A Platonic Conception of Philosophy and Teaching

One can readily contend that every child develops under the guidance of a teacher. This term has been frequently utilised throughout history in both formal and informal educational contexts. At every educational tier, including primary, secondary, colleges, technical institutions, and universities, individuals inevitably encounter specialised professional teachers, while simultaneously, parents, pastors, friends, and others fulfill informal teaching roles. Gilbert (1963), in his study on the Art of Teaching and referenced by Ayeni (2013), posited that the influence of teachers is one of the forces that have contributed to the development of our civilisation. This paper examines Plato’s conception of philosophy and teaching, using the Meno as a reference model. This is important to teaching as Meno dwells on how learning occurs through a careful guided question, meaning of knowledge, and significance of the teacher in facilitating teaching and learning without the teacher imposing his ideas on the learner, as it is displayed in the slave boy Demonstration. This is qualitative research that does not produce empirical data for analysis. The paper employs philosophical analysis, utilising logic and language as methods to clarify thought and language.