In conclusion, this paper examined three philosophical problems that some philosophers have credited to the priority of definition principle. By re-examining the text I found that there is a good reason to accept both of these distinctions. He talks of moral beliefs that he accepts but he refuses to consider those beliefs as knowledge. Socratic polices, ethics and method is examined and opinionated through out this paper. Also true and false issues are brought up, and explained in details. This paper is mostly fixated on Socrates way of knowledge and if the method is the correct way of learning and teaching. I would like to close with this small thought, people set the boundaries of right and wrong, and every society is different, as so is Socrates.
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
In Meno, by Plato, a question is posed to Socrates whether virtue can be taught, or whether it comes by practice, or is acquired by one’s birth and nature. During this discussion between Meno and Socrates an interesting paradox appears, called Meno’s Dilemma. This paradox is formed in a four statement argument. First, either one knows or does not know X (variable). Secondly, If X is known one cannot learn it, as it is already known. If one does not know X then one cannot learn it because one does not know what you are trying to learn or where to learn it. Therefore, one cannot learn X. Plato, through the words of Socrates, attempts to prove this argument by proving the third statement wrong using an Argument of Recollection.
The critical argument, known as Meno's Paradox, as presented in Plato's “Meno”, questions the very basis of Socrates method of arriving at knowledge of unknown things through inquiry. If Socrates truly wants to gain knowledge of what no one else knows, then the content of that “unknown” thing will produce absolutely nothing. The paradox bases itself in stating that humans can never learn anything that they don't already obtain knowledge of. As identified by Meno, the paradox is this: "And how are you going to inquire about it, Socrates, when you do not at all know what it is? For what sort of thing, from among the ones you do not know, will you take as the object of your inquiry? And even if you do happen to bump right into it, how are you going to know that It is the thing you did not know?” By saying this, Meno proposes that since Socrates does not really know what virtue is, he cannot find it because he would not recognize it even if he did. Each time Meno offers an explanation of the term, Socrates rejects them immediately because they are, in his eyes, inadequate. Socrates delivers an excellent theory, along with an example, to criticize this paradox and provide for the opportunity of humans achieving knowledge.
Socrates (470-399 BC) was a credited philosopher born in the city of Athens to father Sophroniscus and mother Phaenarete. Despite his world-renowned contributions, he did not leave any written accounts of his life. His story was taught through the writings of his students Plato and Xenophon, along with Aristotle and Aristophanes in various forms of dramatic texts and histories. Among others, Plato wrote many dialogues that quoted Socrates’ exact words. Much of what we know comes from this greatly influenced student. However, Plato being a literary artist, leads many to think that he brightened up Socrates’ teachings as a result of his positive bias. For this reason, much of his history remains uncertain.
Philosophers like Socrates had a huge impact on philosophers during that time as well as the philosophers today. During the Periclean Age, he was in Athens teaching philosophy of life to the people on the streets who cared enough to listen. The philosophy of Socrates mainly was the responsibility of people's moral attitudes. The teachings of Socrates were found to be understanding of life, recognizing the truth and speaking of the components that were used to a successful life. The teachings of his philosophy weren't appreciated much by the public in which he was sent to the trial with charges against him for his teachings towards the youth. It is very shocking to learn that the charges against him were the interference with the youth and unbelieving
In the last days of Socrates’ life while he awaits his death sentence, he examines and evaluates the facets of life and the morals that come as a part of human nature. He analyzes the concept of being, and what it means to be either living or deceased and through this analysis, Socrates particularly goes in depth with his examination of the human soul. In Phaedo, Plato meets with a follower who had been with Socrates on his last day, on which he talked much about the innermost qualities of being; life and death and how the soul constitutes those two entities. According to Socrates, there are four arguments that prove the existence of the soul: the Argument from Opposites, the Theory of Recollection, the Affinity Argument, and the Theory of Forms.
The theme of Meno is the argument on whether virtue can be taught, as discussed by Socrates and Meno. To reach a conclusion on whether or not virtue can be taught requires that the philosophers first define what exactly is being taught, or what is virtue. Socrates claims to know nothing about virtue, except that he is looking for it 's form. As a result, Meno provides many definitions for Socrates. This paper will analyze Meno 's definitions of virtue and the soundness of Socrates ' argument against them as he searches for the form.
The thought that has tortured creators forever is that “nothing is original.” Ideas build upon ideas and nothing is ever original. In 470-399 BC, Socrates had a lot to say about many ideas. Although, one of the most controversial ones was his view on life and death. It is still a controversial matter today. Socrates’ views have shaped Western culture in the direction of shaming suicide, accepting that the body and soul are two different things, and the body and soul separate at death. Due to the views of Socrates, it is hard for many Westerners to accept the idea of assisted suicide, brain death, and comatose states. Socrates’ views have fostered medical ethics, religious views, disciplinary action, and entertainment in Western society today.
In our current time the term Virtue is defined as “behavior showing high moral standards”. Knowing that we can pull out a dictionary or google the term is much easier than others had trying to define this word. Looking up the definition is something we can do, but to figure it out to an exact point was a challenge. This challenge took place many years ago in Athens. Plato was a philosopher and mathematician in classical Greece, and was a founder of the Academy of Athens, which promoted learning at a higher level in the western world. Socrates is another classical Greek figure who is said to be a founder of the western philosophy and he takes a huge part in Ethics and Epistemology. Meno is a Thessalian political figure who was recently a student