“Can you tell me Socrates, can virtue be taught?”
Meno’s question: “Can you tell me, can virtue be taught?” needs to be examined carefully in order to provide an answer that would demonstrate “good thinking” as we have discussed in class sessions up to this point. We cannot simply bring our own disorganized thoughts into this discussion and expect clarity. We must use our critical thinking skills in such a way that provides not only our personal opinion and to the topic addressed, but also incorporates what others have said about this topic of virtue. Our response to the question presented must be thoroughly thought out.
Meno’s question poses a number of problems. One cannot merely answer the initial question without some careful investigation. Not only does the person answering Meno have to take a look at the question in its entirety, but each of the two parts need to be accounted for. The first part of this question is “Can you tell me?”, and the second part is “can virtue be taught?” In order to answer the first question in this two part inquiry we need to first provide a response to the latter part. Additionally in attempting to give an answer for the second part of the question “can virtue be taught?” we need to identify what virtue is. As we can see, the task set before us of answering this two-fold inquiry may become a bit tricky in the process, and careful analysis is required.
Although I came to a definition of what virtue is I discovered that there are many different ideas as to what values or characteristics are genuinely virtues, not to mention which virtues are most desirable. The Webster’s Dictionary defines virtue as: “general moral excellence; right action and thinking; goodness or morality; a good quality or feature” (WEBSTER’S DICTIONARY—change this). As we can conclude from this definition it may not be as easy as simply defining virtue. We need to now look further and consider what “good qualities”, are considered virtues. While investigating the “good qualities” that are found to be virtues, I discovered that what is considered to be a virtue to one person may not be the same for another.
For example, for some the list of desired virtues may include the following: caring, tolerance, loyalty, patience, and humility. Yet for another the list may be quiet different and include gentleness, kindness, self-discipline, peace, and wisdom. As we can tell from comparing these lists we can determine that desirable virtues may vary from one person to the next.
As Christians we are instructed through the scriptures as to which virtues should govern our lives. Love, of course, is a major asset to our lives as Christians. God’s word goes to great lengths to point out that love is essential to our lives as followers of Christ. The Bibles teaches that Love is the central virtue of Christianity and the greatest of all virtues. We arrive at this conclusion by reading several scriptures including 1st Corinthians 13:13 which reads, “And now these three remain: faith, hope, and love. But the greatest of these is love”, that love is without question the greatest virtue. (Holy Bible, I. Corinthians 13:13).
This then brings up yet more questions in the long list of question that have already been formulated. If God’s word is our authority on virtues we should posses as Christians, then who or what is the authority on virtues that non-believer’s value? Do non-believers even strive to be virtuous in their thoughts and action, and if so what virtues do they deem necessary? I can answer these questions through my limited knowledge of the subject, but what I can say is by no means the absolute concrete answer to these questions. I do indeed believe that some non-believers do strive to posses certain virtues. I have experiences interactions with non-believers that have been more pleasant than some of my interactions with professing Christians. I have seen ways in which non-believers have demonstrated Christ-like qualities such as love, faith, and hope without even knowing Christ. I wonder then if the virtues they displayed were genuine, or just simply a reflection of a virtuous quality. We read from the scriptures in 1st John 4:7, 8 that love comes from God and God is love (Holy Bible, I. John 4:7,8).What I am getting at is that if God is love and love comes from God, then how can someone that does not know God truly love? Although this is an interesting question, I do not feel I am adequately knowledgeable on this topic to make an informed decision at this time.
There have been numerous debates on the subject of virtue and whether or not it is learned or naturally a part of who we are as human beings. Most of these debates come back to the “nature vs. nurture” argument. Some have suggested that virtues are knowledge of good morals and acting those out. According to John Locke, we when we are born our minds are a “blank tablet”, and we have no ideas. He reasons that all knowledge is acquired through experiences that shape our lives (Sproul, 95).
In The Good Life, Colson contrasts Locke’s opinion when he explains that “this inherent sense of right and wrong is so deeply ingrained in us that even when we deny it, we behave as if it exists. We may not like our conscience to dictate us, but we all long for the goal that conscience prods us towards—justice” (Colson, 253). He also makes this statement that “the simple truth is that you cannot live the good life without conscience, which convicts and guides us” (Colson, 252).
The fact that kids try to cover up their lies points to virtue as being innate and ingrained in each of us. Even children know that lying is wrong and that telling the truth is virtuous. If this was not the case they would not try so hard to make up outlandish lies. Of course, going to great lengths to the cover up of their lies may just be an attempt to get them out of trouble because they have experienced punishment for lying in the past. In which case this would be an example of virtue being taught through experiences.
I tend to incorporate both Locke and Colson’s ideas. I do not believe that virtue is something that is solely taught and not a part of who we are from the very beginning of our lives. I believe that virtue is somewhat characteristic of human nature. All humans posses virtue to a certain degree and therefore, virtue must be instilled in us. I do however; believe that we can be taught virtue as well through experiences. I tend to think that the learning aspect of virtue and the innate aspect are both incorporated and go hand in hand. I do not believe we can have one without the other. In other words, our conscience that was instilled in us from the beginning of our lives, and the experiences we encounter are both needed to shape out view of virtue and if we choose to live a virtuous life.
Through trying to gain a reasonable answer to the initial two-fold question, I feel that I am even further away from the answer to the initial question than when I began. I feel that I have created more questions that need to be addressed rather than answer the one question I was initially presented with. Throughout this process of attempting to answer Meno’s inquiry I have discovered that the more I uncover on the topic of virtue the less I know. But I have begun to formulate my own ideas and opinions regarding virtue.
Based on everything that has been said up to this point, I believe my answer to the first half of Meno’s question is a somewhat hesitant yes. I can indeed answer the question of the possibility that virtue may in fact be taught according to what I believe to be true, although I am not sure I will be able to give the final answer on this subject. I can convey others’ ideas and their perspective of whether virtue can be taught, and I can give my own opinion, but in the end I do not know if I can give a definite, concrete answer.
Works Cited:
Holy Bible New International Version. International Bible Society.Grand Rapids,Michigan: Zondervan, 1984.
Sproul, R.C. The Consequences of Ideas. Illinois: Crossway Books, 2000.
Colson, Charles. The Good Life. Tyndale House Publishers, 2005.
Meno’s question: “Can you tell me, can virtue be taught?” needs to be examined carefully in order to provide an answer that would demonstrate “good thinking” as we have discussed in class sessions up to this point. We cannot simply bring our own disorganized thoughts into this discussion and expect clarity. We must use our critical thinking skills in such a way that provides not only our personal opinion and to the topic addressed, but also incorporates what others have said about this topic of virtue. Our response to the question presented must be thoroughly thought out.
Meno’s question poses a number of problems. One cannot merely answer the initial question without some careful investigation. Not only does the person answering Meno have to take a look at the question in its entirety, but each of the two parts need to be accounted for. The first part of this question is “Can you tell me?”, and the second part is “can virtue be taught?” In order to answer the first question in this two part inquiry we need to first provide a response to the latter part. Additionally in attempting to give an answer for the second part of the question “can virtue be taught?” we need to identify what virtue is. As we can see, the task set before us of answering this two-fold inquiry may become a bit tricky in the process, and careful analysis is required.
Although I came to a definition of what virtue is I discovered that there are many different ideas as to what values or characteristics are genuinely virtues, not to mention which virtues are most desirable. The Webster’s Dictionary defines virtue as: “general moral excellence; right action and thinking; goodness or morality; a good quality or feature” (WEBSTER’S DICTIONARY—change this). As we can conclude from this definition it may not be as easy as simply defining virtue. We need to now look further and consider what “good qualities”, are considered virtues. While investigating the “good qualities” that are found to be virtues, I discovered that what is considered to be a virtue to one person may not be the same for another.
For example, for some the list of desired virtues may include the following: caring, tolerance, loyalty, patience, and humility. Yet for another the list may be quiet different and include gentleness, kindness, self-discipline, peace, and wisdom. As we can tell from comparing these lists we can determine that desirable virtues may vary from one person to the next.
As Christians we are instructed through the scriptures as to which virtues should govern our lives. Love, of course, is a major asset to our lives as Christians. God’s word goes to great lengths to point out that love is essential to our lives as followers of Christ. The Bibles teaches that Love is the central virtue of Christianity and the greatest of all virtues. We arrive at this conclusion by reading several scriptures including 1st Corinthians 13:13 which reads, “And now these three remain: faith, hope, and love. But the greatest of these is love”, that love is without question the greatest virtue. (Holy Bible, I. Corinthians 13:13).
This then brings up yet more questions in the long list of question that have already been formulated. If God’s word is our authority on virtues we should posses as Christians, then who or what is the authority on virtues that non-believer’s value? Do non-believers even strive to be virtuous in their thoughts and action, and if so what virtues do they deem necessary? I can answer these questions through my limited knowledge of the subject, but what I can say is by no means the absolute concrete answer to these questions. I do indeed believe that some non-believers do strive to posses certain virtues. I have experiences interactions with non-believers that have been more pleasant than some of my interactions with professing Christians. I have seen ways in which non-believers have demonstrated Christ-like qualities such as love, faith, and hope without even knowing Christ. I wonder then if the virtues they displayed were genuine, or just simply a reflection of a virtuous quality. We read from the scriptures in 1st John 4:7, 8 that love comes from God and God is love (Holy Bible, I. John 4:7,8).What I am getting at is that if God is love and love comes from God, then how can someone that does not know God truly love? Although this is an interesting question, I do not feel I am adequately knowledgeable on this topic to make an informed decision at this time.
There have been numerous debates on the subject of virtue and whether or not it is learned or naturally a part of who we are as human beings. Most of these debates come back to the “nature vs. nurture” argument. Some have suggested that virtues are knowledge of good morals and acting those out. According to John Locke, we when we are born our minds are a “blank tablet”, and we have no ideas. He reasons that all knowledge is acquired through experiences that shape our lives (Sproul, 95).
In The Good Life, Colson contrasts Locke’s opinion when he explains that “this inherent sense of right and wrong is so deeply ingrained in us that even when we deny it, we behave as if it exists. We may not like our conscience to dictate us, but we all long for the goal that conscience prods us towards—justice” (Colson, 253). He also makes this statement that “the simple truth is that you cannot live the good life without conscience, which convicts and guides us” (Colson, 252).
The fact that kids try to cover up their lies points to virtue as being innate and ingrained in each of us. Even children know that lying is wrong and that telling the truth is virtuous. If this was not the case they would not try so hard to make up outlandish lies. Of course, going to great lengths to the cover up of their lies may just be an attempt to get them out of trouble because they have experienced punishment for lying in the past. In which case this would be an example of virtue being taught through experiences.
I tend to incorporate both Locke and Colson’s ideas. I do not believe that virtue is something that is solely taught and not a part of who we are from the very beginning of our lives. I believe that virtue is somewhat characteristic of human nature. All humans posses virtue to a certain degree and therefore, virtue must be instilled in us. I do however; believe that we can be taught virtue as well through experiences. I tend to think that the learning aspect of virtue and the innate aspect are both incorporated and go hand in hand. I do not believe we can have one without the other. In other words, our conscience that was instilled in us from the beginning of our lives, and the experiences we encounter are both needed to shape out view of virtue and if we choose to live a virtuous life.
Through trying to gain a reasonable answer to the initial two-fold question, I feel that I am even further away from the answer to the initial question than when I began. I feel that I have created more questions that need to be addressed rather than answer the one question I was initially presented with. Throughout this process of attempting to answer Meno’s inquiry I have discovered that the more I uncover on the topic of virtue the less I know. But I have begun to formulate my own ideas and opinions regarding virtue.
Based on everything that has been said up to this point, I believe my answer to the first half of Meno’s question is a somewhat hesitant yes. I can indeed answer the question of the possibility that virtue may in fact be taught according to what I believe to be true, although I am not sure I will be able to give the final answer on this subject. I can convey others’ ideas and their perspective of whether virtue can be taught, and I can give my own opinion, but in the end I do not know if I can give a definite, concrete answer.
Works Cited:
Holy Bible New International Version. International Bible Society.Grand Rapids,Michigan: Zondervan, 1984.
Sproul, R.C. The Consequences of Ideas. Illinois: Crossway Books, 2000.
Colson, Charles. The Good Life. Tyndale House Publishers, 2005.
posted by Meg at 12:02 PM
0 comments
