Socratic Circles in World History: Reflections on a Year in Dialogue

This article examines and offers insights to a year of Socratic circles in the context of a world history classroom. Grounding this practice in relevant research before offering examples from the classroom and providing advice to practitioners, this discussion strategy offers an antidote to the often divisive and destructive examples of interaction in our society, and is a salve to the paucity of true dialogue available to students in the context of a school day. Students benefited by asking better questions, using evidence to support their opinions and arguments, reading more carefully and with a greater sense of purpose, and connecting the past to the present, ultimately gaining perspective on the interplay between ancient times and today.     

Curricular Changes in Legal Research Instruction: An Empirical Study

This article examines components of curricular design of a legal research class as impacting student performance. Expertise of instructor and use of the inverted, or flipped, classroom are specifically explored. Eight years of exam performance on an oral legal research midterm is used to measure student performance and success of various components of curricular design.     

Information Giving and Education in Pregnancy: A Review of Qualitative Studies

Studies of childbirth education have universally failed to take into account the quality of the education provided to women and their families and whether its style of delivery meets women''s preferences and needs. The present study sought to determine which educational approaches are most welcomed by women and most helpful to them in learning about labor, birth, and early parenting. A systematic survey of peer-reviewed studies on antenatal education, published in English from 1996–2006 and which sought women''s views and experiences, was conducted. Findings confirm women''s preference for a small-group learning environment in which they can talk to each other as well as the educator and can relate information to their individual circumstances.     

Commentary: Childbirth Education in Iran

With regard to childbirth, the role of every health-care system is to improve maternity care as well as the birth experience of women and their family members. Despite many efforts to improve maternity care in the Islamic Republic of Iran, the nation's childbirth care still faces a tremendous amount of unnecessary intervention and, consequently, a high rate of cesarean births. This article describes the strengths and weaknesses of Iran's maternity-care system and childbirth education in light of evidence-based practice.     

New Resources for Childbirth Educators and Parents

In this column, reviewers offer perspectives and comments on a variety of new media resources for childbirth educators and for expectant and new parents. The books and DVDs reviewed in this issue''s column address the following topics: new directions for childbirth education classes; pregnancy tips for expectant mothers; empowering women to give birth naturally; midwifery care; breastfeeding; labyrinths and “laborinths” (an alternative approach to preparing for birth); preterm labor; understanding newborns'' language cues; and exercise programs during pregnancy and the postnatal period, as well as exercises that strengthen the pelvic floor and help new mothers deal with incontinence.     

哲学咨询：道德教育的新模式

哲学咨询是一种向古希腊哲学复归的哲学应用范式,其以哲学理论为基础,以逻辑学为工具。与心理咨询相比,哲学咨询的适用对象和受众较为广泛,咨询方式富于哲学性与逻辑性,功能也更为全面。哲学咨询具有德性教化功效,因而可以服务于学生的德性培养,成为当代道德教育的新模式。德性教化具备深刻的逻辑机理,教化功能的实现依靠思想分析来完成。思想分析如同信念修复技术,分析就是治疗,哲学咨询的过程即是教育的过程。通过开展哲学咨询,教师可以引导学生运用逻辑思维积极进行“哲学化”思考,协助学生深化对事物本质的认识,指导学生自觉树立正确价值观。     

Quantitative insights into televised birth: a content analysis of One Born Every Minute

This article explores birth representations through a content analysis of two seasons of the U.K. program, One Born Every Minute (OBEM) (Channel 4, 2010–). Reality television (RTV) has been a fertile ground for the mediation of birth, but has also stoked controversy among feminist critics and the birth community about how birth is represented and the impacts this might have for women and society. International research has explored problematic over-representation of white, heterosexual couples, as well as noting a predominance of medicalized birth experiences. However, this research is formed largely of qualitative studies that are necessarily based on small samples of episodes. To contribute to this literature, we apply a quantitative and interdisciplinary lens through a content analysis of two seasons of the U.K. version of OBEM. Paying attention to the geographical and temporal context of OBEM, this article confirms over-representation of white, heterosexual couples and medicalized birth on RTV birth shows while also providing novel insights into the ambiguous representation of birthplace and lead caregivers, the medicalization of birth through the routinization of supposedly minor birth interventions, and the absence of the representation of women’s choice over such interventions.     

The Socratic method,defeasibility, and doxastic responsibility

There is an extensive body of philosophical, educational, and popular literature explaining Socratic pedagogy’s epistemological and educational ambitions. However, there is virtually no literature clarifying the relationship between Socratic method and doxastic responsibility. This article fills that gap in the literature by arguing that the Socratic method models many of the features of an ideally doxastically responsible agent. It ties a robust notion of doxastic responsibility to the Socratic method by showing how using defeaters to undermine participants’ knowledge claims can facilitate responsible belief. It then argues that more robust notions of doxastic responsibility can be augmented by constructs found in the American Philosophical Association’s Delphi Report. Finally, it shows how considering challenges (that is, entertaining defeaters) and modifying beliefs accordingly are objectives of the Socratic method and crucial elements of what it means to be a responsible believer.     

用“苏格拉底法”解决高职院校班主任德育工作中存在的问题

德育是我国高等学校教育工作的重要组成部分,随着时代的发展,高职院校德育工作面临众多挑战。从分析高职院校德育工作存在的问题人手,分别从德育手段、德育工作主体、高职院校学生特点等方面进行阐述,充分结合“苏格拉底法”,论述其在高职院校班主任德育工作中的可行性与实际意义。     

“苏格拉底的无知”引发的“师生关系”

“苏格拉底的无知”不是假装无知,他是真诚地认为自己无知。不过,这种“无知”不是经验性的无知,而是一种求知态度,即认为人类永远无法占有绝对真理,但又始终不渝、孜孜不倦地追求真理。“苏格拉底的无知”引导了一种理想的“师生关系”。在这种师生关系中,教师不是权威,不是真理的拥有者,学术标准面前,师生平等。因此教师不是在传授真理,而是在向学生传达这种“无知之知”的求知态度和求知方法。教师的职责是帮助学生变得自足,然后自主地追求真理。