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  1. An Onto-Epistemological Chronology of Plato’s Dialogues.Mohammad Bagher Ghomi - manuscript
    This paper aims to suggest a new arrangement of Plato’s dialogues based on a different theory of the ontological as well as epistemological development of his philosophy. In this new arrangement, which proposes essential changes in the currently agreed upon chronology of the dialogues, Parmenides must be considered as criticizing an elementary theory of Forms and not the theory of so-called middle dialogues. Dated all as later than Parmenides, the so-called middle and late dialoguesare regarded as two consecutive endeavors to (...)
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  2. The value of knowledge.Carter J. Adam, Pritchard Duncan & Turri John - forthcoming - Stanford Encyclopedia of Philosophy.
    The value of knowledge has always been a central topic within epistemology. Going all the way back to Plato’s Meno, philosophers have asked, why is knowledge more valuable than mere true belief? Interest in this question has grown in recent years, with theorists proposing a range of answers. But some reject the premise of the question and claim that the value of knowledge is ‘swamped’ by the value of true belief. And others argue that statuses other than knowledge, such as (...)
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  3. The Truth in Gnosticism.Clayton Littlejohn - forthcoming - Análisis. Revista de Investigación Filosófica.
    The paper discusses some challenges to veritism, the view that the fundamental epistemic good is knowledge. It looks like the best way to meet these challenges might be to appeal to some of Sosa's ideas about the value of achievements, but I argue that the performance normativity framework only gives us part of what we want. What we need is a more radical break with the veritist approach. We need to embrace gnosticism, the view that knowledge is the fundamental epistemic (...)
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  4. Plato's Ion & Meno. Plato - forthcoming - Audio CD.
    In Plato's Ion & Meno, Socrates questions Ion, an actor who just won a major prize, about his ability to interpret the epic poetry of Homer. As the dialogue proceeds, the nature of human creativity emerges as a mysterious process and an unsolved puzzle. A similar discussion between Socrates and Meno probes the subject of ethics. Can goodness be taught? If it can, then we should be able to find teachers capable of instructing others about what is good and bad, (...)
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  5. Enquiry and the Value of Knowledge.Barnaby Walker - forthcoming - Philosophy.
    In this paper I challenge the orthodox view of the significance of Platonic value problems. According to this view, such problems are among the central questions of epistemology, and answering them is essential for justifying the status of epistemology as a major branch of philosophical enquiry. I challenge this view by identifying an assumption on which Platonic value problems are based – the value assumption – and considering how this assumption might be resisted. After articulating a line of thought that (...)
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  6. Review of "Plato's Pragmatism: Rethinking the Relationship Between Ethics and Epistemology," written by Baima, N.R. and Paytas, T. [REVIEW]Ryan M. Brown - 2024 - History of Philosophy & Logical Analysis 27:1-10.
  7. On Reason and Hope: Plato, Pieper, and the Hopeful Structure of Reason.Ryan M. Brown - 2023 - Communio 50 (2):375-421.
    As Josef Pieper writes in his study “On Hope,” the virtue of hope is the virtue that completes the human being in its intermediary, temporal state (the “status viatoris,” or condition of being “on the way”). To be human is always to be “on the way” toward a fulfillment and completion not yet available to it (the “status comprehensoris”). Those who are hopeful direct themselves toward this end as to their fulfillment despite recognizing that it, in some sense, exceeds their (...)
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  8. Hypothetical Inquiry in Plato's Timaeus.Jonathan Edward Griffiths - 2023 - Ancient Philosophy Today 5 (2):156-177.
    This paper re-constructs Plato's ‘philosophy of geometry’ by arguing that he uses a geometrical method of hypothesis in his account of the cosmos’ generation in the Timaeus. Commentators on Plato's philosophy of mathematics often start from Aristotle's report in the Metaphysics that Plato admitted the existence of mathematical objects in-between ( metaxu) Forms and sensible particulars ( Meta. 1.6, 987b14–18). I argue, however, that Plato's interest in mathematics was centred on its methodological usefulness for philosophical inquiry, rather than on questions (...)
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  9. A Long Lost Relative in the Parmenides? Plato’s Family of Hypothetical Methods.Evan Rodriguez - 2022 - Apeiron 55 (1):141-166.
    The Parmenides has been unduly overlooked in discussions of hypothesis in Plato. It contains a unique method for testing first principles, a method I call ‘exploring both sides’. The dialogue recommends exploring the consequences of both a hypothesis and its contradictory and thematizes this structure throughout. I challenge the view of Plato’s so-called ‘method of hypothesis’ as an isolated stage in Plato’s development; instead, the evidence of the Parmenides suggests a family of distinct hypothetical methods, each with its own peculiar (...)
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  10. Anamnêsis as Aneuriskein, Anakinein and Analambanein in Plato's Meno.Douglas A. Shepardson - 2022 - Classical Quarterly 72 (1):138-151.
    This article examines the theory of recollection in Plato's Meno and attempts to unravel some long-standing puzzles about it. What are the prenatal objects of the soul's vision? What are the post-natal objects of the soul's recollection? What is innate in the Meno? Why does Socrates (prima facie) suggest that both knowledge and true opinion are innate? The article pays particular attention to the ana- prefix in the verbs aneuriskô, anakineô and analambanô, and suggests that they are used for two (...)
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  11. Why Are There Two Versions of Meno’s Paradox?Douglas A. Shepardson - 2022 - Southern Journal of Philosophy 60 (3):465-486.
    This article seeks to answer why there are two different versions of Meno’s Paradox. I argue that the dilemma contained in Socrates’s version is a pre-existing puzzle, familiar to both Meno and Socrates before their discussion. The two versions of the paradox are thus different because Meno’s version is a mistaken attempt to remember the puzzle contained in Socrates’s version. Although Meno’s version is a mistaken attempt to state Socrates’s version, it is a philosophically richer puzzle that makes three interesting (...)
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  12. Joy, Truth, and the Search for God in St. Augustine's Confessions X.Samuel Pell - 2021 - Studia Patristica 103:183-194.
    The Confessions is an account of Augustine’s search for truth and happiness, terminating in his conversion to Latin Christianity. In recounting the story of his restless quest, Augustine also wrestles with a philosophical paradox related to the possibility of searching for anything. This paradox, first presented in Plato’s dialogue Meno, asks how one can successfully search for something of which one has no knowledge. Gareth Matthews breaks Meno’s paradox into two parts: 1) a targeting problem, which asks how we can (...)
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  13. Conhecimento e Definição no Mênon de Platão.Davi Heckert César Bastos - 2020 - Kinesis 12 (31):172-185.
    Through detailed analysis of Plato’s Meno, I identify and set general argumentative rules (useful both to scientists and philosophers) concerning how to use definitions. I show how the character Socrates establishes strong requirements for knowledge in general, i.e., that the knowledge of the definition of a thing must be prior to the knowledge of properties or instances of that thing. Socrate’s requirements and the way he characterizes a definition (as coextensive to the definiendum, not circular, true and explanatorily relevant) lead (...)
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  14. Reading Plato's Dialogues to Enhance Learning and Inquiry: Exploring Socrates' Use of Protreptic for Student Engagement.Mason Marshall - 2020 - New York, NY, USA: Routledge.
    Along with fresh interpretations of Plato, this book proposes a radically new approach to reading him, one that can teach us about protreptic, as it is called, by reimagining the ways in which Socrates engages in it. Protreptic, as it is conceived in the book, is an attempt to bring about a fundamental change of heart in people so that they want truth more than anything else. In taking the approach developed in this book, one doesn't try to get Plato (...)
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  15. The Metaphysics of Recollection in Plato’s Meno.Whitney Schwab - 2020 - Apeiron 53 (3):213-233.
    Recollection is central to the epistemology of Plato’sMeno. After all, the character Socrates claims that recollection is the process whereby embodied human souls bind down true opinions (doxai) and acquire knowledge (epistêmê). This paper examines the exchange between Socrates and Meno’s slave to determine (1) what steps on the path to acquiring knowledge are part of the process of recollection and (2) what is required for a subject to count as having recollected something. I argue that the key to answering (...)
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  16. Is Plato an Innatist in the Meno?David Bronstein & Whitney Schwab - 2019 - Phronesis 64 (4):392-430.
    Plato in the Meno is standardly interpreted as committed to condition innatism: human beings are born with latent innate states of knowledge. Against this view, Gail Fine has argued for prenatalism: human souls possess knowledge in a disembodied state but lose it upon being embodied. We argue against both views and in favor of content innatism: human beings are born with innate cognitive contents that can be, but do not exist innately in the soul as, the contents of states of (...)
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  17. The Educational Interpretation of Plato’s Meno: Virtue and Recollection.Sung-Mo Chang - 2019 - Moral Education Research 31 (2):187-210.
  18. Meno’s Paradox is an Epistemic Regress Problem.Andrew Cling - 2019 - Logos and Episteme 10 (1):107-120.
    I give an interpretation according to which Meno’s paradox is an epistemic regress problem. The paradox is an argument for skepticism assuming that (1) acquired knowledge about an object X requires prior knowledge about what X is and (2) any knowledge must be acquired. (1) is a principle about having reasons for knowledge and about the epistemic priority of knowledge about what X is. (1) and (2) jointly imply a regress-generating principle which implies that knowledge always requires an infinite sequence (...)
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  19. Einführung.Theodor Ebert - 2019 - In Menon. De Gruyter. pp. 9-24.
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  20. Text und übersetzung.Theodor Ebert - 2019 - In Menon. De Gruyter. pp. 25-134.
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  21. Personenregister.Theodor Ebert - 2019 - In Menon. De Gruyter. pp. 177-178.
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  22. Frontmatter.Theodor Ebert - 2019 - In Menon. De Gruyter. pp. 1-4.
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  23. Vorwort.Theodor Ebert - 2019 - In Menon. De Gruyter. pp. 5-6.
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  24. Verzeichnis der benutzten literatur.Theodor Ebert - 2019 - In Menon. De Gruyter. pp. 169-176.
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  25. Platon Menon griechisch-deutsch, herausgegeben und übersetzt.Theodor Ebert - 2019 - Berlin, Germany: de Gruyter.
    This is a shorter presentation of my commentary on the Meno of 2018. The German translation is here accompanied by a Greek text.
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  26. Inhalt.Theodor Ebert - 2019 - In Menon. De Gruyter. pp. 7-8.
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  27. Zum griechischen text dieser ausgabe.Theodor Ebert - 2019 - In Menon. De Gruyter. pp. 135-168.
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  28. Menon.Theodor Ebert (ed.) - 2019 - De Gruyter.
    Die hier vorliegende Neuübersetzung von Platons Menon enthält eine ausführliche Einführung, in der die Umstände der Abfassung, die möglichen Adressaten, die Figuren des Dialogs sowie dessen Thema und Fragestellung erörtert werden. Die Übersetzung beruht auf dem griechischen Text von Bluck. Daher sind in dem reproduzierten griechischen Text die Änderungen eingearbeitet, die sich aus dem Text von Bluck ergeben. Darüber hinaus werden an einer Reihe von Stellen Änderungen für den griechischen Text vorgeschlagen, teils aufgrund eigener oder fremder Konjekturen, teils aufgrund anderer (...)
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  29. Socrates' Defensible Devices in Plato's Meno.Mason Marshall - 2019 - Theory and Research in Education 17 (2):165-180.
    Despite how revered Socrates is among many educators nowadays, he can seem in the end to be a poor model for them, particularly because of how often he refutes his interlocutors and poses leading questions. As critics have noted, refuting people can turn them away from inquiry instead of drawing them in, and being too directive with them can squelch independent thought. I contend, though, that Socrates' practices are more defensible than they often look: although there are risks in refuting (...)
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  30. The Birth of Belief.Jessica Moss & Whitney Schwab - 2019 - Journal of the History of Philosophy 57 (1):1-32.
    did plato and aristotle have anything to say about belief? The answer to this question might seem blindingly obvious: of course they did. Plato distinguishes belief from knowledge in the Meno, Republic, and Theaetetus, and Aristotle does so in the Posterior Analytics. Plato distinguishes belief from perception in the Theaetetus, and Aristotle does so in the De anima. They talk about the distinction between true and false beliefs, and the ways in which belief can mislead and the ways in which (...)
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  31. Review of Samuel Scolnicov, Plato’s Method of Hypothesis in the Middle Dialogues, edited by Harold Tarrant. [REVIEW]Evan Rodriguez - 2019 - Journal of the History of Philosophy 57 (3):549-550.
    This volume, a lightly-edited version of Professor Samuel Scolnicov’s 1974 Ph.D. thesis, is a fitting tribute to his impressive career. It will perhaps be most useful for those interested in better understanding Scolnicov’s work and his views on Plato as a whole, not least for the comprehensive list of his publications that requires a full twelve pages of print. Scholars with an interest in Plato’s method of hypothesis will also find some useful remarks on key passages in the Meno, Phaedo, (...)
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  32. Educational Implication of Meno.Hyeon-Bin Shin - 2019 - Journal of Moral Education 31 (2):21-42.
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  33. Ascent to the Good: The Reading Order of Plato’s Dialogues From Symposium to Republic.William H. F. Altman - 2018 - Lanham: Lexington Books.
    This study reconsiders Plato’s “Socratic” dialogues—Charmides, Laches, Lysis, Euthydemus, Gorgias, and Meno—as parts of an integrated curriculum. By privileging reading order over order of composition, a Platonic pedagogy teaching that the Idea of the Good is a greater object of philosophical concern than what benefits the self is spotlighted.
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  34. A reminiscência da virtude pelas imagens: Platão e a educação moral.Daniel Figueiras Alves - 2018 - Prometeus: Filosofia em Revista 11 (26).
    O tema central deste artigo é a discussão em torno do processo de reminiscência da alma por meio das imagens. Por imagens podemos compreender uma ampla gama de elementos de caráter sensível, tais como forma, aparência, representação visual ou no imaginário. Platão confere às imagens um caráter pedagógico, qual seja: estimular na alma suas memórias. Para o filósofo, a alma é imortal e carrega em si mesma conhecimentos ou saberes apriorísticos. Trata-se, pois, de suas reminiscências, isto é, lembranças e memórias (...)
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  35. The Possibility of Inquiry: Meno's Paradox from Socrates to Sextus.Luca Castagnoli - 2018 - Philosophical Review 127 (2):225-228.
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  36. “Music to the Ears of Weaklings”: Moral Hydraulics and the Unseating of Desire.Louise Rebecca Chapman & Constantine Sandis - 2018 - Manuscrito 41 (4):71-112.
    Psychological eudaimonism is the view that we are constituted by a desire to avoid the harmful. This entails that coming to see a prospective or actual object of pursuit as harmful to us will unseat our positive evaluative belief about that object. There is more than one way that such an 'unseating' of desire may be caused on an intellectualist picture. This paper arbitrates between two readings of Socrates' 'attack on laziness' in the Meno, with the aim of constructing a (...)
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  37. Socratic inquiry and the “What‐is‐F?” question.Justin C. Clark - 2018 - European Journal of Philosophy 26 (4):1324-1342.
    In raising the “What-is-F?” question, commentators disagree about whether Socrates is asking a conceptual question or a causal question. I argue that the contexts surrounding Socrates' two most prominent examples of adequate answers confirm that the “What-is-F?” question is a conceptual question in both the Meno and Euthyphro, but a causal question in the Laches and Protagoras. The “What-is-F?” question is multifunctional. Plato's Socrates consistently employs two separate vocabularies in connection with these two types of questions. By outlining their vocabularies, (...)
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  38. (1 other version)Platon: Menon, Übersetzung und Kommentar.Theodor Ebert - 2018 - Berlin, Germany: de Gruyter. Edited by Theodor Ebert.
    Das Buch liefert mit einer Übersetzung des Menon eine fortlaufende Kommentierung dieses Dialogs. Dabei wird auf die Analyse der Argumente ebenso Wert gelegt wie auf die Beachtung literarischer Aspekte, die vermuten lassen, dass Platon dieses Werk für eine Zuhörerschaft in Sizilien verfasst hat. Zusammen mit den an die Komödie erinnernden Elementen ergibt sich daraus ein neues Verständnis bestimmter philosophischer Positionen, die dem Menon zugeschrieben werden. Aus der Sicht des Autors Platon ist es das Ziel dieses Dialoges, einem sizilischen Publikum Sokrates (...)
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  39. Epistemic Value.John Greco & Luis Pinto De Sa - 2018 - Routledge Encyclopedia of Philosophy.
    Epistemic value is a kind of value possessed by knowledge, and perhaps other epistemic goods such as justification and understanding. The problem of explaining the value of knowledge is perennial in philosophy, going back at least as far as Plato’s Meno. One formulation of the problem is to explain why and in what sense knowledge is valuable. Another version of the problem is to explain why and in what sense knowledge is more valuable than mere true belief or opinion. This (...)
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  40. Plato’s Recollection Argument in the Philebus.Naoya Iwata - 2018 - Rhizomata 6 (2):189-212.
    Many scholars have denied that Plato’s argument about desire at Philebus 34c10–35d7 is related to his recollection arguments in the Meno and Phaedo, because it is concerned only with postnatal experiences of pleasure. This paper argues against their denial by showing that the desire argument in question is intended to prove the soul’s possession of innate memory of pleasure. This innateness interpretation will be supported by a close analysis of the Timaeus, where Plato suggests that our inborn desires for food (...)
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  41. Knowledge and Truth in Plato: Stepping Past the Shadow of Socrates.Catherine Rowett - 2018 - Oxford, UK: Oxford University Press.
    Catherine Rowett presents an in depth study of Plato's Meno, Republic and Theaetetus and offers both a coherent argument that the project in which Plato was engaging has been widely misunderstood and misrepresented, and detailed new readings of particular thorny issues in the interpretation of these classic texts.
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  42. Clitophon's Challenge: Dialectic in Plato's “Meno,” “Phaedo,” and “Republic”. [REVIEW]George Rudebusch - 2018 - Philosophical Review 127 (2):229-232.
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  43. Augustine meets Meno: the many faces of temporality: Bouton, Christophe, and Huneman, Philippe : Time of nature and the nature of time. Philosophical perspectives of time in natural sciences. Cham: Springer International Publishing, 2017. xiv + 403 pp, 124,79 € HB.Vassilis Sakellariou - 2018 - Metascience 27 (3):523-526.
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  44. The Possibility of Inquiry: Meno's Paradox from Socrates to Sextus. By Gail Fine. Pp. xiv, 399, Oxford University Press, 2014, £55.00/$85.00. [REVIEW]Robin Waterfield - 2018 - Heythrop Journal 59 (4):748-749.
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  45. (1 other version)Plato's Theory of Knowledge.Ralph Wedgwood - 2018 - In David Brink, Susan Sauvé Meyer & Christopher Shields (eds.), Virtue, Happiness, Knowledge: Themes from the Work of Gail Fine and Terence Irwin. Oxford: Oxford University Press. pp. 33-56.
    An account of Plato’s theory of knowledge is offered. Plato is in a sense a contextualist: at least, he recognizes that his own use of the word for “knowledge” varies – in some contexts, it stands for the fullest possible level of understanding of a truth, while in other contexts, it is broader and includes less complete levels of understanding as well. But for Plato, all knowledge, properly speaking, is a priori knowledge of necessary truths – based on recollection of (...)
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  46. Plato, metacognition and philosophy in schools.Peter Worley - 2018 - Journal of Philosophy in Schools 5 (1):76-91.
    In this article, I begin by saying something about what metacognition is and why it is desirable within education. I then outline how Plato anticipates this concept in his dialogue Meno. This is not just a historical point; by dividing the cognitive self into a three-in-one—a ‘learner’, a ‘teacher’ and an ‘evaluator’—Plato affords us a neat metaphorical framework for understanding metacognition that, I contend, is valuable today. In addition to aiding our understanding of this concept, Plato’s model of metacognition not (...)
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  47. Menonov »paradoks«: analiza erističnega argumenta.Lale Levin Basut - 2017 - Filozofski Vestnik 38 (1).
    Velika večina sodobnih analiz Platonovega dialoga Menon poskuša osvetliti vzpostavitev kreposti, pri čemer skušajo ugotoviti, kako lahko pridemo do nje, upoštevajoč tri momente, navedene na začetku dialoga: διδακτόν, ᾰσκητόν in ϕύσει. Članek se osredotoča na slavni eristični argument v 80e, ki je znan kot »Menonov paradoks«. Tega razgradi na elemente in skuša razkriti namenoma prikrite pomene v vsakem kosu argumenta, uporabljajoč različne grške izraze, ki označujejo »vednost« v različnih pomenih. Ta filo-loška/filozofska analiza erističnega argumenta omogoča prebiti sofistično/eristično pročelje, ki je (...)
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  48. Interactive Memory and Recollection in Plato's Meno.Rick Benitez & James Ley - 2017 - Journal of Modern Greek Studies (Australia and New Zealand) 1:1-10.
    We re-examine the geometry lesson in the Meno, focusing on the interaction between interlocutors in the practice of recollection. We appeal to an analogy with interactive memory to suggest how Plato could think that inquiry could be successful even when participants have no awareness of what would satisfy their inquiry. This exposes a feature of recollection that needs no metaphysical assumptions, and which emphasises interaction. This feature, which has escaped the notice of philosophers, is more fundamental to the Meno than (...)
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  49. Почему парадокс менона более упорен, чем это предполагает решение аристотеля?Igor Berestov - 2017 - Schole 11 (2):505-514.
    In the present paper, we analyze Aristotle’s solution of Meno’s Paradox in his An. Post. I, 1.71a17–71b8, where he seeks to demonstrate that Plato’s assertion that it is impossible to search for an unknown object is false. We show that such an interpretation of Aristotle’s solution is very generous on his part. We demonstrate that the search in Aristotle’s solution is quite naturally treated as a search for an object that satisfies the search conditions and that this treating of the (...)
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  50. Review of The Possibility of Inquiry: Meno’s Paradox from Socrates to Sextus, by Gail Fine. [REVIEW]David Bronstein - 2017 - Mind 126 (502):631-634.
    The Possibility of Inquiry: Meno’s Paradox from Socrates to Sextus, by FineGail. Oxford: Oxford University Press, 2014. Pp. xiv + 399.
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