Meno Vs Socrates

After Meno asks his initial question, that is whether a person can be able to be taught virtue, or a person can gain the same through nature, Socrates assents to continue but argues that a common understanding is required since neither of them could be capable of comprehensively explaining the meaning of virtue. Then Meno was made to consent that if virtue is not knowledge then one cannot be taught virtue. However, if it is knowledge, it can be taught (Holbo and Waring). Socrates asserts that a person can teach something only if he or she is acquainted with what it is that he/she is teaching. A person who does not know how to drive a vehicle himself of herself is unlikely to be capable of teaching another person how to do so. Meno and Socrates fully agree that no one exactly knows what virtue means, and due to

Have you ever had such a yearning for knowledge? If a person is taught from a young age, what is told to be the “truth”, he or she will be less willing to hear out any other form of the truth. Learning the difference between knowledge and truth is a hard task to accomplish. Especially if society restricts whom is allowed to gain any knowledge. As a person gains more knowledge, he or she is able to distinguish knowledge from truth.

"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.

Knowledge is the beginning of wisdom. Knowledge is a gift from God. Knowledge is God, God is a someone, not a something. Full knowledge concerning God can’t be explained.

Towards the end of Meno, Socrates states that knowledge differs from true opinion in its ability to last over long periods of time. Socrates acknowledges that in many ways, knowledge and true opinion are equal; since both are certainly true, they lead to correct action without distinction. For example, in the passage Socrates compares a man who knows the way to Larisa to one who has a right opinion about the directions but has never actually been there, concluding that both would be equally competent guides. However, knowledge is, he argues, “fastened by the tie of the cause,” meaning one who has knowledge of a certain statement has grounded that truth in explanations and reasoning. Earlier in Meno, Socrates

Meno was a student of Gorgias, and he has a long discussion with Socrates about what virtue is. Socrates and Meno wonder if virtue can be taught, Meno proposes that it may be a result of practice or an inherent trait, but before they can answer that question they first need to agree on what virtue is. Meno makes multiple attempts at a description of virtue and Socrates points out potential problems. A definition of virtue is not settled, which leads to the discussion about the problem of learning. If neither or them know what virtue is then how will they know if they find it. Plato describes this ongoing discussion between Socrates and Meno.

The dialogue opens up with Meno asking what virtue is and whether it could be taught. Socrates asks Meno for a general definition of virtue, since as Socrates points out, we cannot figure out if virtue can be taught if we do not have a clear idea what it is. Socrates is looking for a general, or formal definition of virtue, not just examples or instances of it. Socrates wants to know what all the examples of virtue have in common. He wants to know the essence of virtue. Meno initially offers a list of virtues, but Socrates rejects this as a sufficient account. Meno also states that there are different virtues for everyone. The virtue of a man is to order a state and the virtue of a woman is to order a household. I believe that virtue can

Through this frustration, Meno compares Socrates to a torpedo fish which he explains the feeling as if Socrates is making Meno feel numb in the sense that Socrates is leading Meno into a state of confusion where he cannot find any information in his mind or he cannot speak his mind in a way that he feels is logical. Too, before the conversation with Socrates, Meno found that he was able to have other conversations with different people other than Socrates in the past regarding what he thinks virtue is (80a-b). When Meno spoke about virtue, he felt confident in his answer for it, however, Socrates has now made Meno feel unsure of his answer about what virtue really is (80a-b). However, Socrates responds that even when he puts others in a state of confusion, he also finds himself to be in a state of confusion. Therefore, he must be a torpedo fish that is numb that also makes other people feel numb (80c). Socrates is constantly determined to find an answer for an idea that does not seem to have any doubt in the answer. Therefore, he always seems to frustrate many people who just want to state their answer, however, Socrates in way, is determined to help educated that other person such

In Plato’s dialogue, Meno, the primary objective is an inquiry of the meaning of virtue. Much debate and several futile attempts to define virtue prompts Meno to inquire whether an answer is even possible. The problem Socrates and Meno have come across is how do you find something, like virtue, when you do not know what it is you are looking for and how will you know when you have found it? This idea is what is known as “Meno’s Paradox”: “[One] cannot search for what he knows—since he knows it, there is no need to search—nor for what he does not know, for he does not know what to look for” (80e3-50). If both premises of “Meno’s Paradox” are accepted as true, then the paradox necessarily implies that searching for any answer is both impossible and unnecessary. Plato demonstrates the veracity behind the his theory of recollection and the concept of all true knowledge being innate through his Socratic dialogues in the text, Meno.

I believe in real life; knowledge is an active pursuit that is attainable by anyone willing to participate. Ideally, in my view, it’s more of a relationship in which both parties are teacher

There is not a great deal of context that is crucial to understanding the essential themes of the Meno, largely because the dialogue sits nearly at the beginning of western philosophy. Socrates and Plato are working not so much in the context of previous philosophies as in the context of the lack of them. Further, this is very probably one of Plato 's earliest surviving dialogues, set in about 402 BCE (by extension, we might presume that it represents Socrates at a relatively early stage in his own thought). Nonetheless, in order to understand the aims and achievements of the dialogue, it helps to keep in mind some details about this lack of previous philosophies.

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, “... how will you enquire, Socrates, into that which you do not know?” Socrates concludes with the argument that “...there is no teaching, but only recollection.” He goes on to prove his argument to Meno by questioning one of his slaves. This supports Socrates’ claim

The next couple of questions that are asked are usually “what is knowledge?” and “why is knowledge considered a belief?” The study of knowledge (logos) or better known as Epistemology focuses on the investigation to differentiate between the justified beliefs from opinion. Knowledge is considered a belief because our experiences, what we see, hear, taste, touch, and smell. This breaks down into three distinct conditions. The first of the three says that one must believe that the statement is true and the second says that the statement is in fact true and third the person is justified in believing the statement that was provided to be true. Therefore, knowledge is a justified true belief. Knowledge needs to be a justified belief. Knowledge needs to hold some truth, otherwise it is false. However, knowledge cannot always be a true belief.

Knowledge is defined to be facts, information, and skills acquired through experience or education. There are two categories that fall under knowledge; personal knowledge and shared knowledge. Shared knowledge refers to what “we know because.” It can also be defined as communicated and constructed knowledge; within culture, social norms, and semiotics. Personal knowledge refers to “I know because.” An expanded definition of personal knowledge refers to personal experiences, values, and perceptions. Shared knowledge changes and evolves over time because of methods that are continuously shared. It is assembled by a group of people. Personal knowledge, on the other hand, depends crucially on the experiences of a particular individual. It is gained

Knowledge is justified true belief. For example, I know that I am seeing an elementary school over there. (He pointed at the school). By all means, the fact is that there is a school over there. Also in my mind, I have a belief that there is a school over there. When these truths are integrated and combined, this belief is justified. Therefore, I know the school.