THESIS PROMPTS ON THE MENO English 5 M. Giordano, inst.
- The three levels on which the demonstration of the slave boy must be
read are as follows:
- As a dialogue in which the young slave is supposed to "learn"
something (or "remember" it) and thereby show through the process
of the dialogue that learning is nothing but recollection, knowledge nothing
but memory. Does it?
- Meno and his retinue are being urged to observe this dialogue in order
to "learn' (recollect) that 'learning is nothing but recollection,
knowledge nothing but memory.' Pay attention to the two asides to Meno and
note what Socrates is drawing attention to on this level. This is where
he is overtly "teaching ' Meno. Note that the slave learns two interconnected
lessons: that the space enclosed is the double square and what the side
of it is. Note that Meno's failure afterwards is double.--he is not ready
to follow Socrates' lead and he has not been moved by reasoned discourse.
Note that the first paradigm for human knowledge, the only one Socrates
remarks favorably on involves the coincidence of two things and note Meno's
objection to it. Note also that this is being done in front of an audience
of Meno's friends, countrymen, slaves as well as Athenians and that the
presence of this dramatic audience has something to say about the lesson.
- You, the reader, have to observe both the slave's and Meno's performances
as a dramatic example to learn (or recollect) your lesson about human excellence
or virtue. What does this teach you in light of what you already know from
the rest of the dialogue?
Three levels and modes of 'learning' are being invoked. Do a close reading
of all three. Consider that Plato has carefully arranged all three in pursuit
of the question about the nature of human knowledge and virtue. What has
he done to mean something about this question?
- Distinguish the kinds of arguments and their paradigms from various levels
and areas of experience (mathematics, senses, opinions, poetry and myth).
Note their role in the dialogue. Note how they apply to the phrasing of
the opening question and critically assess their appropriateness. Note how
the different parts of your own critical facility and the multiple and diverse
objects of it are engaged. Attempt to define what the dialogue embodies
as"critical thinking' through this process.
- Recall what Socrates said about "knowing" Meno at the beginning.
You now know Meno. Do you see an exact reversal of the qualities invoked?
Try reversing the arguments in the dialogue about virtue and knowledge.
What would they have to say about vice and ignorance? Arguably Meno is demonstrating
this reversed argument as he is considering the one reversed i.e. that though
the argument about virtue and knowledge concludes without finding sufficient
reasons for its conclusions, the reverse argument about vice and ignorance
is being given solid reasons in the drama of the dialogue as it proceeds
at every point. Attempt to display your awareness of this intention in a
reading of the dialogue that shows it to be a model in the exposition of
what vice and ignorance are.
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