Bringing Socrates to Life with ChatGPT: An Interactive Lesson Plan and the Future of AI in Education

A marble bust of Socrates (c. 469–399 BCE), the classical Greek philosopher. Socrates famously engaged his students with probing questions rather than lectures, an approach now known as the Socratic method. In a modern classroom, we can bring Socrates to life by using AI (like ChatGPT) to simulate his conversational style. This interactive experience can be far more engaging and informative for 9th-grade students than simply reading about Socrates from a textbook. In this article, we outline an in-depth lesson plan where a teacher creates a Socrates chatbot for students to converse with, and we explore how such AI-driven learning aligns with educational philosophy and future trends in research, creativity, and assessment.

Why Talk to Socrates? The Power of Interactive Learning

The Socratic method is essentially a dialogue of thought-provoking questions aimed at challenging assumptions and guiding learners to deeper understanding . Rather than passively receiving information, students in a Socratic dialogue actively articulate their thoughts, confront contradictions, and discover truths for themselves . This process promotes active learning, critical thinking, and self-discovery . In practice, a skilled questioner (like Socrates) helps reveal any gaps or shaky foundations in a student’s knowledge .

Why is conversing with a Socrates chatbot more beneficial than reading a chapter about him? Interactive dialogue demands engagement – the student must think and respond, not just underline text. Through back-and-forth questioning, the chatbot can tailor the conversation to the student’s responses, much like Socrates adjusted his questions to his interlocutor. This personal interaction can quickly highlight what a student truly understands. Even if a student had superficially prepared (or even used AI to generate an essay), pointed follow-up questions would quickly expose any lack of genuine understanding . In other words, the chatbot-Socrates can’t be easily “fooled”, because it will keep probing until the student demonstrates comprehension.

Another advantage is student engagement. Many learners find it fun and memorable to “talk” with a historical figure. Educators report that prompting ChatGPT to adopt the persona of an author or historical character leads to a conversation that is “fun, personal, and interactive” for students . Instead of reading static text about philosophical ideas, students get to ask Socrates questions directly and receive answers in real time. This dynamic can spark curiosity in a way a traditional lecture may not. One instructor who tested such a role-play found that a dialogue with ChatGPT-as-Socrates showed “remarkable philosophical acumen” and even humor, resulting in an enriching experience that left him “feeling much more positive about the impact AI can have on education.” Clearly, bringing Socrates to life via a chatbot makes learning both enjoyable and profound.

Finally, an AI Socratic dialogue addresses practical limitations of the classroom. Conducting one-on-one Socratic questioning with every student is time-consuming and often impractical in a large class . Oral examinations and dialogues are known to improve understanding and critical thinking, but a teacher with 30 students (or a professor with 300) can’t realistically give each learner a private Socratic dialogue . This is where AI can help scale the Socratic method. A chatbot can engage each student individually, essentially giving every learner their own Socrates to talk to. Researchers have already begun leveraging this idea: for example, a team at Georgia Tech built “The Socratic Mind,” an AI tutor that uses Socratic questioning to challenge students to explain and defend their answers, improving their understanding . Such AI-driven oral assessment tools show that if students truly understand something, they should be able to explain it – and the AI will keep asking until they can . In sum, a Socrates chatbot combines the timeless effectiveness of Socratic dialogue with the scalability and consistency of AI, offering a powerful learning experience.

Designing a 9th-Grade Lesson Plan with a Socrates Chatbot

Lesson Title: “Conversing with Socrates: An Interactive Exploration of Philosophy.”

Grade Level: 9th Grade (could be integrated in History or English class).

Duration: 1-2 class periods (plus a homework reflection).

Learning Objectives: Students will understand key aspects of Socratic philosophy (e.g. the Socratic method, Socrates’ ideas about wisdom and virtue) by actively engaging in a dialogue. They will practice critical thinking by both answering Socrates’ questions and formulating their own questions. They will also reflect on how this interactive learning compares to traditional studying.

Lesson Setup and Preparation

• Materials Needed: A device with internet access for each student or group (to use ChatGPT), and a prepared handout of guiding questions (see below) to help initiate the dialogue. If individual devices are not available, the activity can be done in small groups or as a live demonstration with the teacher’s computer and a projector.

• Account & Safety: The teacher should ensure that ChatGPT (or a similar AI chatbot) is accessible at school. It may be useful to create a free ChatGPT account for the class, or have students use their own if permitted. Discuss classroom guidelines for appropriate use of the AI (e.g. staying on topic, respectful language).

• Background Mini-Lesson: Before jumping into the chatbot conversation, provide a brief background on who Socrates was. For instance, explain that Socrates was a Greek philosopher who lived in Athens (~5th century BCE), known for asking questions to seek truth and famously claiming “I know that I know nothing.” Explain the Socratic method of teaching by questioning. This sets the stage so students know whom they will be talking to and why he might respond with more questions. Emphasize that the goal is to think deeply, not to get a simple answer.

• Tech Setup: The teacher should experiment with prompting ChatGPT to act like Socrates beforehand. This ensures the teacher knows what to expect and can adjust the prompt for the desired tone and accuracy. It’s also wise to prepare for errors: remind students that while the AI has a lot of knowledge, it isn’t perfect and may occasionally produce inaccurate statements about history or philosophy. Part of the lesson can include verifying information (for example, if “Socrates” says something surprising, students should check their notes or ask the teacher to confirm if that was true).

Step-by-Step Lesson Implementation

1. Introduction (5-10 min): Kick off the class with a hook: “If you could interview any person from history, who would it be?” Lead into, “How about interviewing Socrates himself?” Explain that today, thanks to AI, they get to chat with Socrates. Go over the objectives and rules. Make sure students understand this is a simulation – an AI playing a role – and that they should still think critically about the conversation.

2. Demonstration of the Chatbot (5 min): Using a projector, the teacher can demonstrate how to set up the Socrates chatbot. For example, open ChatGPT and enter a prompt (see next section for prompt design). Show a quick sample exchange: ask “Hello, who are you?” and have the AI respond as Socrates. This models the process and builds excitement. (If resources allow, you could even have a student volunteer come up and be “the first to talk to Socrates” in front of the class as a demo.)

3. Creating the Socrates Chatbot (Prompt): The teacher (or students) will input a carefully crafted prompt to initialize ChatGPT as Socrates. For instance:

   
   

   Prompt Example: “You are Socrates, the ancient Greek philosopher. Respond in the first person as Socrates would, using a thoughtful and inquisitive tone. When I speak to you, answer with questions or explanations that reflect Socratic philosophy (e.g. prompting me to think deeper about definitions of virtue, truth, wisdom). Do not mention that you are an AI; stay in character as Socrates.”

   
   

   This prompt instructs the AI to adopt Socrates’ persona and conversational style. The teacher can include specific guidelines (such as encouraging the bot to ask challenging questions back). Once the prompt is entered, ChatGPT should respond as Socrates, perhaps with a greeting like, “Greetings, my friend. I am Socrates. What would you like to discuss?”

4. Student Chat Time (15-20 min): Now students get to chat with Socrates. Depending on logistics, this can be done individually, in pairs (which can be nice for collaboration), or in small groups sharing a device. Each student/group starts their conversation, using the guiding questions handout if they need inspiration (see handout below). Encourage students to follow the flow of the dialogue: when Socrates asks them a question (and he will!), they should try to answer thoughtfully, just as if they were really in the Agora of Athens. They can also ask their own questions about Socrates’ life or beliefs. This is the core activity where students are actively engaged in dialogue. The classroom will likely become a low buzz of excitement as students are typing and reading Socrates’ responses. The teacher should circulate to assist anyone having trouble and to make sure conversations stay productive.

5. Guidance and Challenge: As students converse, the teacher can prompt them to dig deeper. For example, if a student says “Socrates keeps asking me what virtue means and it’s hard to answer,” the teacher can encourage them: “That’s exactly what Socrates did! Try giving an example of virtue, or ask him a question back.” This helps students not get frustrated by the persistent questioning. It turns the activity into a kind of critical thinking game – indeed, Socratic dialogue is often playful and exploratory . The teacher might also ask students to jot down any especially interesting question Socrates asked them, or a surprising answer he gave.

6. Conclusion of Chat & Save Transcripts: After the allotted chat time, have students wrap up their conversations. It’s a good idea for them to copy or save the exchange (if using accounts, the history might save automatically, but copying into a document is wise). These transcripts will be useful for reflection and assessment.

7. Class Discussion and Reflection (10-15 min): Bring the class together to debrief. Discussion questions: “What did you learn about Socrates or his philosophy from this chat?” “How did it feel to be questioned by Socrates? Did it make you think more than when you usually read text?” Students can share interesting moments from their dialogue. For example, maybe Socrates refused to give a straight answer and instead responded with “And what do you think?” – how did that make the student approach the question differently? Also discuss accuracy: “Did Socrates (the chatbot) say anything that seemed wrong or odd?” If so, clarify those points. This addresses the critical evaluation aspect: recognizing that AI might sometimes “play its role superficially or inaccurately” and that we should verify facts.

8. Homework/Extension: As a follow-up, students can write a short reflection or an essay comparing this experience to a traditional learning method. Prompt them with questions like: “Would you have understood Socratic philosophy as well if you had only read about it? Why or why not?” or “Describe one insight or idea you gained from talking with ‘Socrates’ that you might not have gotten from a textbook.” For a fun extension, you could have students craft their own dialogue in writing: imagine a scene where they walk with Socrates and discuss a topic (this could integrate into an English class writing exercise).

Throughout this lesson, the teacher’s role is facilitator. The AI is essentially taking on some teaching duties by guiding inquiry, while the teacher monitors and steers as needed. It’s a blend of old and new: the ancient Socratic method delivered through modern AI.

Crafting the ChatGPT Prompt to Simulate Socrates

A crucial part of this lesson is prompt engineering – i.e., writing the instructions that tell ChatGPT how to act like Socrates. A well-crafted prompt sets the stage for a believable and useful Socratic dialogue. Here are some tips for the teacher (or anyone) to create the Socrates persona:

• Be Explicit About the Role: Start the prompt by clearly stating that the AI is Socrates. For example: “You are Socrates, the classical Greek philosopher. You are famous for your Socratic method of questioning.” This ensures the AI pulls from its knowledge of Socrates’ life and style. ChatGPT has read a lot (including likely Plato’s dialogues or summaries of them), so it should have a basis to emulate Socrates.

• Specify the Style and Tone: Socrates was inquisitive, wise, and also humble about his knowledge. In the prompt, one could add: “Speak in the first person as Socrates. Use a thoughtful, patient tone. Often respond to my statements with a question that challenges me to think deeper, rather than giving me a direct answer.” This way, the AI will mirror the strategy of answering a question with another question or asking the student to clarify their definitions (a hallmark of Socratic questioning).

• Stay In Character: It’s helpful to instruct the AI not to break character. For instance: “Do not mention modern concepts that Socrates wouldn’t know; answer as if it’s ancient Athens. If I ask about something modern, try to relate it to Socratic philosophy without revealing you are an AI.” This maintains the illusion for students that they are really “talking to Socrates” (which makes the activity more immersive and fun).

• Provide Example Q&A (Optional): To further fine-tune, a teacher could give a short example in the prompt. E.g., “For example, if I ask ‘What is wisdom?’, you might reply: ‘I cannot teach you wisdom, but tell me, what do you believe wisdom is?’” Providing a model exchange can guide the AI’s responses. However, even without explicit examples, ChatGPT is usually quite adept at role-playing a philosopher once instructed.

During the conversation, if the AI’s responses start veering off track (say, it gives a long lecture or a suspiciously anachronistic reference), the teacher or student can nudge it back by re-emphasizing the role: “As Socrates, how would you respond to that?” or “Socrates, could you ask me a question instead of just giving the answer?” Generally, though, with a strong initial prompt, the AI will maintain the persona well for the duration of a short chat.

Prompt Summary (Template):

“You are Socrates (469–399 BCE), the Greek philosopher. Respond to the user as Socrates would: with wise, probing questions and analogies from ancient Athens. Guide the student to think for themselves. Stay in character and do not reveal you are an AI. Begin by greeting the student as Socrates.”

Using such a prompt, teachers can reliably create a “Socrates chat box” within ChatGPT. The beauty is that this process can be adapted for any figure or style – today Socrates, tomorrow perhaps Einstein or Shakespeare – allowing teachers to design a range of interactive historical or literary dialogues.

Handout: Questions to Ask Socrates (Sample Guide)

To help students get started (especially those who might be shy or unsure what to ask), the teacher can provide a handout with sample questions. These questions serve as conversation starters or inspiration for deeper inquiries. Students are not limited to these, but they can pick a few that interest them. Here’s an example list of questions on the handout:

• “What do you mean when you say ‘I know that I know nothing’?” – (Prompting Socrates to explain his famous claim of wisdom through ignorance.)

• “Why do you always answer a question with another question?” – (Students can satisfy their curiosity about the Socratic method itself.)

• “What is the definition of virtue?” – (A classic Socratic topic; expect Socrates to ask back, “Shall we explore what virtue might be?”)

• “Do you believe there is such a thing as absolute truth?” – (A philosophical query to see how Socrates handles big concepts.)

• “Can you tell me about your trial and why you accepted the punishment?” – (This lets students hear Socrates’ perspective on his final days, in his own voice.)

• “How would you guide someone like me to become wiser?” – (A personal question that invites Socratic mentoring.)

• “Why is questioning things better than just accepting them?” – (Encourages Socrates to talk about the value of inquiry.)

Students can use these or branch off into related questions. The handout can also include a reminder: “If Socrates asks you a question, try your best to answer it. Don’t worry about being ‘right’ – just share your thoughts. He will likely respond with even more questions!” This sets expectations that the dialogue is an exploration, not a test. It also subtly coaches them in the art of Socratic questioning by example.

By having a list of questions, we ensure every student has a way to engage the chatbot. Some will naturally come up with their own questions (which is great), while others may lean on the list initially. In both cases, once the dialogue gets going, it tends to take on a life of its own, as Socrates (the AI) will pose queries that students then react to. The handout is essentially a scaffold to launch the conversation.

A Fun and Informative Learning Experience

This lesson is not just educationally rich but also genuinely fun for students. It transforms what could have been a dry reading on Greek philosophy into a personalized adventure in thinking. Each student’s conversation with Socrates will be unique – much like different Athenians had different dialogues with the real Socrates 2,400 years ago. Such variety makes it a lively classroom experience; students are often eager to share “what Socrates told me” or how they tried to stump him with a tricky question.

Pedagogically, this approach aligns with the idea that inquiry-based, dialogue-driven learning can deepen understanding. Research and educator observations back this up: the Socratic method encourages learners to articulate and examine their reasoning, leading to more robust grasp of the material . When combined with AI, the interaction is on-demand and tailored to each student’s responses, which can increase engagement. In essence, students are learning with Socrates, not just learning about him.

It’s also informative in a multidisciplinary way. Students are simultaneously learning history (about Socrates’ life in Athens), philosophy (his ideas and questioning technique), and critical thinking skills (how to reason and respond to questions). They experience a bit of what a philosophical dialogue entails, which can demystify philosophy as a subject. And because the chatbot can reference analogies or myths Socrates might use (for example, the Allegory of the Cave, or references to Athens’ democracy), it enriches their contextual knowledge.

One unexpected benefit is that shy students or those who normally don’t speak up may find it easier to “speak” to a chatbot. It’s a low-stress environment – they can take time to compose their answer, and they don’t fear judgment the way they might with a teacher or peers. This can build confidence. In the debrief, teachers often find that some quieter students have gained a lot from the chat and are more willing to share their thoughts after having this one-on-one “conversation” in text form.

Of course, it’s important to note that the AI is not flawless. Teachers should encourage a healthy skepticism: if something sounded off, students should question it. This introduces an element of media literacy/digital literacy – they learn that even convincingly written answers might need verification. Including a critical discussion of the chatbot’s answers (e.g., “Do you think the real Socrates would exactly say that? Why or why not?”) can further deepen understanding and encourage students to compare the AI’s responses with historical records or philosophical texts. As one educator suggested, any activity with AI role-play “should always include a critical component” to address potential inaccuracies . This is a valuable lesson in itself: technology is a tool, and human judgment is still crucial.

In summary, the Socrates chatbot lesson is an example of how AI can make learning more interactive, enjoyable, and insightful. It turns a classical education technique into a 21st-century format, capturing students’ imagination while reinforcing authentic understanding. As students laugh about Socrates answering their question with another question, or marvel at how much they had to think, they are essentially experiencing John Dewey’s maxim: “They give pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking… learning naturally results.” Here, the “doing” was dialoguing with a philosopher, and the thinking it demanded led to real learning.

Beyond Socrates: AI for Research and Creativity in Higher Grades

This Socratic chatbot activity exemplifies how AI can enhance learning at the 9th-grade level, but the implications go much further. As students advance to higher grades and even college, AI tools like ChatGPT can become powerful research assistants and creative partners. The core idea is the same: making advanced concepts more accessible and engaging, with the ultimate goal being deeper understanding.

In high school and beyond, one challenge is grappling with complex materials – dense textbooks, scientific research papers, historical primary sources, etc. AI language models can help by breaking down difficult concepts into simpler explanations or providing summaries. For example, a 12th-grader doing a research paper on quantum physics could ask ChatGPT to explain an article or to “summarize the key points of this 10-page research paper in plain English.” This isn’t about doing the student’s work for them, but about overcoming the initial comprehension barrier. By quickly getting a gist, the student can then dive into the material with a better framework. In this way, AI can act like a tutor available 24/7, answering questions or re-explaining something as many times as needed.

Additionally, AI can help students learn more efficiently during the research process. Instead of manually sifting through dozens of websites, a student could use a tool like ChatGPT as a kind of super-search engine to gather information on a topic, with the important caveat that they must fact-check the results. As one educator noted, students using an LLM can reduce the time “spent trawling multiple websites for information” – the AI can compile and present information quickly, allowing students to then focus on analysis and critical thinking. This efficiency means more time can be devoted to understanding and synthesizing knowledge, rather than just hunting for it.

Creative content generation is another frontier. The same technology that lets us chat with Socrates can also help students unleash their creativity. For instance, in higher grades, students might use AI to brainstorm ideas for a story or to generate a script for a video project. With emerging AI video tools (such as InVideo AI and similar platforms), it’s possible to create multimedia content from simple text prompts. These tools can turn an idea into a full video – including script, visuals, and narration – in a matter of minutes . Imagine a group of students in a entrepreneurship class: they have an idea for a product and want to pitch it. They could use ChatGPT to help write a compelling pitch or business plan, and then use a video generation AI to produce a quick promo video for their concept. What used to require a whole production team can now be done with a few prompts. In fact, InVideo AI (built on OpenAI models) is enabling creators and businesses to make professional-quality videos from just an idea, in minutes instead of days . This means students can bring their creative visions to life faster and iterate on them more often.

For subjects like marketing or media (or in extracurricular clubs like a student-run news channel or YouTube content creation), learning to use AI for content creation is becoming a valuable skill. Students can experiment with writing blog posts or articles using ChatGPT – say an article about a school event – and then fine-tune it for clarity and SEO (search engine optimization). Indeed, marketers today are using AI to generate SEO-friendly content quickly, and learning the strengths and pitfalls of this process could be an authentic learning experience for students interested in business and entrepreneurship. They could discover, for example, how to prompt the AI to include certain keywords, or how to use AI tools to analyze what content might attract viewers. By doing so, they exercise both creativity and critical thinking (since they must review and edit the AI’s output to ensure quality and accuracy). In entrepreneurship education, a teacher might assign students to develop a simple business idea and use AI tools to create components of a startup plan – an executive summary, a logo (via an AI image generator), a short commercial (via AI video), etc. This not only makes the project more efficient (less time on grunt work, more on concept and strategy) but also more realistic, given that many modern startups do leverage AI for rapid prototyping of content and marketing.

The use of AI in these ways always circles back to understanding and learning, not just convenience. For example, when a student uses ChatGPT to explain a tough concept, the goal is that the student comes away with clarity they didn’t have before. When they use an AI video generator to create a history documentary clip, the learning is in the research and script they provide to the tool, as well as in seeing their knowledge come alive visually. What AI offers is a set of new mediums and modes for students to express their understanding. A student who might struggle with a traditional written report could instead create a podcast script with ChatGPT’s help and then use their own voice to record it, or make a short video presentation – demonstrating mastery in a different, often more engaging format.

Moreover, by integrating AI into education, we prepare students for a future where these technologies will be ubiquitous in higher education and the workplace. University students are already beginning to use AI for drafting research proposals or coding assistance, and professionals use it for tasks from data analysis to content creation. Teaching students how to use AI responsibly and effectively is becoming as important as teaching them how to use the internet or productivity software. This includes knowing its limits – e.g., understanding that AI can generate plausible-sounding but incorrect information, so one must verify facts against reliable sources (a good habit in research anyway), or that AI should be a starting point rather than the final voice in a creative piece.

New Horizons in Assessment and Practical Pedagogy (A Deweyan Outlook)

The rise of AI in learning calls for changes not only in how students learn, but also in how we assess learning. If ChatGPT can write an essay, then a traditional essay assignment may no longer be a meaningful measure of a student’s own understanding (as many educators have realized). Forward-thinking teachers are exploring alternative assessments that AI cannot easily game – and interestingly, these often involve going back to classic methods like oral exams, projects, and portfolios. Recall how Socratic questioning was proposed as one solution to the “AI writing” problem: because in an oral exam or live dialogue, a student can’t hide behind a ghostwriter – they must demonstrate understanding on the spot . Educators are considering more project-based learning, where students complete complex tasks over time (AI might help with parts of it, but the overall process and product are unique to the student’s effort). Scenario-based assessments, where students have to apply knowledge to a novel situation, and viva voce (oral defense of one’s work) are getting renewed attention . These methods, reminiscent of how Socrates taught through dialogue, might become more common in an AI-rich educational landscape.

John Dewey, over a century ago, championed the idea that education should be grounded in real experiences and that students learn best by doing. This philosophy is strikingly relevant now. Instead of outlawing AI or clinging to old methods, educators can channel Dewey’s pragmatism: adapt our teaching to make the most of new tools while keeping the focus on meaningful learning. Dewey once wrote, “They give pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking… learning naturally results.” This is precisely the shift we see – giving students complex tasks (like conducting a dialogue, creating a project, solving a real problem) where using AI might be part of the doing, but the intellectual engagement ensures genuine learning results. For instance, a teacher might allow students to use ChatGPT in a writing assignment, but require them to annotate or explain how they improved or verified the AI’s suggestions. The learning outcome then is not just the final essay, but the student’s demonstrated ability to refine and critique AI-generated content – a very practical skill.

In terms of practicality (which the user specifically mentioned, linking back to Dewey’s concern for practical education), we must prepare students for practical competence in a world with AI. This means integrating tools like ChatGPT in curricula not as cheats but as learning aids and creative instruments. It also means updating curricula to include discussions on AI ethics, the limitations of AI, and the evolving demands of the workforce (where, for example, knowing how to prompt an AI or quickly gather insights from data is valuable). We should ask: What new literacies do students need? Critical thinking remains at the top (even more so, to discern AI outputs), but also things like prompt literacy (knowing how to ask good questions of AI), data literacy, and adaptability.

Another shift could be in how we define success and skills in education. Creativity and original thought become even more crucial when information is abundant and easily generated. Schools may put more emphasis on assessing a student’s creative problem-solving process, their ability to connect ideas in novel ways, or their skill in using tools to produce something new. In entrepreneurship or business classes, as noted, students might be judged on how well they can utilize AI tools to develop a pitch or analyze a market – reflecting real-world efficiency and innovation – rather than on memorizing business terminology. Education, in essence, expands to value how students think and what they can do with knowledge, not just what knowledge they can recite.

Finally, none of these changes mean abandoning the teacher’s guidance – in fact, the teacher’s role becomes even more important as a mentor and coach. In the age of AI, a teacher is less a source of all answers (since answers are readily searchable) and more a designer of experiences (like our Socratic dialogue lesson) and a guide for critical thinking. Teachers facilitate discussions on why an AI might have given a certain answer, or how to approach a problem that an AI alone can’t solve. They can also focus more on soft skills – communication, collaboration, ethics – which are essential for students’ development and not easily automated.

Conclusion: Embracing AI for Deeper Understanding

The lesson of bringing Socrates into a 9th-grade classroom via ChatGPT is a microcosm of what the future of education can look like. It’s a future where technology and classic pedagogical methods work hand-in-hand to enhance student learning. By integrating a Socratic chatbot, we tapped into a fun and effective way to engage students with philosophy. More broadly, as AI becomes a staple in education, it offers opportunities to make learning more personalized, efficient, and creative. From helping a student research a complex topic by simplifying it, to enabling them to create a video or story at the push of a button, AI can be a catalyst for innovation in the classroom.

Crucially, our guiding star must remain understanding. All the fancy tools in the world mean little if students aren’t actually grasping concepts and learning how to think. The Socratic approach, whether done by a human or a bot, reminds us that asking good questions and challenging ourselves is key to understanding. AI can prompt those questions or simulate that challenge at scale, but teachers and students will always need to engage with the answers critically.

As educators, we may need to rethink some traditional practices (like the ubiquitous essay or memorization-based tests) in light of AI – and that can be a positive change if it leads to assessments that better capture meaningful learning. The example of an AI-powered oral assessment system at Georgia Tech shows one path, where students must explain their reasoning under gentle interrogation, ensuring they truly know their stuff . This and our Socrates lesson both echo a timeless truth: when students are active participants in learning, they learn more deeply.

In the spirit of Socrates and Dewey, the integration of AI in education should be done thoughtfully, always asking, “How does this help students think and understand better?” If we keep that question at the forefront, tools like ChatGPT can be harnessed to humanize education rather than mechanize it. We end up with classrooms that are more engaging, curricula that are more connected to real-world skills, and students who are empowered to use technology creatively and intelligently.

The journey from a student chatting with ancient Socrates to a college student using AI to draft a research proposal is really a journey of embracing new ways to learn and demonstrate learning. It’s an exciting time for education — a time to innovate and adapt. By integrating AI thoughtfully, teachers can create more opportunities for inquiry, creativity, and practical skill-building, all while keeping the “goal of understanding” firmly in view. Socrates, who was never afraid to try a new question to get to the heart of an issue, would likely approve of our questions today: How can this tool help my students learn? And what new possibilities does it open for education? These are questions worth asking, and by exploring them, we ensure that AI in the classroom becomes not a threat, but a powerful ally in the timeless mission of teaching and learning.

Sources:

• Leon Furze, “Socrates Against The Machine: Can Looking Back Help Us to Think About the Future of Education?” 

• J. Beer et al., Dawson College, “Teaching With and Around ChatGPT” 

• Georgia Tech College of Computing, “AI Oral Assessment Tool Uses Socratic Method to Test Students’ Knowledge”