Teaching Philosophy 38 (1):25-49 (2015)

Authors
Joseph Ulatowski
University of Waikato
Abstract
This paper argues that a well known passage from Plato’s Meno exemplifies how to employ scaffolded learning in the philosophy classroom. It explores scaffolded learning by fully defining it, explaining it, and gesturing at some ways in which scaffolding has been implemented. We then offer our own model of scaffolded learning in terms of four phases and eight stages, and explicate our model using a well known example from Plato’s Meno as an exemplar. We believe that any practical concerns one might have against the employment of scaffolded learning in the philosophy classroom ought not serve as an impediment to adopting our model.
Keywords Teaching  Scaffolded Learning  Plato  Meno  Socratic Method
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Reprint years 2015
ISBN(s) 0145-5788
DOI 10.5840/teachphil20151529
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