Knowledge In Protagoras, Euthydemus, And Meno

Was Socrates right to say he would stay in Athens no matter the consequences, or should he have fled Athens to avoid death? Socrates was right to say he would stay in Athens no matter what because first, he believed he was sent to Athens or “placed in Athens” for a specific reason and he also believed that even though the Athenians found him as a threat and annoying, he believed that it helped them.

The version of Socrates presented in both The Apology, Crito, and The Republic could very well be two different versions of Socrates as presented by Plato. However, both versions of Socrates have one thing in common: they both value the importance of philosophy and they both defend philosophy as something that is important to humanity.

Plato’s extensively insightful work, titled Meno, delves into the topic of virtue and attempts to define what is undefinable (Plato 45). Virtue is the context of this essay is referencing is aretê, or virtue in general (Plato 47). Throughout this essay, the writer will compare and contrast the main characters, Socrates and Meno, based on how they are presented throughout Meno and their opinion on virtue.

The way Socrates introduces knowledge is akin to the division fallacy. By defining that a knowledgeable person outdoes their opposites and not their likes; as well as agreeing that just people are the same is a wide jump. By assuming that the former is true, were lead to believe that the latter is also true. Though both are similar, we are guided to the conclusion that because both are similar, and that because what is right for one part it must logically be valid that it is right for all parts. This is logically

Plato was one of the greatest Greek philosophers and was also considered as one of the most important personalities in history. He was known for his work in Apology, Phaedo, Symposium and Republic.

Virtue is defined in many ways. Some say that it comes from the Latin word ‘virtus’, meaning virtue or courage, which comes from the other Latin word ‘vir’, which means man, meaning that virtue is the qualities of a man, such as courage. The Merriam-Webster dictionary defines virtue as, “conformity to a standard of right [and/or] a particular moral excellence” (Merriam-Webster 899). With all these definitions floating around, it is hard to determine what virtues really is and what it really means to have virtue. In Plato’s Meno, Socrates and Meno discuss the definition of virtue and whether it can be taught. They conclude that virtue cannot be taught, “that virtue comes to the virtuous [(those who possess virtue)] by the gift of God” (Plato

During our analysis, we will comment on the Platonic problem of virtue and its unity, as it emerges through the dialogue between Socrates and Menon. We examined the essence of virtue and the difficulties it carries in order to understand the relationship between the conditions of moral action, the possibility of learning, policy development and reason psychic harmony, that is to say, to determine how the concept of virtue, and in particular the consequences of seeking its definition, brings together and directs a set of fields. Meno is a Platonic dialogue in which Socrates and Meno are trying to find the definition of virtue, its nature, so whether virtue can be taught or, if not, how it is obtained. Initially, the review question is therefore

In thinking of Socrates we must recognize that what we have is four secondhand sources depicting him. That of Plato, Xenophanes, Aristophanes, and Aristotle. All having radically different accounts on Socrates and his views. Out of all them we consider Plato’s to be the most possible account, even though we face a problem of different versions of Socrates. The existence and continual study of Socrates’ philosophy regardless of differing accounts is astonishing in itself since it survived not through the specific philosopher, but through other people. Which is a testament of the impact that a man, such as Socrates, can make. When we think of Plato, who is regarded as a father of western philosophy, we are quick to think of his major work The Republic, his student Aristotle, and his writing on Socrates. (We think of his writings on Socrates as mere footnotes in philosophical thought without examining them.) “Nothing comes from nothing,” Parmenides proudly claimed, and this philosophical doctrine applies to Plato’s thought.

Plato’s, Meno, is quite significant to the history of mathematics. During the fifth century BCE Greek mathematics was more theoretical and self-conscious; it would be paired together with philosophy in their education. Although most of Plato’s piece is largely focused on Socrates and Meno struggling to define what “virtue” is, mathematics is still an extremely important role. This is quite evident when the boy is asked to find a square equivalent to double the size of the current square. The boy confidentially answers that the lines are double the size because the square is double the size, even though this is wrong since it gives four times the size. He was eventually faced with the idea that he may be wrong, and would crave to discover the

While Socrates has no concrete list of what counted as virtue many of the things he believed were important to the huuman life were things he considered signals of moral virtue such as courage and justice. Socrate believed in courage and this was shown through the case of him being

Now let explain each concept separate. Plato, express that every person obtain knowledge from his/her soul. Plato believe people must look through themselves in order to gain knowledge that is already inside them. According to Socrates, knowledge differs from current opinion in being tied down (Meno 90). True opinions are

Throughout the dialogue Protagoras, written by Plato, we find our two main characters Socrates, and Protagoras enveloped in a discussion about the nature of virtue and how important the distinction is between having virtue and not having virtue and the distinction of it. During this “discussion” between the two, both

Plato was Born in Athens around the time 428 B.C. 'He was educated in philosophy, poetry and gymnastics by distinguished Athenian teachers including the philosopher Cratylus. ' However base on my understanding it was another Greek philosopher, name Socrates who would have more influence and inspiration on Plato 's thinking and writings, along with the times in which he lived.

In this essay, I will be discussing Aristotle’s conception of the “good life” which he outlined in the Nicomachean Ethics. As we will see, the “good life” for man according to Aristotle is one where we perform the particular activity which is distinctly ours and guides us towards eudaimonia – sometimes translated as ‘happiness’ or ‘well-being’. He shows us how the other conflicting depictions of the ‘good life’ are misguided, and how we should aim for a life of reason. First, however, I will discuss briefly what Aristotle meant by the term ‘good’ and then move on to how he arrived at the conclusion on human happiness.

The ultimate goal of human life for Plato is to know and understand the truth or the “eidos” of the “good”. The only way for us to see this truth is through our minds. The truth is not accessible in the physical world but in the intellectual realm. For us to be happy or for use to know the truth is only when we are beyond our physical sense it is a totally different level. So according to Plato, “knowledge” and “virtue” are corollary meaning that as long as one exists the other will follow. He says that as long as you are aware of the truth and you know what the good is, it automatically means you will do the good. We all have the capacity to see the truth and the “eidos” of the good but it needs to be developed. Once it is developed that means it is logical that you will automatically do what