In the Meno, Plato justifies the possibility for one’s mind to uncover knowledge. Knowing one can obtain knowledge motivates the mind to gain more knowledge. Plato explains the theory of recollection by first questioning what virtue is, then demonstrating the process through the questioning of a slave boy. Although a few weaknesses present themselves in Plato’s argument, Plato presents a valid theory on how our minds can obtain knowledge. This paper focuses on exploring Plato’s theory of recollection by examining the strengths and weaknesses of his discussion with Meno.
The discussion of Plato’s theory of recollection evolved from a single question, “What is virtue?” When questioning Meno on the single definition of virtue, Plato was never satisfied. He never accepted Meno’s answers because Meno gave “virtuous” definitions, not “virtue’s” definition. For example, Meno claimed, “if you want a woman’s virtue, that is easily described. She must be a good housewife, careful with her stores and obedient to her husband. Then there is another virtue for a child, male or female, and another for an old man, free or slave” (Greek Philosophy, 111). All of these are examples of how a person’s role becomes virtuous but never defines what virtue really is. Plato questions Meno’s self-knowledge of virtue, but Meno expounds virtuous characteristics rather than giving a definition of virtue. This presents a problem because if Meno does not know what virtue really is, then he cannot apply which characteristics associate with virtue and which do not. When Plato asks, “Does anyone know what a part of virtue is, without knowing the whole?” (Greek Philosophy, 119), Meno agrees this is simply impossible. This presents a logical argument against Meno’s definition(s) of virtue.
Plato believes the conversation to search for what virtue really is should continue despite achieving no success in their first efforts to form a satisfactory definition. Meno becomes very aggravated with Plato and proposes a valid argument to him. Meno exclaims,
“And how will you inquire, (Plato), into that of which you are totally ignorant? What sort of thing, among those things which you know not, will you put forth as the object of your seeking? And even if you should chance upon it, how will you ever know that it is the thing which you not know?” &...
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... learn. The study of psychology proves the human mind can learn and gain knowledge through processes dealing with classical, operant, and cognitive conditioning. Plato’s point was correct, but how he argued it was incorrect.
Plato’s theory of recollection on how our minds can obtain knowledge is of great significance. He presents a strong theory on why the mind should not cease to expand its knowledge. The theory of recollection emphasizes the human mind can obtain knowledge and define what virtue really is. This theory is essential to Plato and Meno continuing their work on obtaining knowledge. Unfortunately, the theory of recollection presents an infinite regress of how the soul first obtains the knowledge to “recollect.” Despite the fallacy in Plato’s theory of recollection, he still proves his point to Meno that the mind can obtain knowledge, and the search for knowledge should continue.
Work Cited
Allen, Reginald E. Greek Philosophy, Thales to Aristotle. New York, NY: Free Press, 1966.
Fleming, Noel and Alexander Sesonske. Plato’s Meno: Text and Criticism. Belmont, California: Wadsworth, 1965.
Thomas, John E. Musings on the Meno. The Netherlands: The Hague, 1980.
Seeing as both Socrates and himself do not know what virtue is, Meno declares that they are unable to recognize or even discover it. After that Socrates refutes by stating the theory of recollection, and the immortality of the soul. Since Socrates believes that a soul is immortal, any knowledge can be recollected, which is what the theory of recollection is. He proves this through Meno’s slave, who had no prior learning of math or geometry. Through a series of questions, the slave boy is able to determine all of the lengths of the squares that Socrates draws, which explains to Meno that virtue can be recollected if they take enough time to find the
Before addressing the fundamental issues of the Theory of Recollection, it is worth noting that Socrates never addresses the second half of Meno’s Paradox- assuming one has found what it is they are looking for, how is one to know they have found it if they do not know what they are looking for? There seems to lack a method for verifying one’s answer and if you cannot confirm that what you have found is in fact what you were looking for then inquiry seems to be never-ending. Although this is a discussion for another time, it does highlight an issue, which Socrates faces in the first part of the paradox, the part he addresses, which is the problem of circularity. Ironically, Socrates’ Theory of Recollection, which is used to overcome Meno’s Paradox, is subject to the criticism of being paradoxical. The claim that the soul is immortal and all knowing is necessary for his Theory of Recollection to be true, thus it is vital that Socrates be able prove the immortality of the soul. The issue of circularity arises when Socrates attempts to prove the immortality through the use of the slave boy. According to Socrates, if the slave boy can recall knowledge about geometry, a subject which he appears to know nothing about, then he has successfully proven the existence of an immortal and all knowing soul. Socrates seems to suggest that the knowledge the slave boy is able to recall is evidence of the immortality and all knowing nature of the soul, while also stating that the immortality and all knowing nature of the soul is the reason why learning is just recollection (Fraser). Therefore, his ability to recollect past information is based on the existence of the all knowing and immortal soul and the existence of this soul is based in the slav...
Plato's best-known distinction between knowledge and opinion occurs in the Meno. The distinction rests on an analogy that compares the acquisition and retention of knowledge to the acquisition and retention of valuable material goods. But Plato saw the limitations of the analogy and took pains to warn against learning the wrong lessons from it. In the next few pages I will revisit this familiar analogy with a view to seeing how Plato both uses and distances himself from it.
The general topic is Plato’s theory of recollection. Is Plato’s Theory of Recollection the plausible solution to Meno’s Paradox of Knowledge? Throughout many of his dialogues Plato often concludes that we cannot know something through our senses. He often concludes that we became acquainted with our knowledge in a previous existence. In Meno, Socrates states that, “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…” In many of Plato’s works is it difficult to recognize as to where our thoughts and/or total knowledge initially came “to be.”
It is thought that Meno's paradox is of critical importance both within Plato's thought and within the whole history of ideas. It's major importance is that for the first time on record, the possibility of achieving knowledge from the mind's own resources rather than from experience is articulated, demonstrated and seen as raising important philosophical questions.
In the Meno, Plato justifies the possibility for one's mind to uncover knowledge. Plato presents a valid theory on how our minds can obtain knowledge. Socrates asks “What is virtue?” , when questioning Meno on the single definition of virtue, Socrates was never satisfied. He never accepted Meno’s answers because Meno gave “virtuous” definitions, not the definition of “virtue.” For example, Meno claimed, “A man's virtue, consists of being able to manage public affairs and in so doing to benefit his friends and harm his enemies and to be careful no harm comes to himself." Meno does not know what virtue really is, so he cannot apply which characteristics associate with virtue and which do not. So when Socrates asks, “Does anyone know what a part of virtue is, without knowing the whole?”, Meno agrees this is not possible. This presents a logical argument against Meno’s definition of virtue. Socrates believes the conversation to search for what virtue really is should continue although they achieved no success in their first effort to form a definition. Meno questions Socrates, “And how will you inquire, into that of which you are totally ignorant? What sort of thing, among those things which you know not, will you put forth as the object of your seeking? And even if you should chance upon it, how will you ever know that it is the thing which you not know?”. Socrates explores the subject that one not only obtains knowledge through perception but can also obtain knowledge through reason and hard work. Socrates then tells Meno of the theory of recollection.
“If then virtue is a quality of the soul and is admitted to be profitable, it must be wisdom or prudence since none of the things of the soul are either profitable or hurtful in themselves, but they are all made profitable or hurtful by the addition of wisdom or of folly; and therefore and therefore, if virtue is profitable, virtue must be a sort of wisdom or prudence?” (Socrates, Plato’s Meno) Throughout the complex and confusing book Plato’s Meno, one at the end of the narrative is left a bit dumbfounded. Questions are left in the air, and it is as if Plato hasn’t answered the question he so desperately was set out to solve. Within the story, Socrates and Meno have a series of arguments discussing virtue. However, the problem the reader
In the Meno, Plato addresses the question of virtue, what it is, how to obtain and if virtue can be taught. Meno came to conclusion after a long discussion with Socrates that it is impossible to know what virtue is. The Meno’x paradox states, “if one knows what virtue is, he does not need to search for it. However, if one does not know what virtue is, how can he search for it? He may not know he has it even when he gets it.” Seeing how hopeless Meno is, Socrates propose the theory of recollection as a way to obtain virtue. This paper will argue against this theory.
will begin by setting up the background of the Meno. Socrates has been on a
Therefore, through the soul, that has been born before being placed into a physical human body, the human has knowledge. As a result of the soul being immortal and knowing everything, Socrates ties that idea of immortality with the theory of recollection, which claims that our knowledge is inside of us because of the soul and it never learns anything new, only remembers, consequently, serving as an evidence that the soul is pre- existent. Socrates uses the knowledge of the soul to explain that there is no such thing as learning but instead there is discovery of the knowledge that one has and does, by himself, without receiving new information. However, most knowledge is forgotten at birth since we are born without knowing, for example, how to add, subtract,talk, etc. Nonetheless, the knowledge we have, has to be recollected with the help of a teacher. Socrates is able to prove this argument to a degree by using Meno’s slave, who had no prior knowledge of geometry before, as an example of how humans have the knowledge inside of them, through the soul, and they know everything but all they need are a sort of guidance to be able to “free” the knowledge they didn’t know they had inside them all this time. (Plato,
In the essay “The Allegory of the Cave,” Plato addresses how humans generally do not pursue knowledge. Most humans are satisfied with what they already know and do not want to expand their knowledge. Plato uses simple examples to help the reader understand his logic on why humans do not expand their knowledge.
In the dialogue of Meno, Socrates explains the idea of recollection with the question and answer period between himself and the boy. Meno asks Socrates, “What do you mean by saying that we do not learn, and that what we call learning is only a process of recollection” (The Philosophical Journey 86). He questions on how one can have knowledge without learning about said knowledge first. Socrates then, through a series of questions and answers with the boy, helps him discover the knowledge that has been hidden inside him all along. This is explained where Socrates states,
A priori knowledge of innate virtue is derived by means other than through experience. Plato’s Theory of Recollection was devised to give validity to Socrates presumption of virtue being an innate attribute (Jowett, 1949). The presumption that virtue is in fact a natural attribute pertaining to oneself and is not learned through experience; affords virtue to be an absolute attribute within everyone and derivable by means of recollection. Plato stated, “Thought is the absolute, and all reality is thought” (Hegel, 226). Therefore if knowledge is innate then means to derive true knowledge is through the recollection and reasoning of it. If virtue is indeed an innate attribute, which can be consciously evoked by means of logical thinking and persistent inquiry, that I may deduce to the utmost of my ability to reas...
Plato believed that knowledge was inherited and was, therefore, a natural component of the human mind. Plato believed that one gained knowledge by reflecting on the contents of one 's mind.
In first part (Meno, 78-79, 86c-87c), because Socrates does not know what virtue is and Meno cannot answer it, Socrates says “we would not investigate whether virtue is teachable or not before we investigated what virtue itself is”. What Socrates means here is that, as both of them does not know what is virtue, Socrates uses the same logic as geometers do, when they are asked questions that they do not know, they will make an assumption to answer the questions. Socrates proposes a hypothesis “Among the things existing in the soul, of what sort is virtue, that it should be teachable or not”. Later, Socrates argues “men cannot be taught anything but knowledge?” Which means knowledge comes from teaching. Form this I can say according to virtue is knowledge and knowledge comes from teaching, virtue comes from teaching, because Socrates says “if it is of one kind it can be taught; if it is of a different kind, it cannot.” And both Socrates and Meno agree this.