Philosophy- Descartes, Meno and Socrates
In the paradox of inquiry, Meno and Socrates discuss whether virtue can be taught. In response to the paradox of inquiry, Socrates insists that the matter cannot be settled without an idea of understanding what virtue is. The paradox of the argument was that how is knowledge or inquiry be possible if virtue is knowledge, knowledge can be taught and if not knowledge then it cannot be taught.
In response, Socrates, answered the initial question by Meno by stating "I cannot answer your question because I do not know what virtue is." One of the criticisms put forward by Socrates against an attempt by Meno to define "VIRTUE" is that he gave different definitions of virtues for different kinds of people. This means that, according to the Paradox of Inquiry, we cannot search for what we do not already know because we would not be able to identify the thing we are searching for as the thing we are searching for, even if we found it. We would determine what to look for in the first place. We cannot search for what we already know because we have no need to inquire in such a case. He stated that when one searches for something, one is recollecting, hence learning. In defense, Socrates defended his argument by the slave boy scenario in Meno's argument. The slave boy was asked a series of questions concerning geometric problems by Socrates. Although Socrates may have used leading questions, he did not provide the boy with answers.
[...] The slave boy could have acquired the knowledge by his own logical thinking and beliefs. Socrates did not offer a satisfactory response to the paradox of inquiry. Socrates argues that one acquire knowledge within oneself by recollecting the past life. So what does this implies? A number of questions are brought as to where this knowledge came from to be acquired through recollection? Is this knowledge innate to believe in the doctrine of recollection? Knowledge is gained by experiencing it. [...]
[...] In the paradox of inquiry, Meno and Socrates discuss whether virtue can be taught. In the paradox of inquiry, Meno and Socrates discuss whether virtue can be taught. In response to the paradox of inquiry, Socrates insists that the matter cannot be settled without an idea of understanding what virtue is. The paradox of the argument was that how is knowledge or inquiry be possible if virtue is knowledge, knowledge can be taught and if not knowledge then it cannot be taught. [...]
[...] We would determine what to look for in the first place. We cannot search for what we already know because we have no need to inquire in such a case. He stated that when one searches for something, one is recollecting, hence learning. In defense, Socrates defended his argument by the slave boy scenario in Meno's argument. The slave boy was asked a series of questions concerning geometric problems by Socrates. Although Socrates may have used leading questions, he did not provide the boy with answers. [...]
[...] God could not be innate in all beings, an objection to Descartes' argument. For instance, there are a number of religions that do not have believed in supernatural beings such as the Native American religion and Buddhism. Does this support the idea of perfection coming from an infinite being? Does a being have to be infinitely perfect to exist? Assumption is that the other religions would say their gods or god is the idea of perfection. Descartes' argument does not provide an affirmation to the imagination of perfection and its existence without a casual cause. [...]
[...] An introduction to philosophy. New York: Macmillan. Stroll, A., & Popkin, R. H. (1961). Introduction to philosophy. New York: Holt, Rinehart and Winston. [...]
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