Introduction Going through the Meno, which begins with the query can distinctive feature study. Socrates in his communique with Meno to begin with comes to the conclusion that virtue is a kind of information and that as understanding it may be trained. However, then he rejects the view that virtue may be taught, due to the fact there are no instructors of distinctive feature (93a-94e). probably anybody may be a teacher of virtue, if we take severely Protagoras ' notable Speech in Plato 's Protagoras. Though, Socrates runs into the super trouble that great virtuous exemplars do not appear to invariably (or even frequently) have splendid virtuous exemplars for children. I do not suppose we can argue with the empirical records. i have noticed
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From the beginning of the augment, he claims that it is important to first know the definition for Virtue. This is a perhaps a better approach that most teachers use; to tackle a problem from one knows to what one may not know. Given that one has facts about something, he or she can understand some aspects better. If teachers do not employ the same approach, they might find difficulties to pass on whatever they intend to. From this point of view, it is clear that one’s approach towards something matters a lot. Given that most teacher do not adhere to this approach, Socrates holds that there are no better teachers of …show more content…
At this point, Socrates chooses to prove his second hypothesis by contraction. As such, he argues that if knowledge had nothing good, this means that virtue is a kind of knowledge. Upon working with these hypotheses, it is clear that there is a possibility of one to use good things the bad way. Therefore, good this are only entitled to them who work with wisdom. From this point of view, it is apparent that without understanding, nearly everything can be harmful. Taking this ideology into consideration, Socrates points out that virtue is only virtue if it is used in its right context of wisdom. It is for this reason that Socrates puts it that the soul endures and undertakes what it can if it is well directed by wisdom always ends in
From the beginning of the augment, he claims that it is important to first know the definition for Virtue. This is a perhaps a better approach that most teachers use; to tackle a problem from one knows to what one may not know. Given that one has facts about something, he or she can understand some aspects better. If teachers do not employ the same approach, they might find difficulties to pass on whatever they intend to. From this point of view, it is clear that one’s approach towards something matters a lot. Given that most teacher do not adhere to this approach, Socrates holds that there are no better teachers of …show more content…
At this point, Socrates chooses to prove his second hypothesis by contraction. As such, he argues that if knowledge had nothing good, this means that virtue is a kind of knowledge. Upon working with these hypotheses, it is clear that there is a possibility of one to use good things the bad way. Therefore, good this are only entitled to them who work with wisdom. From this point of view, it is apparent that without understanding, nearly everything can be harmful. Taking this ideology into consideration, Socrates points out that virtue is only virtue if it is used in its right context of wisdom. It is for this reason that Socrates puts it that the soul endures and undertakes what it can if it is well directed by wisdom always ends in