Virtue Be Taught? In Order

¶ … virtue be taught? In order to answer that question, virtue must first be defined in a clear and concise manner, and in order to define virtue this paper will incorporate arguments from Meno's Socrates.

In his argument, Socrates states that common sense will tell mankind that things that make men happy "includes wealth, health, beauty and whatever is able to supply sufficiently for the body, nobility of birth, power and honor, but also temperance, justice, courage, wisdom and good fortune." (Dimas 2002-page 1) In the very next statement, however, Socrates seems to reject common sense as the qualifier for obtaining any type of learned virtue.

"If by wisdom he means virtue, he claims that virtue is the only good thing, while at the same type appears to be excluding temperance, justice and courage." (Dimas 2002-page 2) Making a statement in Euthydemus; "Socrates states unequivocally that virtue is the only thing that in itself is good." (Dimas 2002-page 7). In arguing with Menon, however, Socrates claims to not know one single thing about virtue.

In Meno Menon puts the question to Socrates this way: "Can you tell me, Socrates -- can virtue be taught? Or if not, does it come by practice? Or does it come neither by practice nor by teaching, but do people get it by nature, or in some other way?" (Meno 80e) Socrates, in turn, asks Menon how he defines virtue. Menon replies with a long winded explanation on how virtue can be defined separately for various individuals.

Socrates disagrees with Menon and clarifies his position by refuting the Menon's reply. Socrates states; "If the virtue of men and women, free men and slaves, does not share something in common then it cannot be said to be the same thing and one would necessarily call the one virtue, and the other something else. As Socrates puts it, "Even if there are many different kinds of them [virtues], they all have one something, the same in all, which makes them virtues.

Menon accepts Socrates criticism and argues that it is indeed one thing of which he speaks." (White 2006) He continues by stating that virtue entails many qualities that enhance lives for good, and can also influence other individual's lives and of those whom we come in contact with. Learned virtue can encompass many thoughts and ideas, including those such as patience, humility, courage, justice, charity, etc. Many experts agree with Socrates that virtue is a quality of both inherited and environmental atmosphere.

Another distinguishing feature of virtue ethics is that character traits are stable, fixed, and reliable dispositions. If an agent possesses the character trait of kindness, we would expect him or her to act kindly in all sorts of situations, towards all kinds of people, and over a long period of time, even when it is difficult to do so.

A person with a certain character can be relied upon to act consistently over a time." (White 2006) As Socrates and Menon continue in their conversation, parrying to and fro concerning the very nature of virtue, they, in the end agree that their conversation cannot possibly continue until they have come to a common ground in defining virtue itself. Socrates agrees to proceed but contends that they need a common ground as neither of them can say at this point what virtue is.

Socrates has Menon agree that if virtue is knowledge then it can be taught, and if not a knowledge then it cannot be taught. (Conclusion: All that is taught can be called knowledge.)" (White 2006) Many experts disagree with Socrates and believe that when born, and as an individual continues to grow, the innate ability to discern between good and bad are nurtured by surrounding circumstances. Many virtues are learned through example and the teachings of those who are closest to the learner.

The family structure is one of the strongest of these examples and influences. If raised by a family that is structured with strict discipline, strong ideals, ie; faith, hope, honesty, kindness, compassion, etc., then most likely those ideals and virtues will be adopted. There are as many different family structures in this life, as there are individuals. When attending school and there being taught various principles, individuals often learn that there are other virtues being taught besides those learned in our family environment.

Socrates would therefore believe that virtue (if it is defined as knowledge) can be gained both in the family structure and through attending school. An individual being exposed to the virtues that are all around would see an expanding world, and would therefore be able to clarify what virtues would, or would not be acceptable, in that particular individual's life. The concept of virtues will be at different levels of thinking for that individual than it would for other individuals.

Socrates would answer these experts by asking; "how can we ever learn what we do not know? Either we already know what we are looking for, in which case we don't need to look, or we don't know what we're looking for, in which case we wouldn't recognize it if we found it.

(Meno 2006 80e) Does that mean that individuals are not correct in what they think is good or bad? According to Socrates if they were raised in an environment where they could emulate others, then to them it would seem as though they were good virtues to their level of thinking. According to Socrates, it is a learned method of thinking, that is if virtue is considered as knowledge. Other influences will enter into the structure of the virtues in a man's life.

If introduced to religion at an early age, it will certainly effect how an individual would adopt good virtues and in turn, incorporate. Being taught the difference between goodness vs. evil at many levels along life's journey and growing into adolescence and adulthood, individuals are free to choose what they will become. Those raised without an outside influence such as religion will still have the peer group image at schools, work, etc. All of these will have an effect on lifestyles and virtues.

Many experts speak of individuals who have been raised in a less than accepted society that does not promote good virtues. Some of these may have been mentally abusive, physically abusive, alcoholic or drug addictions, or even tended to be of a criminal nature. The "like father, like son," acceptance isn't always true in some cases.

When some individuals are raised with negative influences surrounding them, depending on what their feelings and emotions lead them to believe, they determine at an early age to NOT accept the lifestyle and emulated virtues that are shown to them. They "turn out" in society, to be very highly acceptable individuals, and what others consider as amazing given the environment they were raised in. Organized religion in today's world also seems to have an effect on many individuals. For instance, love, hope and faith as defined by St.

Paul are what are called the chief "theological virtues." These were emulated by Jesus Christ in the life that he lived here on this earth, especially love, which was shown to all mankind. The Bible states in Matthew 5:2-11, that Christ taught on the Sermon on the Mount that mankind should emulate good virtues throughout life. These virtues, so named the Beatitudes were given as instructions for attaining heavenly rewards. It is up to mankind as to whether these instructions will be accepted and used throughout their lives or not.

Even though there are those who do not accept Bible teachings, they do accept the "golden rule," 'Do unto others, as you would have them do unto you'. Virtue Ethics are different that religious virtue and is defined in the Encyclopedia of Philosophy is an umbrella term recently created that encompasses a number of different theories. It has been characterized as a movement that rivals consequentialism and deontology as it focused on the central role of concepts like.