Essay about Meno and the Socratic Method - 1413 Words

Meno was one of Plato’s earliest of dialogues, written in depth the book is founded around a central question: If virtue can be taught, then how? And if not, then how does virtue come to man, either by nature or some other way? Socrates addresses this inquiry by questioning a person who claims to understand the term’s meaning (Platos Meno). The purpose of this essay is to relate the Socratic method performed by Socrates in Plato’s dialogue The Apology, to Meno, by illustrating its effect on the character Meno himself. After questioning Meno about virtue, Socrates comes to the conclusion that neither he nor Meno truly know the meaning of the word; he then notes that finding a thorough definition for the term is first necessary in order†¦show more content†¦That is, a dialectical method of approaching a situation from many different angles, logically and thoughtfully, in order to distinguish from that which is considered to be contradictory. Further, it involves searching for commonly known opinion-forming truths, and scrutinizing them in order to determine their consistency with other theories (Wikipedia contributors). Socrates utilized this method throughout The Apology. In doing so he embarrassed and enraged many of his fellow citizens, and he believed this to be the reason for his being put on trial. Socrates does well in applying his Socratic method to his conversation with Meno as well. It seems evident from the text that Meno is rather ignorant. For, a great sum of his responses to Socrates consisted mostly of impertinent questioning and meek agreements. However, Socrates did not seem to mind, as he continued to fathom the nature virtue. He explores the relationship between virtue and knowledge, more specifically whether virtue is a kind of knowledge and may therefore be taught (though he concluded to be uncertain of this case). Socrates also goes on to invalidate Meno’s paradoxical question, â€Å"... how will you enquire, Socrates, into that which you do not know?† Socrates concludes with the argument that â€Å"...there is no teaching, but only recollection.† He goes o n to prove his argument to Meno by questioning one of his slaves. This supports Socrates’ claimShow MoreRelatedSocratic Method: a Superior Approach793 Words   |  4 PagesIn The Meno, Plato presents a dialogue that aims to figure out what virtue is. Each character contributes to the conversation by presenting their different theories on dealing with ideas like virtue. Even though Socrates and his interlocutors fail to come up with an exact definition concerning virtue, they successfully portray three different points of view on the subject. This enables the reader to become the philosopher and ponder which theory is more effective. After analyzing Meno’s theoryRead MoreThe Apology Written By Plato Essay919 Words   |  4 Pagesdid not understand his method of inquiry, which consisted of Socrates teaching them to question what they thought to be true. Socrates’ method of inquiry drove his listeners to question their beliefs and often brought them to a state of puzzlement, or a state Plato calls ‘aporia.’ There are many examples of the Socratic method present in The Meno, which is also written by Plato. The entirety of The Apology consists of Socrates explaining his methods, like those in the Meno, and telling the jury thatRead MoreDefining Excellence in Meno1998 Words   |  8 PagesIn Plato’s Meno, Socrates purposefully uses ignorance and irony to insufficiently define excellence for Meno. Initially, Meno argues a particular definition, which is a universally inconsistent proof, is sufficient to define excellence. 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An Examination of the Laches, Meno, and Protagoras In the Socratic dialogues of Plato, Socrates often argues against the pretence of knowledge in his interlocutors. In the case of the Laches, Meno, and Protagoras dialogues, the pretence is the knowledge of virtue, among other things. The Laches seeks a definition of arà ªte (virtue), the Meno examines the teaching of virtue, and the Protagoras offers a known expert the chance to defend that virtue can, indeed, be taught. Using