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In roughly the same year, Xenophon, a student of Socrates, was encouraged to visit the Oracle for advice on whether to accompany 10,000 mercenary Greek soldiers on an expedition to overthrow the king of Persia. "So Xenophon went and asked Apollo to what one of the gods he should sacrifice and pray in order best and most successfully to perform ...
Here, Socrates aims at the change of Meno's opinion, who was a firm believer in his own opinion and whose claim to knowledge Socrates had disproved. It is essentially the question that begins "post-Socratic" Western philosophy. Socrates begins all wisdom with wondering, thus one must begin with admitting one's ignorance.
Socrates describes four types of divine madness: [10] [12] the prophetic frenzy of the Oracle of Delphi and the priestesses of Dodona (the gift of Apollo) mystical revelations and initiations, which provide "a way of release for those in need" (the gift of Dionysus) poetic inspiration (the gift of the Muses)
Socratic dialogue (Ancient Greek: Σωκρατικὸς λόγος) is a genre of literary prose developed in Greece at the turn of the fourth century BC. The earliest ones are preserved in the works of Plato and Xenophon and all involve Socrates as the protagonist.
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Philosopher Sharon Ryan ascribes the notion of epistemic humility to Socrates' conception of wisdom in Plato's Apology. [7] In the Apology, Chaerephon asks the Oracle at Delphi whether anyone is wiser than Socrates, to which the Oracle replies in the negative. Socrates expresses surprise at the Oracle's response because he claims to know nothing.
Socrates is known for proclaiming his total ignorance; he used to say that the only thing he was aware of was his ignorance, seeking to imply that the realization of one's ignorance is the first step in philosophizing. Socrates exerted a strong influence on philosophers in later antiquity and has continued to do so in the modern era.
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]