We have previously looked at what Aristotle might have been able to do to help us poor old driving instructors. But can his fellow Greek Socrates also help and if so how.

When I read Richard Bates’ article last month, I thought he has beaten me to it with what I wanted to say. But what I realise is that he has given a theoretical basis to what I want to say.

What Richard was saying if I have interpreted it correctly is that the more of our brain that we engage when doing something, the better it is. So when we say something out loud we use the part of the brain that speaks but also the part that listens.

By pointing at something we involve even more centres of the brain. The more brain activity we have, the more alertness and concentration we have. From a driving perspective, commentary driving uses more of our brain which forces more alertness and concentration. This is what we want, thinking alert drivers.

I learn some things by just reading. But if I have to write something out I learn a bit more. If I have to explain it to you I will learn even more.

One of the things about Socrates is that he liked a lot of questions. In fact he liked questions so much that he upset the powers that be and they sentenced him to death. This they did by making him drink a poison called hemlock and Socrates uttered what was to be his most famous quote. ‘The unexamined life is not worth living’.

This certainly brings him into line with the DVSA. But to the best of my knowledge no one in the management of the DVSA has forced an examiner to commit suicide by drinking poison. I imagine they are much more subtle than that.

But what about Socrates’ love of questions. In fact there is a style of teaching called the Socratic Method. So you might ask ‘what’s that all about’.

At its simplest it means instead of being the mere provider of information you are having a thought provoking dialogue with your student. You are engaging with your pupil for the benefit of your pupil. You are asking open ended questions. You also want pupils to ask questions of you.

If you remember from last month with Aristotle we talked about knowing your subject. Have a look at the marking sheet for a Part 3 or a Standards Check and tell me how many competencies having a dialogue with your pupils that might cover.

I could give you my opinion on what it might cover but the whole point here is that you work it out yourself. By finding your own solution you will have learnt it in a way that is more likely to stay with you. What you will find is that if you write it down that will reveal to you more thoughts. When I write these articles, what I was thinking and what I was going to write quite often changes.

Have you noticed that when you are having a dialogue with your pupils new thoughts come to mind. How your pupils explain things gives you new ways of saying things. Your pupils’ questions reveal stuff, you get to see the world from a different point of view.

If you ask your pupils to explain to you how to do something like approach a roundabout it is an interesting experience. They will have a look of concentration on their faces that they didn’t have when you explained it to them. There will be some gaps. You can ask them questions about these gaps. If you are lucky there will be a lightbulb moment.

© Liam Greaney

driving-pro.com

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