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Symbolae Osloenses - Volume 84 by Øivind Andersen, Monika Asztalos

By Øivind Andersen, Monika Asztalos

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It enables us to produce the solutions to problems of calculation but does it put us in a position to know these solutions? That depends on what we mean by knowing here. If it means that we should also be able to justify the solutions, to explain why they are indeed the right ones, then surely not – indeed, 47 ØYVIND RABBÅS it seems to be increasingly recognized that the widespread of the calculator weakens students' mathematical understanding. 10. Griswold puts this point nicely (206): “Thamus is worried about people whose memories are full, not empty – but full of ‘book knowledge’.

The point is that the choice of terms here shows that what Socrates has in mind is the process of coming to understand some μάθημα, some body of knowledge or discipline. When Question I is raised, it is motivated by a concern with the process of generating and manifesting understanding: good speech-writing is the one that contributes artfully to this end, while bad speech-writing fails to make such a contribution. But that, again, leaves us with Question II about writing as such. Here we should note a change in terminology.

In the following I'm assuming a view of technê or epistêmê that is not universally accepted, but I don't have the space to argue for it here. For good studies of the Socratic-Platonic concept of technê and epistêmê, on which I am relying here, see J. Moravcsik, Plato and Platonism (Oxford 1992), ch. 1; A. H. Benson, Socratic Wisdom. The Model of Knowledge in Plato's Early dialogues (Oxford 2000), ch. 9. 3. G. Beck, Greek Education 450–350 BC (New York 1964), for discussion of Greek ethical education, and the poets as the teachers of the Greeks.

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