6 found
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Robert S. Colter [5]Robert Colter [4]Robert Steven Colter [1]
  1.  48
    Social Dexterity in Inquity and Argumentation: An Apologia of Socrates.Robert Colter & Joseph Ulatowski - 2016 - American Association of Philosophy Teachers Studies in Pedagogy 2:6-27.
    While Euthyphro and Apology are widely taught, they do not offer a complete picture of the variety of ways in which Socrates interacts with his interlocutors in Plato’s dialogues. Perhaps the most important point we wish to bring home is that most, if not all, of Socrates’ discussions are carefully calibrated according to a certain social awareness. Through careful analysis of sections of the dialogues, we argue that aspects of discussions between Socrates and his interlocutors should serve as lessons for (...)
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  2.  80
    Freeing Meno's Slave Boy: Scaffolded Learning in the Philosophy Classroom.Robert Colter & Joseph Ulatowski - 2015 - Teaching Philosophy 38 (1):25-49.
    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 (...)
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  3. What's Wrong with This Picture?: Teaching Ethics Through Film to Wyoming High School Students.Robert Colter & Joseph Ulatowski - 2013 - Teaching Philosophy 36 (3):253-270.
    We regularly teach for the Wyoming High School Institute (“HSI”), a three-week college experience for rising high school juniors. The purpose of HSI is to introduce pre-college students to subjects not regularly taught in the secondary school curriculum. In our course, we introduce moral philosophy through the use of feature films. More narrowly, we challenge the students to examine moral reasoning through analysis of the moral reasoning of characters in these films. Our pedagogical approach is based in the methods of (...)
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  4.  37
    The Unexamined Student is Not Worth Teaching: Preparation, the Zone of Proximal Development, and the Socratic Model of Scaffolded Learning.Robert Colter & Joseph Ulatowski - 2017 - Educational Philosophy and Theory 49 (14):1367-1380.
    ‘Scaffolded learning’ describes a cluster of instructional techniques designed to move students from a novice position toward greater understanding, such that they become independent learners. Our Socratic Model of Scaffolded Learning includes two phases not normally included in discussions of scaffolded learning, the preparatory and problematizing phases. Our article will illuminate this blind spot by arguing that these crucial preliminary elements ought to be considered an integral part of a scaffolding model. If instructors are cognizant of the starting position of (...)
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  5.  15
    Unifying the Soul: Comments on Sim’s “the Divided Line and United Psyche in Plato’s Republic”.Robert S. Colter - 2004 - Southwest Philosophy Review 20 (2):179-181.
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  6.  12
    Review of Allan Silverman, The Dialectic of Essence: A Study of Plato's Metaphysics[REVIEW]Robert S. Colter - 2003 - Notre Dame Philosophical Reviews 2003 (10).