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<p>The paper focuses exclusively on the famous geometry lesson given by Socrates to the slave-boy in Plato’s <i>Meno</i>, providing an in-depth analysis that emphasizes the pedagogical aspects of the lesson. This approach allows for an examination of the lesson that teachers, educators and students alike—regardless of their interest in the philosophical ideas brought up in the <i>Meno</i>—will be able to understand and find helpful. The paper aims to contribute to the research and to our understanding of this pedagogical encounter in the following ways: (a) This kind of perspective enables us to closely examine the intricacies of the pedagogy of the lesson and discover what may be considered as serious pedagogical flaws and drawbacks of the lesson, which could render the assessment of Socrates’ pedagogy more nuanced. (b) Focusing on the lesson itself allows us to examine the relationship between Socrates as a teacher and the slave-boy as a pupil—an examination which enables to raise criticism of the way Socrates treats the slave-boy as a person. (c) The question of whether the lesson advances the moral education of the slave-boy is raised and the discussion of the issue aims to yield a nuanced answer.</p>

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A Critical Examination of Socrates’ Geometry Lesson: Pedagogy, Teacher-Student Relations and Moral Education

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  • 出版模式：

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  • 发表日期：

    2025年4月20日

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  • Adam Weiler Gur Arye

摘要

The paper focuses exclusively on the famous geometry lesson given by Socrates to the slave-boy in Plato’s Meno, providing an in-depth analysis that emphasizes the pedagogical aspects of the lesson. This approach allows for an examination of the lesson that teachers, educators and students alike—regardless of their interest in the philosophical ideas brought up in the Meno—will be able to understand and find helpful. The paper aims to contribute to the research and to our understanding of this pedagogical encounter in the following ways: (a) This kind of perspective enables us to closely examine the intricacies of the pedagogy of the lesson and discover what may be considered as serious pedagogical flaws and drawbacks of the lesson, which could render the assessment of Socrates’ pedagogy more nuanced. (b) Focusing on the lesson itself allows us to examine the relationship between Socrates as a teacher and the slave-boy as a pupil—an examination which enables to raise criticism of the way Socrates treats the slave-boy as a person. (c) The question of whether the lesson advances the moral education of the slave-boy is raised and the discussion of the issue aims to yield a nuanced answer.