Plato’s (c.428BC – 348BC) model of curriculum centers on a dialectical inquiry process (Wians, 2012; Brumbaugh, 1970). This is reflected in his use of the literary genre of the’dialogue’, and in his characters’ use of the Socratic Method (Rowe; 2006; Brumbaugh, 1970). This dialectical inquiry process, which requires active learner participation in order to be effective, follows a common pattern.
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