Socrates, Problem‐based Learning and Critical Thinking—A Philosophic Point of View

The Kaohsiung Journal of Medical Sciences - Tập 24 - Trang S6-S13 - 2008
Shin-Yun Wang1, Jer-Chia Tsai2,3, Horn-Che Chiang4,5, Chung-Sheng Lai6,7, Hui-Ju Lin8
1Faculty of Medicine, College of Medicine, Kaohsiung Medical University, Kaohsiung, Taiwan
2Department of Internal Medicine, Faculty of Renal Care, College of Medicine, Kaohsiung Medical University, Kaohsiung, Taiwan
3Division of Nephrology, Department of Internal Medicine, Kaohsiung Medical University Hospital, Kaohsiung, Taiwan
4Department of Public Health, College of Medicine, Kaohsiung Medical University, Kaohsiung, Taiwan
5Department of Occupational and Environmental Medicine, Kaohsiung Medical University Hospital, Kaohsiung, Taiwan
6Department of Surgery, Faculty of Medicine, College of Medicine, Kaohsiung Medical University, Kaohsiung, Taiwan
7Division of Plastic and Reconstructive Surgery, Department of Surgery, Kaohsiung Medical University Hospital, Kaohsiung, Taiwan
8Faculty of Respiratory Therapy, College of Medicine, Kaohsiung Medical University, Kaohsiung, Taiwan

Tóm tắt

Problem‐based learning (PBL) is a learner‐centered educational method based on the principles of heuristics and collaboration. It has been considered an effective learning method in general and in professional education, especially in medical education. This article analyzes the thinking structure and philosophical background of PBL through the educational ideas of Socrates and the truth conception of Karl Popper. In the different phases of the PBL process, various truth conceptions will help to formulate the thinking framework of PBL—from Socrates' truth of openness toward the truth of scientific accuracy of our modern age. Meanwhile, Popper's scientific theory of falsifiability further leads us to discuss the relationship between PBL and critical thinking.

Tài liệu tham khảo

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Thông tin
Thông tin xuất bản

The Kaohsiung Journal of Medical Sciences

Tập 24

S6-S13

Thông tin tác giả