This paper argues that the hypothesis proposed in the Meno is the proposition ‘virtue is good’ alone, and that its epistemic nature is essentially insecure. It has been an object of huge scholarly debate which other hypothesis Socrates posited with regard to the relationship between virtue and knowledge. This debate is, however, misleading in the sense of making us believe that the hypothesis that virtue is good is regarded as a truism in the light of the process of positing a (...) higher hypothesis described in the Phaedo and the Republic. I argue that the hypothesis in question is presented as a result of the earlier discussion of Meno's third definition of virtue, which implies the consequence that morally correct actions are beneficial whether or not accompanied by conventional goods such as wealth and honour. The underlying role of presenting it as a hypothesis is therefore to postpone demonstrating the truth of a controversial thesis which needs a substantial justification. In conclusion, I s... (shrink)

I argue that Meno’s Paradox targets the type of knowledge that Socrates has been looking for earlier in the dialogue: knowledge grounded in explanatory definitions. Socrates places strict requirements on definitions and thinks we need these definitions to acquire knowledge. Meno’s challenge uses Socrates’ constraints to argue that we can neither propose definitions nor recognize them. To understand Socrates’ response to the challenge, we need to view Meno’s challenge and Socrates’ response as part of a larger disagreement about the value (...) of inquiry. (shrink)

This paper examines whether Socrates provides his interlocutors with good reasons to seek knowledge of what virtue is, reasons that they are in a position to appreciate. I argue that in the Laches he does provide such reasons, but they are not the reasons that are most commonly identified as Socratic. Socrates thinks his interlocutors should be motivated not by the idea that virtue is knowledge nor by the idea that knowledge is good for its own sake, but rather by (...) the idea that knowledge is needed to recognize what to aim at. His argument reaches the potentially life-altering conclusion that we should all seek knowledge of what virtue is. It is powerful precisely because it relies on uncontroversial premises that his interlocutors could be expected to accept. In laying out this argument, I distinguish different ways in which someone could count as a teacher of virtue. At the end of the article, I situate the argument within the debate about whether virtue is teachable. (shrink)

At Meno 87b-c, and again in the Protagoras, Socrates commits himself to the biconditional that all knowledge, and only knowledge, is teachable.