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Plato's theory of soul and knowledge
Conclusion of Plato theory of soul and knowledge
Plato's theory of soul and knowledge
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In philosophy, anamnesis is derived from greek symbols it is a concept in Plato's epistemological and psychological theory that he develops in his dialogues Meno and Phaedo, and alludes to in his Phaedrus. It is the idea that humans possess knowledge from past incarnations and that learning consists of rediscovering that knowledge within us.
Meno : Socrates is challenged by Meno with what has become known as the sophistic paradox, or the paradox of knowledge: it was a battle of the minds and beliefs Meno asks them a question , And how are you going to search for [the nature of virtue] when you don't know at all what it is, In other words, if you don't know any of the attributes, properties, and/or other descriptive markers of any kind that help signify what something is (physical or otherwise), you won't recognize it, even if you come across it. And, as consequence, if the converse is true, and you do know the attributes, properties and/or other descriptive markers of this thing, then you shouldn't need to seek it out at all. The result of this line of thinking is that, in either instance, there is no point trying to gain that "something"; in the case of Plato's work, there is no point in seeking knowledge.
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knowledge that the soul has accumulated lives on for eternity, but each time the soul is incarnated its knowledge is forgotten in the trauma of birth. What one perceives to be learning, then, is the recovery of what one has forgotten. (Once it has been brought back it is true belief, to be turned into genuine knowledge by understanding.) And thus Socrates (and Plato) sees himself, not as a teacher, but as a midwife, aiding with the birth of knowledge that was already there in the
Socrates put one’s quest for wisdom and the instruction of others above everything else in life. A simple man both in the way he talked and the wealth he owned, he believed that simplicity in whatever one did was the best way of acquiring knowledge and passing it unto others. He is famous for saying that “the unexplained life is not worth living.” He endeavored therefore to break down the arguments of those who talked with a flowery language and boasted of being experts in given subjects (Rhees 30). His aim was to show that the person making a claim on wisdom and knowledge was in fact a confused one whose clarity about a given subject was far from what they claimed. Socrates, in all his simplicity never advanced any theories of his own but rather aimed at bringing out the worst in his interlocutors.
This quote can be used to argue what kind things he would say to our society by providing an example of what his beliefs are. He is saying that once we can only become philosophers we will be able to stop indulging ourselves with our senses and only use them when necessary. Socrates point view of philosophy is when one wants to acquire prudence and irrefutable truth, which was discussed in a classroom community among classmates, simply when wants continuously want to learn and can never be satisfied with what they know. By learning, what Socrates means is our soul 's recollecting knowledge that body hinders the soul from remembering. This is seen in Meno where Socrates shows Meno how a boy figuring out the answers to a question is actually recollecting the knowledge instead of learning something new. He would make a statement about our education system and what we currently see as knowledge what was we should see as knowledge. The way we should learn by his definition would be to have classroom discussions sessions as agreed upon by critical think by my classmates and myself in a philosophy course. Socrates would tell us how we would need to focus on recollecting and focus on feeding our soul instead of our bodies, how we would need to make major changes such as our use of technology for only necessary uses and not merely for mindless entertainment much like how we all use laptops, phones, and the
As Socrates and Meno were trying to find out the essence of virtues, Socrates said: “The soul, then, as being immortal, and having been born again many times, and having seen all things that exist, whether in this world or in the world below, has knowledge of them all; and it is no wonder that she should be able to call to remembrance all that she ever knew about virtue, and about everything; for as all nature is akin, and the soul has learned all things1.” As he suggested, the soul has already known everything, and thus the acquisition of all knowledge is the process of remembrance, the process of the recalling what we have already known with the help of some hints.
It is thought that Meno's paradox is of critical importance both within Plato's thought and within the whole history of ideas. It's major importance is that for the first time on record, the possibility of achieving knowledge from the mind's own resources rather than from experience is articulated, demonstrated and seen as raising important philosophical questions.
Therefore, through the soul, that has been born before being placed into a physical human body, the human has knowledge. As a result of the soul being immortal and knowing everything, Socrates ties that idea of immortality with the theory of recollection, which claims that our knowledge is inside of us because of the soul and it never learns anything new, only remembers, consequently, serving as an evidence that the soul is pre- existent. Socrates uses the knowledge of the soul to explain that there is no such thing as learning but instead there is discovery of the knowledge that one has and does, by himself, without receiving new information. However, most knowledge is forgotten at birth since we are born without knowing, for example, how to add, subtract,talk, etc. Nonetheless, the knowledge we have, has to be recollected with the help of a teacher. Socrates is able to prove this argument to a degree by using Meno’s slave, who had no prior knowledge of geometry before, as an example of how humans have the knowledge inside of them, through the soul, and they know everything but all they need are a sort of guidance to be able to “free” the knowledge they didn’t know they had inside them all this time. (Plato,
... middle of paper ... ... By examining Plato’s use of themes as well as a modern-day comparison to the allegory, one can best grasp the concept of knowledge and how the Sun and our senses guide our education. The concept of our knowledge being a result of our surroundings in the world, rather than a text book, is simply fascinating.
In the Meno, Plato addresses the question of virtue, what it is, how to obtain and if virtue can be taught. Meno came to conclusion after a long discussion with Socrates that it is impossible to know what virtue is. The Meno’x paradox states, “if one knows what virtue is, he does not need to search for it. However, if one does not know what virtue is, how can he search for it? He may not know he has it even when he gets it.” Seeing how hopeless Meno is, Socrates propose the theory of recollection as a way to obtain virtue. This paper will argue against this theory.
- Chappell, Timothy. "Plato on Knowledge in the Theaetetus." Stanford University. Stanford University, 07 May 2005. Web. 08 May 2014.
In Plato’s Meno, Socrates suggested that knowledge comes from recollection, or, in Greek, anamnesis. He believes that the knowledge is already implanted in the human mind, and by recollection, men can retrieve back knowledge. There are two stages to this: first, a “stirring up” of true, innate opinions, then, a conversion of the knowledge (Gulley). Furthermore, Socrates believes that we acquired knowledge before this life. “As the soul is immortal, has been born often, and has seen all things here and in the underworld, there is nothing which it has not learned” (Plato 81c). Socrates holds the idea of reincarnation—as the soul reincarnates through many lives, it learns everything. Overall, the Doctrine of Recollection is based on two premises. The first is the immortality of the soul, along with its incarnations, and the second is the kinship of all nature (Ionescu).
The Romantic Era followed the Age of Enlightenment, a time of scientific discovery, political changes, and philosophical advancement. Romanticism challenged the rationality of the Enlightenment (Britannica). Romantic artists placed emotions above reason. In keeping with the Romantic tradition, Mary Wollstonecraft Shelley challenges the benefits of science, education, and knowledge. In Frankenstein, Dr. Frankenstein, his creature, and Robert Walton are all ambitious; they have a desire for knowledge. However, this quest for knowledge brings about destruction to Dr. Frankenstein, misery to the monster, and danger to Walton. Shelley draws parallels to the Biblical story of the Fall; a catastrophe which befell mankind because of a desire for knowledge.
Aristotle and Plato have different views on it, but it all comes down to the fact that the acquisition of these leads to an ultimate good in life. The Allegory of the Cave, illustrated to us by Socrates, has many meanings. The allegory explains the effects of knowledge on a person and understanding reality. Socrates speaks of this dark cave that is filled with people who have never left the cave before. The people are bound in a way that has forced them to look toward the wall of the cave.
Plato and Aristotle propose theories of knowledge in which they both agree that the knower is measure by the known and that knowledge is an exchange within the world. However, their respective theories may be considered polar opposites of one another especially when considering that Aristotle rejects Plato’s theory and admits that ‘informed opinion’, is a form of knowledge whereas Plato rejects opinion as a form of knowledge.
He taught by asking questions and obtaining answers from his pupils, while in search of knowledge. There are no physical records left behind, because Socrates’ never wrote anything down, but his beliefs
Socrates was considered by many to be the wisest man in ancient Greece. While he was eventually condemned for his wisdom, his spoken words are still listened to and followed today. When, during his trial, Socrates stated that, “the unexamined life is not worth living” (Plato 45), people began to question his theory. They began to wonder what Socrates meant with his statement, why he would feel that a life would not be worth living. To them, life was above all else, and choosing to give up life would be out of the picture. They did not understand how one would choose not to live life just because he would be unable to examine it.
Truth and beliefs contribute in building the knowledge of a person. Cogent reasons for the beliefs convert the beliefs into knowledge. However, sometimes the beliefs are actually assumption, so they may be wrong. Truth is the facts known from different sources. Something can be considered as knowledge, only if it is true. The word epistemology refers to studying the source of knowledge. The epistemology helps in understanding the process of development of knowledge, sources of knowledge and makes distinctions between belief and actual truth. I critically examined and analyzed the origin and the process of acquiring the knowledge for the two essays I wrote earlier. One essay, an analytical one, was written on the subject of increasing prison population and improper justice system. The second essay was written on the subject of human resource management. To develop the knowledge and understanding I demonstrated in the essays, I had to search for resources, rationalize the information gained and evaluate it in conjunction with my personal beliefs.