Socrates Meno Analysis

Naturally, when reading a book where the main focal point is virtue, we expect to be able to have a solid understanding of what it is. However, in Plato’s Meno, Socrates leaves Meno, and the readers, waiting and thirsting for more knowledge. When we come to this point, Socrates’ teaching method is successful. The process of his method is as follows: 1: Pose a question. 2: Think about what you think you know about the question topic. 3: Go under intense inquiry about said topic where all of the holes in your
“knowledge” are found and exploited.
4: Enter into a state of perplexity.
5: Admit that you do not know anything about said topic.
6: Begin your journey to find out more about the topic; a quest for seeking knowledge.
Socrates method of teaching seems somewhat foreign at first—it appears as if he was conversing rather than teaching. However, the reader is soon able to pick up on his teaching methods and how much of an impact it plays on Meno. The story soon unveils the fact that they never truly reach a definitive answer to …show more content…
Meno admits that “thousands of times I have made a great number of speeches about virtue”(80B). After intensive questioning from Socrates, he soon realizes this is not the case. Although appearing sturdy at first, It was easy for Socrates to see through the transparency that was Meno’s assertive attitude towards the definition of virtue. Socrates puts Meno into a “state of perplexity”(80B)—a state where his former beliefs, or “knowledge,” are broken down and shattered like a boulder pummeling through a glass window. Socrates’ rock-solid composure allows him to manipulate Meno’s beliefs as he belittles them with his inquiry. After finally admitting defeat on the topic of virtue, Meno agrees to “seek together for whatever it is,”(80D) with Socrates—where his admittance of defeat is one of the most valuable lessons Socrates teaches