The Socratic Methodology is an approach to teaching children to learn mathematics from their textbook under the direction of their teachers whilst still at school. They can begin as early as nine to ten. By the age of 14 to 15 many pupils should be able to continue to learn independently. This does not mean that they must, only that many will find that they can! The very important advantage of this to education authorities is that their younger and less experienced teachers will find themselves better supported in introducing their classes to mathematics by way of the Socratic Methodology, whilst their older and more experienced colleagues will find adolescent classes and senior pupils far less fractious, easier to manage, and still eager to learn!
It is claimed that this approach is pedagogically more effective. It is claimed, in addition, that the Socratic Methodology is an excellent way to teach children the importance of critical thinking; to be more open and honest about their own understanding; to appreciate the value of different perspectives; to receive criticism without resentment; to offer criticism objectively; to make their own decisions and, eventually, to trust their own judgment; to work co-operatively and tolerantly with both weaker and stronger class-mates.
Since these qualities are all equally important to the functioning of a healthy adult democracy, the claim is also made that the period of five to eight years in which the Socratic Methodology would be introduced and taught in schools can assist societies to a peaceful, responsible, and controlled Democratic Transition.
The Socratic Methodology in mathematics teaching was introduced internationally to educationalists at the 2006 Qatar Foundation Symposium on Innovations in Education by Professor Eva Vásárhelyi, of the Eötvös Lorand University of Budapest, Professor Hani Khoury, of Mercer University, Georgia, USA, and Colin Hannaford, of Oxford, England.
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