초록 열기/닫기 버튼
This paper analyzes and studies the philosophical practice cases of university students in classrooms where teachers use Socratic dialogue and role-playing to help university students solve various problems they face. In the steps of philosophical practice, the rules of participants, consultants, bystanders and moderators are set up in advance. The moderator (usually a teacher) is responsible for guiding the topic. If there is still confusion and need help when the participants finish the dialogue, the moderator will give appropriate suggestions; the participants will state the confusion and problems they are facing according to their personal experience; the bystanders will record the dialogue of the participants by observing and listening to the participants, analyze and write down their observations and suggestions. According to these consulting rules, the effect of consulting is obvious. When the problems that university students talk about are also common in daily life, such as communication with their families, interpersonal relationships, learning problems, love affairs and other problems, they are easy to resonate and are more willing to express their innermost feelings. They said that the philosophical practice helped them a lot, let them overcome psychological obstacles, dare to express their true ideas, understand the core of their own problems, true ideas, understand the core of their own problems, and solve problems that had not been considered before. Some university students have learned critical analysis skills and used keen observation to analyze themselves in the course of philosophical dialogue. Of course, there are other university students who have not solved their own problems. As can be seen from the homework of university students, both participants and bystanders have come up with new ideas that have never been before.
