Argues that Augustine\'s dialogues betray a sophisticated pedagogical method combining strategies for \'un-learning\' and self-reflection with a willingness to proceed via provisional answers.
By shifting the focus from doctrinal content to questions of method, it seeks to reframe scholarly discussions of Augustine\'s earliest surviving body of works..
Argues that Augustine\'s dialogues betray a sophisticated pedagogical method combining strategies for \'un-learning\' and self-reflection with a willingness to proceed via provisional answers