The Problem of Teaching Virtue Between the Protagoras and the Phaedrus

Abstract

Socrates’ final argument in the Protagoras is premised on the surprising identification of the pleasant with the good and argues that virtue is the “art of measurement” that can be easily taught to the Many. The view that virtue can be taught is also espoused by Socrates elsewhere, notably in the Phaedrus. However, while the Protagoras identifies virtue with the art of calculating the greatest pleasure, which is identified with the greatest good, in the Phaedrus virtue is shown to consist in the ceaseless search for the good. I argue that the picture of virtue presented in the Protagoras is in agreement with that of the Phaedrus in that the Protagoras depicts the first stage of the process of learning genuine virtue, which is outlined as a whole in the Phaedrus. The argument of the Protagoras then works as a protreptic: it teaches an elementary way of thinking about the ends of one’s actions and opens up the way toward genuine virtue.

Keywords

• plato
• protagoras
• phaedrus
• virtue
• education
• jan patočka
• political philosophy