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Plato philosophical idea on knowledge
Process of knowledge acquisition
Plato's Theory Of Knowledge
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Many philosophers have inquired about what is knowledge. Most believe that knowledge is attained by being taught, and not suppressed in our mind since birth. In Plato’s Meno, Socrates argues in favor of the pre existing knowledge, that knowledge is essentially suppressed, and is brought to light through questioning. The argument, which comes from this view of “knowledge”, is that if you know what it is you are inquiring about, you don’t need to inquire, because you already know. However, if you do not know what it is you are inquiring about, you are unable to inquire, because you do not know what you inquiring. One outcome about this view is Plato’s rejection of the claim that knowledge is derived from experience. However when you look at the scene between Meno, Socrates and the slave boy, you can see some flaws in this thinking. Plato uses Socrates’ experiment where he asks one of Meno’s slave boys to demonstrate this theory of recalling knowledge by using geometry. In some cases Socrates’ questions are almost leading the slave boy into the answer. Socrates’ places obvious questions in front of the boy that can be recognized immediately. Also, opposite to Plato’s views, I believe that knowledge can be obtained through other means, and not only through questioning and recollection. In the experiment, Socrates guides a slave through a series of geometric proofs to show that the slave already possessed this knowledge and, therefore, that “learning” is not acquiring but recolle...
After admitting that he does not know what virtue is almost halfway through Plato’s Meno, Meno states a few premises involving the acquisition of knowledge, which coined the term Meno’s paradox. In this paradox Meno says that virtue or knowledge is impossible to learn because of it. Meno then questions Socrates on how they can find what virtue is if they can’t discover it which I believe Socrates resolves by stating the theory of recollection and how the theory of recollection shows one part of the premise false by conversing with the slave boy.
The Theaetetus is composed of three main parts, each part being allotted to a different definition of what constitutes as knowledge. While the Theaetetus is focused primarily on how to define knowledge, the arguments faced by Socrates and Theaetetus greatly resemble arguments made by different later theories of knowledge and justification. I will argue in this essay that due to the failure faced by Socrates and Theaetetus in their attempt at defining knowledge, the conclusion that would be best fit for their analysis would be that of skepticism. In doing this I will review the three main theses, the arguments within their exploration that resemble more modern theories of knowledge and justification, and how the reason for the failure of the theories presented in the Theaetetus are strikingly similar to those that cause later theories of epistemology to fail.
Socrates then managed to verify his theory by demonstrating it on one of Meno’s slaves. He did not directly teach or instruct anything to that boy slave who originally did not know about geometry. Instead, Socrates provided that slave with hints and guided his thoughts step by step. As a result, the boy slave found out a simple geometrical theorem which apparently “emerged” from his mind.
The paradox arises due to a number of assumptions concerning knowledge, inquiry and definition made by both Socrates and Meno. The assumptions of Socrates are:
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,
In the essay “The Allegory of the Cave,” Plato addresses how humans generally do not pursue knowledge. Most humans are satisfied with what they already know and do not want to expand their knowledge. Plato uses simple examples to help the reader understand his logic on why humans do not expand their knowledge.
Socrates was a Greek philosopher who lived from 469-399 B.C.E. Socrates believed that Philosophy was primarily a social activity, which in fact he made use of quite often. He would find himself roaming the streets of Athens questioning the youth or just anyone who would give him the chance to talk to them. Furthermore, Socrates questions drove people absolutely insane, until the point of absolute consternation if you will. He tried proving a point which is quoted “Look, here we are, two ignorant men, yet two, men who desire to know. I am willing to pursue the question seriously if you are” (Palmer, 31).Ultimately, this meant that the person Socrates was questioning actually didn’t know anything at all, just as well as Socrates himself, so which for the both of them would remain in search of the truth.
Firstly, Beversluis and Prior posit that there seems to be a large difference among the Platonic dialogues of the meaning of knowledge (within the dialogues themselves) pre and post–Meno (Beversluis 218, Prior 101). Not only can this indicate where among the Platonic corpus the Socratic fallacy is more likely to arise, but also, depending on the definition of knowledge, the Socratic fallacy may be applied in different ways. This also creates a problem for the Socratic fallacy, as applying a definition of knowledge post-Meno may not in fact be the sort of knowledge Socrates is looking for and the definition of knowledge pre-Meno seems to be in flux as most of the early Platonic dialogues end in aporia. Another important thing to note in regards to the theory surrounding the fallacy is that there seems to be a lack of textual evidence on Geach’s part to suggest that the Socratic fallacy is such a massive setback in the Socratic method as he seems to think (Beversluis 212). Additionally, with the pre and post-Meno distinction in mind, it may only be possible to examine the early dialogues for the Socratic fallacy, those that are arguably Socrates’ point of view rather than Plato’s (Prior 100). This further distinction creates the
Socrates reiterates Meno’s paradox as a ‘debater’s argument’ and states that a “man cannot search for what he knows” because there is no need to seek what one already knows, and he cannot search “for what he does not know, for he doesn’t know what to look for” (80e). Meno claims that we have no knowledge about what we are seeking, in contrast Socrates purposes that the soul already learned everything due to its immortality, therefore the soul must be reminded. He believes that if you “believe the debater’s argument” it will make you “idle” and worse than before; however, if you reject the argument and seek through recollection the meaning of virtue, then it would make you virtuous (81d). Socrates’ response to Meno’s paradox is to point it that it is not impossible to define virtue because recollection will allow them to recall the meaning. It is not that we do not know that we do not know but that we already know and need to be
To demonstrate Socrates’ theory, a slave boy was brought in. Knowing that this slave boy never had any training in geometry, Socrates asks him a geometric problem. In answering every questions Socrates asked, the slave boy eventually reached the correct answer. Above all, Socrates emphasized that he never taught the slave boy anything during the entire process. He only asked questions that led the slave boy to his own “recollection” of the topic discussed. Because the boy gave the correct answer at the end, Socrates was convinced of his theory of recollection.
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.
In the Meno by Plato, Socrates and Meno attempt to define virtue as an entity and establish whether or not this is a quality that can be taught. According to Socrates, in order for us to possess a quality such as being virtuous, we have to have knowledge of the matter. Meno’s paradox plays a central role in the dialogue as it questions how we can be certain we have arrived at the correct answer. Through the Socratic method of elenchus (to be explained), leading characters into a state of aporia (to be explained) and a geometric lesson, Socrates shows us how we can perform scientific research and reach an answer previously unknown to us. In order to begin scientific research, we have to admit we do not know the answer we are seeking, we have to be perplexed and achieve a thirst for knowledge and critical thinking has to be present. Socrates illustrates this through the geometric lesson with the slave boy in Meno. This paper will discuss if the geometric lesson by Socrates is an effective way of answering Meno’s paradox in terms of doing scientific research and
In order to define knowledge, Plato utilizes his dialogue Theaetetus, specifically a conversation had between Socrates and Theaetetus about knowledge, the divided line diagram, and the Allegory of the Cave. In the dialogue Theaetetus, Plato introduces the three definitions of knowledge as proposed by Theaetetus. He, Theaetetus, states at the prodding of Socrates that knowledge is perception [Aistheta ] or as expressed by Protagoras that “ man is the measure of all things”. Socrates rejects the first proposal stating that if man is the true measure of all things and his perception is infallible; thus making man the sole judge of what is right and wrong. If man is the sole judge, then there is no need for the teacher who claims that man is the measure of all things.
Conversely, upon investigating the artwork’s factual information such as the painting’s context, the artist’s background, the genre and the school or movement associated with the painting, it is possible to obtain knowledge that combines objective information and subjective opinion, confirming that some degree of objectivity, albeit with our ‘cultural imprint’, is possible as an art observer.
(q), his belief that he sees a barn, isn’t justified, though. Therefore, Dom cannot know (q). The internalism of my account is obvious. What’s required for justification of (q) is different for Henry and Dom because of each’s belief about the kind of environment he is in. It is the belief about the environment and not the environment that matters. In other words, two people could be in the exact same circumstances but what required for justification would be different because of the beliefs they have. Causal accounts of knowledge can’t account for why Henry is justified for (q), but Dom is not. My account is not a causal account; as is shown in the Dom variation above, my account has no problem accounting for the different justifications required for Dom and for Henry.