[50] In addition to the declarations of Sokrates to this effect in the Platonic Apology (pp. 21-23), we read the like in many Platonic dialogues. Gorgias, 506 A. οὐδὲ γάρ τοι ἔγωγε εἰδὼς λέγω ἃ λέγω, ἀλλὰ ζητῶ κοινῇ μεθ’ ὑμῶν (see Routh’s note): and even in the Republic, in many parts of which there is much dogmatism and affirmation: v. p. 450 E. ἀπιστοῦντα δὲ καὶ ζητοῦντα ἅμα τοὺς λόγους ποιεῖσθαι, ὃ δὴ ἐγὼ δρῶ, &c.
The questioner has no predetermined course, but follows the lead given by the respondent in his answers.
To eliminate affirmative, authoritative exposition, which proceeds upon the assumption that truth is already known — and to consider philosophy as a search for unknown truth, carried on by several interlocutors all of them ignorant — this is the main idea which Plato inherited from Sokrates, and worked out in more than one half of his dialogues. It is under this general head that the subdivisions of Thrasyllus fall — the Obstetric, the Testing or Verifying, the Refutative. The process is one in which both the two concurrent minds are active, but each with an inherent activity peculiar to itself. The questioner does not follow a predetermined course of his own, but proceeds altogether on the answer given to him. He himself furnishes only an indispensable stimulus to the parturition of something with which the respondent is already pregnant, and applies testing questions to that which he hears, until the respondent is himself satisfied that the answer will not hold. Throughout all this, there is a constant appeal to the free, self-determining judgment of the respondent’s own mind, combined with a stimulus exciting the intellectual productiveness of that mind to the uttermost.
Relation of teacher and learner. Appeal to authority is suppressed.
What chiefly deserves attention here, as a peculiar phase in the history of philosophy, is, that the relation of teacher and learner is altogether suppressed. Sokrates not only himself disclaims the province and title of a teacher, but treats with contemptuous banter those who assume it. Now “the learner” (to use a memorable phrase of Aristotle[51]) “is under obligation to believe”: he must be a passive recipient of that which is communicated to him by the teacher. The relation between the two is that of authority on the one side, and of belief generated by authority on the other. But Sokrates requires from no man implicit trust: nay he deprecates it as dangerous.[52] It is one peculiarity in these Sokratic dialogues, that the sentiment of authority, instead of being invoked and worked up, as is generally done in philosophy, is formally disavowed and practically set aside. “I have not made up my mind: I am not prepared to swear allegiance to any creed: I give you the reasons for and against each: you must decide for yourself.”[53]
[51] Aristot. De Sophist. Elenchis, Top. ix. p. 165, b. 2. δεῖ γὰρ πιστεύειν τὸν μανθάνοντα.
[52] Plato, Protagor. p. 314 B.
[53] The sentiment of the Academic sect — descending from Sokrates and Plato, not through Xenokrates and Polemon, but through Arkesilaus and Karneades — illustrates the same elimination of the idea of authority. “Why are you so curious to know what I myself have determined on the point? Here are the reasons pro and con: weigh the one against the other, and then judge for yourself.”
See Sir William Hamilton’s Discussions on Philosophy — Appendix, p. 681 — about mediæval disputations: also Cicero, Tusc. Disp. iv. 4-7. “Sed defendat quod quisque sentit: sunt enim judicia libera: nos institutum tenebimus, nulliusque unius disciplinæ legibus adstricti, quibus in philosophiâ necessario pareamus, quid sit in quâque re maximé probabile, semper requiremus.”
Again, Cicero, De Nat. Deor. i. 5, 10-13. “Qui autem requirunt, quid quâque de re ipsi sentiamus, curiosius id faciunt quam necesse est. Non enim tam auctoritatis in disputando quam rationis momenta quærenda sunt. Quin etiam obest plorumque iis, qui discere volunt, auctoritas eorum qui se docere profitentur; desinunt enim suum judicium adhibere; id habent ratum, quod ab eo quem probant judicatum vident.… Si singulas disciplinas percipere magnum est, quanto majus omnes? Quod facere iis necesse est, quibus propositum est, veri reperiendi causâ, et contra omnes philosophos et pro omnibus dicere.… Nec tamen fieri potest, ut qui hâc ratione philosophentur, ii nihil habeant quod sequantur.… Non enim sumus ii quibus nihil verum esse videatur, sed ii, qui omnibus veris falsa quædam adjuncta esse dicamus, tantâ similitudine ut in iis nulla insit certa judicandi et assentiendi nota. Ex quo exsistit illud, multa esse probabilia, quæ quanquam non perciperentur, tamen quia visum haberent quendam insignem et illustrem, his sapientis vita regeretur.”