Plato's Approach To Virtue Analysis
Plato's approach to virtue is strongly related to SocratesEserious dilemma: how can we ever learn what we do not know? There may be two alternatives for this question's answer: we already know what we are looking for, in which case we don't need to look, or we don't know what we're looking for, in which case we wouldn't recognize it if we found it. As it is impossible to learn anything, Socrates proposed that it is significant to acknowledge that we already know what we need to know. This is Plato's doctrine of recollection, which states that basic knowledge comes when we bring back to mind our acquaintance with eternal realities during a previous existence of the soul.
The further question is: how are we to know virtue, to learn it, and …show more content…
The highest goal in all of education, Plato believed, is knowledge of the Good; that is, not merely an awareness of particular benefits and pleasures, but acquaintance with the Form itself. Just as the sun provides illumination by means of which we are able to perceive everything in the visual world, he argued, so the Form of the Good provides the ultimate standard by means of which we can apprehend the reality of everything that has value. Objects are worthwhile to the extent that they participate in this crucial …show more content…
eikasia [eikásia]) or conjecture is the appropriate degree of awareness, although it provides only the most primitive and unreliable opinions.
The visible realm also contains ordinary physical objects, and our perception of them provides the basis for belief (Gk. pistiV [pútis]), the most accurate possible conception of the nature and relationship of temporal things.
Moving upward into the intelligible realm, we first become acquainted with the relatively simple Forms of numbers, shapes, and other mathematical entities; we can achieve systematic knowledge of these objects through a disciplined application of the understanding (Gk. dianoia [diánoia]).
Finally, at the highest level of all, are the more significant Formstrue Equality, Beauty, Truth, and of course the Good itself. These permanent objects of knowledge are directly apprehended by intuition (Gk. nohsiV [nóêsis]), the fundamental capacity of human reason to comprehend the true nature of
The further question is: how are we to know virtue, to learn it, and …show more content…
The highest goal in all of education, Plato believed, is knowledge of the Good; that is, not merely an awareness of particular benefits and pleasures, but acquaintance with the Form itself. Just as the sun provides illumination by means of which we are able to perceive everything in the visual world, he argued, so the Form of the Good provides the ultimate standard by means of which we can apprehend the reality of everything that has value. Objects are worthwhile to the extent that they participate in this crucial …show more content…
eikasia [eikásia]) or conjecture is the appropriate degree of awareness, although it provides only the most primitive and unreliable opinions.
The visible realm also contains ordinary physical objects, and our perception of them provides the basis for belief (Gk. pistiV [pútis]), the most accurate possible conception of the nature and relationship of temporal things.
Moving upward into the intelligible realm, we first become acquainted with the relatively simple Forms of numbers, shapes, and other mathematical entities; we can achieve systematic knowledge of these objects through a disciplined application of the understanding (Gk. dianoia [diánoia]).
Finally, at the highest level of all, are the more significant Formstrue Equality, Beauty, Truth, and of course the Good itself. These permanent objects of knowledge are directly apprehended by intuition (Gk. nohsiV [nóêsis]), the fundamental capacity of human reason to comprehend the true nature of