Both Plato and Cornel West demonstrate important ways of teaching a student how to think in a similar way. One way being how being wrong can be beneficial throughout their stories the “Apology” and “On My Intellectual Vacation.”
In Cornel West “On My Intellectual Vacation” When he notions towards being wrong is beneficial on page 24 “In other words it is not a matter of pointing fingers or calling name, but really showing that you are in the very mess that you are trying to grasp. Moreover this tends to open people up a little bit. If you’re willing to take a risk and become vulnerable then it tends to open others to take risk and become vulnerable with regard to listening to what you’re saying.” I fully agree with West opinion on his thought. …show more content…
It is a substance of leading the student to the right answers and ensuring that the student can explain and defend the answers rather than simply reiterate them. Plato uses the dialogue to procedure this ideal for this kind of teaching; by presenting us how Socrates helps Euthyphro by leading Euthyphro through Euthyphro's own perceptive, and thereby letting Euthyphro sort things out for himself by thinking on a deeper level. While Socrates hopes to prove that the charge of impiety he's about to face is not sufficient. For example on page 10 of the “Apology” Socrates first makes Euthyphro think about how all the Gods quarrel and they do not all agree with one another. This causes Euthyphro to think of a way to prove that they do all agree to help support his belief that “It is Pious because it is dear to the Gods and it is impious because it is not dear to the Gods.” (Plato 9) Socrates causes Euthyphro to think even more when asked “Is the Pious Being Loved by the Gods Because It Is Pious, Or Is It Pious Because It Is Being Loved by the Gods?” (Plato 13). By Socrates acting as if not knowing as much as Euthyphro Socrates was able to help Euthyphro think on a higher
In Cornel West “On My Intellectual Vacation” When he notions towards being wrong is beneficial on page 24 “In other words it is not a matter of pointing fingers or calling name, but really showing that you are in the very mess that you are trying to grasp. Moreover this tends to open people up a little bit. If you’re willing to take a risk and become vulnerable then it tends to open others to take risk and become vulnerable with regard to listening to what you’re saying.” I fully agree with West opinion on his thought. …show more content…
It is a substance of leading the student to the right answers and ensuring that the student can explain and defend the answers rather than simply reiterate them. Plato uses the dialogue to procedure this ideal for this kind of teaching; by presenting us how Socrates helps Euthyphro by leading Euthyphro through Euthyphro's own perceptive, and thereby letting Euthyphro sort things out for himself by thinking on a deeper level. While Socrates hopes to prove that the charge of impiety he's about to face is not sufficient. For example on page 10 of the “Apology” Socrates first makes Euthyphro think about how all the Gods quarrel and they do not all agree with one another. This causes Euthyphro to think of a way to prove that they do all agree to help support his belief that “It is Pious because it is dear to the Gods and it is impious because it is not dear to the Gods.” (Plato 9) Socrates causes Euthyphro to think even more when asked “Is the Pious Being Loved by the Gods Because It Is Pious, Or Is It Pious Because It Is Being Loved by the Gods?” (Plato 13). By Socrates acting as if not knowing as much as Euthyphro Socrates was able to help Euthyphro think on a higher