Эпистемический поиск в диалоге Платона «Менон» (Epistemic inquiry in Plato’s “Meno”)
by Marina Volf
Вестник Томского государственного университета. Серия: Философия. Социология. Политология. 2011. № 4
Leaving aside the traditional logical discussion, we examined "Meno" in relation to the key concept of this... more
Leaving aside the traditional logical discussion, we examined "Meno" in relation to the key concept of this dialogue – inquiry (zetesis) of the knowledge, and of the role which the epistemic inquiry play for Plato's doctrine in general, for his theory of Forms and how to understand anamnesis. In this article we focused on Plato’s epistemic inquiry account, what elements it is composed, and we briefly reviewed the significance of the theory of definition, elenchos and aporia (paradox) in Plato as the elements of the philosophical inquiry.
We didn’t discuss the Meno's paradox in logical terms, but we did it as two possible alternatives for the inquiry: whether to seek what is already known (Z1) or seek that can’t be known at all (Z2). In this article we argued that Socrates didn’t imply and provide a logical solution of the paradox, but considered it as an element of inquiry and proved his choice in favor of Z2.
We believed that it is possible to reconstruct two theses that leaded Socrates to their own final formulation of the paradox. These two theses allowed us to demonstrate that Meno’s paradox applied not only to cases of absolute ignorance, but also to intelligible and quite explicit objects of the phenomenal world. First thesis: If we do not know something specific (F), how do we know how to accomplish this. The second thesis: It is impossible get to learn what is the part of particular thing (F), not knowing what is that very thing. In inspecting of the second thesis we discussed the existential (inquiry of what-is, ti) and predicational (inquiry of predicates, things like this, hopoion) inquiry, associated with the Socratic decision of two different projects: “looking to” Forms and finding definitions.
Further in article we argued that Socrates hadn’t offer a logical solution of the Meno’s paradox. Moreover Plato introduced the aporia in his dialogues like the element of the inquiry consists of the some components: elenchos, aporia, and anamnesis.
Sharing the G. Vlastos’s concept of elenchos, we drew attention to the fact that it was not a refutation in its pure form, but it should be understand as an argument or proof. So the feature of elenchos would be an inquiry through a series of questions from Socrates and of answers from the interlocutor. Often this kind of inquiry could result as aporia and thus is given the direction for a new inquiry.
It is usually assumed that the aporia in Plato cannot be considered as part of a positive inquiry. In this article followed by V. Politis we distinguished cathartic and zetetic aporia. We believed that in addition to some of the cathartic function same of aporia has also zetetic functions, Meno’s paradox relates to this type of aporia.
In the case of Meno’s paradox Socrates modeled the inquiry as unknown or partially known inquiry through his famous doctrine of recollection, we argued that it was one of the steps in Plato’s epistemic inquiry. Of the two possible interpretations of anamnesis rational or mythical we choose the first, understanding anamnesis as a metaphor, as another Platonic myth, beyond which lies a practical experiment and learning. Anamnesis then was one more component of epistemic inquiry.
Отходя в сторону от традиционных логических дискуссий, мы рассматриваем «Менон» в отношении ключевого понятия диалога поиска (zetesis) знания и того, какую роль играет эпистемический поиск для доктрины Платона в целом, для его теории идей и для понимания анамнесиса. В статье мы сосредоточились на том, как видит Платон эпистемический поиск, из каких элементов он складывается, и коротко рассмотрели значение теории определений, метода эленхоса и апорий (парадоксов) у Платона через призму философского поиска.
Сам парадокс Менона рассматривается не в логическом отношении, а как указание на две возможные альтернативы поиска: искать ли то, что уже известно (Z1) или искать то, что не известно в принципе (Z2). В этой статье мы настаиваем, что Сократ не предполагает и не дает логического решения парадокса, рассматривает его как элемент поиска и обосновывает свой выбор в пользу Z2.
Мы считаем, что можно реконструировать два тезиса, которые позволили Сократу подвести Менона к пробной версии парадокса и дать собственную окончательную формулировку, причем эти тезисы позволяют нам продемонстрировать, что парадокс Менона распространяется не только на случаи абсолютного неведения, но и на умопостигаемые и на вполне явные объекты феноменального мира. Первый тезис: Если мы не знаем нечто конкретное (F), откуда нам знать, как этого достичь. Второй тезис: Невозможно установить, что есть часть конкретной вещи (F), не зная, что есть сама эта вещь. В рамках второго тезиса обсуждается вариант экзистенциального (как поиск что, ti) и предикационного поиска (поиск по предикатам, поиск по похожим вещам, hopoion), связанный с решением Сократом двух разнородных задач: построения определений и отыскания Идей.
Далее в статье мы показываем, что Сократ не предлагает логического решения парадокса поиска, для него апория – это один из элементов поиска, который имеет несколько составляющих: эленхос, апория, и анамнесис.
Мы, в целом разделяя позицию Властоса об эленхосе, обращаем внимание на то, что эленхос не является опровержением в чистом виде, а понимается как довод или доказательство. Тогда характерной чертой эленхоса является именно поиск некоторого верного положения через серию вопросов со стороны Сократа и ответов со стороны собеседника. Зачастую такой поиск может закончиться апорией и, тем самым, задать направление для нового поиска.
Обычно считается, что апории у Платона нельзя рассматривать как часть позитивного поиска. В данной статье вслед за Политисом, различаются катартические апории и зететические. Мы полагаем, что помимо катартической функции некоторые апории выполняют также и зететическую функцию, к таким апориям следует отнести парадокс Менона.
В случае с парадоксом Менона Сократ моделирует поиск как поиск неизвестного или частично известного посредством своей знаменитой доктрины припоминания. Из двух возможных интерпретаций анамнесиса – рационального или мифологического – мы отдаем свой выбор в пользу первой, понимая анамнесис как метафору, как еще один платоновский миф, за которым кроется практический эксперимент, обучение. Анамнесис тогда следует понимать как еще одну составляющую эпистемического поиска.
57 views
Seen by:Four Educators in Plato's Theaetetus
by Avi Mintz
Journal of Philosophy of Education 45(4), 2011, pp. 657-673
Scholars who have taken interest in Theaetetus’ educational theme argue that Plato contrasts an inferior, even... more Scholars who have taken interest in Theaetetus’ educational theme argue that Plato contrasts an inferior, even dangerous, sophistic education to a superior, philosophical, Socratic education. I explore the contrasting exhortations, methods, ideals, and epistemological foundations of Socratic and Protagorean education and suggest that Socrates’ treatment of Protagoras as educator is far less dismissive than others claim. Indeed, Plato, in Theaetetus, offers a qualified defense of both Socrates and Protagoras. Socrates and Protagoras each dwell in the middle ground between the extremes presented in the dialogue’s digression, which contrasts the life of the philosopher and the life of the courtroom orator. Both Socrates and Protagoras demonstrate a serious engagement with both politics and philosophy. Theodorus presents an educational option in which theory is divorced from politics while an ignoble sophistic education is presented as political but divorced from theory. Protagorean education, in Theaetetus, emerges as superior to a base sophistic education, though it remains inferior to Socratic education.
28 views
Seen by:Review of Andrew Nash, "The Dialectical Tradition in South Africa"
draft only - South Africa, intellectual history, Stellenbosch, philosophy, Dutch Republicanism, Socratic dialectic, Marxism
63 views
Seen by:On the Formalization Socratic Dialogue
In many types of natural dialogue it is possible that one of the
participants is more or less forced by the... more
In many types of natural dialogue it is possible that one of the
participants is more or less forced by the other participant towards making commitments. This force usually comes in the form of sharp questions that guide a participant into a specific direction (like a contradiction). Examples of such dialogues occur in the philosophy of Socrates, critical interviews and the crossexamination of witnesses in court. In the current paper, we examine the characteristics of these kinds of dialogues, and provide a first sketch of how they could be formalized.
3 views
Seen by:Preferred Semantics as Socratic Discussion
In abstract argumentation theory, preferred semantics has become one of the most popular approaches for determining... more In abstract argumentation theory, preferred semantics has become one of the most popular approaches for determining the sets of arguments that can collectively be accepted. However, the description of preferred semantics, as it was originally stated by Dung, has a mainly technical and mathematical nature, making it difficult for lay persons to understand what the concept of preferred semantics is essentially about. In the current paper, we aim to bridge the gap between mathematics and philosophy by providing a reformulation of (credulous) preferred semantics in terms of Socratic discussion.
A Formal Account of Socratic-Style Argumentation
In traditional mathematical models of argumentation an argument often consists of a chain of rules or reasons,... more
In traditional mathematical models of argumentation an argument often consists of a chain of rules or reasons, beginning with premisses and leading to a conclusion that is endorsed by the party that put forward the argument. In informal reasoning, however, one often encounters a specific class of counterarguments that until now has received little attention in argumentation formalisms. The idea is that instead of starting with the premisses, the argument starts with the propositions put forward by the counterparty, of which the absurdity is illustrated by showing their (defeasible) consequences. This way of argumentation (which we call S-arguments) is very akin to Socratic dialogues and critical interviews; it also has applications in modern philosophy. In this paper, various examples of S-arguments are provided, as well as a treatment of the problems that occur when trying to formalize them
in existing formalisms. We also provide general guidelines that can serve as a basis for implementing S-arguments into various existing formalisms. In particular, we show how S-arguments can be implemented in Pollock’s formalism, how they fit
into Dung’s abstract argumentation approach and how they are related to the issue of self-defeating arguments.
16 views
Seen by:From Grade School to Law School: Socrates’ Legacy in Education
by Avi Mintz
A Companion to Socrates. Eds. Sara Ahbel-Rappe and Rachana Kamtekar, (Malden, MA; Oxford: Blackwell Publishing Ltd., 2006), pp. 476-492
A question-based teaching technique called the ‘Socratic Method’ is frequently mentioned in contemporary schooling.... more A question-based teaching technique called the ‘Socratic Method’ is frequently mentioned in contemporary schooling. This chapter argues that there are distinct pedagogical practices associated with the Socratic Method today, especially when one juxtaposes its use in legal education and elementary and secondary education. The chapter also compares the contemporary invocations of Socrates’ name in education to the ancient depictions of his educational practices.
29 views
Seen by:
