Preview

Can The Protagoras: Can Virtue Be Taught?

Good Essays
Open Document
Open Document
1768 Words
Grammar
Grammar
Plagiarism
Plagiarism
Writing
Writing
Score
Score
Can The Protagoras: Can Virtue Be Taught?
Can virtue be taught? This is the main question discussed and argued over by Plato in the Protagoras and in the last section of the Meno. In these readings Plato gives different arguments that favor both sides positively and negatively. In the evidence I found in analyzing the Protagoras and the end of the Meno one thing was clear. The answer to this question according to the arguments seen in the readings tended to lean towards the negative. By negative I mean that Plato seems to believe that virtue cannot be taught. At least, not in the way this question was worded. I personally believe that virtue can be taught to an extent and that we should be asking more questions like can virtue be learned? In the Protagoras reading, Socrates tells a story about his …show more content…
The main topic of discussion in this reading was virtue. Protagoras claims that he can make Hippocrates a better man every day if he becomes his apprentice. Socrates questions this statement by asking him how? Protagoras answers by saying that he can teach Hippocrates good judgment in both personal and civic affairs. He is stating that he can teach a man to be virtuous. Socrates doesn’t believe that this is possible as he starts questioning him. “The truth is, Protagoras, I have never thought that could be taught, but when you say it can be, I cant very well doubt it.” (Protagoras 319b) This is when Socrates question arises can virtue be taught? Socrates argues that virtue is not something that is taught as he explained that Athens allows all citizens to participate in political decisions thus implying that the virtue is not a skill that is learned like shipbuilding or construction. He reasons that nobody will blast anyone in citizens participating in assembly, as he believes that people think that virtue can’t be taught like shipbuilding. Socrates believes that people can’t transmit to other “virtues that they

You May Also Find These Documents Helpful

  • Good Essays

    However Aristotle then explains that a person should not act virtuously just to achieve a particular end because he believes this to be a subordinate aim. A person that acts in a way to achieve goodness Aristotle explains is a superior aim and it is these people that act ‘’good’’ because it is the right way to act not because they ought to. Following on from this Aristotle goes on to explain the key to goodness and virtue is to follow the ‘’golden mean’’. This is when as a person we act between two extreme vices for example the midpoint between shamelessness and shyness is modesty, this therefore is the golden mean. Aristotle also distinguished between two types of virtue, moral virtues and intellectual virtues. The first being those cultivated through habit whilst intellectual virtues are those cultivated through instruction. In the later twentieth century Virtue Ethics suffered a revival. It was questioned whether Aristotle’s teachings on Virtue Ethics had any weaknesses and some modern perspectives on Virtue Theory can be seen to highlight these flaws.…

    • 1035 Words
    • 5 Pages
    Good Essays
  • Good Essays

    Socrates’ unique wisdom can be likened to that of a midwife, as stated in Theaetetus. In Meno, Socrates discusses the definition of virtue with the titular character. Socrates challenges Meno to define virtue, and Meno states that each demographic has a different virtue, for example, “a man’s virtue: to take part in the city’s affairs capably…”(Meno, 71e-72a) or “there is a different…

    • 984 Words
    • 4 Pages
    Good Essays
  • Satisfactory Essays

    Response To The Meno

    • 594 Words
    • 3 Pages

    "Is virtue something that can be taught? Or does it come by practice? Or is it neither teaching…

    • 594 Words
    • 3 Pages
    Satisfactory Essays
  • Good Essays

    Interlocutor Vs Meno

    • 1706 Words
    • 7 Pages

    First of all, Meno demonstrates Socrates's effort to guide his interlocutor to achieve thorough understanding of virtue and what his interlocutor actually received. Socrates's questioner is Meno, who is a young man trying to engage in unethical military and political affairs. Very well absorbed in his aristocratic origin, Meno also has a fierce pride in the ideas on virtue that he acquired from Gorgias, a sophist who focuses on the teaching of rhetoric and the external representation of knowledge. Meno started the conversation with a burning question: "Can you tell me, Socrates, can virtue be taught?" (Meno, 70a)…

    • 1706 Words
    • 7 Pages
    Good Essays
  • Satisfactory Essays

    It is true that each author speaks virtues that are common to both the medieval and ancient times. Aristotle being so cunning during his era introduces virtue or excellence consisting of two parts moral and intellectual which can be taught, it is not possible to change what is naturally imprinted. Moral education is tangible through habits and experiences. Virtue can be achieved, not easily; it takes more than one characteristic to meet it.…

    • 285 Words
    • 2 Pages
    Satisfactory Essays
  • Good Essays

    The first reason Socrates believed that his death would be more harmful on the Athenian people because the children would lose their teacher. The children looked up to Socrates as their role model, they enjoyed watching him examine people and proving them unwise when they think that they are wise. They learnt from his philosophizing. Socrates predicted that his execution would make the children of Athens rebel. During the trial, he used the analogy of horses and horse trainers in comparison to teaching the children. He stated that not just anyone can train a horse; only an expert could do so. Most people would have a negative effect on the horses if they tried to train them. Therefore, saying that the same goes for children, it would take someone with expertise to better the children’s minds. Without an appropriate mentor the children would never learn as they age into adulthood which would affect Athens for years to come.…

    • 969 Words
    • 4 Pages
    Good Essays
  • Better Essays

    Meno Paradox

    • 1450 Words
    • 6 Pages

    If Meno were a Know-It-All on the subject of virtue, according to Meno’s paradox, Socrates’ questions should not have impacted him at all, and yet he seems impacted. The possibility that Meno superficially, not totally, understands the concept of virtue, is not a possibility for which Meno’s paradox allows. Socrates’ questions, then, move Meno from confident knowledge to a recognition of his own limitations, a movement which should not have been possible were Meno’s paradox valid. Additionally, Meno’s continued participation in the dialogue suggests an intellectual surrender of his paradox since his participation implies an investment in adding to his own…

    • 1450 Words
    • 6 Pages
    Better Essays
  • Good Essays

    What exacty is virtue and how does one describe it? In the dialog Meno, two men, Meno and Socrates, attempt to define virtue. The dialog begins with Meno asking Socrates if virtue can be taught. Personally, I do not imagine that virtue can be taught. Meno does not exactly know what virtue is but guesses that it is to possess power and to retain good things. Socrates argues that learning is impossible because a soul has already learned everything from passed lives and that learning is simply recollection from those past lives. The purpose of this paper is to discuss Meno’s paradox and to determine how Socrates resolves it.…

    • 823 Words
    • 4 Pages
    Good Essays
  • Good Essays

    This assertion implies that virtue cannot be innate because in order for something to be virtuous, it must be accompanied by wisdom, so it is a type of knowledge. However, in order to come to this conclusion, Socrates makes generalizations about all types of virtues, explaining that “all the qualities of the soul are in themselves neither beneficial or harmful, but accompanied by wisdom or folly they become harmful or beneficial” (78). I can easily disprove this assertion by considering memory. Memory is used to inform future actions, and wisdom helps determine the extent of the impact of these future actions; however, wisdom can be used to employ memory for the works of evil, so, consequently, the future can be negatively impacted. This is why wisdom is not a prerequisite of…

    • 341 Words
    • 2 Pages
    Good Essays
  • Good Essays

    Plato's Apology Analysis

    • 856 Words
    • 4 Pages

    Meletus accuses the philosopher of corrupting the youth as oppose to bettering them. Socrates is also arraigned with being a sophist, making the bad look good, not believing in god - or at least not recognizing the gods worshiped by society and finally, being an outright ‘evil-doer’. During his speech, Socrates first addresses Aristophanes (A playwright of Athens), and his pursuit to make Socrates out to be a bit of a trash-talker who claims he can walk through air along with other absurdities. Socrates claims that although he is a teacher of philosophy, he does not charge. Even though frowned upon Socrates admires anyone that possess such great knowledge and is able to charge for their teachings. In a modest manner he states, “Had I the same, I should have been very proud and conceited; but the truth is that I have no knowledge of that kind.” This is important because it aids in the proving of Socrates innocence, being that if he was indeed such a pompous, conceited philosopher he would not be able to admit his lack of knowledge. Throughout the excerpt Socrates makes reference to many stories in effort of proving to the jury before him how he acquired such an atrocious reputation. Socrates mentions that he believes the only reason he was put on trial was because Meletus does not like him for possessing such unique…

    • 856 Words
    • 4 Pages
    Good Essays
  • Good Essays

    One of the major themes that Socrates heavily focused on in his speech was the philosophical ideas of wisdom and a description of Socrates’ own wisdom as well. Older accusers had allegedly claimed that Socrates did not believe in gods, and instead would try to explain phenomenons through physical explanations instead, as well as the fact that Socrates would teach others how to make a weak argument triumph a stronger one by using clever rhetorics. In Socrates’ defense, he has stated that he does not have any kind of competence and expertise in any of these areas. This statement truly divides Socrates from sophists and even Presocratics, as teachers that each belong to these organizations assert that only through experience and examination they can gain…

    • 695 Words
    • 3 Pages
    Good Essays
  • Better Essays

    Meno

    • 988 Words
    • 4 Pages

    As Meno begins his questionnaire, Socrates asks Meno to reiterate Gorgias’ definition of virtue. He proudly defines virtue as the ability for a man and a women to complete their rightful duties and continues on my saying that virtues is different for all. Socrates immediately rejects this idea by explaining to Meno that he is describing the different kinds…

    • 988 Words
    • 4 Pages
    Better Essays
  • Good Essays

    Socrates Unjust Analysis

    • 872 Words
    • 4 Pages

    Socrates, one of the greatest minds go Ancient Greece’s was no exception. As a sophist, Socrates was considered a teacher of the noble. Sophist of Greed taught young men ’arete’: excellence or virtue for a price. However, Socrates wasn’t a regular sophist, he never accepted any monetary reward for his ’teachings“ (b316,p813) and he never actually taught anything but rather trained minds to think. Socrates states at the trail that he doesn’t have any true knowledge and he believed that in order to have any true knowledge one must be able to produce a single, clear definition of a subject without any exclusions to the rule, something that he was never able believed that he couldn’t do.Rather than use he own opinions to teach his pupils what to think, Socrates used ”systematic questioning“ (b136p813) to help clear their own minds and reach their own conclusions just by thinking. A skill that they could carry forward, into their lives as Athenian citizens. With this in mind, it is nearly impossible for the Athenians government to find Socrates guilty of…

    • 872 Words
    • 4 Pages
    Good Essays
  • Good Essays

    Virtue

    • 384 Words
    • 2 Pages

    Virtue is an activity of the human soul and has two parts virtue of character and virtue of intellect. Virtue of intellect is wisdom and knowledge an example would be studying at school. Virtue of character is learned by action and practice an example would be learning that cheating on tests is bad and knowing not to attempt it. Reasoning out where we stand in a particular situation is not related to knowledge or studying but rather repeated application of acts so Aristotle’s is stating acts of character not of intellect.…

    • 384 Words
    • 2 Pages
    Good Essays
  • Good Essays

    In this essay, I explicate connections between Socrates’ descriptions of himself and his role as a citizen and educator in his home city, Athens, as portrayed in Plato’s Apology. The Apology depicts the trial of Socrates, and its entirety is narrated from the point of view of Socrates. Therefore, in the account of this trial, we have a lens through which we can view Socrates’ ideologies and convictions. Additionally, because Socrates is speaking directly to a jury of five hundred and one Athenians, from this dialogue we can interpret how Socrates saw his life and purpose in relation to Athens and her people through his direct interaction with them.…

    • 1593 Words
    • 7 Pages
    Good Essays