An Inquiry into Teaching in the "Meno"

Autor/in	Diener, David
Titel	An Inquiry into Teaching in the "Meno"
Quelle	In: Philosophical Studies in Education, 38 (2007), S.141-150 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0160-7561
Schlagwörter	Stellungnahme; Philosophy; Classical Literature; Moral Values; Ethics; Ethical Instruction; Teaching (Occupation); Role of Education; Educational Philosophy; Educational Theories + Suchen Sie Ihr Suchwort? Philosophie; Classical philology; Literature; Altphilologie; literatur; Moral value; Ethischer Wert; Ethik; Ethics instruction; Teaching of ethics; Ethikunterricht; Teaching; Lehrberuf; Bildungsauftrag; Bildungsphilosophie; Erziehungsphilosophie; Educational theory; Theory of education; Bildungstheorie
Abstract	In Plato's "Meno," the overarching question is whether virtue can be taught, and as Socrates and Meno explore this subject, they are led to question the nature of teaching and learning in general. This paper is a textual analysis into what Socrates believes to constitute teaching in the "Meno," with the nature of learning also being tangentially addressed given the integral link between the two. After briefly explaining Meno's paradox and Socrates' theory of recollection, the author examines what Socrates says teaching is, and assesses what he "demonstrates" it to be in the slave-boy episode. While at first glance the slave-boy episode seems to contradict what Socrates says elsewhere about teaching, the author argues that a careful reading of the text erases the apparent contradiction, and shows that the slave-boy episode demonstrates five key characteristics of a teacher which, when taken together, define what Socrates believes to constitute teaching. (ERIC).
Anmerkungen	Ohio Valley Philosophy of Education Society. Web site: http://ovpes.org/?page_id=51
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01