[pbhjpbhj]

No facts at all?

I'm pretty Socratic in my approach but find it breaks down without elemental factual data to build the enquiry upon. Indeed I find it best for approaching assumed knowledge in order to build an ethos of enquiry.

Why does the moon 'shine' can be deduced by the student in part by the teacher first recalling associated facts; even if these are to be assumed true as part of the enquiry.

I was reading Laches recently - [Plato as] Socrates enquiring as to what children should be taught (fighting,duh!) - and Socrates destroys the others attempts to logically promote their views. Ultimately though they're left with nothing and have to come cap-in-hand and say 'alright bighead, how do you propose we educate our kids'. Sorry, I'm wittering ... I think the point is that I find it lacks as a constructive method, one needs experiment and axiomatically held data to support it.