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Teaching Socrates to First-Year Philosophy Students in Iran, Based on Plato’S Euthyphro by Maryam Forghani and Sofia a Koutlaki

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Teaching Socrates to First-Year Philosophy Students in Iran, Based on Plato’S Euthyphro by Maryam Forghani and Sofia a Koutlaki Teaching Socrates to First-year Philosophy Students in Iran, Based on Plato’s Euthyphro by Maryam Forghani and Sofia A Koutlaki discussions, but they are generally keen Abstract Introduction to question received ideas. As regards the second question, we Is it possible to teach philosophy to first- In order to highlight the importance of chose a Socratic dialogue because of the year philosophy students in a way similar this project, we raise three questions: Why importance of Plato’s works as to the one Socrates used to teach his inter- was this new plan introduced for first-year foundations of the western philosophical locutors in the early dialogues? Socrates students in philosophy? Why did we tradition which undoubtedly began with conducted challenging discussions in the choose ‘Socratic philosophy’ to introduce Socratic thought. Indeed, Socratic agora of Athens; he began with examin- philosophy to first-year students? And philosophy is the starting point of the ing everyday routine concepts, subjected why did we chose Plato’s Euthyphro in history of philosophy, so we reasoned his interlocutors to scrutiny—ἒλεγχος— order to do so? that students’ familiarity with it could help showed the contradictions in their think- In response to the first question, them develop an accurate understanding ing, and often finally arrived at both his first-year students were chosen for this of other western philosophies. and their ignorance. The starting point of project because according to the set Thirdly, we chose Euthyphro among this paper is whether is it possible to teach university curriculum, philosophy other Socratic dialogues because of its Socratic philosophy following the Socratic students in Iranian universities must pass subject-matter, namely piety. This has a Method. Here, we defend this possibility a compulsory course on ancient Greek special relevance in Iranian society, where based on our practical experience of teach- philosophy in the first two semesters. a religious atmosphere is dominant, while ing Plato’s Euthyphro to first-year stu- Therefore it was decided that the at the same time many Iranians grapple dents. In particular, the first author taught compulsory course would be with challenging questions on such as three groups of first-year philosophy stu- complemented well by the Euthyphro divine law, religious ethics, the relation dents, for three semesters—Autumn 2016, course. This was the first time that between religious injunctions and reason Spring and Autumn 2017—in the Depart- Platonic philosophy was taught to and many others. Therefore, it was ment of Philosophy at ATU (Allameh first-year students through a Platonic anticipated that this dialogue would Tabataba’i University, Tehran, Iran). text. ensure students’ engagement with the The paper is organised in three parts. However, another, possibly more topic of piety and their active The first part looks at the importance of significant, reason was the similarity participation in discussions. this project for learning philosophy in between the characters in Plato’s general. The second part describes briefly Socratic dialogues and first-year the practical details of teaching and students. Socrates’ interlocutors are not management of this class teaching. Finally philosophical characters, but are rather The conduct of the project the last part analyses precisely the well-known in the social-political sphere outcomes of this project on the basis of and are generally keen on discussion. The first author, the MA student of our experience, both in regard to Euthyphro Although first-year students, unlike philosophy at ATU, proposed this teaching as a ‘Socratic’ dialogue on the one hand, Socrates’ interlocutors, are not plan to her supervisor, Dr. Ahmadali and also as a dialogue on the subject- specialists in any area, they similarly lack Heydari, Assistant Professor, Department matter of ‘piety’, on the other hand. familiarity with philosophical of Philosophy at ATU in Spring 2016. Her The Journal of Classics Teaching 19 (38) p.36-41 © The Classical Association 2018. This is an Open Access article, distributed under the terms of Downloaded36 from https://www.cambridge.org/corethe Creative Commons Attribution. IP address: licence 170.106.33.22 (http://creativecommons.org/licenses/by/4.0/),, on 26 Sep 2021 at 03:48:59, subject to the Cambridge which permits Core termsunrestricted of use, available re-use, atdistribution, and https://www.cambridge.org/core/termsreproduction in .any https://doi.org/10.1017/S205863101800020X medium, provided the original work is properly cited. proposal was referred to the Department, We focus these points in more detail • Is it pious (or moral) for a son to which approved it for implementation in below. prosecute his father? What is the criterion the autumn term 2016. Because it was the for a pious (or moral) action? If a person first time that such a project was carried I. Is Euthyphro a philosophical study or an commits murder, should we take into out, the first author sought advice from the open-ended story? account who the murderer and the victim second author, who had previously taught are, and in which situation this murder Classical Greek to undergraduates at the As we anticipated, the first feedback was was committed, or should a murderer be University of Tehran and was also teaching rather negative. Plato’s way of beginning prosecuted in every situation irrespective Classical Greek to research fellows at the the dialogue in terms of the scene of the of circumstances? Encyclopaedia Islamica in Tehran. dialogue (agora), (Euthyphro, 2a), the Because of the importance of this description of Meletus’ appearances (2b), • Is there agreement among different project, it was decided that this project the narration of murder by Euthyphro’s religions on the criteria of piety and would form part of the compulsory father (4d), Euthyphro’s ability to foretell impiety? Could we identify any actions first-year course ‘Pre-Socratic the future (3c), and so on, made students that are considered impious in every philosophers and Plato’ (History of consider the beginning part of the religion? Ancient Greek Philosophy I), usually dialogue an unimportant fictional offered in the first semester, rather than introduction which they would rather • What is the relation between piety and offering it as an extra-curricular course. rush through in order to arrive at the morality? Is every pious action moral and The course ‘Pre-Socratic philosophers philosophical (according to them) parts. every impious action immoral? and Plato’ is a four-credit course, and the They understood the dialogue as an Euthyphro component was assigned 25% open-ended story. The Plato they • Why do we carry out religious of the final grade. encountered was completely different practices? Is it to please God? Is it from the concept of ‘philosopher’ that possible to please God? they had had in mind previously. However, as the reading progressed, In the discussion of these questions, The outcomes students came to understand that in students really tried to find a definitive Plato’s dialogues every detail is answer. They strove to arrive at the ‘one’, This teaching project had a variety of significant. After arriving at the ‘right’ and ‘true’ answer. As an instance, useful outcomes, which are presented philosophical (according to them) parts in when we posed the question ‘Is every here in the form of points classified the following pages, they observed the pious action moral?’ students expected to under two categories: A. the points under function of apparently superfluous arrive at the ‘one’ direct answer ‘Yes’ or the first category relate to central descriptions for the illumination of the ‘No’. They believed that ‘affirmation’ and problems of Euthyphro as a ‘Socratic characters. They figured out that ‘rejection’ are the only possible answers, dialogue’, like aporia, question-worthiness, characters’ philosophical ideas are not a and they felt compelled to resolve this elenchus, ‘I know that I do not know’ and catalogue of an inferior mind against problem to one side or the other of the so on. B. the points under the second Socrates’ profound thought, but a series dilemma. Even when they mistakenly category relate to Euthyphro as a Socratic of philosophical problems in the believed to arrive at the definitive answer dialogue ‘on the subject matter of piety’. dialogue with Socrates’ thought. ‘Yes’ to the mentioned question, they Students declared that these attempted to continue the discussion in A. The outcomes of teaching Euthyphro as a apparently non-philosophical details such a way that every exemplar of the ‘Socratic dialogue’: render the understanding of Euthyphro pious actions is categorised under more difficult. When they became familiar morality. Sometimes they faced This part focuses on our experiences in with the commentaries on Plato’s counterexamples: they could not connection with six central problems of philosophy, they figured out that the convince themselves to consider some any Socratic dialogue: puzzle of the relationship between the pious actions, like ‘prosecuting father’ philosophical and non-philosophical parts (according to the Euthyphro), as a moral I. Is Euthyphro a philosophical study or in Plato still remains a real question for action. However, they still tried to an open-ended story? any reader. Indeed, the question of how provide persuasive evidence for the commentators should read Platonic rightness of their definitive answer ‘Yes’, II. The im/possibility of arriving at a dialogues if every incidental detail is showing that if a person commits certain answer to philosophical potentially significant has always remained murder, we should prosecute the murder, questions. a challenge. without taking into account who the murderer is. III. The difficulty of coming to terms II. The im/possibility of arriving at a certain This approach was augmented by with ‘All I know is that I know answer to philosophical questions some aspects of the Iranian educational nothing’. system: the most important measure of Before encountering the central question academic success is a final mark, and a IV.
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