MILANI-SOCRATES COMPARATIVE REFLECTIVE ARTICLE

BRIDGING 2300 YEARS: The Timeless Teaching Methods of Socrates and Don Milani

By Marco Tavanti, Elizabeth Wilp and Julie Tavanti

First published on December 15, 2023, this date commemorates the passing of “Legge Marcora” or law no. 772 on December 15, 1972. This landmark legislation granted the right to conscientious objection and an alternative civilian service to compulsory military service in Italy for moral, religious, and philosophical reasons. While it allowed individuals to avoid imprisonment, it imposed an additional eight months of service as a penalty. Author Marco Tavanti became an “obiettore di coscienza” [conscious objector] under this legislation and served in a servizio civile [civil service] between 1985 and 1986.

** Reflections inspired by the Centennial Celebrations of Don Milani (1923–2023).

Photo Credits: Book Covers Apologia di Socrate (Platone); Il Maestro Scomodo (Pacifico Cristofanelli); Don Milani Group Writing (Francescuccio Gesualdi e José Luis Corzo Toral); Socrate e Don Lorenzo (Centro Don Milani).

Socrates as “Lay Saint” in Barbiana

Socrates, the classical Greek philosopher, is often revered for his profound contributions to Western philosophy, his unique approach to education, and his unwavering commitment to ethical principles. Born in Athens in 470 BCE, Socrates became known for teaching through dialogue and questioning, now referred to as the Socratic method. This approach, emphasizing critical thinking and self-reflection, was revolutionary and continues to influence educational practices today. Socrates’ leadership in education was characterized by his belief that true knowledge came from within and could be reached through persistent questioning and dialogue.

Don Lorenzo Milani shared a similar vision of education. Much like Socrates, Don Milani believed in the power of dialogue and the necessity of critical thinking to pursue truth and justice. At his school in Barbiana, Don Milani emphasized the importance of collective learning and writing, encouraging his students to engage deeply with the material and each other. Socrates and Don Milani saw education as a transformative tool that could challenge the status quo and empower the marginalized.

One of the striking similarities between Socrates and Don Milani is the accusation of “corrupting the youth” levied against them. Socrates was put on trial and ultimately sentenced to death for allegedly leading the youth of Athens astray with his teachings. Similarly, Don Milani faced criticism and legal challenges for his radical educational practices and outspoken opposition to compulsory military service. Both educators sought to inspire a sense of moral responsibility and critical thinking in their students, often in defiance of prevailing societal norms.

Interestingly, Socrates chose not to write down his teachings, believing that written words could not capture the dynamic and evolving nature of proper understanding. This reluctance to “crystallize” his philosophy into writing is mirrored in Don Milani’s approach. While Don Milani did produce written works, he emphasized the importance of engaging with ideas in a living, communal context rather than adhering to a fixed method.

At Barbiana, the must-read texts included Socrates’ Apologia, [Apology, Defense] as recorded by Plato, alongside works by other “lay saints” (as Don Milani called them) like Antonio Gramsci’s Letters from Prison and Gandhi’s biography. These readings were integral to Don Milani’s curriculum, providing a foundation for discussions on ethics, justice, and social responsibility. The reading of the letter from the Hiroshima pilot further highlighted the importance of moral responsibility among soldiers, aligning with Socrates’ condemnation of blind obedience to authority and his dedication to nurturing an ethical and questioning youth.

Through these readings and discussions, Don Milani’s students at Barbiana were encouraged to think critically about their role in society and the moral implications of their actions, much like the youth of Athens who engaged with Socratic philosophy. In both Socrates and Don Milani, we see educators who were not content with passive acceptance but sought to awaken a deep and active engagement with the world in their students.

Bridging the Socratic Method with Don Milani’s Collective Writing

“The only true wisdom is in knowing you know nothing.” […] “I cannot teach anybody anything. I can only make them think” […] “Strong minds discuss ideas, average minds discuss events, weak minds discuss people.” […] “Education is the kindling of a flame, not the filling of a vessel.” ― Attributed to Socrates

“We do it this way: first of all, everyone keeps a notebook in their pocket. Every time they have an idea, they write it down… One day, all the notes are put together on a large table… the related notes are gathered into large piles, and these become chapters. Each chapter is divided into smaller piles, and these are paragraphs… Some paragraphs disappear, some become two. With the names of the paragraphs, we discuss the logical order until a scheme is born… Then begins the race to find connecting words, unnecessary adjectives, repetitions, lies, difficult words, sentences that are too long, or two concepts in one sentence… We call in one outsider after another. We make sure they haven’t been in school too much. We have them read aloud. We watch if they understood what we wanted to say. We accept their advice as long as it’s for clarity. We reject advice of caution.” — Don Milani and Barbiana’s Students, Lettera a una Professoressa [Letter to a Teacher] 1967.

Socrates’ method of Elenchus, also known as the Socratic method or Socratic debate, is a form of argumentative dialogue aimed at stimulating critical thinking and illuminating ideas. The Elenchus can be translated as cross-examination, testing, and refutation. It involves a cooperative exchange where participants ask and answer questions to explore underlying beliefs and uncover contradictions. Socrates employed this technique to challenge assumptions and promote deeper understanding.

For example, in Plato’s dialogue “Euthyphro,” Socrates engages Elenchus in discussing the nature of piety. Through a series of probing questions, Socrates exposes the inconsistencies in Euthyphro’s definitions, ultimately leading him to a state of aporia, or puzzlement. This method does not provide direct answers but encourages individuals to examine their beliefs critically and arrive at their own conclusions. The Socratic method is characterized by several key elements:

1. Questioning: Socrates begins by asking a fundamental question, such as “What is virtue?” or “What is justice?”
2. Refutation: Through dialogue, he identifies contradictions in the interlocutor’s responses.
3. Aporia: The process leads to perplexity, prompting further reflection and inquiry.
4. Irony: Socrates often pretends ignorance, positioning himself as a seeker of knowledge rather than an authority.

This approach is about winning an argument and fostering a collaborative search for truth. It emphasizes the generative power of dialogue, where new ideas emerge from the interplay of questioning and answering.

Don Lorenzo Milani’s method for collective writing (also called group writing) at Barbiana shares the Socratic emphasis on dialogue and critical engagement. Don Milani’s approach is rooted in the belief that education should be a communal and transformative process, encouraging students to think collectively and challenge prevailing norms. In his seminal work “Letter to a Teacher,” Don Milani describes the method of collective writing that includes the following stages:

1. Idea Collection: Students carry notebooks to jot down ideas whenever they arise. This practice ensures that no thought is lost and every student’s contribution is valued.
2. Compilation: The collected notes are laid out on a large table and grouped into related themes, which become chapters. These chapters are further divided into paragraphs.
3. Editing: The group collaboratively refines the text, identifying redundant adjectives, repetitions, difficult words, and overly long sentences. This iterative process emphasizes clarity and precision.
4. External Review: Outsiders, preferably those not heavily schooled, are invited to read the text aloud. Their understanding and feedback are crucial for ensuring the message is clear and accessible.

Don Milani’s method resonates with Socrates’ “I know that I do not know,” embracing the generative power of new ideas through dialogue. Both educators saw ignorance not as a failing but as a starting point for discovery. Like the Socratic method, Don Milani’s collective writing process is dynamic and evolving, driven by the interplay of multiple perspectives. In essence, Don Milani’s collective writing method applies the Socratic principles of dialogue and critical inquiry. It encourages students to think deeply, collaborate, and communicate effectively, embodying the timeless educational values Socrates and Don Milani shared.

Socrates and Don Milani’s Methods for Today

In an era of information overload and rapidly changing societal norms, the educational methods of Socrates and Don Lorenzo Milani are not just relevant but urgently needed. Their approaches, rooted in dialogue, critical thinking, and communal learning, aim to “raise consciousness” and develop students’ capacity to think independently. This focus on how to think, rather than what to think, is crucial for cultivating empowered and engaged citizens capable of navigating the complexities of the modern world. Rediscovering and implementing these teaching methods can elevate the value of education beyond mere career preparation, transforming it into a powerful force for societal change. Education can foster possibilities for societal transformation and shared benefits for all through critical dialogues, critical mindsets, and engaged citizenship.

1. Raising Consciousness through Dialogue: Socrates’ method of Elenchus, with its emphasis on questioning and dialogue, remains a powerful tool for developing critical consciousness. Teachers can adopt this approach in today's classrooms by encouraging students to question assumptions, explore different perspectives, and engage in thoughtful discussions. For example, a history teacher might use the Socratic method to explore the causes and consequences of a significant event, prompting students to consider various viewpoints and the underlying ethical implications. Similarly, Don Milani’s collective writing process fosters a communal and reflective learning environment. By working together to create and refine texts, students learn to articulate their ideas clearly, listen to others, and build upon each other’s thoughts. This method can be applied in contemporary settings through collaborative projects, peer reviews, and group discussions emphasizing collective problem-solving and mutual respect.
2. Developing a Critical Mindset: Both Socrates and Don Milani sought to develop in their students a critical mindset — a way of thinking that goes beyond surface-level understanding and engages deeply with the material. This mindset is essential for navigating today’s complex issues, from climate change to social justice. For instance, in a science class, applying Socratic questioning can help students understand the scientific method and the importance of evidence-based reasoning. Instead of simply memorizing facts, students learn to ask questions like, “What evidence supports this theory?” and “How do we know this is true?” This approach nurtures a sense of curiosity and skepticism, which are fundamental for scientific inquiry. In a literature class, Don Milani’s method of collective writing can encourage students to analyze texts and express their interpretations collaboratively and critically. By engaging in discussions about themes, characters, and narratives, students develop the ability to think critically about literature and its connections to broader social and ethical issues.
3. Empowering Engaged Citizens: Ultimately, the educational philosophies of Socrates and Don Milani aim to empower students to become active and engaged citizens. In a democratic society, thinking critically, questioning authority, and participating in informed debates are essential for maintaining a healthy and vibrant political culture. For example, in a civics class, students can use the Socratic method to explore the principles of democracy, justice, and human rights. They can examine contemporary political issues through structured debates and discussions, consider multiple perspectives, and develop well-reasoned arguments. This process enhances their understanding of civic principles and prepares them to be informed and active participants in the democratic process. Similarly, Don Milani’s emphasis on moral responsibility and social justice can inspire students to engage with real-world issues and work toward positive change. Projects that involve community service, social activism, or environmental stewardship can help students apply their learning to make a tangible impact in their communities. By fostering a sense of responsibility and agency, educators can cultivate a new generation of leaders committed to building a more just and sustainable world.

The methods of Socrates and Don Milani offer timeless and invaluable tools for modern education. By focusing on raising consciousness, developing critical thinking, and empowering students, these approaches prepare individuals to be thoughtful, informed, and engaged citizens. Effective educational methods are essential in a world where the threats of persecution for speaking the truth and challenging the status quo remain real. Quiet, uncritical citizens and reactive, unconscious consumers can deteriorate our global and local societies' moral fabric and the common good. Therefore, the educational philosophies of Socrates and Don Milani are more relevant and necessary than ever. Through their methods, we can cultivate a society that values dialogue, critical inquiry, and collective responsibility, ensuring a brighter and more just future for all.

Suggested Citation: Tavanti, Marco, Elizabeth Wilp, and Julie Tavanti. “Bridging 2300 Years: The Timeless Teaching Methods of Socrates and Don Milani.” Medium (EduVators). December 15, 2023. https://medium.com/p/8643aa84aad7

‌Explore More: The Socratic Method: Fostering Critical Thinking (Colorado State University’s The Institute for Learning and Teaching); Centro Formazione e Ricerca Don Lorenzo Milani e Scuola di Barbiana (2008) Socrate e Don Lorenzo(Socrates and Don Lorenzo); The Socratic Method Today: Student-Centered and Transformative Teaching in Political Science (Lee Trepanier, Routledge, 2017); Lorenzo Milani in Our Times (Peter Mayo).

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About the Authors: Marco Tavanti is an Italian-born American professor who deeply appreciates Don Lorenzo Milani’s teaching methods. He learned about these methods near the Barbiana school early in his career. Marco’s work brings these impactful ideas into today’s teaching practices worldwide. Elizabeth Wilp is a researcher contributing to inclusive education, especially in curricula and classrooms with students from different cultures and backgrounds. Her research and experience provide important insights into how schools can be more effective and welcoming for all students. Julie Tavanti is a Chinese-born American student passionate about developing new ways to teach students who learn differently and helping more women get into STEM fields. Her unique background and dedication to diverse education shape her views and efforts.