by ButterflyEffect

I decided to do an exercise in my classroom that would attempt to engage my students more deeply with the socratic method and perhaps help them realize its usefulness in their own lived realities. For some reason, reading about Socrates asking Euthyphro if what is pious is pious because it is loved by the Gods or whether the Gods love that which is pious was not really making much of a dent in my students’ understanding of the world, so instead I had them try to prove that they knew what a sandwich was. I put them in pairs and instructed them to create as clear and literal a definition as they could—one that encompassed all things they knew to be sandwiches, while providing criteria for excluding all those things that were obviously not sandwiches. Furthermore, anything they were going to submit as examples of a “sandwich” also had to pass the thought experiment of imagining ordering “a sandwich” in a restaurant and being brought that thing—because after all, this is an exercise about common knowledge. We all “know” what a sandwich is. Their definition had to somehow account for this shared mental understanding. So “a bowling ball between two pieces of lettuce” would not count, for example.