Question(s)

I do not have any gems of wisdom or thought-provoking questions pertinent to teaching, but I am wondering about the picture of Michael Gross (in full Socratic garb) on the back of the book. He is emerging from the Times Square 42nd Street Station and directly behind him, quite visible, are McDonald's Golden Arches.

I am wondering if he receives any compensation from McDonalds for the picture.

Also, his bio mentions that he has "portrayed Socrates, imparting his (Socrates' I assume) methods and techniques, before more than 100,000 professionals and business people at major national conventions and conferences." I wonder what Gross' rate is for imparting Socrates' "methods and techniques." Evidently he made no appearances at any of the major banking and financing conventions over the past 10 years or so...or no one was listening. Well, even the real Socrates had his Alcibiades. Still, perhaps Mr. Gross might serve Justice by volunteering his services as professional "gadfly" as part of Ponzi-schemer Madoff's sentence: a Socratic fury constantly goading and stinging Madoff, speaking truth to him and constantly questioning him on the most important questions the pursuit of which constitutes a life well-lived.

More later....I have some further questions about Gross' understanding of Socrates.

Questions: 10 Types

Any questions?

This is something we might ask our students, but that's not really a question, is it? We're soliciting questions from our students, but why don't we spend more time asking them specific questions?

Perhaps we don't ask questions because we're afraid of what our students might say (or not say). It can be awkward asking a specific question to a student. The student might not know "the answer," might take the class on a tangent, or might ask the instructor a question that the instructor isn't prepared for.

But to me, the real value of a class is the questions we ask. Pages 60-61 offer ten types of questions that we can use. Study this list and use it wisely.

The Way(s)

I like this line: "To truly follow Socrates' Way, we must find our own" (17).

Yeah, that's pretty zen-sounding, isn't it?

But I love the notion of being constantly prompted to think deeply, and not just to "assume" that what we believe on the surface is actually what we beleive.

Elevating the Discussion Beyond "Politics as Usual"

I am thoroughly enjoying this book!

I have found that students most often have either an indifferent view or a cynical view of American politics or things political. In my discussion forums, then, from the beginning I try to ask questions that highlight the most fundamental issues and questions about the nature of political life. I do so in the hopes of opening students to the essentially philosophical nature of politics and to be open to the importance of politics to how we may best live our lives.

Now, Socrates exemplifies a person who wants to know what is the best way of life for a human being. Such a person will prefer those political arrangements that help or assist him/her in this pursuit. To some extent, does this not represent all of us? Do we not all seek to live the most fulfilling lives that we are able? And, do we not evaluate or judge our politics or political life by how well (or not so well) it helps us in this search? And, as Americans, do we not hold it to be "self-evident" that the end, purpose, or task of any just government is to secure our "pursuit of Happiness?"

Students are not used to approaching politics in such a fashion. Many find it uncomfortable to dialogue in the forums using terms like "just" and "unjust," and considering the possibility that there is any fixed standard by which we are able to evaluate our way of life and our politics beyond personal opinion. I encourage students to be open to the possibility that, through dialogue and reasoning, some standard of the good life for humans and for a political system that allows for living such a life might be arrived at.

I constantly try to encourage my students to consider politics and the way we choose to live our lives from this perspective. In doing so, I struggle with finding a proper balance in the discussion forums between student to student and student-instructor dialogue.

One way I attempt to find this balance is by encouraging each student, through forums, the "news items," and emails, to constantly do their best to put forward their opinion regarding questions on the basis of reason, analysis, and criticism of texts, each other's postings, and especially my postings. I offer examples, too, of good, reasoned dialogue in a discussion forum.

I stress again and again that we are engaging in a journey from opinion towards knowledge of such questions and that my opinions are not "gospel"--that to not question my opinions and assumptions would be to do me an injustice for I too am engaged in the very same process of trying to live a good life in a shared political community.

When students give good reasons for their opinions regarding a question or in questioning a classmate's posting or one of my postings, I really try to compliment them, both in the forum and through email. And I especially compliment them when they question and criticize my postings.

It takes a few weeks, but students do start to respond to my postings...when they dare or take care to offer an opposing view based upon reasoning, contrary evidence, or a different interpretation of a text or argument it is very encouraging!

This is pretty elementary, I guess. But I have found that students do appreciate persistence on my part. They see that I am concerned with fundamental questions--that my constant prodding to view these matters beyond "Politics as Usual" indicates my care and love for the questions, for their opinions on the questions, and for the journey to move beyond opinion towards knowledge of the most important questions.

This is all heady stuff. I offer forums, too, where students may post on lighter questions--a few students have been comfortable enough to post who is their favorite president and why, and to write a POEM about him. I will try to continue to offer opportunities for students to express themselves in a "wacky" or offbeat way on various topics.

I also offer a forum where students may honestly and anonymously post their opinions as to how the course is going, give suggestions and/or likes and dislikes on all course-related matters, or offer suggestions of what they would like to explore in the course. Again, I try to stress as much as possible that I take their opinions seriously because it is a serious undertaking to address political questions.---WWSD?

Whew! I feel as if I am in the process of giving birth!--as if I would truly know!---Midwives? Anyone?