a) so / getting through to / if

Though, as I suggested in earlier chapters, a more productive second-order response is open to us,

reconciled to Socrates? viewpoint. However, I

her gün bi&#775;r soru

text1;padding:0cm 5.4pt 0cm 5.4pt"

cevapların ve ilgin için teşekkürler.

/ others / as / however / not only / rather as / too / even further

c) so / much as / but

a) although

c) as musch as

border-right:solid black 1.0pt;mso-border-right-themecolor:text1;mso-border-top-alt:

e)better / likely / which / in / on

c yanlış cevap

a) which / whether / that / so / whom / but

conversion, but rather as a further way

a) but / much as

True, by the time Thrasymachus interrupts at 336b, Polemarchus does seem

cevap a şıkkı mı?

/ other / but / as / either / or / rather / too

e) despite / because of

c)the more / only / whom / in / in

b) despite

mso-border-left-themecolor:text1;mso-border-alt:solid black.5pt;mso-border-themecolor:

a) nevertheless / for

paylaşım sırasına göre cevaplar:

c) which / neither / nor / that / but / then

In doing so, I refine our understanding of the parallels between interlocutors and readers, and also the differences, demonstrating that... the underlying path of learning is the same, we are helped along it in different ways.

b) because of

b şıkkı olabilir mi?

Plato is not simply showing us... reflection needs to be like... it is to be productive; he is trying to initiate... process in us, and he is doing... in a way suited to someone at an early stage of development... cannot be relied upon to... responsibility for his own engagement... progress.

e) have an / whom / in need of

b) however / as well as

d) what / whether / if / so / whom / and

am inclined to see this not as a real

c) not only / but also

sevgili arkadaşlar herkes sorular hakkında yorum yapsın diye cevapları hemen vermek istemiyorum saygılarımla...!!!

b) alothough / much

d) on / although

b) so / that / if

d) notwithstanding / although

e) what / if / that / so / who / and

mso-border-themecolor:text1;border-top:none;mso-border-top-alt:solid black.5pt;

d) much / rather / yet

solid black.5pt;mso-border-top-themecolor:text1;mso-border-left-alt:solid black.5pt;

d) in view of

others / as / however / not as / rather as / too / even further

involve revision, rereading, and pause for reflection. The extent to which Polemarchus himself embarks upon this is

b) on / about

d) more / consciously/ which / in /

e) but

mso-border-themecolor:text1;mso-border-alt:solid black.5pt;mso-border-themecolor:

d) yet

c diyom

likely to

c) about / on

c) with a view to

role he plays later in Republic and want to see him as

d) nonetheless / others

Drawing upon information... over twenty-seven thousand voyages identified in the Trans-Atlantic Slave Trade Project, historians have found that those two factors played only a small role... they did find that very lengthy voyages led to much higher mortality rates.

a)more / likely / which / in / in /

c) as much as / another

Furthermore, Socrates? tactics are obvious and unsubtle, drastic and abrasive, ... ideal for...complacent interlocutors who need to be exposed to an unsettling shock... they are to see the need to engage in learning.

another / as / but / not only / but also / too / enough

none;border-bottom:solid black 1.0pt;mso-border-bottom-themecolor:text1;

Others have pointed to the more productive

debated. At the time, he does not appear to reflect in a productive way on

a) for / because

b)more / solely / what / in / or /

b) if / if / that / so / whose / and

mso-border-top-themecolor:text1;mso-border-alt:solid black.5pt;mso-border-themecolor:

I here focus on changes in the dialogue form associated with different periods of Plato?s writing; ... these are usually also linked with certain doctrinal shifts ,... various further stylistic changes, usually felt to make the?later? dialogues less dramatically and literarily interesting.

the arguments Socrates has involved him in;

interlocutors on the reader: Polemarchus? capitulation is too easy, and in fact confuses and frustrates us even further, as it is not warranted by Socrates? arguments.

elinize sağlık teşekkürler

son paylaştığım mesajı bozuk çıktı dikkate almayın lütfen

At an early stage of philosophical development, interlocutors need to have their ideas and self-conception radically challenged; this produces violent feelings, only some of which are directly helpful in the learning process; but manifesting them is... a positive thing, ... it shows that the learner is involved in a cognitive-affective way?the first step in true learning.

a) through to

a paradigm of the complacent interlocutor, for example by Annas (1981) 18?34.

of intensifying the effect of the sequence of

e) despite / but

that rare thing?a Socratic success story: see Blondell (2002) 176?8.

tutorian cevapları paylaşabilirsen iyi olur, çünkü ona göre daha fazla farklı soru tipleri görmüş oluruz.

e) although

e) despite / through

Polemarchus? experience of the argument is akin to that of a person participating in an inquiry, who follows the uncertain and unclear paths of his thought... its refutation, undergoing confusion and bafflement as he proceeds; and this is a product of the specific way in which Socrates, as director of the discussion, engages him in dialectic.

and in consequence he has been interpreted as

in / another / as / despite / not as / rather as / too / even further