Socrates Vs Meno
I will argue that acquiring virtue is seen at both the cognitive level and the level of the heart. In this paper I will be showing that virtue can be found on both levels by examining the characteristics of two different characters in the philosophical works of Plato. These two characters are Meno and Socrates, from the dialogues Meno and Apology. Meno is Thessalian general that had the main goal in life to get rich and have power. He did not care about anyone else besides himself, and could not take anyone seriously (Xenophon). Socrates on the other hand was a Greek philosopher that was put on trial for corrupting the youth of Athens, was accused of being a Sophists, and genuinely wanted to know truth and knowledge because it leads to a happy
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In the process of learning about virtue at both levels, Socrates also teaches about virtue. Although in the Apology, Socrates claims he is not a teacher, “And if you have heard from anyone that I undertake to teach people and charge a fee for it, that is not true either” (Apology, 19d), he is actually teaching people just by his questioning. Socrates is searching for what virtue is on the cognitive level because he has an actual love for wisdom, and believes knowledge and wisdom will better your soul. “For I go around doing nothing but persuading both young and old among you not to care for your body or your wealth in preference to or as strongly as for the best possible state of your soul…(Apology, 30b). This shows us that Socrates in genuine for wanting to know what virtue is on a cognitive level because knowing what virtue is will better his soul. In the Meno, Socrates questions almost everything Meno says about virtue, and demands a proper definition of it. He even gets frustrated at Meno over it, “Because I begged you just now not to break up or fragment virtue, and I gave examples of how you should answer. You paid no attention…” (Meno, 79b). Socrates is getting frustrating at this point in the dialogue because Meno will not tell him what virtue actually means, or if he truly does not know what it means. During the back and forth arguments between Meno and Socrates while trying to determine the meaning of virtue, Socrates is unintentionally teaching Meno. Every time Socrates questioned Meno or his definitions, it made Meno take a step back and have to think about what he was saying. This lead Meno to have to further explain himself, or completely change his train of thought. This type of teaching that Socrates is demonstrating focuses more on questioning then giving answers. It makes the student do some of their own critical thinking and
In the process of learning about virtue at both levels, Socrates also teaches about virtue. Although in the Apology, Socrates claims he is not a teacher, “And if you have heard from anyone that I undertake to teach people and charge a fee for it, that is not true either” (Apology, 19d), he is actually teaching people just by his questioning. Socrates is searching for what virtue is on the cognitive level because he has an actual love for wisdom, and believes knowledge and wisdom will better your soul. “For I go around doing nothing but persuading both young and old among you not to care for your body or your wealth in preference to or as strongly as for the best possible state of your soul…(Apology, 30b). This shows us that Socrates in genuine for wanting to know what virtue is on a cognitive level because knowing what virtue is will better his soul. In the Meno, Socrates questions almost everything Meno says about virtue, and demands a proper definition of it. He even gets frustrated at Meno over it, “Because I begged you just now not to break up or fragment virtue, and I gave examples of how you should answer. You paid no attention…” (Meno, 79b). Socrates is getting frustrating at this point in the dialogue because Meno will not tell him what virtue actually means, or if he truly does not know what it means. During the back and forth arguments between Meno and Socrates while trying to determine the meaning of virtue, Socrates is unintentionally teaching Meno. Every time Socrates questioned Meno or his definitions, it made Meno take a step back and have to think about what he was saying. This lead Meno to have to further explain himself, or completely change his train of thought. This type of teaching that Socrates is demonstrating focuses more on questioning then giving answers. It makes the student do some of their own critical thinking and