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Encyclopedia > Meno (Plato)

Meno is a Socratic dialogue written by Plato. Written in the Socratic dialectic style, it attempts to determine the definition of virtue, meaning in this case virtue in general, rather than particular virtues (e.g., justice, temperance, etc.). The goal is a common definition that applies equally to all particular virtues. Socrates This article is about the ancient Greek philosopher, for all other uses see: Socrates (disambiguation) Socrates (June 4, ca. ... Statue of a philosopher, presumably Plato, in Delphi. ... Virtue (Greek αρετη; Latin virtus) is the habitual, well-established, readiness or disposition of mans powers directing them to some goodness of act. ...


Summary

The dialogue starts with Meno asking Socrates to tell him what virtue is. Socrates, in his usual style, professes ignorance. Meno suggests that there are many different types of virtues, for example, some are appropriate for men, some for women, some for slaves, others for children. Socrates does not accept this explanation, but instead wants to know what is the common quality that makes all these different things virtues. The term dialogue (or dialog) expresses basically reciprocal conversation between two or more persons. ... Virtue (Greek αρετη; Latin virtus) is the habitual, well-established, readiness or disposition of mans powers directing them to some goodness of act. ... Ignorance is a lack of knowledge, or a willful lack of desire to improve the efficiency, merit, effectiveness or usefulness of ones actions. ...


The conversation continues, with Socrates and Meno able to list many particular virtues, but unable to find the thing which they all have in common and which makes them all virtues – until Meno proposes desire for good (in the moral sense) things as the definition.


Socrates questions this definition, suggesting that no one knowingly desires evil, and thus the desire for good is common in all men. Meno adds that the good things must be obtained in the right way, so being wealthy would be a virtue if the wealth were obtained in a just way. Socrates points out that by defining virtue as dependant on justice, Meno has divided virtue into a composite concept, while Socrates asked for a complete answer. To Socrates, this is like defining shape as something that might be a circle. Meno gives up at this point, saying "For my soul and my tongue are really torpid, and I do not know how to answer you; and though I have been delivered of an infinite variety of speeches about virtue before now, and to many persons – and very good ones they were, as I thought – at this moment I cannot even say what virtue is." Evil is a term describing that which is regarded as morally bad, intrinsically corrupt, wantonly destructive, inhumane, or wicked. ...


At this point, Meno introduces an epistemological problem: "And how will you enquire, Socrates, into that which you do not know? What will you put forth as the subject of enquiry? And if you find what you want, how will you ever know that this is the thing which you did not know?" In other words, how is one to know when one has arrived at the truth when one does not know what the truth is? Epistemology, from the Greek words episteme (knowledge) and logos (word/speech) is the branch of philosophy that deals with the nature, origin and scope of knowledge. ...


Socrates suggests that all acquisition of knowledge is in fact a matter of anamnesis (sometimes translated as recollection, reminiscence, or recall). We never really learn anything; we already know it and only need a reminder. A famous demonstration of this theory ensues: Socrates, through gentle prodding of one of Meno's slaves, elicits a simple geometrical theorem from the boy, though the boy had not before even considered the matter. Anamnesis (Greek:αναμνησις; “recollection”, “reminiscence”) is the term that Plato uses in the epistemological theory that he develops in his dialogues Meno and Phaedo. ...


Since no one really learns anything, there are no teachers or students, so virtue cannot be taught. This means Meno must redefine virtue.


Without defining virtue, the Meno concludes with Socrates saying "Then, Meno, the conclusion is that virtue comes to the virtuous by the gift of god. But we shall never know the certain truth until, before asking how virtue is given, we enquire into the actual nature of virtue - something Plato leaves to be discussed in The Republic. I fear that I must go away, but do you, now that you are persuaded yourself, persuade our friend Anytus. And do not let him be so exasperated; if you can conciliate him, you will have done good service to the Athenian people." The term God (capitalized in English language as a proper noun) is often used to refer to a Supreme Being. ... Plato. ...


External links

  • Text of "Meno" on Project Gutenberg

  Results from FactBites:
 
The Internet Classics Archive | Meno by Plato (9035 words)
O Meno, there was a time when the Thessalians were famous among the other Hellenes only for their riches and their riding; but now, if I am not mistaken, they are equally famous for their wisdom, especially at Larisa, which is the native city of your friend Aristippus.
Yes, Meno; and again we are in the same case: in searching after one virtue we have found many, though not in the same way as before; but we have been unable to find the common virtue which runs through them all.
I am afraid, Meno, that you and I are not good for much, and that Gorgias has been as poor an educator of you as Prodicus has been of me. Certainly we shall have to look to ourselves, and try to find some one who will help in some way or other to improve us.
Plato: Forms (2276 words)
In the middle and late dialogues, Plato employed the conversational structure as a way of presenting dialectic, a pattern of argumentation that examines each issue from several sides, exploring the interplay of alternative ideas while subjecting all of them to evaluation by reason.
Plato later came to disagree with his teacher on this point, arguing that genuine knowledge of virtue is attainable through application of appropriate educational methods.
Plato believed that the same point could be made with regard to many other abstract concepts: even though we perceive only their imperfect instances, we have genuine knowledge of truth, goodness, and beauty no less than of equality.
  More results at FactBites »


 
 

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