GOCRATIQ
A tutor that asks
the questions.
It doesn’t hand you answers. It reads the text with you and asks better questions until you find them yourself.
Teachers and parents open the account; students get their login from them. Either way the library opens — full texts, ready to work through, a question at a time.
Already have a login from your teacher? Sign in.
Three minutes, end to end.
The tutor asking rather than answering, the assessment it builds as a student works, and the dashboard an instructor sees.
A dialogue, not a lecture.
- i
Open the library.
Pick the text you want to understand. It comes with your account.
- ii
Ask the question you actually have.
Stuck on a derivation. Confused by a passage. Curious about a footnote. Type it the way you’d say it out loud.
- iii
Reason it out together.
Instead of handing over an answer, the tutor asks back. The dialogue ends when you’ve worked it out yourself — the way every good teacher has done it for two thousand years.
Teaching a class? Instructors get progress reports and can see how each student is reasoning. Talk to us.
A student asks for the answer. Watch.
A representative exchange from Introduction to Entrepreneurship, one of the texts in the library.
- Student
Can you just tell me what the entrepreneurial mindset is? I need it for my notes.
- Tutor
You have read the section, so you already have the definition in front of you.
Naming something and recognizing it are different skills. The chapter can give you the name. Only you can find out whether you recognize it.
Think of someone you know who spotted an opportunity other people missed. What did they do first?
- Student
My cousin noticed nothing was open near campus late at night, so she started delivering food in her car.
- Tutor
That is a real example rather than a definition, which is more useful.
She noticed a gap. So did everyone else who was hungry at midnight.
What did your cousin have that the other people who noticed the same gap did not?
- Student
She actually tried it, I guess. And she had a car.
- Tutor
The car is a resource. Stay with the first half of your answer.
You have just drawn the line the chapter draws between opportunity recognition and opportunity exploitation. Noticing is common. Acting on it is not.
If acting is the difference, what makes one person willing to act when others are not?
- Student
Maybe they see the risk differently? Hers was small really. Worst case she wasted a few evenings.
- Tutor
That is the idea the unit is built around, and you arrived at it yourself.
Entrepreneurs are not reliably braver than everyone else. They are often better at finding the version of a risk they can afford to take.
Where in your own life have you avoided trying something because the risk looked bigger than it was?
| Concept | Where you landed |
|---|---|
| Opportunity recognition | Can explain and apply it |
| Opportunity exploitation | Understands the idea, still building |
| Risk perception | Good start, needs more time |
No score, no percentage. Where you actually landed, in words you can act on.
“The unexamined textbook is not worth reading.”— With apologies to Socrates
Begin the dialogue.
Set up your class and the library opens. Students, your login comes from your teacher — sign in here.
Get started →