Date of Award

Spring 4-10-2026

Document Type

Thesis

Degree Name

Master of Arts in Classical Studies

Thesis Advisor

Dr. Anita Simpkins

Committee Professor

Dr. Sean Lake

Abstract

This research considers the influence of dialectical questions and conversations on learning and the development of self-governance. The term dialectic has roots in the Greek dialegesthai, meaning to talk through, or to converse. Dialectic is a form of dialogue that pursues truth through questions that consider opposing or multiple perspectives of an idea or issue and conversation toward a clearer understanding of those perspectives. The dialectic is the “spirit of inquiry” at the heart of classical Christian education. It is often the locus, or place, of learning because asking questions and engaging in dialogue are essential ways in which students learn. Additionally, questioning in the form of dialectical inquiry contributes to developing virtue which guides the use of knowledge. A classical, and Christian, claim, is that knowledge must be implemented with virtue to accomplish the goals of education, including eudaimonia (happiness and flourishing), for the student and the communities with which they are associated. The process of thoroughly considering ideas via the reciprocal asking and answering of valuable questions plays a role in connecting knowledge with its conscientious use. Thus, dialectical inquiry contributes to more than simply understanding curricular material; it involves consideration of the contexts in which the knowledge is useful and the consequences of its use. It develops mature thinking and encourages virtuous action. Through dialectical engagement with information and ideas, students can better understand themselves and others as well as the topic of conversation.

The literature surveyed in a narrative review suggests that dialectical questions and conversation enhance learning and contribute to self-governance when they are conducted in an educational culture conducive to questioning and within supportive relationships. The literature indicates that dialectical inquiry cultivates skills of language, reasoning, attention, and question forming, all of which require and contribute to developing virtue, including self-governance. Dialectical conversation both expects and encourages civility and respect for oneself and others. Ultimately, the abilities to ask good questions, engage in civil discourse, and govern oneself, contribute to flourishing for the student as well as their communities.

Despite the central role dialectical questions and conversations play in learning, they are often subordinated to objective or fact-retrieval questions and teacher-led instruction (teacher talk). Thus, continuing to highlight the nature and value of dialectical inquiry may encourage its wider use.

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