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I have attached the first paper. This one should be why and how Protagoras disagreed with Socrates and what he did believe. Content: Your second paper should summarize the position, on a matter of philosophical import, of a philosopher who lived between about 600 B.C. and 1350 A.D. This need not be a philosopher we have or will discuss in class. This should be done in approximately 600 words.The philosopher you choose should be one who does not entirely agree with the position summarized in your first paper. In other respects your paper should be much the same as your first: you should not try to summarize everything the philosopher claims–just one claim should be summarized in depth. It may be a metaphysical claim, a value claim, or an epistemological claim, but it should be one of those! If you can figure out how to navigate this map of refinement and disagreement, it may prove quite helpful to you. Just be wary of the dates, many philosophers on that list are not included in the appropriate time range! You may also find the Standford Encyclopedia of Philosophy useful. Your paper should cite few sources–obviously you should cite the original work of the philosopher you are summarizing, but beyond that you should not use more than one or two other sources. Your bibliography should not be included in your word count. I do not have a citation format preference beyond “consistent.”Your paper will be graded across five areas:Did you identify a specific argument about metaphysics, values, or epistemology from a philosopher of the appropriate time period? (0-20 points)Did you clearly and accurately summarize that argument? (0-40 points)Did you cite the original text(s) in which that argument was made, along with no more than two other academically appropriate sources? (0-20 points)Is your paper grammatically correct, proofread, formatted as instructed, and otherwise linguistically
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Socrates and Virtue
Jehad Alblywi
Professor Pike
Florida Institute of Technology
Spring 2024
1/23/2024
Socrates described virtue as possessing the knowledge to behave correctly in any given
situation based upon the intellectual knowledge that one possesses (Brickhouse & Smith, 1997).
Socrates’ central belief regarding virtue was that it could not be taught and instead is something
someone either has or does not have. He said that virtue cannot be taught, and because no one
can teach it, it cannot be learned by anyone. Socrates believed that virtue was the same in
everyone, if they possessed it, it was the same no matter who they were. “So all human beings
are good in the same way, for they become good by acquiring the same qualities. – It seems so.”
(Plato, 73c, 1901a). He suggests in this belief that someone is born with correct morals or
without them and that nothing can be done to change this throughout their entire life. He notes
this when he says “You now ask me if I can teach you, when I say there is no teaching but
recollection.” (Plato, 82, 1901a). Here Socrates suggest that learning is not truly learning rather it
is simply being asked to recollect information that we already know. What is important to note is
that while it cannot be taught, it is possible for it not to be known. One can possess all the skills
and knowledge of virtue but not know it yet. Throughout one’s life, one can discover this virtue
within oneself. This involved a long process of reflecting on one’s actions and critically
analyzing the beliefs one holds and the behaviors one carries out. Critical reflection and thinking
are crucial aspects of Socrates’ theory of virtue. Socrates believed that virtue could be seen and
observed and that someone with a virtue recognized that they did. He thought anyone who
understands virtue has little choice but to act virtuously because they know what it is.
Virtue as a concept was an essential part of Socrates’ beliefs. He believed that living a
life full of virtue was the only way to be happy and lead a life that was as fulfilling as possible.
There are specific virtues he deemed to be particularly important: the search for justice, the
implementation of self-control, having courage, and being wise (Vlastos, 1984). “Yes, Meno;
and again we are in the same case: in searching after one virtue we have found many,” (Plato, 74,
1901a). These were not to be confused with other similar actions that do not provide the same
moral standards. For example, fearlessness was not to be mistaken for courage. When deciding
whether one’s actions fall into any of these categories and align with the beliefs of Socrates,
there is one area one can look at. If these actions align with the common good, then one can be
said to be living a virtuous life under Socratic beliefs. This system can be used to make decisions
on an ethical and moral basis. Happiness and a fulfilling life cannot be achieved without leading
a virtuous life. However, he also stated that it cannot be taught to those who do not possess it.
This suggests that those born without it are destined to lead unhappy lives that are not fulfilling
no matter what they do and that they can do nothing to combat this. Only those born with virtue,
whether they know it or not, can live happy and fulfilling lives under Socratic beliefs, as long as
they have the critical analysis and reflection skills to discover this about themselves eventually.
Socrates used this and many other arguments in his trial, which was transcribed by Plato (Plato,
1901).
References
Brickhouse, T. C., & Smith, N. D. (1997). Socrates and the Unity of the Virtues. The Journal of
Ethics, 1(4), 311–324. http://www.jstor.org/stable/25115557
Plato. (1901a). Meno (B. Jowett, Trans.). In Plato & B. Jowett (Trans.), Dialogues of Plato: With
analyses and introductions, Vol. 1, pp. 235–276). Charles Scribner’s
Sons. https://doi.org/10.1037/13728-007
Plato. (1901b). The apology of Socrates.
Vlastos, G. (1984). HAPPINESS AND VIRTUE IN SOCRATES’ MORAL THEORY.
Proceedings of the Cambridge Philological Society, 30 (210), 181–213.
http://www.jstor.org/stable/44698809
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