The unteachable virtue according to socrates and meno

the unteachable virtue according to socrates and meno Meno presents a paradox to socrates that questions the very basis of socrates method of arriving at knowledge of unknown things through inquiry the question that is asked is how he can inquire into something that he knows nothing about.

At the beginning of meno the question of what virtue is and whether or not it can be taught is brought up the question of whether knowledge is virtue or virtue is knowledge is also brought up in the text. It portrays socrates in conversation with meno, a rather idle and vain young aristocrat from thessaly in the north of greece they spend much of the dialogue exploring the idea that virtue is knowledge. Now, this theory is presented in the context of meno's and socrates' common search for the essence of virtue in particular, it is meant as an answer to meno's paradox in this paper, i will firstly explain the paradox and the way recollection intends to solve it.

the unteachable virtue according to socrates and meno Meno presents a paradox to socrates that questions the very basis of socrates method of arriving at knowledge of unknown things through inquiry the question that is asked is how he can inquire into something that he knows nothing about.

Toward the end of the dialogue, socrates challenges meno to consider whether one must have knowledge of virtue or whether holding true beliefs about virtue is sufficient (97a ff) the context for the discussion is whether virtue can be taught or not and if it is a form of knowledge, socrates argues it must be teachable. Meno's first definition lists various instances of virtue, to which socrates's response is to look for an overarching, universal essence of all types of virtues [72d] this argument rests on. Socrates is obliged to refer to men and women who understand the truths of religion the priests and priestesses who say that the soul of man is immortal and is never finally exterminated, in order to convince meno that it is possible to find out what virtue is.

Meno asks socrates if he can prove the truth of his strange claim that all learning is recollection (a claim that socrates connects to the idea of reincarnation) socrates responds by calling over a slave boy and, after establishing that he has had no mathematical training, setting him a geometry problem. Meno continues by saying that there is a virtue for women and children as well, these virtues differing greatly from the virtues of men socrates seems unimpressed he tells meno that there must be some singular ideal of virtue and not merely an inexhaustible list of examples. But since meno and socrates never found a definition of virtue, the question as to what virtue is, was still an open (ie unanswered) question i have an index to about 34 of plato's dialogues and looked up both desire and good in the index, finding only one reference to meno of no relevance to your question. On the teaching of virtue in plato's meno and the nature of philosophical authority abraham d stone may 2, 2010 abstract socrates and meno reach two different conclusions: in the first part of.

Socrates and meno conclude that virtue is not teachable but this means that there must have been a flaw in their earlier reasoning, so socrates reviews the premises and decides that they were wrong that only knowledge can guide good action. In the concluding chapter, weiss argues that the socrates of the meno is consistent with the socrates of other early dialogues, especially his valuing of true opinion, his fierce commitment to moral inquiry, and his belief that, although the examined life fails to achieve moral knowledge, it is happy and the person who leads it good. In his use of critical reasoning, by his unwavering commitment to truth, and through the vivid example of his own life, fifth-century athenian socrates set the standard for all subsequent western philosophy. Discussion of virtue in meno by socrates 664 words jan 28th, 2018 3 pages in the dialogue, socrates creates several differing arguments on virtue, which include the definition of virtue and questions on whether persons can attain it. On the other hand, in other dialogues we find a socrates who expounds positive teachings about virtue this socrates usually asks questions only to elicit agreement these dialogues are didactic, and conclusive in tone, eg, republic, phaedo, phaedrus, and philebus.

- socrates, can virtue be taught1 the dialogue begins with meno asking socrates whether virtue can be taught at the end of the meno (86d-100b), socrates attempts to answer the question this question is prior to the division between opinion and knowledge and provides to unsettle both. Meno (/ ˈ m iː n oʊ / greek: μένων, menōn) is a socratic dialogue written by platoit appears to attempt to determine the definition of virtue, or arete, meaning virtue in general, rather than particular virtues, such as justice or temperance. The socrates of the μενων [9] (meno [10]) tries to determine whether or not virtue can be taught, and this naturally leads to a careful investigation of the nature of virtue itself although his direct answer is that virtue is unteachable, socrates does propose the doctrine of. Summary the meno is probably one of plato's earliest dialogues, with the conversation dateable to about 402 bce the dialogue begins with meno asking socrates whether virtue can be taught, and this question (along with the more fundamental question of what virtue is) occupies the two men for the entirety of the text.

The unteachable virtue according to socrates and meno

In short, socrates said that if all virtue is a profitable thing, and all profitable things are wise things, then virtue must be a wise thing assuming that wise things are the same as knowledgeable things, and that all knowledgeable things can be taught, socrates and meno agree that virtue (a wise thing) can be taught. The meno is one of the earlier platonic writings, which include socrates and which look to try to define an ethic, in this case virtue meno himself is seemingly a man who is greedy for wealth, greedy for power, ambitious, and a back-stabber who tries to play everything to his own advantage. Meno is very ready to admit that justice is virtue: 'would you say virtue or a virtue, for there are other virtues, such as courage, temperance, and the like just as round is a figure, and black and white are colours, and yet there are other figures and other colours. Meno accuses socrates of being like a stingray and paralyzing his tongue in the past, he's given lots of public speeches about virtue very good speeches, he thinks.

  • Another instance is in the dialogue in meno, - to argue that virtue cannot be taught he does this right after arguing that it can be taught because it is knowledge: we always seek what we think is good for us, so when we seek evil it must be because we think it will be good for us we think it will make us happy.
  • Socrates proposes the following hypothesis: if virtue is a kind of knowledge, then it can be taught (and if it is not, it cannot) the next point to consider, then, is whether or not virtue is a kind of knowledge.

The meno is indeed about virtue, but it is more deeply about meno: about his soul and the effect that contact with socrates has on it the dialogue is also about anytus, who appears later in the drama and was one of socrates' principal accusers at the trial that led to socrates' conviction and death. Socrates: and yet he was, as you yourself agree, among the best teachers of virtue in the pastlet us consider another man, aristides,or take periclesreflect that thucydides too so if virtue could be taught he would have found the man who could make his sons b good men. Ultimately, it can't be said that virtue is an unteachable value because socrates failed to prove his theory of recollection if we do possess knowledge, whether we are taught or are born knowing, shows that knowledge does exist, and we had to learn at sometime.

the unteachable virtue according to socrates and meno Meno presents a paradox to socrates that questions the very basis of socrates method of arriving at knowledge of unknown things through inquiry the question that is asked is how he can inquire into something that he knows nothing about. the unteachable virtue according to socrates and meno Meno presents a paradox to socrates that questions the very basis of socrates method of arriving at knowledge of unknown things through inquiry the question that is asked is how he can inquire into something that he knows nothing about. the unteachable virtue according to socrates and meno Meno presents a paradox to socrates that questions the very basis of socrates method of arriving at knowledge of unknown things through inquiry the question that is asked is how he can inquire into something that he knows nothing about.
The unteachable virtue according to socrates and meno
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