Meno Essay

asks, “what is virtue?”, Meno comes up with three definitions. However, none of his replies are true answers, but rather define parts of what helps to create virtue. Meno’s replies are scattered and he is unable to give the reader a true definition of what virtue is. Meno fails to give a common factor in all definitions of virtue, but rather gives the reader many different outlooks with nothing connecting each example. In this paper, I will discuss the exchanges between Meno and Socrates and the attempts

Plato’s dialogue, titled ‘Meno’, began with Meno proposing a question to Socrates on whether virtue is teachable, can be developed by practice, or something one is born with. Socrates, who is somewhat humored by the question, wants to first know what the nature of virtue truly is. Meno offers Socrates multiple examples of virtues based of roles, including the virtue of a man, a woman, a child, an elder, and a slave. The virtue of a man would be to manage his public affairs, and bring good on to himself

In Socrates-Meno conversation, Meno asked Socrates the nature of virtue and is it something taught or it is something innate to the men. Socrates couldn’t answer his question claiming that he doesn’t know the definition of what virtue is. So, Meno defined what virtue is for Socrates, one of the definition was that virtue is something to be learned and it is: “desire for good things”, where he explains that the man who manages the city or a woman who manages the house intend to be virtue. This type

In Meno, Plato argues that because information cannot be learned, but is instead recollected, then learning is impossible. Plato constructs this claim by arguing: (1) Either one already knows what one wants to learn, or one does not already know what one wants to learn. (Premise) (2) If one already knows what one wants to learn, then learning is impossible. (Premise) (3) If one does not already know what one wants to learn, then learning is impossible.

In Plato’s Meno, the characters Socrates and Meno are introduced as Socrates being a teacher and Meno being a young aristocrat. Meno questioned Socrates on whether virtue is teachable, acquired through practice, or is natural. Socrates replied that he knows not what virtue is, so if he does not know, how could he know what qualities it possess. Meno jumped at the opportunity to define virtue to Socrates but each definition is refuted. Meno and Socrates failed to reach an agreement on a definition

Plato’s dialogue the Meno explores the question of whether virtue can be taught. This dialogue provides no contextual setting like other early dialogues do, and instead it begins suddenly with Meno putting forth the question of whether virtue is teachable. Unlike earlier dialogues that mostly revolved around Socrates questioning and refuting an interlocutor who claimed to know something, though the Meno does this to an extent in the beginning, Socrates attempts to offer a potential positive solution

In Plato’s work ‘The Meno’, a socratic dialogue attempting to define virtue, chapters 77b-79e outline the Socratic Paradox, which focuses on the question of whether or not one can desire bad things. Plato outlines this through a dialogue between his character Meno and Socrates. The Socratic Paradox claims that no one desires bad things, i.e. no one desires things that are bad for them. Socrates claimed that to possess bad things would leave someone miserable and unhappy. One that desires bad things

During this week’s intro to Plato’s Meno and the idea of inputting a portion of the first few pages to improve life I stumbled across an interesting topic. This was what I call differences in species and matter or like Sacrates described it by asking, “… you think it is only in the case of virtue that there is one for a man, another for a woman and so on.” (2). There, we can see that he wants to make sure that Meno knows that “virtue” is no different for man than for a female than for a child. Therefore

type of knowledge that depicts our moral standards. After reading Meno by Plato, I conclude that virtue can in fact, be taught. Through the Meno, Socrates converses with Meno beginning to end on what Meno believes “virtue” is. Socrates admits that he ‘knows that he does not know’ what the definition is, but he knows the process and how to find out what it may be. Through questioning and interrogation (elenchus), Socrates leads Meno and a slave boy through the socratic process of doxa, aporia, and

Plato reveals the views of Socrates on the query of whether virtue is knowledge and whether virtue may be taught in a number of dialogues, mainly in Meno. In the dialogue, Socrates creates several differing arguments on virtue, which include the definition of virtue and questions on whether persons can attain it. In addition, Plato demonstrates the means by which virtue can be obtained, as well as ponders on whether persons are born virtuous, whether virtue may be taught or it is an added factor