37-521: The Goal may refer to: The Goal (novel) , a management-oriented novel by Eliyahu M. Goldratt The Goal (1999 film) , a Hindi drama film The Goal (2023 film) , a Namibian film The Goal, a song by Leonard Cohen from Thanks for the Dance See also [ edit ] Goal (disambiguation) Topics referred to by the same term [REDACTED] This disambiguation page lists articles associated with
74-491: A Socratic circle ) is a pedagogical approach based on the Socratic method and uses a dialogic approach to understand information in a text. Its systematic procedure is used to examine a text through questions and answers founded on the beliefs that all new knowledge is connected to prior knowledge, that all thinking comes from asking questions, and that asking one question should lead to asking further questions. A Socratic seminar
111-419: A form of "midwifery" because it is employed to help his interlocutors develop their understanding in a way analogous to a child developing in the womb. The Socratic method begins with commonly held beliefs and scrutinizes them by way of questioning to determine their internal consistency and their coherence with other beliefs and so to bring everyone closer to the truth. In modified forms, it is employed today in
148-439: A passage of text that students must read beforehand and facilitate dialogue. Sometimes, a facilitator will structure two concentric circles of students: an outer circle and an inner circle. The inner circle focuses on exploring and analysing the text through the act of questioning and answering. During this phase, the outer circle remains silent. Students in the outer circle are much like scientific observers watching and listening to
185-404: A thought-provoking discussion. The text ought to be appropriate for the participants' current level of intellectual and social development. It provides the anchor for dialogue whereby the facilitator can bring the participants back to the text if they begin to digress. Furthermore, the seminar text enables the participants to create a level playing field – ensuring that the dialogical tone within
222-480: A variety of pedagogical contexts. In the second half of the 5th century BC, sophists were teachers who specialized in using the tools of philosophy and rhetoric to entertain, impress, or persuade an audience to accept the speaker's point of view. Socrates promoted an alternative method of teaching, which came to be called the Socratic method. Socrates began to engage in such discussions with his fellow Athenians after his friend from youth, Chaerephon , visited
259-446: Is a management-oriented novel by Eliyahu M. Goldratt , a business consultant known for his theory of constraints , and Jeff Cox, the author of several management-oriented novels. The Goal was originally published in 1984 and has since been revised and republished. This describes a case study in operations management, focusing on the theory of constraints, and bottlenecks and how to alleviate them. In 2011, Time Magazine listed
296-526: Is causal or merely correlative. Yet, W. K. C. Guthrie in The Greek Philosophers sees it as an error to regard the Socratic method as a means by which one seeks the answer to a problem, or knowledge. Guthrie claims that the Socratic method actually aims to demonstrate one's ignorance. Socrates, unlike the Sophists , did believe that knowledge was possible, but believed that the first step to knowledge
333-687: Is due to the lack of knowledge of the student. Boghossian mentions that even though the questions may be perplexing, they are not originally meant for it, in fact such questions provoke the students and can be countered by employing counterexamples. The Socratic method, in the form of Socratic questioning , has been adapted for psychotherapy, most prominently in classical Adlerian psychotherapy , logotherapy , rational emotive behavior therapy , cognitive therapy and reality therapy . It can be used to clarify meaning, feeling, and consequences, as well as to gradually unfold insight, or explore alternative actions. The Socratic method has also recently inspired
370-486: Is not a debate. The goal of this activity is to have participants work together to construct meaning and arrive at an answer, not for one student or one group to "win the argument". This approach is based on the belief that participants seek and gain deeper understanding of concepts in the text through thoughtful dialogue rather than memorizing information that has been provided for them. While Socratic seminars can differ in structure, and even in name, they typically involve
407-486: Is not the only dialogue in which theories normally expounded by Plato's Socrates are broken down through dialectic. Instead of arriving at answers, the method breaks down the theories we hold, to go "beyond" the axioms and postulates we take for granted. Therefore, myth and the Socratic method are not meant by Plato to be incompatible; they have different purposes, and are often described as the "left hand" and "right hand" paths to good and wisdom. In Plato's early dialogues,
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#1732851321857444-518: Is the central technique of the Socratic method. The Latin form elenchus (plural elenchi ) is used in English as the technical philosophical term. The most common adjectival form in English is elenctic ; elenchic and elenchtic are also current. This was also very important in Plato's early dialogues. Socrates (as depicted by Plato) generally applied his method of examination to concepts such as
481-591: The Oracle of Delphi , which asserted that no man in Greece was wiser than Socrates. Socrates saw this as a paradox , and began using the Socratic method to answer his conundrum. Diogenes Laërtius , however, wrote that Protagoras invented the "Socratic" method. Plato famously formalized the Socratic elenctic style in prose—presenting Socrates as the curious questioner of some prominent Athenian interlocutor—in some of his early dialogues, such as Euthyphro and Ion , and
518-456: The virtues of piety , wisdom , temperance , courage , and justice . Such an examination challenged the implicit moral beliefs of the interlocutors, bringing out inadequacies and inconsistencies in their beliefs, and usually resulting in aporia . In view of such inadequacies, Socrates himself professed ignorance. Socrates said that his awareness of his ignorance made him wiser than those who, though ignorant, still claimed knowledge. This claim
555-503: The book as one of "the 25 most influential business management books". Like other books by Goldratt and by Cox, The Goal is written as a piece of fiction. The main character is Alex Rogo, who manages a production plant with an uncertain future. Bill Peach, a company executive, tells Alex that he has three months to turn operations at his plant around from being unprofitable and unreliable to being successful. Jonah (a physicist), whom many believe represents Goldratt himself, helps him solve
592-504: The book, Jonah teaches Alex Rogo by using the Socratic method . Throughout the book, whenever a meeting or telephone call dialogue happens with Jonah, he poses a question to Alex Rogo or a member of his crew, which in turn causes them to talk amongst themselves to come up with a solution to their problem. When Alex Rogo is with his wife, he finds the Socratic method to be a way to fix his marriage, which he then uses, with his crew, to come up with
629-470: The capacity of the NCX-10 machine, which had been identified as one of the two bottlenecks. Further more, they identified processes at the heat treat , identified as their second bottleneck, that caused massive delays in their getting product through the heat-treat and which had also caused some products to be heat-treated multiple times (to make softer and then harder again) instead of just once or not at all. In
666-435: The classroom remains consistent and pure to the subject or topic at hand. Some practitioners argue that "texts" do not have to be confined to printed texts, but can include artifacts such as objects, physical spaces, and the like. Socratic seminar texts are able to challenge participants' thinking skills by having these characteristics: Socratic texts can be divided into two main categories: Socratic seminars are based upon
703-434: The company's problems through a series of telephone calls and short meetings wherein he explains many fundamental business concepts. A second story line is introduced involving Alex's marital life. The book goes on to point out the role of bottlenecks (constraints) in a manufacturing process, and how identifying them not only makes it possible to reduce their impact, but also yields a useful tool for measuring and controlling
740-601: The conversation of the inner circle. When the text has been fully discussed and the inner circle is finished talking, the outer circle provides feedback on the dialogue that took place. This process alternates with the inner circle students going to the outer circle for the next meeting and vice versa. The length of this process varies depending on the text used for the discussion. The teacher may decide to alternate groups within one meeting, or they may alternate at each separate meeting. The most significant difference between this activity and most typical classroom activities involves
777-492: The discussion, and to limit contributions from those who tend to dominate. She or he prompts participants to elaborate on their responses and to build on what others have said. The leader guides participants to deepen, clarify, and paraphrase, and to synthesize a variety of different views. The participants share the responsibility with the leader to maintain the quality of the Socratic circle. They listen actively to respond effectively to what others have contributed. This teaches
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#1732851321857814-399: The elenchus is the technique Socrates uses to investigate, for example, the nature or definition of ethical concepts such as justice or virtue. According to Gregory Vlastos , it has the following steps: One elenctic examination can lead to a new, more refined, examination of the concept being considered, in this case it invites an examination of the claim: "Courage is wise endurance of
851-487: The five steps they should use to fix problems in the plant, which ultimately leads him and Lou to think up the three things every division manager, the position Rogo is promoted to, should be able to do. Socratic method The Socratic method (also known as method of Elenchus or Socratic debate ) is a form of argumentative dialogue between individuals, based on asking and answering questions. In Plato 's dialogue " Theaetetus ", Socrates describes his method as
888-440: The flow of materials. Alex and his team identify the bottlenecks in their process and immediately begin to implement changes to help increase capacity and speed up production. In response to questions about the logic of using outdated technology in modern manufacturing, Alex's team brought in an old machine they received for free (which had previously been used at their plant in conjunction with two other machines) in order to increase
925-453: The individual and to the state", and that "life without examination [dialogue] is not worth living". Socrates rarely used the method to actually develop consistent theories, and he even made frequent use of creative myths and allegories . The Parmenides dialogue shows Parmenides using the Socratic method to point out the flaws in the Platonic theory of forms , as presented by Socrates; it
962-508: The interaction of peers. The focus is to explore multiple perspectives on a given issue or topic. Socratic questioning is used to help students apply the activity to their learning. The pedagogy of Socratic questions is open-ended, focusing on broad, general ideas rather than specific, factual information. The questioning technique emphasizes a level of questioning and thinking where there is no single right answer. Socratic seminars generally start with an open-ended question proposed either by
999-449: The leader or by another participant. There is no designated first speaker; as individuals participate in Socratic dialogue, they gain experience that enables them to be effective in this role of initial questioner. The leader keeps the topic focused by asking a variety of questions about the text itself, as well as questions to help clarify positions when arguments become confused. The leader also seeks to coax reluctant participants into
1036-400: The method improves creative and critical thinking, there is a flip side to the method. He states that the teachers who use this method wait for the students to make mistakes, thus creating negative feelings in the class, exposing the student to possible ridicule and humiliation. Some have countered this thought by stating that the humiliation and ridicule is not caused by the method, rather it
1073-568: The method is most commonly found within the so-called " Socratic dialogues ", which generally portray Socrates engaging in the method and questioning his fellow citizens about moral and epistemological issues. But in his later dialogues, such as Theaetetus or Sophist , Plato had a different method to philosophical discussions, namely dialectic . Elenchus ( Ancient Greek : ἔλεγχος , romanized : elenkhos , lit. 'argument of disproof or refutation; cross-examining, testing, scrutiny esp. for purposes of refutation' )
1110-472: The participants to think and speak persuasively using the discussion to support their position. Participants must demonstrate respect for different ideas, thoughts and values, and must not interrupt each other. Questions can be created individually or in small groups. All participants are given the opportunity to take part in the discussion. Socratic circles specify three types of questions to prepare: Scholars such as Peter Boghossian suggest that although
1147-472: The role of the teacher. In Socratic seminar, the students lead the discussion and questioning. The teacher's role is to ensure the discussion advances regardless of the particular direction the discussion takes. Teachers use Socratic seminar in different ways. The structure it takes may look different in each classroom. While this is not an exhaustive list, teachers may use one of the following structures to administer Socratic seminar: No matter what structure
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1184-476: The soul". Most Socratic inquiries consist of a series of elenchi and typically end in puzzlement known as aporia . Michael Frede points out Vlastos' conclusion in step No. 5 above makes nonsense of the aporetic nature of the early dialogues. Having shown a proposed thesis is false is insufficient to conclude some other competing thesis must be true. Rather, the interlocutors have reached aporia , an improved state of still not knowing what to say about
1221-482: The subject under discussion. The exact nature of the elenchus is subject to a great deal of debate, in particular concerning whether it is a positive method, leading to knowledge, or a negative method used solely to refute false claims to knowledge. Some qualitative research shows that the use of the Socratic method within a traditional Yeshiva education setting helps students succeed in law school , although it remains an open question as to whether that relationship
1258-399: The teacher employs, the basic premise of the seminar/circles is to turn partial control and direction of the classroom over to the students. The seminars encourage students to work together, creating meaning from the text and to stay away from trying to find a correct interpretation. The emphasis is on critical and creative thinking. A Socratic seminar text is a tangible document that creates
1295-462: The title The Goal . If an internal link led you here, you may wish to change the link to point directly to the intended article. Retrieved from " https://en.wikipedia.org/w/index.php?title=The_Goal&oldid=1228153788 " Category : Disambiguation pages Hidden categories: Short description is different from Wikidata All article disambiguation pages All disambiguation pages The Goal (novel) The Goal
1332-494: Was based on a reported Delphic oracular pronouncement that no man was wiser than Socrates. While this belief seems paradoxical at first glance, in fact it allowed Socrates to discover his own errors. Socrates used this claim of wisdom as the basis of moral exhortation. He claimed that the chief goodness consists in the caring of the soul concerned with moral truth and moral understanding, that "wealth does not bring goodness, but goodness brings wealth and every other blessing, both to
1369-423: Was recognition of one's ignorance. Guthrie writes, "[Socrates] was accustomed to say that he did not himself know anything, and that the only way in which he was wiser than other men was that he was conscious of his own ignorance, while they were not. The essence of the Socratic method is to convince the interlocutor that whereas he thought he knew something, in fact he does not." A Socratic seminar (also known as
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