Meno Paradox Essay

Most of the information that we learn about Socrates comes from the work and writings of one of his students, Plato. It has been alleged that the great Philosopher wrote nothing down for others to read, and as such, the knowledge and the teachings from Socrates that is relied upon to convey his philosophy and the epic story of his life comes not from himself, but his students who attempt to provide and accurate picture of the methods and philosophical beliefs held by their mentor and teacher.

"Socrates, can virtue be taught?"1 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. Anytus participated in Socrates and Meno conversation about virtue. Socrates claims that if virtue is a kind of knowledge, then it can be learned. If it is something besides a kind of knowledge, it perceptibly cannot be taught.

In this excerpt of Plato’s Apology, Socrates question method, the Socratic Method, is shown. Socrates presents Meletus with a thesis which Meletus agrees with, and then Socrates proves it wrong. By using the case of horses, Socrates proves to Meletus that like all other citizens of Athens, Socrates is a good influence on the youth. Socrates, yet again possessing the truth in this situation, demonstrates his wisdom through his skillful speech that “others fear.”

In this essay I will show that Socrates answer to Meno 's paradox was unsuccessful. First, I will explain what Meno 's paradox is and how the question of what virtue is was raised. Second, I will explain Socrates attempt to answer the paradox with his theory of recollection and how he believes the soul is immortal. Third, I will provide an argument for why his response was unsuccessful. This will involve looking at empirical questions, rather than non-empirical questions and how Socrates theory of recollection fails in this case. Next, I will provide an argument for why his response was successful. This will involve his interview with the slave boy and how the slave boy is able to provide the correct answers to Socrates questions. Lastly, I will explain why Socrates ' interview with the slave boy does not actually successfully prove his theory of recollection by examining how Socrates phrases his questions.

This is a clearer example of what Plato wrote about. Socrates said that virtue is knowledge which is to know what is right is to do what is right. All wrong doing is the result of ignorance, nobody chooses to do wrong purposely. Therefore, to be honest you must have true knowledge. Plato was trying to find a solution to the problem that although there is fundamental steadiness in the world (sun comes up every morning), it is constantly changing (you never step into the same river twice). An old theory about this problem is that we gain all knowledge from our senses. Plato disagreed with this. He said that because the world is constantly changing, our senses cannot be trusted. Socrates sets up a mathematical problem for a slave boy. The slave boy knows the answer, yet he has not been taught arithmetic. Plato suggests that the slave boy remembers the answer to the problem, which has been in

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 arête (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 these dialogues as a backdrop, I will provide an analysis of the arguments and comment on the acquisition of virtue in Platonic dialogue.

Suppose Socrates managed to adequately prove the immortality and all knowing nature of the soul, his use of the slave boy interrogation as proof of recollection still remains problematic. What is being called into question is the method of interrogation that Socrates uses to help the salve boy recollect. Is the slave-boy actually recollecting forgotten knowledge? Or is Socrates asking strategic questions that direct the slave boy to the correct answer? It is assumed that because Socrates is asking questions and not explicitly teaching the slave boy anything that he has to be recollecting (106, Weiss). However, upon closer inspection this assumption can be easily questioned. Socrates’ use of diagrams begs the question, “can a process of discovery which leans so heavily on seeing- not in the sublimated sense, but in the literal one-be anything but an empirical process?”(Vlastos, 144). Would the slave boy have been able to arrive at the correct answer if Socrates had not drawn out the geometric figures? If he

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

To illustrate this theory Socrates asks Meno to call over one of his slaves and he presents him with a geometrical problem. Socrates shows that without teaching him, but through a series of questions he can enable the slave, who had never been taught geometry before in his life, to solve the problem.

Isn’t that the case, Meletos, both with horses and with all other animals?” (Plato, 512). In a nutshell, the Socratic Approach initiates with an allegory or question, expecting an answer which will lead Socrates to another question, and another, until finally any argument to the initial question is squashed and disproven,without finding an actual solution to the original question. This leaves listeners with an open ended question to find an answer for themselves based on personal knowledge and beliefs. “Socrates’ teaching method does not treat students as empty vessels to be filled with knowledge of facts, formulae and theorems. Rather, the teacher and students embark on a voyage of discovery. The teacher does not so much impart knowledge as elicit knowledge,” (Masud). Overall, his teaching method was a very introspective method that keeps great minds challenged to this day.

In the Meno, Socrates and Meno discuss the nature of virtue, the process of acquiring knowledge, and also the concept of the teachability of virtue. Throughout the text, Meno suggests many varying definitions for virtue, all of which Socrates is able to dismantle. The point is also raised that it may be impossible to know about something that was not previously understood, because the searcher would have no idea what to be looking for. To dispute this, Socrates makes a point that all knowledge is innate, and the process of “learning” is really just recollecting knowledge that is buried deeply within the human mind. The issue of the teachability of virtue is an important theme in this dialogue because it raises points about whether virtue is knowledge, which then leads to the issue of knowledge in general.

The use of Socrates’ inquiry in the Meno is a perfect example to show how Socrates pushed his listeners to question their own knowledge. Socrates never told Meno his definitions were wrong and his own were right, rather continued to question Meno’s conclusions to show him that he did not know the true meaning of virtue. The people of Athens were unable to accept the fact that many of them were ignorant on topics such as the definition of virtue, whereas Socrates himself was able to admit it. The Athenians disguised Socrates’ true desire to teach people for corruption and impiety because they believed he was trying to humiliate them. Although the people of Athens were blind of Socrates’ true intentions, his method of inquiry did in fact benefit the city of Athens. Socrates’ methods eliminated ignorance and increased proper knowledge on important things such as virtue and knowledge within the city of Athens, which is what he meant when he said he was “a gift of the gods to the city of Athens.”

Socrates begins by guiding the slave boy by drawing out the ideas that the slave

Socrates wrote nothing of his thoughts down and we rely mainly on Plato’s interpretation and recollection of the man and his teachings. Although Socrates did not see himself as a teacher and that he does not feel that he had wisdom as bestowed upon him by the oracles (Ahbel-Rappe 6). Socrates felt that he was not worthy of seeing himself as being wise, but what he did accomplish was that he allowed others to begin questioning their very essence and existence. In modern society with all of the technology, the conveniences we often find that our true inner self is blurred or cut off from actual reflection and introspection. In fact, for one to find out who they are there must be an acceptance that there will be many learning

Plato states that "all inquiry and all learning is but recollection" (81). Socrates uses Meno's slave to show that knowledge comes from recollection. This is Plato's way of stating that recognition of truth depends on the use of one's intellect. Truth may be understood as the conformity of intellect with reality. By using his intellect, Meno's slave recognizes the truth of the measurement of squares drawn by Socrates. Socrates calls this action "recollection." The act of recollecting, or using the intellect, is defined by Socrates as one