This tool will help improve your critical thinking - Erick Wilberding

譯者: Lilian Chiu 審譯者: Claire Hsu

Socrates, one of the founding fathers of Western philosophical thought,

西方哲學思想之父蘇格拉底

was on trial.

正在受審。

Many Athenians believed he was a dangerous enemy of the state,

許多雅典人相信他是 國家的敵人，十分危險，

accusing the philosopher of corrupting the youth

因此控訴這位哲學家讓年輕人墮落，

and refusing to recognize their gods.

且拒絕承認他們的神。

However, Socrates wasn’t feared for claiming to have all the answers,

不過，大家害怕蘇格拉底， 並非因為他宣稱知道一切的答案，

but rather, for asking too many questions.

反而是因為他問了太多問題。

While he loathed formal lectures,

雖然他討厭正式的授課，

the philosopher frequently engaged friends and strangers

但這位哲學家經常 會與朋友及陌生人進行

in lengthy conversations about morality and society.

漫長的談話，談道德、也談社會。

These discussions weren’t debates, nor would Socrates offer explicit advice.

這些討論並非辯論， 蘇格拉底也不會提供明確的意見。

In fact, the philosopher often claimed to know nothing at all,

事實上，這位哲學家常常會宣稱 他什麼都不知道，

responding to his partner's answers only with further questions.

只用進一步的問題來回應夥伴的答案。

But through this process, Socrates probed their logic,

但蘇格拉底能藉這過程 來探究他們的邏輯，

revealing its flaws and helping both parties reach a more robust understanding.

揭露出其中的瑕疵， 並協助雙方達成更深刻的理解。

These insightful questions made Socrates beloved by his followers.

這些富有洞見的提問， 讓蘇格拉底深受他的追隨者愛戴。

Two of his students, Plato and Xenophon, were so inspired

他的兩位學生，柏拉圖和色諾芬 受到很大的啟發，

that they replicated their mentor’s process in fictional dialogues.

便把這位導師的究理過程 重現於虛構的對話當中。

These invented exchanges provide perfect examples

這些虛構出來的交流， 提供理想的例子，

of what would come to be known as the Socratic Method.

而這後來就被稱作「蘇格拉底法」。

In one of these fabricated dialogues,

在其中一段杜撰的對話中，

Socrates is conversing with a young man named Euthydemus,

蘇格拉底與一位名叫 歐西德莫斯的年輕人交談，

who is confident that he understands the nature of justice and injustice.

這位年輕人很有自信， 相信自己了解正義與不正義的本質。

Socrates probes the student’s values by asking him to label actions

蘇格拉底想了解這位學生的價值觀，

便請他將說謊及偷竊等行為

such as lying and theft as just or unjust.

歸類為正義或不正義。

Euthydemus confidently categorizes them as injustices,

歐西德莫斯很有信心地 將這些行為歸為「不正義」，

but this only prompts another question:

但這就引來了另一個問題：

is it just for a general to deceive or pillage a hostile army?

將軍欺騙或掠奪敵軍， 也是非正義的行為嗎？

Euthydemus revises his assertion.

歐西德莫斯修正了他的主張。

He claims that these actions are just when done to enemies,

他宣稱，若對象是敵人， 這些行為就是正義的，

and unjust when done to friends.

若對象是朋友，則是不正義的。

But Socrates isn’t finished.

但蘇格拉底還不打算罷手。

He asks the young man to consider a commander lying to his troops

他請年輕人想想看

指揮官對士兵說謊 以提高士氣的情況。

to boost their morale.

Before long, Euthydemus is despondent.

沒多久，歐西德莫斯就陷入沮喪。

It seems that every answer leads to further problems,

似乎每一個答案都會 帶出進一步的問題，

and perhaps he’s not quite sure what constitutes justice after all.

也許他其實沒有那麼了解 正義到底是什麼。

In employing this question-oriented approach,

採用這種問題導向的方法，

Socrates described himself as a midwife,

蘇格拉底形容自己如同助產士，

whose inquiries assist others in giving birth to their ideas.

透過問問題來協助他人產出想法。

His method of questioning draws out an individual’s unexamined assumptions,

他的提問方式， 能引出對方沒有審視過的假設，

and then challenges those biases.

接著再去挑戰那些偏見。

It doesn't always provide definitive answers,

它不見得總是能給出徹底的答案，

but the method helps clarify the questions

但能夠協助釐清問題

and eliminate contradictory or circular logic.

並排除矛盾或鬼打牆的邏輯。

And by following a line of inquiry where it logically leads,

循著由邏輯引導出來的一連串詢問，

both the question asker and answerer can end up in unexpected places.

問問題的人和回答問題的人 最後都可能會得出從未預期的想法。

This technique isn’t limited by the conversation’s content,

這項技巧不受對談內容限制，

making it incredibly useful in numerous fields.

讓它在許多領域中都很有用處。

During the Renaissance, the method was used to teach clinical medicine.

在文藝復興時期， 這個方法被用來教臨床醫學。

Students proposed their rationale for different diagnoses,

學生提出他們做出不同診斷的理由，

while a doctor questioned their assumptions and moderated discussion.

醫生則會詢問 他們的假設並主持討論。

In this model, the method could even produce conclusive results.

在這例子中，用這個方法 甚至能產生令人信服的結果。

This same approach was later used in other sciences,

後來，同樣的方法 也被用於其他科學領域，

such as astronomy, botany, and mathematics.

比如天文學、植物學，以及數學。

Following the Protestant Reformation,

在新教改革之後，

it was adapted to tackle abstract questions of faith.

它被改編來處理關於信仰的抽象問題。

In the 19th century, the method became an essential part

在 19 世紀，這個方法成為

美國法律教育中不可缺的一部分。

of American legal education.

Professors explored students’ understanding of judicial reasoning

教授會用預料之外的假設情境

來挑戰學生，以評估他們 對司法推論的了解。

by challenging them with unforeseen hypothetical situations.

This approach is still used today by the Supreme Court

現今的最高法庭仍然會使用這個方法

to imagine the unintended impacts of passing a law.

來假想如果通過一條法律 會產生什麼意料之外的影響。

The Socratic Method can be adapted to teach almost any topic

「蘇格拉底法」可用來教導

幾乎任何仰賴批評性推理的主題，

that relies on critical reasoning,

but its success depends on the teacher employing it.

但它的成功與否， 就要看使用這方法的老師了。

An effective Socratic educator must be well versed in their subject.

能發揮蘇格拉底問話法的教師， 必須要精通自己教導的主題。

Rather than bullying their students or showing off their superior intellect,

他們不能威嚇學生 或炫耀自己比較聰明，

they should be modest, genuinely curious, and affirming of every contribution.

而應該要謙虛、真心感到好奇，

並肯定學生的每一項貢獻。

In this regard, Socrates himself

就這點來說，蘇格拉底本人

may not have been the most subtle Socratic teacher.

可能還不是把蘇格拉底問話法 用得最精湛的老師。

Historians believe he was deeply critical of Athens’ particular brand of democracy,

歷史學家相信，他強烈批判 雅典獨有的民主政體，

and known to pass those concerns onto his followers.

而且眾所皆知，他會將他所關心的事 傳達給他的追隨者。

These subversive beliefs were distorted in public forums

這些具有顛覆性的看法， 在公共論壇廣場上遭到扭曲，

and thought to have inspired two of his pupils to treasonous ends.

而且有兩名弟子最後走向叛國， 被認為就是受這些想法影響。

It was likely for these ideas Socrates was brought to trial,

蘇格拉底很可能 就是因為這些想法而受審，

and eventually, sentenced to death.

最後被判死刑。

But even on his deathbed, artists depict a serene philosopher—

但在畫家筆下，他在臨終之時 仍然是沉靜的哲學家——

ever curious to explore the ultimate question.

總是抱持好奇心去探究終極的問題。