Respected readers, authors and reviewers, you can add comments to this page on any questions about the contribution, review, editing and publication of this journal. We will give you an answer as soon as possible. Thank you for your support!
LIU Li. How Socrates Taught: An Interpretation of Protagoras' Opening[J]. Journal of East China Normal University (Educational Sciences), 2017, 35(6): 107-115. doi: 10.16382/j.cnki.1000-5560.2017.06.012
Citation:
LIU Li. How Socrates Taught: An Interpretation of Protagoras' Opening[J]. Journal of East China Normal University (Educational Sciences), 2017, 35(6): 107-115. doi: 10.16382/j.cnki.1000-5560.2017.06.012
LIU Li. How Socrates Taught: An Interpretation of Protagoras' Opening[J]. Journal of East China Normal University (Educational Sciences), 2017, 35(6): 107-115. doi: 10.16382/j.cnki.1000-5560.2017.06.012
Citation:
LIU Li. How Socrates Taught: An Interpretation of Protagoras' Opening[J]. Journal of East China Normal University (Educational Sciences), 2017, 35(6): 107-115. doi: 10.16382/j.cnki.1000-5560.2017.06.012
Protagoras' opening is not just the prologue of the main content of this book but also the prologue of Socrates' political philosophy career.Taking the educational dialogues between Socrates and Hippocrates as a sample, the article analyzes the educational implication of Socratic dialogues through close reading. In Socratic education, the starting point is the careful reflection on individual's self-mind and the limit, as well as the establishment of spiritual connection of teacher-student relationship. The specific path of education is the realization of individual self-awareness through dialectical dialogues, and leisure is a prerequisite for education to happen. As a model teacher, Socrates' typical significance lies not only in his superb educational skills, but also his love for the polis and its youth.