Abstract
The literature on Socrates’ geometry lesson to the slave-boy in Meno usually highlights merits of the lesson such as (a) resorting to visual experience (b) the method of teaching by asking questions (c) affording the slave-boy an opportunity to suggest conjectures and examine them (d) gradually leading the slave-boy towards the crucial recognition that he does not know. All these enable the slave-boy to become an active and engaged student. However, hardly any criticism has been expressed regarding some serious pedagogical flaws and drawbacks inherent in the lesson. In this study, this is considered in terms of: (a) When the slave-boy realizes and acknowledges that he does not know the specific answer to the problem presented to him by Socrates, he is not afforded an explanation of what he has learned so far or of what he does know regarding the problem and its solution. (b) He is not granted a chance to raise conjectures concerning the solution to the problem—following the introduction of the diagonal—but is rather forced to accept Socrates’ solution, which is delivered through a kind of “frontal attack.” (c) Socrates does not explain to the slave-boy, at the end of the lesson, that the original question, which was raised at its beginning, remains unanswered, and does not discuss this issue with him. (d) Socrates does not allow, or, at least, does not encourage, the slave-boy to ask questions of his own.(e) The way Socrates treats the slave-boy on a personal level is rather flawed.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Past and Present in the Humanistic Education
KEYWORDS
Meno, Socrates, Slave-boy, Geometry Lesson, Pedagogico-human flaws
