Socrates Piety Analysis

Socrates was a Western Ancient Athenian Greek philosopher who lived from 469 BCE until his death in 399 BCE. He was a student to another philosopher, Sophists, Socrates was different from most Greek philosophers he wanted to get at the truth and find out how one can truly be ‘good’ and moral in life. “To Socrates the soul is identified with the mind; it is the seat of reason and capable of finding the ethical truths, which will restore meaning and value of life” (ADD IN-TEXT CITATION SEMINAR). We continue to use many of Socrates teachings today, such as, ‘The Socratic method’, which is known as asking a question and within these questions you lead it to the answer you wanted to hear, many uses this as a teaching technique and is shown to be highly effective. A great number of Athenians looked up to Socrates and considered him the wise man of Athens, he had many followers whom would ask questions and seek answers. As popularity and following of Socrates grew so did accusations. The charges laid on Socrates by the Athenians were unjust and therefore his death was highly wrong in the eyes of true democracy that Athens was apparently known for. In this paper, I will discuss how Socrates was wrongfully convicted for the corruption of the youth despite having many young followers, introducing new Gods while still being considered an Atheist, and the main reason he was seen as a threat to Athens was that he brought change to the city.

Throughout the dialogue between Euthyphro and Socrates, they both try to come up with an understanding of the relationship between piety and justice. Within the discussion, Socrates questions Euthyphro to see if he can define the difference and similarities between justice and piety, and if they interact with each other. Eventually, Euthyphro and Socrates came up with the conclusion that justice is a part of piety. This is the relationship that I agree most with because in my own opinion, I believe that all of the gods and people agree that human beings who commit unjust actions need to be punished for their actions.

The main question of this dialogue is the definition of the word holy or piety. Euthyphro brags that he is more knowledgeable than his father on matters relating to religion. In this case, Socrates suggests to Euthyphro to define that term. The first definition fails to satisfy Socrates because of its limitation in application. Apparently, Socrates perceives this definition as an example rather than a definition. Subsequent arguments and line of questioning lead to five sets of definitions that are refined to find the general definition. Socrates expects that the acceptable general definition of the question will act as a reference point in his defense.

In this interaction, Socrates considers Euthyphro to help in explaining all there is to be known about piety and the related impiety. Euthyphro confirms that he is indeed an expert in the matter relating to religious issues and can thus assist Socrates in the charges that face him. In their argument in the efforts to define the true meaning of piety, Socrates and Euthyphro engage in the analysis of issues that threaten to confuse human understanding about the whole issue of holiness and impiety in the society, (Plato & Gallop, 2008). To understand the true meaning of piety, it is of great importance to take a holistic analysis of the beliefs of the people about

Socrates was a great thinker and debater dedicated to truth. He spent his golden years walking the streets of Athens in pursuit of wisdom. Socrates lived the destiny that was revealed to him in the Oracle. He created and perfected his own cross-examination technique; we today know it as the Socratic Method. He was thorough and unrelenting. His subjects were often humiliated. Socrates would methodically disprove anyone he thought was wrong. In his eyes, most of the people he interviewed were blind. It did not matter if one was wealthy and influential or if they were young and impressionable. Socrates could question anyone and turn him or her inside out. Unfortunately, he did so without regard to the

In order to do this, he goes about Athens questioning those he believes to be wiser than him, including politicians, poets, and craftsmen. Upon this questioning, he discovers that even those perceived as the wisest actually know far less than one would expect. Even the craftsmen, who have much practical wisdom in their respective fields, see their success as merely a tribute to their vast knowledge of many subjects. This, Socrates claims, is not true wisdom. Human wisdom can be described as the acknowledgement and acceptance that one does not know everything, nor is one capable of knowing everything. This, however, does not mean that people should sit idly by, never pursuing wisdom, for it is still vital to the attainment of a good life, which should be the ultimate goal of mankind.

As Euthyphro is essentially a self-righteous man, he asserts that piety is to do as he is doing, "that is to say, prosecuting any one who is guilty of murder, sacrilege, or of similar crime whether he be your father or mother, or whoever he may be that makes no difference; and not to prosecute them is impiety" (Plato, 5e). Euthyphro's definition of piety contains many implications, the biggest of which is that Euthyphro considers himself to be a good example of piety in action.

Socrates, always depicted as searching for the answer of the good, uses dialectic to probe for knowledge and virtue. Through the use of questioning, Socrates disturbs the citizens into thought and the pursuit of the good. Like a gadfly, although annoying,

In addition to a strategic approach to his teaching, Socrates also had very high expectations for successful students of his, and their thought processes. Not only were his questions intentional, he had specific expectations from each of his students. “Socrates wasn't after brainless disciples. He was trying to create a new breed of thinkers, ones who explored the world with their mind,” (MythologyTeacher.com). Socrates expected students to pick up on his teaching approach and be courageous enough to propel his discussions forward with their own questions. An example of a model student,

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.”

In Plato's Dialogues, there is the singly ignorant person, the individual who is ignorant of some information or truth but who knows that he is ignorant, and the doubly ignorant person, the individual who is ignorant of his own ignorance. Socrates, in the Apology, maintains that he is singly ignorant when he states that the only thing he is that he knows nothing. The singly ignorant person is in a far better position to learn than the doubly ignorant person, because the singly ignorant person admits of his ignorance and can, if he desires, take the necessary steps to remove that ignorance. This is what Socrates does in his dialoguing, a.k.a. "teaching." He is attempting to remove his own ignorance, and in some cases (such as in Euthyphro) move the doubly ignorant person to a state of single ignorance. This paper will show in context the meaning of Socrates' "ignorance" in the Apology and how it relates to his search for the truth about piety in Euthyphro.

Socrates was famous for asking questions such as What is X? X can be virtue, Piety and etc. His “Socratic method” consisted of asking questions designed to look for flaws in the arguments and show the ignorance of the person who is debating and also lead to some better understanding of the concepts being discussed in the dialogue. Socrates himself claims that he is ignorant when he said “As for myself, I would be pluming and priding myself on it if I had knowledge of these things. But I do not have knowledge of them, men of Athens.”(Apology 20c). Yet Socrates in his dialogues finds out that people who claim to be wise are ignorant. As we examine dialogues such as Meno and Euthyohro, they all reached aporia a state where they couldn’t continue

Often what people articulate and what they have in their heads rarely perfectly coincides, so by asking questions and allowing them to further elaborate on what they are conveying is a great way to figure out what thought they want you to understand. Another one of my favorite Socratic moments is set in the Apology, where Socrates is before the entire court and so clearly explains his thinking, to everyone except those prosecuting him. The oracle at Delphi, a highly regarded, highly sought after being who was believed to be a prophet of the gods declared Socrates to be the wisest of all men. Socrates concludes this must be because he knows nothing, meaning he is not certain of everything of which he is told and questions all things relentlessly. This display of intellectual humility particularly stands out in the Socrates philosophic mission, as he is not arrogant nor does he always have to be right. In his pursuit of truth he realizes often ones ego gets in the way of true knowledge, for when you are always right you hardly learn anything new, it is by error and questioning that comes the clarification that is knowledge. Socrates never tries to make

Socrates didn’t lecture others for he acknowledged his ignorance of things. He walked around Athens asking fellow Athenians questions in the hopes of arriving at political

The Socratic method is a way of teaching or studying by asking questions. Thus the student is led to understand the subject by arriving at answers to specific question, and further questioning, until the subject at hand has been exhausted. In many discussions in the Dialogues, Socrates leads his disciples through a long series of questions, each one following from the answer to the previous, which finally lead the student to the answer. One of the things Socrates was famous for is his constant questioning of supposed masters of poetry, music, politics and other professions. He would show them how limited was their knowledge of their respective crafts(7).