Remembrance of Things Past: A History of the Socratic Method in the United States

Abstract

The Socratic method is a common touchstone in conversations about classroom pedagogy, widely believed to enhance student engagement and promote critical thinking. Understood as the historical inheritance of antiquity, the method is generally accepted by teachers, administrators, and scholars as a legitimate approach to instruction.As this article reveals, however, the Socratic method was not passed down from ancient Athens across continents and millennia. Instead, it was re‐created and reimagined by different groups of educators who were less concerned with establishing a consistent and specific meaning for the method than they were with using it to advance their own distinct agendas. Thus, while the Socratic method is commonly perceived as both identifiable and ancient, it is in reality a vaguely defined and relatively modern pedagogical concept—a fact that should give pause to educators presuming to employ it.