Problem-based Learning and the Socratic Elenchus in the Teaching of Literature

Historically, PBL has been deemed a functional method for the instruction of the sciences. Hence, its pedagogical strategy has been used by more than 80% of medical schools. In the teaching of the humanities, however, the method has taken a longer time to be assimilated. This paper then explores the application of PBL in the teaching of the humanities particularly in the field of literature. It begins its analysis by reverting to Southern Illinois University’s [SIU] multifarious notion of a “problem” whereby artistic creativity, analysis, synthesis, judgment, and the logical process harmoniously interact. For SIU, “understanding a puzzling phenomenon” is just as much a problem as thinking about “how to create an artistic work.” Naturally, the general description encompasses the kind of problem that is often introduced in literary discussions. This paper, however, focuses on the Socratic elenchus as the means to incorporate PBL in literature. It cites the Great Books inquiry method, Mortimer Adler’s Paideia program, and the University of Asia and the Pacific’s class discussions as ramifications of PBL and the Socratic elenchus in literary instruction. It also discusses strategies for an effective PBL approach in the teaching of literature as viewed from the university’s experience.