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The Socratic Method, 2006.
A look at the Socratic method of teaching philosophy.
1,980 words (approx. 7.9 pages), 3 sources, MLA, $ 62.95
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Abstract
This paper reviews and discusses the Socratic method of teaching philosophy. According to the paper, this method is also the method by which an understanding of a particular philosophical attitude, argument or theoretical tone is best achieved for the teacher and the learner. The paper reports that the only way students and scholars today can learn about these methods is through the writings of Socrates' brilliant student, Plato.
Outline:
What is the strength of the Socratic Method?
Criticisms of Socratic Methodology?
Phaedo - Plato
Is There Truly a Great Deal of Value in Embracing the Socratic Method? Can it Help Students Learn New Ideas?
From the Paper
"Socrates shows good humor - or at least irony - by saying, "let him mind his business and be prepared to give the poison two or three times, if necessary..." The second step, the Hypothesis, is given by Socrates; "...he who has lived as a true philosopher has reason to be of good cheer when he is about to die," since after death the "greatest good" (eternal life?) will come. And, Socrates adds, the "true disciple of philosophy" is misunderstood by normal men because they don't realize that he has had "the desire of death all his life long..."
"Then Simmias laughs, and begins his hypothesis, prior to his launch into "cross-examination" of Socrates, which of course Socrates turns into his own elenchus. Simmias says that people hearing what Socrates said will agree that since a philosopher desires death, then he deserves death too. And Socrates launches a (question) "wonder": "Do we believe that there is such a thing as death?" And after Simmias says yes death is real, Socrates presents a hypothesis: "And is this anything but the separation of soul and body?" So, in other words, when the soul leaves the body, that is defined as death? Socrates hypothesizes."
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Value of the Socratic Method, 2005.
A review of the Socratic Method as an approach to philosophical issues.
1,350 words (approx. 5.4 pages), 7 sources, $ 53.95
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Abstract
This paper reviews the idea that the Socratic method as demonstrated in the Meno is to education and communication what the scientific method is to science. According to this paper, the Socratic method comprises an approach and a means of proceeding in numerous situations. The method teaches teachers how to subtly direct and lead students; it provides a revolutionary means for approaching philosophical problems. Above all, it permits an attitude of awe and humility when confronting ultimate questions. On the other hand, the same method is the approach used by manipulators and individuals who wish to appear wise when they are devoid of insight.
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The Socratic Method, 2006.
This paper discusses the Socratic Method as a contemporary teaching method.
1,255 words (approx. 5.0 pages), 3 sources, MLA, $ 42.95
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Abstract
This paper discusses, as an example of the Socratic Method, section 336b of Plato's "Republic" in which Thrasymachus argues the nature of justice. The author points out that, in this section, Socrates aims at finding the truth regarding Thrasymachus' hostile outburst by using the most powerful way of conducting a question-answer sequence of teaching, which stimulates learning from other people in addition to the teacher. The paper relates that, by asking learners questions, teachers give them the opportunity to find the truth of the matter for themselves and to learn critical thinking, which is an essential skill in the professional world.
From the Paper
"Socrates, however, does not counter Thrasymachus' outburst with an outburst of his own. Instead, by agreeing with everything that Thrasymachus says, he remains wise and calm in the face of the other's anger. It is clear however that he has been affected by Thrasymachus' tone and style, as there still is a "hitch", but only a slight one, in his voice when he asks his opponent to forgive any shortcomings in himself and Polymarchus when conducting their debate. He argues that they have been arguing in a manner that would most likely bring them to the truth regarding the nature of justice."
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"Apologia of Socrates" by Socrates, 2002.
An examination of the trial and death of Socrates in "Apologia of Socrates" by Socrates.
1,545 words (approx. 6.2 pages), 2 sources, MLA, $ 50.95
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Abstract
This paper discusses the beliefs of Socrates and how his aim in ?Apologia of Socrates? was to prove that death was better than a life without independent beliefs. Socrates article is written as a defense of his probable suicide and offers three points about the suicide. That he is innocent of the charges against him, that he would be going to a better place and finally that he is old and was going to die soon anyway. The Apology of Socrates is his defense at his trial, where he is found guilty. In conclusion, the writer discusses that whilst Socrates is sentenced to death, he has no fear of death.
From the Paper
"Socrates did not seem to fear death, as it was inching closer to him every day. He told his fellow Athenians that his forced suicide would come back to hunt them, because he had no doubt that one day people would recognize his wisdom and criticize the people of Athens for killing him. Socrates advised his prosecutors to juts let him die naturally, especially since he was innocent.
The Apology is Socrates' defense at his trial. Socrates is aware that his accusers have warned the jury against Socrates' eloquence. However, Socrates states that the difference between himself and his accusers is that he, unlike them, is speaking the truth."
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Socratic Method in the "Apology", 2005.
An exploration of the Socratic philosophy of life as seen in Plato's "Apology".
920 words (approx. 3.7 pages), 3 sources, APA, $ 31.95
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Abstract
This paper explores the Socratic philosophy of life in Plato's "Apology". The author contends that Socrates' approach to life was based on his thirst for knowledge. The paper demonstrates this claim by citing examples that demonstrate Socrates' use of logic and rhetoric in the pursuit of truth.
From the Paper
"Socrates was the most important philosopher of the fifth century B.C. His dedication to the analysis of the world and human actions through careful reasoning transformed philosophy and resonates through the mists of antiquity to our modern day existence..."
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Pre-Socratic Philosophers, 2006.
An analysis of the role of the pre-Socratic philosophers in ancient Greece and their role in shaping philosophy into the discipline that we are familiar with in contemporary society today.
2,914 words (approx. 11.7 pages), 11 sources, APA, $ 86.95
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Abstract
This paper examines many of the main pre-Socratic philosophers of 6th Century Greece. It explores their main strands of thought and their conceptions of the world around them. The paper also explores the different types of reasoning that were practised by different schools of philosophy, from more speculative angles progressing to critical thinking. The paper describes the philosophical foundations that were built upon by the later great philosophers Socrates, Aristotle and Plato.
From the Paper
"Abstract thought about the nature of the world and of human existence began to appear in cultures all over the world during the sixth century BCE, and Greek philosophy expressed its' ideas in three main ways. These were speculative thinking, practical thinking and critical thinking. Speculative thinking expressed human curiosity about the world, and strove to understand in natural (rather than super natural) terms how things really are, what their composition was and how they functioned. "Speculation or speculative thinking designates a knowledge or cognition that transcends experience and is directed at the spiritual, super-natural and divine, fundamental to experience" . Practical thinking emphasized the desire to guide conduct by comprehending the nature of life and the place of human beings and human behaviour in the greater scheme of reality and was "directed at moral, ethical and other practical issues" . Finally critical thinking, (the hallmark of philosophy itself) involved a careful examination of the foundations upon which thinking of any sort must rely, tried to achieve an effective method for assessing the reliability of positions adopted on significant issues. Philosophers in general wanted to simply take part in the "rational investigation of the truths and principles of being, knowledge, or conduct" . Similarly to Kant's critical philosophy, critical thought avoided both dogmatism and skepticism and tried to find a middle path that allowed it on the one hand to consider metaphysical principles as necessary constituents of a holistic philosophy and on the other, to re-think these principles on a different level or from another perspective, in the light of the latest insights in science, as well as in the light of the whole preceding development of mankind."
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What is Justice: A Socratic Analysis, 2006.
A discussion of Socrates' philosophical perspectives on justice.
900 words (approx. 3.6 pages), 2 sources, $ 35.95
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Abstract
In "The Apology", the ancient Greek philosopher Socrates examined justice from a variety of philosophical perspectives and made the bold declaration that he could not be harmed by his fellow Athenians if he possessed the qualities of virtue and wisdom. This paper discusses how this statement reflected Socrates belief that possessing virtue and wisdom protected him from injustice and any harm to his character and soul. His critics and enemies in Athens could punish him physically by sending him into exile or executing him, but they could not take away his virtue, his self-respect, or his soul, which are the most important things anyone possesses.
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Socratic Justice, 2007.
An analysis of Socrates' views of justice as described by Plato, Xenophon, Aristophanes and Aristotle.
1,803 words (approx. 7.2 pages), 2 sources, MLA, $ 57.95
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Abstract
This paper discusses Socrates' interest in logically establishing certain central, important truths, for example what constitutes justice, and what constitutes the good. To discuss Socrates' views, the paper analyzes dialogues and other writings of his pupil, Plato and writings by Xenophon, Aristophanes and Aristotle. It describes his notion of justice (or morality) as an ideal that could be timeless.
From the Paper
"As we have seen, Socrates believed in a notion of justice (or morality) as an ideal that could be timeless. He believed that it consisted in balance and harmony, and most importantly in the triumph of truth and reason over passions and selfishness. This ideal of justice could be realized both in the individual person, and also in the state as a whole, or the polis. And although at the end Socrates chose to submit to ignorance, fear and procedural justice, there is no reason to suppose that he ever deviated from his quest for truth, or from his belief in justice as an ideal form of harmony and truth."
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Socratic Philosophy, 2008.
A look at the life and teachings of Socrates.
1,540 words (approx. 6.2 pages), 1 source, MLA, $ 50.95
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Abstract
This paper describes the philosophies of Socrates, known as one of the most fundamental people in the creation of the foundation of Western Philosophy. This author explains how Socrates spent his life devoted to developing his moral character although he never wrote any of his philosophies and ideas down.
From the Paper
"Socrates is one of the most fundamental people in the creation of the foundation of Western Philosophy. Known mainly through the writing of Plato, Socrates' teachings and philosophies are humble in nature and pure in spirit. His philosophies have lasted through the centuries and now influence modern thinking even up to this day. Socrates embodied the type of life which eludes most people; despite knowing he will never reach perfection, he still lives his life trying to obtain the unobtainable. Socrates spent his life devoted to developing his moral character regardless of the earthly ramifications. He died defending his views and beliefs concerning moral character, loyalty, and death; however, his philosophies lived on through his lengthy fame, "what has caused my reputation is none other than a certain kind of wisdom...Human wisdom, perhaps," ("Apology," Plato, 25)."
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Socratic Reality, 1999.
Examines final dialogues by Plato focusing on Socrates' explanation of humans' moral duty, relationship of state & individual, death, the Forms, the soul and knowledge.
1,350 words (approx. 5.4 pages), 1 source, $ 47.95
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From the Paper
" Philosophers from the beginning of philosophic inquiry have been interested in determining the nature of reality and how human beings come to know that reality, assuming that they can. Metaphysics is the attempt to present a coherent and comprehensive explanation of reality, and epistemology is the theory of knowledge, of how human beings learn what they learn and how they can know that what they learn is true. Different philosophers have had different explanations for these concepts. Various theories had been postulated by the time Plato suggested a different view of reality, that it was imperfect and was only a reflection of an ideal.
In the dialogues Apology, Crito, Euthyphro, and Phaedo, Plato addresses the events leading up to the death of Socrates, his mentor, and the injustices visited on that individual by a.."
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Socratic Inquiry And The Meno, 2002.
Analysis of issues raised in the MENO regarding how true knowledge can be recognized.
1,350 words (approx. 5.4 pages), 1 source, $ 47.95
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Abstract
Analysis of issues raised in the MENO regarding how true knowledge can be recognized. Plato's Socratic diaglogue and Meno's paradox of how one can know when correct answer is given in the philosophical realm. Role of inquiry. Socratic method. Whether virtue can be taught. Theory of recollection.
From the Paper
"The customary procedure in Plato's Socratic dialogues is for Socrates and another person to inquire into the nature of a particular virtue. But Plato's Socrates always begins these inquiries by announcing that he does not know beforehand what the nature of the virtue in question truly is. The question arises, therefore, how he can know, without any knowledge to guide him, how to conduct the inquiry and how he can recognize the correct answer if he manages to reach it. In the Meno Socrates' interlocutor Meno raises this issue and, after reformulating Meno's paradox, Socrates answers that all true knowledge is a matter of the recollection of knowledge obtained in previous lives and earlier forms of existence by the reincarnated soul. For true knowledge, therefore, the process known as learning is actually a process of uncovering or recollecting what the ..."
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Socrates and Plato, 2006.
This paper examines the teachings of Greek philosopher Socrates as well as that of his student, Plato.
902 words (approx. 3.6 pages), 1 source, MLA, $ 32.95
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Abstract
This paper focuses on the Socratic method, which unlike most philosophical teachings, seeks to debase beliefs rather than build them up. This paper discusses the views and opinions of both Plato and Socrates in regards to the Socratic method. The writer of this paper contends and explains why readers of Plato's works should be skeptical of his presentation of philosophical notions through the argumentative style, which he attributes to Socrates. This paper discusses the basic philosophy behind the Socratic method, in which Socrates' reliance upon the soul to lead into the discussion of virtue could be attacked upon the assertion that insufficient evidence exists to contend that there are such things as souls. On the other hand, Plato believes that souls must exist because they explain the competing inclinations people can possess. This paper also delves into Plato's and Socrates' roles as philosophers and theorists.
From the Paper
"However, the chief limitation of the manner by which Socrates is expressed through Plato is that his lessons are no longer personalized with respect to the audience; they are only personal with respect to the characters Plato generates. The power of Socrates' technique is that it forces him to investigate many of his centrally held beliefs simultaneously with the person he is communicating; any questions that arise from his audience, or possible objections to his line of reasoning, must be addressed. This capacity is necessarily lacking when it is placed upon paper because any questions or objections that might be evoked in the reader inevitably go unanswered. For example, when Socrates argues, "So one may say this about everything; all other human activities depend on the soul, and those of the soul itself depend on wisdom if they are to be good."
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Socratic Method, 1992.
An analysis of the dialectical approach of the Greek philosopher to truth, irony, ideas and the soul.
1,350 words (approx. 5.4 pages), 3 sources, $ 39.95
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From the Paper
"Introduction
The purpose of this paper is to describe and analyze the Socratic Method. Socrates usually never really arrives at a definite answer to such questions as: "What is Justice?" The situation is always left on an ambiguous note.
Socrates was born in 469 B.C. in the city of Athens.
According to his epistemology, a person's knowledge is innate. The answers already exist in the individual's mind; and so, it is only necessary to draw out this knowledge by the question and answer approach. This procedure is known as 'The Socratic Method.' J. E. Raven suggests: "First and most obvious, Socrates is always at this stage a central figure. Invariably, with his well-known irony and professions of ignorance, he sets about the merciless exposure of the self-satisfied blindness of..."
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The Trial of Socrates, 2005.
This paper argues that, in the trial of Socrates, Socrates was wrongfully condemned.
1,010 words (approx. 4.0 pages), 1 source, MLA, $ 35.95
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Abstract
This paper explains that, in his trial, Socrates was found guilty although he presented an adequate argument, but public bias wrongfully executed him. The author points out that Socrates was attempting to convey to the masses that he had followed the letter of the law on every occasion, even when it went against the decision of the Council: "I must obey the law and make my defense." The paper concludes that the Socratic Method is one of the most widespread and universal methods of deductively drawing a conclusion; thus, if Socrates corrupted the minds of the youth, then today the world is corrupted.
From the Paper
"Due to the unpopular exposure, Socrates had amassed during his quest for knowledge, the jury that heard his apology was bias; some, possibly having been ridiculed by Socrates during his search of philosophy. The people of Athens had come with the intention of convicting Socrates so that he would have been exiled. This could be seen in the dialogue between Crito and Socrates. Crito recommended to Socrates that he should flee in exile. If Socrates did so, none of the citizenry would pay any attention or care. However, Socrates being a man who had abided by the will of the State could not allow himself to flee and retain the status of a criminal. The point, which can be made from this example, is that the primary notion of the people of Athens was not for Socrates to be executed."
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"Plato?s Socrates", 2006.
Examines Socratic ethics in this book edited by Thomas C. Brickhouse and Nicholas D. Smith.
3,570 words (approx. 14.3 pages), 1 source, MLA, $ 99.95
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Abstract
In the first chapter of "Plato's Socrates", Brickhouse and Smith undertake a discussion of Socrates' methodology. The paper shows how the authors examine what has become know today as the Socratic method and argue that although this method - as understood in the modern sense - is based on the practices of Socrates, the man himself would have refuted any claims that his practices indeed constitute a method.
From the Paper
"However, there are alternatives to the title of craft: flattery, divine power, divine lot, inspiration and experience. Socrates' method could never be called flattery - it was designed to undermine and expose flaws. He did not believe that he had any special power to carry out his studies, nor did his divine monitor - the daimonion - assist him in examinations. Furthermore, Socrates insisted that anyone could initiate the elenctic method, and no particular experience was required before undertaking the routine. From all of this fact, the authors conclude that Socrates would not have believed that his questioning constituted a certain type of methodology."
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