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In philosophy, a razor is a principle or rule of thumb that allows one to eliminate (shave off) unlikely explanations for a phenomenon, or avoid unnecessary actions. [ 1 ] Examples
In philosophy, Occam's razor (also spelled Ockham's razor or Ocham's razor; Latin: novacula Occami) is the problem-solving principle that recommends searching for explanations constructed with the smallest possible set of elements.
Socratic questioning (or Socratic maieutics) [1] is an educational method named after Socrates that focuses on discovering answers by asking questions of students. According to Plato, Socrates believed that "the disciplined practice of thoughtful questioning enables the scholar/student to examine ideas and be able to determine the validity of those ideas". [2]
'argument of disproof or refutation; cross-examining, testing, scrutiny esp. for purposes of refutation' [5]) is the central technique of the Socratic method. The Latin form elenchus (plural elenchi ) is used in English as the technical philosophical term. [ 6 ]
Philosophy ('love of wisdom' in Ancient Greek) is a systematic study of general and fundamental questions concerning topics like existence, reason, knowledge, value, mind, and language. It is a rational and critical inquiry that reflects on its methods and assumptions.
The question of the nature of philosophy has important implications for which methods of inquiry are appropriate to philosophizing. [ 4 ] [ 7 ] [ 102 ] Seeing philosophy as an empirical science brings its methods much closer to the methods found in the natural sciences.
Philosophy ('love of wisdom' in Ancient Greek) is a systematic study of general and fundamental questions concerning topics like existence, reason, knowledge, value, mind, and language. It is a rational and critical inquiry that reflects on its methods and assumptions.
Meno (/ ˈ m iː n oʊ /; Ancient Greek: Μένων, Ménōn) is a Socratic dialogue written by Plato around 385 BC., but set at an earlier date around 402 BC. [1] Meno begins the dialogue by asking Socrates whether virtue (in Ancient Greek: ἀρετή, aretē) can be taught, acquired by practice, or comes by nature. [2]