In Plato’s Meno, Socrates states that the theory of recollection is that all the knowledge a person has is known from previous experience. In simple terms, this means that instead of learning and acquiring knowledge to answer a question or state a fact, they are simply just remembering something that they already knew Socrates is presented as a philosophical pilot, asking questions in order to prod the slave boy into recalling the information that he in return truly had no prior connection with. “We do not learn, and that what we call learning is only a process of recollection” (Hackett). The notion of true knowledge is said to be innate in that asking a series of the right questions can recollect all knowledge. The theory of recollection suggests …show more content…
Meno is instructed by Socrates to look at the situation between the slave boy and Socrates to determine whether the slave boy is learning or recalling the information from his soul. Socrates starts questioning the slave boy on a square, even thought he boy has no geometric knowledge; but guided by Socrates he is able to provide the right answer When asked the area the boy confidently answers incorrectly Although his initial response was incorrect, guided by Socrates’ questions the boy was able to answer correctly Socrates suggests that one does not need to understand topics such as geometry, but can still answer the questions correctly by someone asking the right questions. Plato’s Meno gives the idea that the slave boy, without anyone’s help and only the questions asked of him, he will understand, finding the knowledge from within, recollecting. This is proof that the slave boy had no knowledge of mathematics or geometry prior to this happening. There was no way that the boy could have gained this knowledge anytime in his life. This helps the theory of recollection hold true and enhance the statement that the knowledge of the slave boy came from
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.
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
Many topics that have been examined, taught and discussed in RS 121 correlate with the main themes in Jonathan Kozol’s Amazing Grace. These topics in Kozol’s novel relate to many ideas taught in relation to sociological, philosophical and theological theories. For these reasons, Kozol’s novel is a novel that is effectively used as a learning tool in association to the idea of “the other” as well as the content of RS 121.
ABSTRACT: This paper discusses the viability of certain aspects (the sex lottery) of Plato's Republic, book V. It is college level 'A' paper.
He calls over a slave boy, who has had no education or experience with mathematics, and asks him to solve a mathematical problem. He draws geometric figures in the ground and asks the slave to work out how long the sides of a square, of twice the area, would be. Initially, he gets the answer wrong but, through guidance from Socrates, eventually he reaches the correct answer. Socrates never actually explains anything to the boy, but instead helps him to think for himself. Socrates argues that, as the slave reaches this conclusion by himself, he is recollecting knowledge he already possessed. (Meno 84-85).
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.
In the Meno, Plato believes that true beliefs becomes knowledge by the grounding true belief. As mentioned before, if virtue is x, then it can be taught (because knowledge can be taught), therefore virtue (x) is equal to knowledge. Plato's expositions of elements of his own theory of knowledge, yet, the investigation of knowledge is indirect. I believe Socrates states that everyone was born with a knowledge of right and wrong, he / she needed to experience situations where he / she needed to recall this knowledge. He makes reference to the initial knowledge being in the soul.
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.
The four arguments that are put forward are; the inverse contention or the cyclical contention, this hypothesis tries to clarify that the structures we have are unceasing and can 't change and the spirit can never die and it generally brings life. The body is accepted to be mortal and needs to experience the physical demise however the spirit is not crushed simultaneously. Plato tries to make clear of the contention by looking at cold and fire. The second argument is otherwise called the theory of recollection, this hypothesis tries to clarify that human have some knowledge that is non exact sample of this knowledge is the knowledge during childbirth. This is utilized to show or suggest that possibly at one time that the soul existed before conception for it to have that information. The thought that we have dependably had epistemic accessibility. All intellect that we procured in our current lives will be overlooked when we enter the Form of Transcendence. When we are reborn into our new bodies we are to recall all the data from the past since our souls never passed on. The third argument is otherwise called the affinity argument, this theory tries to clarify that what is everlasting and invulnerable things are altogether different from what is obvious and mortal. Our soul is godlike and our body is mortal and hence when our bodies pass on, our soul will even now keep on living. The fourth argument of the Phaedo is the argument from the type of life and it clarifies that,
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
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 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
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
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 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