Plato: Meno

This paper aims to suggest a new arrangement of Plato’s dialogues based on a different theory of the ontological as well as epistemological development of his philosophy. In this new arrangement, which proposes essential changes in the currently agreed upon chronology of the dialogues, Parmenides must be considered as criticizing an elementary theory of Forms and not the theory of so-called middle dialogues. Dated all as later than Parmenides, the so-called middle and late dialoguesare regarded as two consecutive endeavors to (...) resolve the problems drawn out in there; an effort in the theory of knowledge through Theaetetus, Meno and Phaedo and another in ontology through the second part of Parmenides, Sophist and Republic. -/- Key Words: Plato; chronology; development; ontology; epistemology -/- Introduction There are many determinative factors regarding the chronology of the dialogues about which our informationis terribly deficient. There is no certain evidence about the date of each of the dialogues, nor any reliable information about the beginning and ending time of Plato’s writing. The most determinative issue among all chronological matters, I am inclined to insist, is the question that if did Plato use to manipulate or, as Dionysius of Halicarnassus said (1808, 406), polish, comb and curl his previously written dialogues and, if so, to what extent? That there is almost no answer to this most crucial issue shows how far deficient, indefinite and inconclusive the chronological plans can be. The fact that we do not even have enough information to decide, in case of Socratic dialogues, to what extent they are reporting or reflecting the actual dialogues of historical Socrates, and to what extent they are Plato-made stories so that even now we have a schizophrenic character between Socrates and Plato, can be good evidence for this deficiency. There are, nevertheless, somemore certain informations that can be contributive in case of the arrangement of some dialogues. a) The only external evidence provided by Aristotle that Lawswas written after Republic (Politics, II, 6) which was repeated by others . b) Few internal evidences provided by references in dialogues themselves including: i) the cross references in the Sophist 217a and Politicus 257a and 258b which indicate the prior composition of Sophist; ii) Timaeus 27 which hints to Critias as its sequel; iii) Theaetetus 183e where Socrates says he met Parmenides when he was young which has been taken as a reference to Parmenides; iv) a similar reference to the discussion of young Socrates with Parmenides this time in Sophist 217c; v) Sophist 216a refers to a previous discussion which has been thought to be referring to Theaetetus, and vi) the Timaeus 17b-19b in which Socrates tries to summarize his previous dialogue about the structure of cities, and the kind of men these cities must bring up to become the best people and so on which, among the dialogues we have now, must refer to Republic. (shrink)

The value of knowledge has always been a central topic within epistemology. Going all the way back to Plato’s Meno, philosophers have asked, why is knowledge more valuable than mere true belief? Interest in this question has grown in recent years, with theorists proposing a range of answers. But some reject the premise of the question and claim that the value of knowledge is ‘swamped’ by the value of true belief. And others argue that statuses other than knowledge, such as (...) justification or understanding, are distinctively valuable. We will call the general question of why knowledge is valuable the value problem. (shrink)

The paper discusses some challenges to veritism, the view that the fundamental epistemic good is knowledge. It looks like the best way to meet these challenges might be to appeal to some of Sosa's ideas about the value of achievements, but I argue that the performance normativity framework only gives us part of what we want. What we need is a more radical break with the veritist approach. We need to embrace gnosticism, the view that knowledge is the fundamental epistemic (...) good. (shrink)

In Plato's Ion & Meno, Socrates questions Ion, an actor who just won a major prize, about his ability to interpret the epic poetry of Homer. As the dialogue proceeds, the nature of human creativity emerges as a mysterious process and an unsolved puzzle. A similar discussion between Socrates and Meno probes the subject of ethics. Can goodness be taught? If it can, then we should be able to find teachers capable of instructing others about what is good and bad, (...) right and wrong, or just and unjust. Socrates and Meno are unable to identify teachers of ethics, and we are left wondering how such knowledge could be acquired. The text is presented in an updated version of the Jowett translation, which helps to bring the work to life for students and non-academic audiences. (shrink)

In this paper I challenge the orthodox view of the significance of Platonic value problems. According to this view, such problems are among the central questions of epistemology, and answering them is essential for justifying the status of epistemology as a major branch of philosophical enquiry. I challenge this view by identifying an assumption on which Platonic value problems are based – the value assumption – and considering how this assumption might be resisted. After articulating a line of thought that (...) supports the assumption, I highlight one way of undermining it, which is to deny that we desire knowledge and not just (e.g.) true belief because we prefer knowledge to true belief. I then consider an attempt to undermine the value assumption in this way, inspired by Bernard Williams. I contend that Williams's argument fails, but also that seeing why it fails is instructive for future attempts to resist the value assumption. (shrink)

As Josef Pieper writes in his study “On Hope,” the virtue of hope is the virtue that completes the human being in its intermediary, temporal state (the “status viatoris,” or condition of being “on the way”). To be human is always to be “on the way” toward a fulfillment and completion not yet available to it (the “status comprehensoris”). Those who are hopeful direct themselves toward this end as to their fulfillment despite recognizing that it, in some sense, exceeds their (...) grasp, whereas those who are not hopeful either reject the possibility of such a fulfillment (despair) or prematurely suppose themselves to have attained it (presumption). While Pieper’s account of hope is largely based on the theologically-inflected account found in Thomas Aquinas, Pieper draws his conception of the nature of philosophy and philosophical reasoning ultimately from Plato. Philosophy, for Plato, on Pieper’s view, is essentially structured by the “not yet” condition that Pieper calls the status viatoris, as we see mythically depicted in Diotima’s account of Eros as being an intermediary daimon who, partaking of his parents’ opposed natures, is fundamentally characterized by poverty and lack (the “not”) on the one hand and by resourcefulness (the “yet”) on the other. The human soul, erotic at its very core, is structured by this twofold relation to the object of its greatest longing, Beauty Itself, which it doesn’t yet possess but for which it strives with all of its being. In this essay, I show that Plato has a “hopeful” sense of reason on account of the erotic condition (the status viatoris) that essentially characterizes the human soul’s spatio-temporal life during its incarnate, earthly state. If reason is, for Plato, to be true to itself, it must strive for the whole of wisdom even as it lacks that wisdom. Because reason is directed toward a fulfillment it can’t quite fathom, it must relate to that fulfillment essentially in the mode of hope. When, by contrast, reason becomes presumptuous, thinking that it already has a clear and secure cognition of the truth for which it seeks, it becomes dogmatic and runs the risk of falling into the misology diagnosed in the Phaedo when it inevitably comes up against some crack in its understanding. Likewise, when reason succumbs to despair—as we see, for example, in Meno’s eristic argument about the impossibility of learning—it becomes excessively skeptical and inert. Only when reason avoids the twin errors of presumption and despair can it continue in its pursuit of the whole of wisdom while remaining mindful of its limitations. (shrink)

This paper re-constructs Plato's ‘philosophy of geometry’ by arguing that he uses a geometrical method of hypothesis in his account of the cosmos’ generation in the Timaeus. Commentators on Plato's philosophy of mathematics often start from Aristotle's report in the Metaphysics that Plato admitted the existence of mathematical objects in-between ( metaxu) Forms and sensible particulars ( Meta. 1.6, 987b14–18). I argue, however, that Plato's interest in mathematics was centred on its methodological usefulness for philosophical inquiry, rather than on questions (...) of mathematical ontology. My key passage of interest is Timaeus’ account of the generation of the primary bodies in the cosmos, i.e. fire, air, water and earth ( Tim. 48b–c, 53b–56c). Timaeus explains the primary bodies’ origin by hypothesising two right-angled triangles as their starting-point ( arkhê) and describing their individual geometrical constitution. This hypothetical operation recalls the hypothetical method which Socrates introduces in the Meno (86e–87b), as well as the use of hypotheses by mathematicians which is described in the Republic (510b–c). Throughout the passage, Timaeus is focussed on explicating the bodies in terms of their formal structure, without however considering the ontological status of the triangles in relation to the physical world. (shrink)

The Parmenides has been unduly overlooked in discussions of hypothesis in Plato. It contains a unique method for testing first principles, a method I call ‘exploring both sides’. The dialogue recommends exploring the consequences of both a hypothesis and its contradictory and thematizes this structure throughout. I challenge the view of Plato’s so-called ‘method of hypothesis’ as an isolated stage in Plato’s development; instead, the evidence of the Parmenides suggests a family of distinct hypothetical methods, each with its own peculiar (...) aim. Exploring both sides is unique both in its structure and in its aim of testing candidate principles. (shrink)

This article examines the theory of recollection in Plato's Meno and attempts to unravel some long-standing puzzles about it. What are the prenatal objects of the soul's vision? What are the post-natal objects of the soul's recollection? What is innate in the Meno? Why does Socrates (prima facie) suggest that both knowledge and true opinion are innate? The article pays particular attention to the ana- prefix in the verbs aneuriskô, anakineô and analambanô, and suggests that they are used for two (...) distinct stages of recollection: a phenomenological stage of ‘finding again’ or ‘awakening’ our innate content, which Plato calls doxa, and an epistemic stage of ‘getting it back’ as epistêmê. Thinking of the verbs with this ‘back/again’ sense of the ana- prefix (instead of as ‘up’, in the common translation of analambanô as ‘take up’) allows us to understand why Plato would simultaneously imply that our souls had prenatal epistêmê, have post-natal innate true opinion and have the potential to analambanein epistêmê. He is not talking about ‘taking up’ epistêmê that he also calls doxa, but about ‘getting back’ the epistêmê we had prenatally. The article concludes with an examination of what this innate content is, suggesting that it is a type of ‘principle’ and ‘essential’ mental content. (shrink)

This article seeks to answer why there are two different versions of Meno’s Paradox. I argue that the dilemma contained in Socrates’s version is a pre-existing puzzle, familiar to both Meno and Socrates before their discussion. The two versions of the paradox are thus different because Meno’s version is a mistaken attempt to remember the puzzle contained in Socrates’s version. Although Meno’s version is a mistaken attempt to state Socrates’s version, it is a philosophically richer puzzle that makes three interesting (...) points about inquiry and recognition. After arguing that Socrates’s version is unsound and that Meno’s version is an attempt to recollect or remember it, I analyze Meno’s version in detail. In closing, I consider the relationship between the notion of recognition, which figures prominently in Meno’s version, and the theory of recollection, suggesting that the latter may have arisen as an attempt to explain the origin of moral intuitions. (shrink)

Along with fresh interpretations of Plato, this book proposes a radically new approach to reading him, one that can teach us about protreptic, as it is called, by reimagining the ways in which Socrates engages in it. Protreptic, as it is conceived in the book, is an attempt to bring about a fundamental change of heart in people so that they want truth more than anything else. In taking the approach developed in this book, one doesn't try to get Plato (...) right but simply uses his dialogues as a theoretical tool for gaining insight into protreptic. The book argues that by analyzing Socrates' behavior in the right way, one can better understand how to foster thoughtfulness nowadays, and there is a need to foster it, in part since the health of democracy is at stake. (shrink)

The Confessions is an account of Augustine’s search for truth and happiness, terminating in his conversion to Latin Christianity. In recounting the story of his restless quest, Augustine also wrestles with a philosophical paradox related to the possibility of searching for anything. This paradox, first presented in Plato’s dialogue Meno, asks how one can successfully search for something of which one has no knowledge. Gareth Matthews breaks Meno’s paradox into two parts: 1) a targeting problem, which asks how we can (...) know to search for something we have never experienced, and 2) a recognition problem, which asks how we can know we have found something if we do not have any prior knowledge of it. In his paper, ‘The Paradox of Inquiry in Augustine’s Confessions’, Scott MacDonald argues that any successful resolution to the paradox must satisfy what he calls the ‘qualified knowledge constraint on searching’: namely, that, ‘if it is possible to come to know an object by searching for it, it must be that one already knows in some way or to some extent the object one is searching for’. MacDonald goes on to show how Augustine ultimately resolves this problem by considering how God can dwell in his memory. By MacDonald’s interpretation, Augustine discovers that he has memories of joy and truth in his mind which serve as finite ‘tokens’ of God, who is joy and truth itself. In this paper, I will argue that this model based on ‘tokens’ essentially works, though MacDonald’s presentation does not account for the cases of concupiscence and self-deception. To account for these cases, I will show how even ephemeral joys can solve the recognition problem, and how memories of truth can resolve the targeting problem by eliciting a search for higher forms of truth. Augustine's resolution to Meno’s paradox is at once philosophically satisfying and psychologically penetrating. (shrink)

Through detailed analysis of Plato’s Meno, I identify and set general argumentative rules (useful both to scientists and philosophers) concerning how to use definitions. I show how the character Socrates establishes strong requirements for knowledge in general, i.e., that the knowledge of the definition of a thing must be prior to the knowledge of properties or instances of that thing. Socrate’s requirements and the way he characterizes a definition (as coextensive to the definiendum, not circular, true and explanatorily relevant) lead (...) Meno to aporia and to enunciate the famous Meno’s Paradox concerning the impossibility of inquiry for knowledge. That only occurs because Meno is unable to identify Socrate’s dialectical move: strong requirements for knowing a definition, the priority of the knowledge of the definition and the taking of all knowledge to be like the knowledge by acquaintance. After the paradox, Socrate’s proceeds the discussion using hypotheses to map the truth conditions of some theses Meno is inquiring about. I explain what are Meno’s paradox, the socratic definition and the Method of Hypotheses, in a way só as to find in this classical text in the history of philosophy general principles of argumentation that are still usefull today. (shrink)

Recollection is central to the epistemology of Plato’sMeno. After all, the character Socrates claims that recollection is the process whereby embodied human souls bind down true opinions (doxai) and acquire knowledge (epistêmê). This paper examines the exchange between Socrates and Meno’s slave to determine (1) what steps on the path to acquiring knowledge are part of the process of recollection and (2) what is required for a subject to count as having recollected something. I argue that the key to answering (...) these questions is to get clear on the kind of process recollection is supposed to be. In particular, I argue that recollection is a process akin to the kind of process Aristotle calls “changes” (kinêseisor incompleteenergeiai). The key feature of such processes is that they aim at an end beyond themselves and are not complete until that end comes about. In the case of recollection, the end is knowledge, but inferior mental states, such as false opinion, puzzlement (aporia), and true opinion can come about because of a process of recollection without making it the case that the subject has recollected anything. I argue that this interpretation provides a textually supported and philosophically coherent understanding of Socrates’ conception of recollection. (shrink)

Plato in the Meno is standardly interpreted as committed to condition innatism: human beings are born with latent innate states of knowledge. Against this view, Gail Fine has argued for prenatalism: human souls possess knowledge in a disembodied state but lose it upon being embodied. We argue against both views and in favor of content innatism: human beings are born with innate cognitive contents that can be, but do not exist innately in the soul as, the contents of states of (...) knowledge. Content innatism has strong textual support and constitutes a philosophically interesting theory. (shrink)

I give an interpretation according to which Meno’s paradox is an epistemic regress problem. The paradox is an argument for skepticism assuming that (1) acquired knowledge about an object X requires prior knowledge about what X is and (2) any knowledge must be acquired. (1) is a principle about having reasons for knowledge and about the epistemic priority of knowledge about what X is. (1) and (2) jointly imply a regress-generating principle which implies that knowledge always requires an infinite sequence (...) of known reasons. Plato’s response to the problem is to accept (1) but reject (2): some knowledge is innate. He argues from this to the conclusion that the soul is immortal. This argument can be understood as a response to an Eleatic problem about the possibility of coming into being that turns on a regress-generating causal principle analogous to the regress-generating principle presupposed by Meno’s paradox. (shrink)

This is a shorter presentation of my commentary on the Meno of 2018. The German translation is here accompanied by a Greek text.

Die hier vorliegende Neuübersetzung von Platons Menon enthält eine ausführliche Einführung, in der die Umstände der Abfassung, die möglichen Adressaten, die Figuren des Dialogs sowie dessen Thema und Fragestellung erörtert werden. Die Übersetzung beruht auf dem griechischen Text von Bluck. Daher sind in dem reproduzierten griechischen Text die Änderungen eingearbeitet, die sich aus dem Text von Bluck ergeben. Darüber hinaus werden an einer Reihe von Stellen Änderungen für den griechischen Text vorgeschlagen, teils aufgrund eigener oder fremder Konjekturen, teils aufgrund anderer (...) Lesarten in den Handschriften, von denen einige auch für das philosophische Verständnis des Dialogs von Bedeutung sind. Die Erläuterungen legen zum einen Wert auf eine genaue Analyse der Argumente des Gesprächs, zum anderen auf die literarischen Aspekte. Hierbei sprechen die Bezüge zu sizilischen Autoren zusammen mit den an die Komödie erinnernden Elementen dafür, dass Platon bei der Abfassung ein sizilisches Publikum vor Augen hatte. Aus diesen Voraussetzungen ergibt sich ein neues Verständnis verschiedener Positionen, die diesem Dialog zugeschrieben werden. (shrink)

Despite how revered Socrates is among many educators nowadays, he can seem in the end to be a poor model for them, particularly because of how often he refutes his interlocutors and poses leading questions. As critics have noted, refuting people can turn them away from inquiry instead of drawing them in, and being too directive with them can squelch independent thought. I contend, though, that Socrates' practices are more defensible than they often look: although there are risks in refuting (...) people and posing leading questions, Socrates has sensible ways of minimizing the risks, ways that are feasible even for teachers nowadays, and there are times when the risks are worth taking. I illustrate my point by discussing Plato's _Meno_. (shrink)

did plato and aristotle have anything to say about belief? The answer to this question might seem blindingly obvious: of course they did. Plato distinguishes belief from knowledge in the Meno, Republic, and Theaetetus, and Aristotle does so in the Posterior Analytics. Plato distinguishes belief from perception in the Theaetetus, and Aristotle does so in the De anima. They talk about the distinction between true and false beliefs, and the ways in which belief can mislead and the ways in which (...) it can steer us aright. Indeed, they make belief a central component of their epistemologies.The view underlying these claims—one so widespread these days as to remain largely unquestioned—is that when Plato and Aristotle talk... (shrink)

This volume, a lightly-edited version of Professor Samuel Scolnicov’s 1974 Ph.D. thesis, is a fitting tribute to his impressive career. It will perhaps be most useful for those interested in better understanding Scolnicov’s work and his views on Plato as a whole, not least for the comprehensive list of his publications that requires a full twelve pages of print. Scholars with an interest in Plato’s method of hypothesis will also find some useful remarks on key passages in the Meno, Phaedo, (...) and Republic as well as on Greek mathematical analysis.Illuminating other aspects of Scolnicov’s work is clearly part of the intention behind enabling broader access to this study. As Harold Tarrant notes in his introduction... (shrink)

This study reconsiders Plato’s “Socratic” dialogues—Charmides, Laches, Lysis, Euthydemus, Gorgias, and Meno—as parts of an integrated curriculum. By privileging reading order over order of composition, a Platonic pedagogy teaching that the Idea of the Good is a greater object of philosophical concern than what benefits the self is spotlighted.

O tema central deste artigo é a discussão em torno do processo de reminiscência da alma por meio das imagens. Por imagens podemos compreender uma ampla gama de elementos de caráter sensível, tais como forma, aparência, representação visual ou no imaginário. Platão confere às imagens um caráter pedagógico, qual seja: estimular na alma suas memórias. Para o filósofo, a alma é imortal e carrega em si mesma conhecimentos ou saberes apriorísticos. Trata-se, pois, de suas reminiscências, isto é, lembranças e memórias (...) adquiridas pela alma em seu ato de criação divina. Quando a alma encarna em um corpo ela se esquece de tais conhecimentos. A função pedagógica das imagens consiste, segundo Platão, em recuperar parte dessas reminiscências, desvelando-as. No Mênon, veremos que a Virtude é um tipo de conhecimento a ser desvelado, mas não ensinado, pois se trata de uma reminiscência. No Fédon, tais reminiscências são o reconhecimento do seu Igual, ou seja, de um modelo que compartilha de semelhanças com seus objetos. Por fim, no Fedro, Platão conceberá a reminiscência enquanto manía ou forma de loucura divina. Em todos os casos, será por meio das imagens que as Ideias poderão aflorar na memória. Para Platão, um autêntico processo de educação. (shrink)

Psychological eudaimonism is the view that we are constituted by a desire to avoid the harmful. This entails that coming to see a prospective or actual object of pursuit as harmful to us will unseat our positive evaluative belief about that object. There is more than one way that such an 'unseating' of desire may be caused on an intellectualist picture. This paper arbitrates between two readings of Socrates' 'attack on laziness' in the Meno, with the aim of constructing a (...) model of moral education based on PE's implied moral psychology. In particular, we argue against the view that when we come to see - through prudential reasoning - that our blatant evaluative beliefs and desires disserve eudaimonism, we will no longer perceive their intentional objects as choice-worthy. We suggest, instead, that it is by experiencing shame that we cease to see the intentional objects of our evaluative beliefs and desires as worthy of pursuit. This form of 'hydraulic education' bypasses reason-responsiveness altogether. As such, it only allows for practical norms to be derived from the nature of agency indirectly, namely by enabling the use of discursive practical reasoning. (shrink)

In raising the “What-is-F?” question, commentators disagree about whether Socrates is asking a conceptual question or a causal question. I argue that the contexts surrounding Socrates' two most prominent examples of adequate answers confirm that the “What-is-F?” question is a conceptual question in both the Meno and Euthyphro, but a causal question in the Laches and Protagoras. The “What-is-F?” question is multifunctional. Plato's Socrates consistently employs two separate vocabularies in connection with these two types of questions. By outlining their vocabularies, (...) and by examining other important contextual signals, I pave the way for readers to distinguish between conceptual and causal investigation in the “dialogues of definition.”. (shrink)

Epistemic value is a kind of value possessed by knowledge, and perhaps other epistemic goods such as justification and understanding. The problem of explaining the value of knowledge is perennial in philosophy, going back at least as far as Plato’s Meno. One formulation of the problem is to explain why and in what sense knowledge is valuable. Another version of the problem is to explain why and in what sense knowledge is more valuable than mere true belief or opinion. This (...) article looks at various formulations of the value problem and various accounts of the value of knowledge in ancient and modern philosophy. The article then considers some contemporary discussions of the value problem, including the charge that reliabilist accounts cannot account for the value of knowledge over mere true belief. Various virtue-theoretic accounts of epistemic value are discussed as possible improvements over process reliabilism, and the epistemic value of understanding (as compared to knowledge) is considered. (shrink)

Many scholars have denied that Plato’s argument about desire at Philebus 34c10–35d7 is related to his recollection arguments in the Meno and Phaedo, because it is concerned only with postnatal experiences of pleasure. This paper argues against their denial by showing that the desire argument in question is intended to prove the soul’s possession of innate memory of pleasure. This innateness interpretation will be supported by a close analysis of the Timaeus, where Plato suggests that our inborn desires for food (...) and drink derive from the primitive experiences of pleasure that have naturally been incorporated into the appetitive part of the soul. (shrink)

Catherine Rowett presents an in depth study of Plato's Meno, Republic and Theaetetus and offers both a coherent argument that the project in which Plato was engaging has been widely misunderstood and misrepresented, and detailed new readings of particular thorny issues in the interpretation of these classic texts.

This essay addresses the role of aporetic thinking and aporetic dialogue in the early “Socratic” dialogues of Plato. It aims to provide a new angle on why and how puzzlement induced by Socrates should benefit his interlocutors but often fails to do so. After discussing criteria for what is to count as an aporetic dialogue, the essay explains how and why Socrates’ aporia-inducing conversations point to a conception of virtue as grounded in a form of self-transparent wisdom. In combination with (...) a knowledge criterion that requires the ability to articulate and successfully defend one’s views under critical examination, this conception of virtue entails that failure under Socratic examination is an indication of not just intellectual but also ethical deficits. I then show (against a still prevailing view among scholars) that at least the grown-ups among Socrates’ interlocutors in these dialogues fail to realize that their aporia is a proof of ignorance. Laches, for instance, thinks that his failure under Socratic examination has been caused by his inexperience with debates, while Meno blames it on Socrates’ alleged trickery. In the Euthydemus, Plato aims to blunt the charge of sophistry by contrasting “sophistic” trickery with Socrates’ philosophical exhortation. Yet, as I argue, the most important difference between sophistic and Socratic examination lies in the underlying ethos, not in the argumentative techniques, as these are partly similar. The final section of the essay analyses the intellectual and ethical benefits of aporia-inducing discourse for those who do fully acknowledge their ignorance and follow the urge to overcome ignorance. (shrink)

An account of Plato’s theory of knowledge is offered. Plato is in a sense a contextualist: at least, he recognizes that his own use of the word for “knowledge” varies – in some contexts, it stands for the fullest possible level of understanding of a truth, while in other contexts, it is broader and includes less complete levels of understanding as well. But for Plato, all knowledge, properly speaking, is a priori knowledge of necessary truths – based on recollection of (...) aspects of the Forms – and so in contemporary terms, it meets the conditions of “safety” and “adherence” (or “indefeasibility”) to the highest degree. This account is defended on the basis of the text of Meno, Phaedo, and the Republic, against some objections – especially objections that are due to Gail Fine. (shrink)

In this article, I begin by saying something about what metacognition is and why it is desirable within education. I then outline how Plato anticipates this concept in his dialogue Meno. This is not just a historical point; by dividing the cognitive self into a three-in-one—a ‘learner’, a ‘teacher’ and an ‘evaluator’—Plato affords us a neat metaphorical framework for understanding metacognition that, I contend, is valuable today. In addition to aiding our understanding of this concept, Plato’s model of metacognition not (...) only provides us with a practical, pedagogical method for developing a metacognitive attitude, but also for doing so through doing philosophy. I conclude by making a case for philosophy’s inclusion in our school systems by appeal to those aspects of philosophy that are metacognitive or that are conducive to developing metacognition, as revealed by the insights afforded us by Plato’s Meno and Theaetetus. (shrink)

Velika večina sodobnih analiz Platonovega dialoga Menon poskuša osvetliti vzpostavitev kreposti, pri čemer skušajo ugotoviti, kako lahko pridemo do nje, upoštevajoč tri momente, navedene na začetku dialoga: διδακτόν, ᾰσκητόν in ϕύσει. Članek se osredotoča na slavni eristični argument v 80e, ki je znan kot »Menonov paradoks«. Tega razgradi na elemente in skuša razkriti namenoma prikrite pomene v vsakem kosu argumenta, uporabljajoč različne grške izraze, ki označujejo »vednost« v različnih pomenih. Ta filo-loška/filozofska analiza erističnega argumenta omogoča prebiti sofistično/eristično pročelje, ki je (...) številne filozofe napeljalo na misel, da ni mogoče začeti ali napredovati s filozofskim raziskovanjem. Cilj te analize je tudi, da poudari razliko med sofistično ovržbo in pravim filozofiranjem, kolikor je slednje značilnost Platonskih in Aristotelskih besedil. (shrink)

We re-examine the geometry lesson in the Meno, focusing on the interaction between interlocutors in the practice of recollection. We appeal to an analogy with interactive memory to suggest how Plato could think that inquiry could be successful even when participants have no awareness of what would satisfy their inquiry. This exposes a feature of recollection that needs no metaphysical assumptions, and which emphasises interaction. This feature, which has escaped the notice of philosophers, is more fundamental to the Meno than (...) a theory of innate ideas. Such a theory may be superimposed on the view about interactive memory we describe for the Meno, but to focus on Plato’s epistemological theory without first understanding what he has to say about the social dimensions of memory is putting the cart before the horse. (shrink)

In the present paper, we analyze Aristotle’s solution of Meno’s Paradox in his An. Post. I, 1.71a17–71b8, where he seeks to demonstrate that Plato’s assertion that it is impossible to search for an unknown object is false. We show that such an interpretation of Aristotle’s solution is very generous on his part. We demonstrate that the search in Aristotle’s solution is quite naturally treated as a search for an object that satisfies the search conditions and that this treating of the (...) search in question allows to write down a formally correct notation with the epistemic operators. Nevertheless, this interpretation of Meno’s Paradox solution, despite all its merits, turns out to be defenseless against an alternative that is similar to the original paradox, to wit: if the object to be searched for is fixed, then it is meaningless to search for it; if it is not fixed, then even the realized desire to find such an object will never fix the object that satisfies the search conditions. (shrink)

The Possibility of Inquiry: Meno’s Paradox from Socrates to Sextus, by FineGail. Oxford: Oxford University Press, 2014. Pp. xiv + 399.