...ability to gain such things. Socrates and Meno are debating what is virtue and how to attain it. One of the definitions that Meno provides (virtue is to “desire beautiful things and have the power to acquire them”) is refuted by Socrates. (77b-). Socrates counters Meno by asking Meno a series of questions about what it means to desire good things and does anyone really desire anything that is bad. Socrates begin his series of questions by asking what Meno actually means to desire beautiful things, is it the same as to want good things. Meno agrees to this point which leads Socrates to ask Meno if everyone actually desires to have good things. Meno does not agree with this point because some people actually want bad things. Socrates then asks if some people believes bad things to actually be good while others know the bad things are bad and still desire them. Meno believes that there is both kinds of people....
Words: 490 - Pages: 2
...a pupil, he became infatuated with his Sophist Socrates. Socrates was a Greek philosopher and he was known to preach endlessly about his ideas and theories to anyone that would listen. Plato’s most renowned work comes from his Five Dialogues. In two of Plato’s dialogues, Meno and Phaedo, Socrates is the protagonist and Plato uses his character to portray his philosophical views of life and how one can go about acquiring knowledge. The Meno consists of a discussion between Socrates and his companion, Meno, in which Meno is trying to inquire information on whether “virtue can be taught? Or is it not teachable but the result of practice, or is it neither of these, but men possess it by nature or in some other way” (70a). In the beginning of the dialogue, Socrates asks Meno to define what virtue is and after numerous attempts, Socrates comes to realize that he himself is unclear on whether or not virtue can be taught so he suggests that they can seek out the answer together. Meno is puzzled because he doesn’t know how the two of them will search and acquire knowledge on virtue if they are both unfamiliar with the subject. Socrates’ responds with a debate he once heard from some priests and priestesses about how “the human soul is immortal; at times it comes to an end, which they call dying; at times it is reborn, but it is never destroyed, and one must therefore live one's life as piously as possible" (81b). Socrates informs Meno that knowledge is derived from the immortality...
Words: 881 - Pages: 4
...recall or recollect old information meaning it was learned prior to mortality. This dialog has a dramatic significance. He considered memory to be a method for breaking down and debating data and thought intellectual humility was vital. It can be seen how Socrates brings down Meno’s confidence when he thought that he knew what virtue was. By carefully questioning, Socrates makes Meno doubt: “Socrates, I used to be told, before I knew you, that you were always doubting yourself and making others doubt.” (Cottingham, Innate Knowledge, page 3)....
Words: 665 - Pages: 3
...Aristophanes portrays Socrates as a Sophist: a duplicitous charlatan eager to take peoples' money for teaching them to flout the laws and defy moral norms. The conflation of Socrates with the Sophists is based on a superficial similarity between the interests of Socrates and the sophists concerning education and virtue, but which fails to distinguish between the moral relativism of the Sophists and the belief in absolute moral standards held by Socrates (and his puppet-master Plato). The term "sophist"" is derived from the Greek words sophos and sophia which are usually translated as "wise" and "wisdom". The Sophists were itinerant teachers who claimed to teach wisdom; more specifically, Protogoras, one of the first to willingly identify himself as a Sophist, stated that he taught one how to take "proper care of his personal affairs, so that he may be manage his own household, and also of the State's affairs, so as to become a real power in the city, both as speaker and man of action." (Protogoras 318e-319a). Socrates reinterprets Protogoras' statement as a claim to make students into good citizens, and Protogoras readily agrees. Socrates then presents two objections to the claim that one can learn how to be a good citizen by studying with a teacher. First, Socrates notes that, while an expert is consulted in technical matters such as architecture or shipbuilding, no special expertise is demanded in order to participate in government. Second, Socrates observes that "the wisest...
Words: 783 - Pages: 4
...Rationalism In Plato’s Meno it begins with a debate between a fictional Socrates and Meno about whether virtue can be taught or if it is acquired in another way. Socrates begins to prove his point when he asks the slaves about the geometry question. When the slave answers the question, Socrates suggests to Meno that they inquire this together. Meno argues with his “Meno’s Paradox” that, “one logically cannot inquire productivity into what one does not already know” (Meno 58). Then Socrates continues to make Meno question his own beliefs when the slave recognizes the answer to geometrical problem. Socrates proceeds to confirm with the concept that the sole is immortal and the slave was “recollecting” knowledge that the soul already had. In Plato’s Meno his argument was with “recollection doctrine” of knowledge was already having the concept to begin with and people were just “recollecting” prior knowledge. Plato continues to argue rationalism through Phaedo with the Socratic Method. Plato uses his arguments in Phaedo using Socrates’ voice and other characters to explore rational arguments. It is only when the philosophers realize the truth, is when they will know the true knowledge, even if they didn’t exactly see it. There are different forms of recollection for example one is mathematics. Unlike rational objects, which Plato describes this is not a legitimate form of knowledge. All knowledge is innate, the concept that knowledge originates in the mind. The soul just has to...
Words: 719 - Pages: 3
...The impossibility of learning new things After reading “Meno,” one can assure that the dialogue between Socrates and Meno on whether virtue can be taught or not assures us that we cannot learn new things. Socrates attempts to examine ethical terms and highlight the importance of the soul by questioning Meno, which claims to know what virtue is. They work through a lot of different number of definitions on virtue that Meno proposes that are later on broken down and analyzed by Socrates. In the end they don’t reach a conclusion and neither find an answer for what they were looking for. So, does learning new things seem possible when seeking for answers to questions we never thought before? Socrates affirms that the soul is eternal, therefore when questioning and seeking knowledge our soul has already learned during all this time. At 81c5 Socrates says “As the soul is immortal, has been born often and has seen all things here and in the underworld, there is nothing which it has not learned; so it is in no way surprising that it can recollect the things it knew before, both about virtue and other things.” This means that the soul already knows everything and the idea of learning truth and knowledge is by “recollecting” what has been learned before ones birth. In the dialogue with Meno, Socrates affirms that the truth about reality lies always in our soul. At 86a4 Socrates says “If then, during the time he exist and is not a human being he will have true opinions which...
Words: 619 - Pages: 3
...1 Plato’s Meno trans. by J. Holbo & B. Waring (©2002) MENO: Can you tell me, Socrates, is virtue the sort of thing you can teach someone? Or is it the sort of thing no one can teach you, but you pick it up by practicing it? Or maybe it’s neither: virtue is something people are born with, or something they get some other way? SOCRATES: Thessalians used to have a good reputation among Greeks, Meno – for being such good riders and for being so rich; now, it seems, they are famous for wisdom, particularly your friend and fellow citizen, Aristippus of Larissa. The credit goes to Gorgias, for when he moved to your city the leading Aleuadae – your lover Aristippus among them – fell in love with his wisdom, and so did the other leading Thessalians. Specifically, he got all of you into the habit of giving sweeping and confident answers to any questions put to you – as if you were all experts. In fact, he himself was always ready to answer any question put by any Greek; all questions answered. On the other hand, here in Athens, my dear Meno, the opposite is the case. Here it’s as though there were a wisdom drought; it has all drained away to where you come from. So if you want to put this sort of question to one of us, everyone will have a good laugh and say to you: ‘Good stranger, you must think I am a lucky man, to know whether virtue can be taught or not, or where it comes from. Me, I’m so far from knowing whether virtue can be taught or not that I don’t even know what it is.’...
Words: 13650 - Pages: 55
...An Analysis of Concepts for the Origins of Our Knowledge Set Forth by Socrates and Locke In Socrates' discussion with Meno, he puts forth the idea that knowledge is innate. He is of the opinion that each of us has all the knowledge of the world because we have been reborn over and over again. In each life, we have gained knowledge and now the only thing we have to do is recall that knowledge. To prove his point, he takes one of Meno's slaves and puts forth a mathematical problem that the boy must solve. He uses the slave boy because he was not educated and would not know how to solve the problem through methods learned in a school setting. Socrates, through a series of questions, gets the boy to arrive at the correct answer. Because he never actually taught the boy the basic mathematical principles that he would have needed to solve the problem, Socrates says that this proves that the boy must have had that knowledge inside of him all along. I am going to be quite honest and say that I was not the least bit convinced by Socrates’ argument or example and I take great pleasure in poking holes in this theory. Firstly, the boy does not live in a box. Yes it is true that he did not have access to a formal education like Meno or Socrates did but evidently he had basic mathematical skills. He knows numbers and in his day to day tasks, it is very likely that he would have, at some point, been exposed to the concept of basic mathematical operations such as adding, subtracting, etc. Perhaps...
Words: 764 - Pages: 4
...Anthony Charpentier Due Date: 10/7/14 PHI 307 – Ancient Philosophy First Essay Assignment Xenophanes, Socrates, Plato on the possibility of knowledge Skepticism – A skeptical attitude; doubt as to the truth of something. In ordinary skepticism this would mean someone who would doubt the existence of something. A difference between the two is normal skepticism is you try to get it clear in your head. Ordinary doubt - or local skepticism - can usually be tested - and even when it can't, there may well come a time when it can. Many philosophers have had their own version and interpretation of skepticism. Skeptics only denies we have knowledge but does not deny our belief or opinion. Most of which our true belief is just luck and lucky guesses are not knowledge. An example of this can be found in a reading from Humes which he explained that he does not perceive anything else besides his perceptions such as immaterial substance. From different philosophers and readings we can understand there are many different meanings and interpretations of skepticism. According to Philonous presents an argument against Hylas stating that only ideas are perceived, nothing else and thus that we are aware only of the mind. Philonous proceeds to use the same arguments as John Locke to prove things are independent of the mind. Philonous uses a similar example to that of John Locke in which he states, “suppose now one of your hands hot, and the other cold, and that they are both at once put...
Words: 1675 - Pages: 7
...09/10/2017 Socrates presents an argument known as the Argument from Recollection, which attempts to prove one’s soul existed prior to his or her birth. To better explain this argument, a definition will need to be established. Socrates defines in his monologue, the definition of Recollection, “So all human beings are good in the same way, for they become good by acquiring the same qualities. It seems so. And they would not be good in the same way if they did not have the same virtue. They certainly would not be. Since then the virtue of all is the same, try to tell me and to remember what Gorgias, and you with him, said that that same thing is.” To better explain, the argument is sectioned into three parts. The first part stating simply that one acquires knowledge by remembering it through the soul...
Words: 648 - Pages: 3
...History of Ancient Philosophy Socrates and His Mission When is a Question Philosophical? Philosophical questions have answers. (A question that has no answer is not a question; it just masquerades as one.) But a question is philosophical for a particular culture at a particular time when no means of answering it are available – or, none of the prevailing methods have any authority. A problem is a philosophical problem when the way to go about answering the question is in question. An issue is a philosophical issue when the right way to settle the issue is at issue. A Philosophical Crisis If the claims in the previous paragraph are true, then 5th century Greece was in a philosophical crisis. It was a crisis in morality. In our culture we think of morality as being concerned with rules. Here are some rules – You should not kill. – You should not steal. – Don’t hit people. – Lying is wrong. – It’s wrong to promise to do something and then not do it. – You should not covet your neighbors wife, or his ox or his ass or his male or female slave, or anything that is your neighbor’s. – You should not lie with a man as with a woman. – Thou should not wear fabric woven of wool one way and linen the other. – Do (imperative) unto others as you would have them do unto you. – Help (imperative) other people who are in need when you can do so at no great risk or cost to yourself. Why do we think of morality as consisting of rules? This question is important because rule-morality...
Words: 28769 - Pages: 116
...individual while pencil would be a form. In the dialogue “Meno,” Socrates opens not with the question of “what is virtue?” but rather “how and if virtue can be taught.” He then attempts to discover an exact definition of virtue because before one can discuss the subsequent questions about it, one must have an exact definition. Plato brings forth the idea of anamnesis, which states the soul is eternal and already knows everything, and in order to learn one must simply recollect what they already know. Throughout the dialogue Meno proposes many definitions of virtue, all of which are turned down by Socrates because he tends to use the word he is defining in the definition. As a result, the question is raised of whether it is even possible to seek for something one does not know yet, attempting to find a definition of virtue. By the end of the dialogue the two come to the conclusion that they still do not have a clear definition; however, they do not now that they do not know. This introduces the objection proposed by Meno discussing the entire definitional search in the form of what has been called “The Paradox of Inquiry.” The argument appeared to be very mature and developed, but Plato critiqued it harshly. His response to the objection is as follows, one cant come to know something that they did not already know; inquiry never produces new knowledge, but only recalls things that it already knows. The objection made by Meno can be restated as if one knows what they’re looking for...
Words: 638 - Pages: 3
...Aristotle and Plato’s Meno written by Plato both address the concept of virtue. With the system of Eudaimonism, Plato and Aristotle attempt to arrive at a theory or system or set of moral principles or values dealing with what is good and bad and with moral duty and obligation. They further go on in applying these principles of conduct in governing an individual or group. Their main concern with conformity to this standard of right is the idea of virtue. They also seem to place one virtue as being of particular moral excellence. The widely accepted definition of Eudaimonism is having a good attendant spirit or a theory that the highest ethical goal is happiness and personal well-being. This definition of Eudaimonism...
Words: 1028 - Pages: 5
...keeping with this history. He studied at a gymnasium owned by Dionysios, and at the palaistra of Ariston of Argos. When he was young he studied music and poetry. According to Aristotle, Plato developed the foundations of his metaphysics and epistemology by studying the doctrines of Cratylus, and the work of Pythagoras and Parmenides. When Plato met Socrates, however, he had met his definitive teacher. As Socrates' disciple, Plato adopted his philosophy and style of debate, and directed his studies toward the question of virtue and the formation of a noble character. Plato was in military service from 409 BC to 404 BC. When the Peloponnesian War ended in 404 BC he joined the Athenian oligarchy of the Thirty Tyrants, one of whose leaders was his uncle Charmides. The violence of this group quickly prompted Plato to leave it. In 403 BC, when democracy was restored in Athens, he had hopes of pursuing his original goal of a political career. Socrates' execution in 399 BC had a profound effect on Plato, and was perhaps the final event that would convince him to leave Athenian politics forever. Plato left Attica along with other friends of Socrates and traveled for the next twelve years. To all accounts it appears that he left Athens with Euclides for Megara, then went to visit Theodorus in Cyrene, moved on to study with the Pythagoreans in Italy, and finally to Egypt. During this period he studied the philosophy of his contemporaries, geometry, geology, astronomy and religion. After 399...
Words: 1136 - Pages: 5
...way for humans to live, and what kinds of actions are right or wrong in particular circumstances. Ethics may be divided into three major areas of study: * Meta-ethics, about the theoretical meaning and reference of moral propositions and how their truth values (if any) may be determined * Normative ethics, about the practical means of determining a moral course of action * Applied ethics draws upon ethical theory in order to ask what a person is obligated to do in some very specific situation, or within some particular domain of action (such as business) Related fields are moral psychology, descriptive ethics, and value theory. Ethics seeks to resolve questions dealing with human morality—concepts such as good and evil, right and wrong, virtue and vice, justice and crime. II. PHILOSOPHIES A. SOCRATES Socratic method Perhaps his most important contribution to Western thought is his dialectic method of inquiry, known as the Socratic method or method of "elenchus", which he largely applied to the examination of key moral concepts such as the Good and Justice. It was first described by Plato in the...
Words: 4459 - Pages: 18
