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Reflections on a Socratic approach to engagement

机译：关于苏格拉底式交往方式的思考

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Purpose - The purpose of this paper is to enhance involvement in the learning process in order that students are active co-creators in their learning, developing their capability for proactive change. Design/methodology/approach -Action inquiry (Torbert, 2004). This involves simultaneously conducting action and inquiry in a systematic way. Findings - Engagement is a "contact sport" in which complex problems can only be solved by the development of social collaboration where the authors are able to share knowledge and assumptions and co-create together. This requires that groups go through a development process. Research limitations/implications - The main limitation is the bias and social influence of the tutor/trainer in the process of developing deeper dialogue. Research needs to explore how the "leader" is able to limit their own bias whilst facilitating development through the stages of dialogue development. Practical implications - Most training and teaching assumes that the teacher/trainer has expertise to pass on. This implies that they have the answer to problems being explored. Increasingly the authors need to facilitate the collective creativity of groups to solve complex problems for which the facilitator does not have the answer. This requires a different mindset and "felt-sense". Social implications - To solve complex problems the authors need to develop collective communication capacities, and shift from a focus on personal ego to thinking together in a spirit of learning and inquiry. Originality/value - To date there has been little reported that helps facilitators in education and training practically to develop the facilitative and design skills to create learning spaces where groups think together in a non-defensive and generative way. This paper is a step in that direction.
机译：目的-本文的目的是加强对学习过程的参与，以使学生在学习中成为积极的共同创造者，发展他们进行主动变革的能力。设计/方法论/方法-行动探究（托伯特，2004年）。这涉及以系统的方式同时进行行动和询问。调查结果-参与是一种“接触运动”，其中复杂的问题只能通过社会合作的发展来解决，在这种合作中，作者能够共享知识和假设，并共同创造。这要求团队进行开发。研究局限性/含义-主要局限性是在进行更深层对话的过程中导师/培训者的偏见和社会影响。研究需要探索“领导者”如何能够限制自己的偏见，同时在对话发展的各个阶段促进发展。实际意义-大多数培训和教学均假设教师/培训师具有继续传承的专业知识。这意味着他们对正在探索的问题有答案。作者越来越需要促进团体的集体创造力，以解决协调人无法解决的复杂问题。这需要不同的心态和“感觉”。社会影响-为了解决复杂的问题，作者需要发展集体的交流能力，从专注于个人自我转向以学习和探究的精神一起思考。原创性/价值-迄今为止，几乎没有报道可以帮助协调人进行教育和培训，从而切实培养协调人和设计技能，以创造学习空间，让人们以一种非防御性和生成性的方式共同思考。本文是朝着这个方向迈出的一步。

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