Philosophy in Education

What is dialectic teaching method? To which grade level this teaching method is more appropriate to use? Explain your answer with logical reason.
Dialectic – means a two sided conversation. In a dialectic teaching method, two persons will talk from their perspectives and when they bring up their knowledge, they create a new knowledge by the end of the time. The dialectic teaching method is also called the Socratic Method. It is a Socrates’ teaching style. Later Plato opened up his own school, the Academy, where the dialectic was used as a teaching methodology, where students and professors engaged in a dialectic approach to problems. Grade level 6th – 8th Grades are known as the dialectic stage. By fifth grade, a child’s mind begins to think more analytically. Middle-school students are less interested in finding out facts than in asking ‘Why?’ Brings the grammar of disciplines into ordered relationships. During this time, children’s capacity for abstract thought expands rapidly. Children become attracted to argumentation and abstract ideas. They are taught how to analyze, reason, question, evaluate and critique. Logic, the art of arguing correctly, is taught as a core subject. The introduction of formal logic shifts the focus from mere facts to understanding relationships. Students learn to reason as they identify critical assumptions, logical fallacies and inconsistencies. It is a time when the child begins to pay attention to cause and effect, to the relationships between different fields of knowledge relate, to the way facts fit together into a logical framework. This stage is Classical Education Developmental stage by Logic.
Discuss three pedagogical rules suggested by Kant to improve the compulsion in education?
Kant indicates three pedagogical rules of conduct for the progressive development of freedom: 1. The child must be allowed to enjoy every possible freedom from infancy, except in things where it may do harm to itself and provided that it does not inhibit the freedom of others through its actions.
2. The child must be given to understand that it can only achieve its own objectives if it also permits others to achieve theirs.
3. The child must realize that it is under an obligation to make use of its freedom and that it is being educated in such a way that it may one day attain freedom, i.e. will not be dependent on the care of others
Explanation of Rules:
First pedagogical rule of conduct:
Freedom from infancy except where there’s a chance of harm to self, provided it doesn’t inhibit the freedom of others through its actions. The child must always remain aware of its own freedom when disciplinary measures are taken. Children should be accustomed to work without having to abandon play. Education must be made obligatory without becoming a form of slavery. If a child expects freedom, he must also be responsible to grant freedom to others and not hinder it through his own actions.
Second pedagogical rule of conduct:
Give child the understanding that he can only achieve its objectives while permitting others to do the same. The child must understand that peace would only prevail if freedom is practiced not only for the self but also for the others. The nature of our own soul requires us to take an interest in: Ourselves, Other with whom we have grown up, What is best for the world.
Third pedagogical rule of conduct:
Make the child realize that he is being educated for the sake of his freedom. Education would lead to the development of the enlightened universal reason, which would eventually free the child of the biases of the world and enable him to become a free citizen. Education would also allow the child to become self-sufficient in more than just one way that is an Economic Freedom and Philosophical Freedom. The child must be made to realize that he is under the obligation to use freedom to gain education in order to attain true freedom one day. Kant believed that human dignity makes the recognition of that freedom an inherently subjective matter.