The Socratic Method of Teaching History

History education in Timor-Leste requires teaching approaches that encourage critical examination of historical evidence while engaging with collective memory and national identity. This study explores the application of the Socratic method in teaching the History of Timor-Leste at ISJB and its integration with the Ignatian Pedagogical Paradigm. A qualitative reflective-practice approach was employed, drawing on my first-person account of instructional experiences. The analysis identified six interconnected themes: pre-class preparation and Socratic questioning, inclusive classroom dialogue and debate, student-led presentations, museum-based learning, historical source criticism, and Ignatian pedagogical integration. The findings illustrate how questioning, discussion, and guided feedback created opportunities for students to examine historical interpretations, consider alternative perspectives, and critically evaluate oral traditions and documentary sources. Museum visits further connected historical inquiry with reflection on human experiences and ethical responsibility. The integration of the Ignatian Pedagogical Paradigm provided a framework linking context, experience, reflection, action, and evaluation. This study contributes a context-sensitive understanding of participatory and reflective history teaching in Timor-Leste. However, its reliance on my reflective account limits conclusions about learning effectiveness, highlighting the need for further empirical investigation.