. 4). Finally, the teacher will model respectful behaviors expected of students during the seminar. As students practice respectful behaviors and become

Those messages of implied curriculum usually deal with attitudes, principles, beliefs, and conduct. Although implied curriculum is unavoidable, a student’s worldview can be deeply impacted by the implied curriculum in a school. In teaching character education, teachers are asking students to conform to a set of values they have chosen. Teachers must be extremely careful as they decide which values should be taught to students. According to Power and Kohlberg in their article, Moral Development: Transforming the Hidden Curriculum, administrators and teachers can change the hidden curriculum in a moral atmosphere and teachers and administrators should state moral values clearly and provide democratic environments for students (Power & Kohlberg, 1986, pp.