• 00:01    |    
    Opening credits
  • 00:23    |    
    The Habit of Thought, Chapter Four: Socratic Practice as Classroom
  • 33.5    |    
    What is the difference between a student-centered and a curriculum-centered approach to learning?
  • 02:35.30000000000001    |    
    What is the difference between reading a text and understanding a text?
  • 04:33    |    
    What is the difference between teaching and promoting a culture of learning?
  • 06:02    |    
    Can Socratic practice be a classroom organizing principle?
  • 07:35.5    |    
    What has been your most exciting experience in Socratic practice?
  • 08:56.950000000000045    |    
    Final words
  • 09:06    |    
    Final credits

The Habit of Thought Chapter Four: Socratic Practice as Classroom Organizing Principle

New Media  | 30 de julio de 2008  | Vistas: 2419

During this interview series, Luis Figueroa speaks with Michael Strong, author of the bestseller The Habit of Thought. The book describes the theory, basis, and vision of Socratic practice, a novel approach to classroom instruction. In chapter four, "Socratic Practice as Classroom Organizing Principle," Strong explains that Socratic practice can be a classroom organizing principle that promotes a culture of learning among students. He discusses the differences between reading and understanding a text, and compares curriculum-centered and student-centered approaches to learning. Finally, he speaks about his most exciting experiences in Socratic practice.

Click here to visit the collection Michael Strong on his book The Habit of Thought

See also:
Chapter 1
Chapter 2
Chapter 3


Michael Strong is Chief Visionary Officer of Freedom Lights Our World…


Nuestra misión es la enseñanza y difusión de los principios éticos, jurídicos y económicos de una sociedad de personas libres y responsables.

Universidad Francisco Marroquín