PLATOS MENO

Points discussed in the dialogue Meno

Before knowing how to acquire Virtue or how it operates or where it comes from,
we ought to know what Virtue is in the first place.
Virtue is the same to everyone. Simile in multis
Mere acquisition of good will is not be virtue.
The dilemma in asking what you know and what you do not know
The soul being born many times just have to remember all he knew therefore we
can enquire anything like, Virtue
To know is o remember
Whether learning comes from the teacher or from recollection?
Virtue is knowledge but it cannot be taught. Even the virtuous men in Greece
failed or cannot teach their sons virtue. There are no teachers and students of
virtue.
True opinion and knowledge are the only right guides to attain virtue.
Virtue comes by the gift of God.

Insights from the dialogue Meno that is applicable to teaching

A. The use of Socratic Method which is a system of question and answer.

(Discussion and Analysis)

This is a technique in elucidating answers from students. The teacher

should pose thought provoking questions that interest and arouse the
minds of the students by analyzing a certain topic and its relation with
others.
Questioning is a great tool in eliciting ideas.

a. This is the trend in the entire course of the dialogue. It s interesting to

note that in the dialogue Meno the question even started from Meno
himself, it shows that the subject matter( virtue) is interesting enough
that is why maybe Socrates himself find time to converse with Meno.
Here the initiative came from the student himself.

b. In the classroom, although the teacher already prepared a lecture,

he should not be monotonous by just reading his prepared materials
but learning is better achieved, if he interacts with students and try
to know their thoughts about the particular topic. Teachers should
not be close-minded .Teachers should never consider that a question
from a student is an interruption of his lecture. When a student
questions it shows that the topic is interesting and so is the teacher.
B. Always challenge students. We may even tell our students that not everything
we say is true. Through this there is a room for the development of knowledge
and of the students as well.

a. In the dialogue Socrates never said that Meno nor Anytus nor any of
the characters were wrong. He just made them realize the
consequences of their ideas or thoughts. Socrates never takes side. He
never even said that his ideas are better that the others.

b. In the classroom, the teacher should not claim to have the monopoly
of truth, always dare the students to think. Great ideas may come
unexpectedly. It may never even come from the teacher.
Do not hesitate to correct any mistakes committed by the
students but do it in a subtle way through this they can learn better.
Beware of students acting as if the know everything make sure that
what they know is correct. In this regard a teacher must know how to
guide a student and may apply idea of the acceptance of ignorance. It is
easier to teach someone who do not know than someone who knows
everything.

C. Allow students to try and attempt to answer questions, whether factually,

scientifically or from their own opinion, in this manner students become more
critical and analytical. Their answer is also a measure or gauge of whether
they absorb and understand the lecture.

a. In the dialogue the process of clarifying and ascertaining whether

what Meno thinks about virtue or what the boy thinks about figure or
what Anytus thinks about the teachability of virtue, would be an
acceptable explanation or not, lies in the way they would try to answer
the questions of Socrates. Whether they learned them from the sophists
or it is their own opinion or understanding.

b. In the classroom, it is important for the teacher to know whether the

students understand the topic or not. By answering the questions of
the teacher they deepen their understanding of the topic and they
will somehow feel that their presence is not just a requirement but
they become imparters of wisdom. If a student has a good idea the
teacher should help in polishing and developing it. Then compliment
the student for a job well done.
 D. A teacher should always try to level up or down with the students, depending
upon their ability.

a. In the dialogue we saw that the way Socrates handled the slave of
Meno was different from the way he handled Anytus. Before Socrates
talked with the slave he first consulted from Meno the boys
background (thats what should all teachers do. To know the
background of the students) When Socrates tried to explain to the
slave of Meno that learning is just a process of recollection he asked
the boy series of questions that he knew the boy would understand thus
he used a figure (a square) as an example because it is easier for the
boy to comprehend (a square is a very common figure one does not
need a proper education in mathematics to know a square). However,
when Socrates conversed with Anytus who appears to be an intelligent
man, Socrates questions are more intellectual and complex. This was
the point of the dialogue when there is a discussion of whether virtue
can be taught or not. Socrates used exemplars of virtuous man and it
is up Anytus to realize the point Socrates would like to make.

b. In the classroom, students have different abilities and levels of

intelligence. Therefore, teachers should be aware of this fact and try
to vary his examples depending upon the students level of
understanding. There are students that easily understand a topic and
there are also those that the teacher needs to elaborate more a
particular topic; may be by giving more examples and analogies. If a
student does not yet comprehend or get what you ask for, try to begin
again from he original question so that no void is left out. In the
dialogue before the original question of Meno was answered it went
to a lot of stages before eventually answering it.

Ph 242S: SEMINAR IN TEACHING PHILOSOPHY

Ruben C. Cardino Jr.
MA. TPh II

Dr. Reiner Ibana

Professor