Chapter Four - Ancient Cultures: Greece
What follows are some of the earliest written records of the Socratic method. This was a philosophical means of debate, created in Ancient Greece by the world renowned philosopher, Socrates. It is a method by which a person would make a philosophical statement and Socrates, by carefully questioning and needling them, would prove the statement to be false. In court this is known as ‘cross examination’. In Australian politics this is known as ‘Kerry O’Brien’.
Socrates used this method to point out inadequacies in people’s professed knowledge. While many people believed they were knowledgeable while being totally ignorant, Socrates believed that knowledge of his ignorance actually made him more knowledgeable than the ignorant people who thought that they were knowledgeable. This resulted in much confusion and debate in which people attacked each other’s knowledge or lack of knowledge, resulting in the revelation that nobody knew anything at all. We would now recognise this as a ‘government’.
The following is a dialogue between Socrates and a student, recorded by Plato. This particular exchange was left out of Plato’s major works, but was discovered recently in a cave outside Athens by historian and linguist Peter M. Donoghue.
Student: I think, therefore I am.
Socrates: So because you think, that means you exist, is that right?
Student: That is what I just said.
Socrates: Then it would be safe to assume that because something is capable of thought, it exists.
Student: That’s right.
Socrates: But is it not true that rocks exist?
Student: That’s right – rocks exist.
Socrates: And are rocks capable of thought?
Student: Err… maybe? I mean, no one’s ever asked them…
Socrates: (loudly) Is it not true that rocks are incapable of thought?
Student: As far as we can tell, yes, rocks don’t think, but…
Socrates: But rocks still exist, even though they don’t think.
Student: Yes, but…
Socrates: And you also exist, even though you do think.
Student: Umm… yes…
Socrates: (triumphantly) So you think, therefore you are not a rock.
Student: … Err…. Are you sure you did that right?
Socrates: Eh?
Student: Well, is not the point of your valued method of debate to contradict my initial statement?
Socrates: That is correct.
Student: And was not my original statement ‘I think, therefore I am’?
Socrates: That is also correct.
Student: Therefore the previous exchange between us was not an example of the Socratic method, correct?
Socrates: Correct… Err… what’s the score?
Student: Fifteen-love.
Socrates: Damn. Alright, try this. If a tree falls in the woods and nobody is around to hear it, does it make a sound?
Student: Are you sure that’s Socratic?
Socrates: Trust me.
Student: Well, yes, all things that fall make a sound.
Socrates: But is it not true that if you are not near a falling tree then you can’t hear it?
Student: Well… yes…
Socrates: So how can you be sure that it’s making a sound?
Student: Because trees make a sound when they fall.
Socrates: I don’t think you’re entering into the spirit of this.
Student: Well how about this. If the tree doesn’t make a sound, how do you know the tree is even falling?
Socrates: That’s not the point.
Student: And is it not true that a tree that may or may not be falling also may or may not exist?
Socrates: Well, I suppose…
Student: And so is it not true that the tree, the woods and even the concept of falling are merely human constructions and probably don’t exist anyway?
Socrates: One could say that…
Student: So does that not prove that this philosophical concept is completely ridiculous?
Socrates: I feel you’ve just weakened your argument.
Student: Thirty-love.
Socrates: Let me try this one. If you put a cat in a box, is it dead or alive?
Student: That depends – what was it when it was put in the box?
Socrates: Alive.
Student: And are there air holes in the box?
Socrates: No.
Student: Then I’m going to guess it’s dead.
Socrates: But if you can’t see it how do you know if it’s dead or alive?
Students: Because cat’s need air?
Socrates: Hmmm… Perhaps there were air holes in the box. I’ll have to check that.
Student: Where did you get that one from anyway?
Socrates: Schrodingerclese. You know what he’s like with putting animals in boxes.
Student: That poor cat. But returning to the point in question, is it not true that the fact of whether or not the cat is dead or alive is not determined until we open the box?
Socrates: That is correct.
Student: So it is safe to say that until we can see that cat we do not know what state it is in?
Socrates: That is also correct.
Student: So following on from this we can also say that the cat either exists or does not exist, is that true?
Socrates: It is.
Student: So I pose to you that the question should not be whether the cat is ‘dead’ or ‘alive’, but whether the cat ‘is’; that is – if you put a cat in a box, is it?
Socrates: … What?
Student: Forty-love.
Socrates: I don’t like this game anymore.
Student: You started it.
Socrates: Let me try this one. You have often said that courage is the endurance of the soul.
Student: No I haven’t.
Socrates: Well, it has been said by people that courage is the endurance of the soul.
Student: By who?
Socrates: Pardon?
Student: Who has ever said that?
Socrates: … People. And I put to you…
Student: What people?
Socrates: Eh?
Student: What people say ‘courage is the endurance of the soul’?
Socrates: Oh. Um… Philosophers.
Student: You are a philosopher, are you not?
Socrates: I am.
Student: And philosophers say things such as ‘courage is the endurance of the soul’, am I right?
Socrates: That is right.
Student: Which are things that nobody else says, correct?
Socrates: Correct.
Student: Then it would be true to say that philosophers say things that no other person has said before?
Socrates: Yes, that is true.
Student: Then is it not also true that philosophers make all this stuff up as they go along.
Socrates: Yes. Hang on…
Student: And that you made up this method to feel smug and intelligent without really saying anything.
Socrates: But…
Student: And I put to you that this entire exercise has been a waste of my time. Fifty-love.
Socrates: I need to find a new student.