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Reading Plato's 'Meno Socratic Learning as 'Question-Worthy' Pursuit'

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Title: Reading Plato's 'Meno Socratic Learning as 'Question-Worthy' Pursuit'
Language: English
Authors: James Michael Magrini
Source: Asia Pacific Journal of Education. 2026 46(2):389-401.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 13
Publication Date: 2026
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Educational Philosophy, Questioning Techniques, Teaching Methods, Learning, Hermeneutics, Phenomenology
DOI: 10.1080/02188791.2025.2477581
ISSN: 0218-8791
1742-6855
Abstract: 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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500793
Database: ERIC
FullText Text:
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  Data: Reading Plato's 'Meno Socratic Learning as 'Question-Worthy' Pursuit'
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 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.
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