Protagoras by Plato
My rating: 4 of 5 stars
But you cannot buy the wares of knowledge and carry them away in another vessel; when you have paid for them you must receive them into the soul and go your way, either greatly harmed or greatly benefited
In style the Protagoras is intermediate between the questioning Socrates of the early dialogues and the doctrinizing Socrates of the Gorgias. Here, Socrates is not only concerned in revealing the confusion of common notions, but also in advancing his own theories; yet the dialogue ends on an inconclusive note and, what is more, the ideas that Socrates advances are not the ones we recognize as Plato’s own mature philosophy.
As in the Gorgias, Socrates enters a gathering of sophists and their admirers, with the intent of questioning the practice of Sophism. Unlike Gorgias the rhetorician, however, Protagoras the sophist proves himself to be a formidable opponent. Indeed, in the beginning of the dialogue Protagoras has the upper hand, effectively resolving Socrates’ doubts regarding the teachability of virtue.
Socrates questions whether virtue can be taught, because, if virtue is teachable, then why do good men have bad sons? And why are their no specialists in virtue, as there are specialists in medicine and carpentry? Protagoras counters, first, with a myth about the origin of virtue, explaining that it was a gift of Zeus to all humans. Thus everyone is capable of virtue, and everyone is a teacher of virtue according to her ability; indeed you might say that virtue is taught all the time every day, just like Greek is. To illustrate the point, Protagoras uses a thought experiment involving a society where everyone played the flute. In such a society, some good men would likely have sons who were subpar flute players; but even the worst player in that society would likely be adept relative to a non flute-based society.
To drive home the point, Protagoras observes that punishment would be unreasonable if virtue were not teachable. For to punish as pure retribution is irrational and beastly—naked vengeance, which may satisfy anger but which will not undo any past wrongs. Punishment can only be rational if it is directed towards the future: to correct the wrongdoer and to discourage any others from following her example. The fact that the Athenians punish therefore proves that they believe that virtue can be taught.
Socrates uncharacteristically declares himself wholly satisfied and convinced by this answer. But one doubt remains: Are the parts of virtue, such as wisdom, courage, or piety, all independent, or are they all different names for the same basic thing? Protagoras at first asserts them to be different; a person may be courageous but impious, for example. However, Socrates trips him up with a question about opposites. Does everything have only one opposite? Yes, says Protagoras. So everything that is not wise is foolish? Of course. Then it is possible for piety to be foolish? At this Protagoras hesitates, and attempts to stop the conversation. Meanwhile, Socrates puts forth his doctrine that virtue is knowledge, specifically knowledge of pleasure and pain; and that this knowledge allows us to accurately estimate the pleasant and painful consequences of actions, and to make the best choice. (Plato would not persist with this position.)
In the course of this argument, Socrates and Protagoras have a dispute about the length of their responses. After Protagoras gives a little speech in answer to a question, Socrates professes himself too forgetful to follow long utterances, and requests that Protagoras stick with short answers. (This request is made to Gorgias, too.) Protagoras bristles at this and wants to quit; it takes the surrounding party to convince him to carry on. This seems to have been one of Socrates’ (and Plato’s) main complaints against the sophists, namely that they conceal poor reasoning in extended eloquent speeches. Plato also takes the opportunity to poke fun at those who argue by quoting and interpreting poems, putting a long and wholly implausible interpretation of a poem in Socrates’ mouth, thus illustrating that with sufficient ingenuity any meaning can be extracted from any poem.
The combatants disperse as friends and Socrates lives to argue another day.
My rating: 3 of 5 stars
And how will you enquire, Socrates, into that which you do not know? What will you put forth as the subject of enquiry? And if you find what you want, how will you ever know that this is the thing which you did not know?
Reading this dialogue immediately after reading the Protagoras confronts the reader with the mystery of Plato. For here are two dialogues, both about the same questions—What is virtue? Can it be taught?—and coming to opposite conclusions. And this leads to still more questions: Was Plato’s own opinion changing? Or was he representing Socrates’ opinions in one dialogue and his own opinions in another? Or did Socrates’ own opinion change? Or is it some other mixture of reported and original thought? It is impossible to know the answer—but that has never stopped philosophers.
The Meno is a fine example of Plato’s economy. Not a word is wasted in this dialogue. We begin with the inquiry and jump straight into difficulties. Can virtue be taught? Well, what is virtue? Meno says that each type of person has their own virtue—women, men, slaves, citizens, children, adults, and so on. To which Socrates responds that these virtues, qua being virtues, must all have at least one quality in common. (Here Wittgenstein would interject.) Then Meno throws up his hands, declares himself stunned, and offers his famous paradox (quoted above).
Socrates weasels his way out of this with the Platonic doctrine of remembrance. What if we are born (rather, reborn) already filled with true knowledge, and must merely remember what our souls learned during their sojourns in heaven. He demonstrates by leading one of Meno’s young slaves through a mathematical demonstration of square roots. By making the correct deductions, the boy is able to find the right conclusions, from which Socrates concludes that the boy “knew” the information all along. (Though this conclusion will likely strike most of us as absurd, one must keep in mind that, for Plato, all empirical knowledge—knowledge gained through the senses—was not truly knowledge at all, since the observed world changes, but the Truth remains forever eternal.)
The slave boy retreats, enlightened but not emancipated (depressingly, not even great thinkers had scruples about slavery back then), and Socrates and Meno return to the original question. Anytus the politician then appears, whom Socrates uses to prove that the sons of great men are often rather ordinary as far as virtue is concerned, which prompts Anytus to warn Socrates not to slander citizens (he would later be an accuser of Socrates during his trial). There are two possible explanations for this: Either virtue cannot be taught, in which case it is not knowledge; or these great men did not themselves possess the knowledge of virtue.
This second option is pursued by Socrates, who makes a delicate division between “knowledge” and “true opinion.” These may sound identical, but for Socrates the latter is distinguished by not being properly justified. If, for example, I guess that a book of poetry is under the table, and it is under the table, I have true opinion, since I was correct, but not knowledge, since my being correct was fortuitous. Socrates concludes that these great men acted virtuously from true opinion—vouchsafed by the gods—and not real knowledge, since they could not transmit their virtue.
As a teacher myself, I cannot help being interested in the questions of this dialogue. For me, the fundamental paradox was aptly summed up by Gibbon: “the power of instruction is seldom of much efficacy, except in those dispositions where it is almost superfluous.” That is, teaching will most benefit those who least need teachers, since they are motivated to learn on their own, and vice versa. This seems to apply as much to mathematics as it does to virtue. Can a virtuous Hadrian whip a vicious Commodus into shape? I am skeptical. And yet, it is this quixotic task I have set before me.