Essay on Philosophy: Education and Meno

Submitted By maddog44
Words: 574
Pages: 3

Madison Gamba
Professor Mark Weinstein
Philosophical Orientation to Education
6 February 2015

Philosophy’s Importance Today

Society today understands that the habitual education system is founded on particular curriculum; math, science, social studies, and a plethora of electives pop into the minds of people when asked of schooling and what it entails. As such subjects are crucial for all to learn in order to progress in the “real world,” the peculiar subject of philosophy specifically can help a student broaden the overall knowledge they obtain to a level of great capacity, and it grants for endless possibilities to blossom in the mind. Philosophy is a course that is meant to challenge students by incorporating questions, ideas, and an array of perceptions into lectures and topics of discussion. As it may seem unnecessary to take, a philosophy course only enhances the holistic proficiency of education that a student already has; it is a topic that has been greatly studied and written of for decades on end. Philosophy is a tremendously imperative, critical, and paramount field of reference that has continued to be discussed and taught in schools currently; its significance to the bettering of students’ wisdom is what makes it hold importance in present-day’s education system. Throughout the play Meno, composed by philosopher Plato, Socrates (philosopher) is constantly being questioned by student, Meno. Meno asks Socrates a variety of questions pertaining to virtue, and whether or not it can be taught. Meno states “Can you tell me, Socrates, can virtue be taught? Or is it not teachable but the result of practice, or is it neither of these, but men possess it by nature or in some other way?” (Meno, p. 3). Socrates’ reply does not answer the question, yet his response is meant to make Meno think. Throughout the entirety of the play, Socrates’ answers never quite solve Meno’s questions; the purpose of his replies are to turn the question back over to Meno, and intrigue Meno to think for himself. The same circumstances of conversation take place within classrooms of various college universities today, as philosophical lecture techniques continue to embark presence. Not only are such lecture techniques taught in philosophy classes, however aforesaid tactics can be seen in almost any type of classroom setting. Many professors, whether they be teaching biology,