Reading Plato’s Meno Socratic learning as “question-worthy” pursuit
Bibliographic Data
| ID | 21484929 |
|---|---|
| Authors | James Michael Magrini (College of DuPage) |
| Year | 2026 |
| Volume | 46 |
| Issue | 2 |
| Pages | 389-401 |
| Publication date | 2026-03-15 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Asia Pacific Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0218-8791 • E-ISSN: 1742-6855 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02188791.2025.2477581 |
| OpenAlex | W4408934320 |
| Language | EN |
| References cited | 10 |
This analysis of Plato’s dialogue Meno highlights elements of Continental philosophy that include ontology and an interpretive approach to Plato that embraces him as a proto phenomenologist. “Continental Philosophy in Platonic Scholarship Related to Learning” section introduces the elements of Continental philosophy that are present to contemporary Platonic scholarship. The mode of active learning that is common to Continental readings of Plato is discussed through comparing the Additive Model with the Integrative Model, the Socratic model for learning. “Socrates’ Pursuit of Virtue: Questioning, Co-learning, and Socratic Ignorance” section provides a close reading of the Meno, an understanding of Socrates’ practice of education, which includes the issues of formulating questions, co-learning, and learned ignorance, emerges from the analysis of Socrates’ examination of the essence of virtue. In this section, elements of Continental philosophy and the characteristics of the Integrative Model for learning are highlighted for the reader. “What socrates Might ’Teach’ Us: Socratic Intimations for Learning” section offers speculation regarding what educators might learn from Plato’s Socrates. Despite concluding that it is exceedingly difficult to replicate a Socratic education in our contemporary classrooms, moments of enlightenment are present in Plato’s dialogues that serve as food for thought for potentially transforming and improving our pedagogic philosophy and methods
Epistemology · Linguistics · Socratic method · Socratic questioning · Classical Philosophy and Thought · Philosophy · Psychology
| Citation velocity | historical |
|---|---|
| Highly cited | No |