We are about the Socratic method of learning. The dialogues of Plato, which he pretended came from Socrates, are the models.
You know that Plato was faking it whenever you read some version of this response: "Tell me more." That's a bad argument waiting to be challenged.
I think the Socratic method works between experts of approximately equal capacity. This is a first-stage tool of enlightenment. I don't think it is a good approach with students in a classroom. Most students cannot follow a detailed argument. They may say something silly, and they refuse to concede. They forget the argument if they ever understood it. The method works with equals. It does not work with subordinates.
In the late 1960's, I was a teaching assistant in a university. It was a course on Western civilization. The academically superior universities required this course, way back when -- the good old days. There were discussion groups. These were play-pretend sessions that supplemented "mega classes" for hundreds of students in a lecture hall. This was a highly profitable course for the department of history: a huge student/professor ratio, which was above all a tuition/professor ratio. The discussion sessions were for show. The universities pretend that they are providing Socratic education. They pretended that a T.A. was the equivalent of Socrates, and students were serious students, not just bored kids taking a required course. It was a charade. But this charade helped pay my way through graduate school.
I do not recall a single intelligent comment made by any student . . . or by me, either. But I remember some truly bonehead statements . . . not by me, of course.
PRIVATE CONVERSATIONS
Back in 1980, I was having a conversation with the man who printed the newsletters of my Institute for Christian economics.
Somehow, the discussion turned to careers. Something popped into my head: the distinction between a job and a calling. I mentioned it.
I went home and thought about it. Then I wrote this article. It was one of the most important articles I ever wrote. I have gone back to this distinction ever since.
The problem is, an idea that pops into your head may be a disaster waiting to happen.
I came up with this metaphor years ago: "When you shoot from the hip, you risk blowing off an important appendage."
In a discussion, you may think of something pertinent. But is it true? Even if it is, is it applicable in this situation? It may not be.
Who is your audience? If you are chatting with a friend with a short memory, no problem. If you are running for President, and you are in a televised debate, it could be a problem. You might have a Rick Perry moment.
The case for discussion is this: you may come up with something both new and accurate. Then allocate time to developing your argument.
If you have a blog -- and you should -- post the developed thought.
Yet I recommend that you avoid a comments section on your blog. The world is filled with idiots, and a lot of them like to post on other people's sites. It is best not to let your readers know that imbeciles also read your material. Some of them may be on your side. This could backfire.
As soon as I gained full control of my Tea Party Economist blog, I shut down the comments forum. This dramatically improved the quality of my blog.
CONCLUSIONS
Discussions with your intellectual peers can help you clarify issues. But these should be held in private. Don't go public with them.
I know that there are lots of podcasts between interviewers and experts. These are not effective instructional tools unless the interviewer has an agenda, is well informed, and has had a lot of experience in pulling rambling experts back on track. I did this for 20 years with my Firestorm Chats series. It takes a knack to do it right.
If an idea is not in print, it is easy to forget what was said.
If it's a Rick Perry sound bite, it can kill you.
As both a consumer of ideas and a producer, I recommend print. I recommend speeches. Even a debate can work. But you had better prepare carefully for the debate. Rick Perry forgot.
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