PLEASE HELP!! ANSWER ASAP!!


Select the correct answer.
Look at the examples in highlighted text in the passage. Which example shows the Socratic teaching method Plato recorded?
A.
Yes, Polemarchus, - Thrasymachus said . . . .
B.
Yes, said Cleitophon, interposing, . . . .
C.
I am only repeating what you are saying, . . . .
D.
To be sure, he replied, they are liable to err.

The Republic by Plato

Plato was a student of the Greek philosopher, Socrates. He recorded many conversations between Socrates and the men of Athens in the 5th century A.D. These conversations often took a form that has come to be known as the Socratic Method, as Socrates asked questions and added examples to lead his companions to draw correct conclusions about such concepts as virtue, beauty, friendship, truth, and justice. In the following passage from The Republic, the topic is justice.

Great or small, never mind about that: we must first enquire whether what you are saying is the truth. Now we are both agreed that justice is interest of some sort, but you go on to say 'of the stronger'; about this addition I am not so sure, and must therefore consider further.

Proceed.

I will; and first tell me, Do you admit that it is just for subjects to obey their rulers?

I do.

But are the rulers of states absolutely infallible, or are they sometimes liable to err?

To be sure, he replied, they are liable to err.

Then in making their laws they may sometimes make them rightly, and sometimes not? True.

When they make them rightly, they make them agreeably to their interest; when they are mistaken, contrary to their interest; you admit that?

Yes.

And the laws which they make must be obeyed by their subjects, —and that is what you call justice?

Doubtless.

Then justice, according to your argument, is not only obedience to the interest of the stronger but the reverse?

What is that you are saying? he asked.

I am only repeating what you are saying, I believe. But let us consider: Have we not admitted that the rulers may be mistaken about their own interest in what they command, and also that to obey them is justice? Has not that been admitted?

Yes.

Then you must also have acknowledged justice not to be for the interest of the stronger, when the rulers unintentionally command things to be done which are to their own injury. For if, as you say, justice is the obedience which the subject renders to their commands, in that case, O wisest of men, is there any escape from the conclusion that the weaker are commanded to do, not what is for the interest, but what is for the injury of the stronger?

Nothing can be clearer, Socrates, said Polemarchus.

Yes, said Cleitophon, interposing, if you are allowed to be his witness.

But there is not need of any witness, said Polemarchus, for Thrasymachus himself acknowledges that rulers may sometimes command what is not for their own interest, and that for subjects to obey them is justice.

Yes, Polemarchus, - Thrasymachus said that for subjects to do what was commanded by their rulers is just.

Yes, Cleitophon, but he also said that justice is the interest of the stronger, and, while admitting both these propositions, he further acknowledged that the stronger may command the weaker who are his subjects to do what is not for his own interest; whence follows that justice is the injury quite as much as the interest of the stronger.

But, said Cleitophon, he meant by the interest of the stronger what the stronger thought to be his interest, —this was what the weaker had to do; and this was affirmed by him to be justice.

Those were not his words, rejoined Polemarchus.

Never mind, I replied, if he now says that they are, let us accept his statement. Tell me, Thrasymachus, I said, did you mean by justice what the stronger thought to be his interest, whether really so or not?

Certainly not, he said. Do you suppose that I call him who is mistaken the stronger at the time when he is mistaken?

Yes, I said, my impression was that you did so, when you admitted that the ruler was not infallible but might be sometimes mistaken.

Answer:
It is C.

Explanation:

this is like repeating what this person is saying/or doing.

The example which shows the Socratic teaching method Plato recorded is Option C.

A shared discourse between teacher and students is central to the Socratic Method. By asking thought-provoking queries, the trainer takes the lead.

This kind of questioning was also employed by Socrates to encourage people to question what they were told and to look beyond the obvious. In today's medical and legal education, the Socratic method is frequently utilized to assist students to grasp more complex topics and/or principles.

The teacher helps students learn new concepts by beginning with questions that they already know and understand. This fosters an environment where pupils are genuinely learning rather than parroting knowledge and forgetting it.

For more information about the Socratic method refer to the link:

https://brainly.com/question/977447

#SPJ2

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here is the passage to help u a bit

Colony Collapse Disorder

In 2006, beekeepers throughout the United States began to notice something new—and troubling. Adult honeybees, known as worker bees, were disappearing from their hives, seemingly abandoning them. Few or no dead bees were found in the hives, while the queen and larvae were alive and well but without the swarm of worker bees that typically attended them to keep them alive. What had happened?

The phenomenon became so widespread that it soon received a name, Colony Collapse Disorder (CCD) . There was no denying that CCD was a problem; after all, American agriculture depends on the work of honeybees and other pollinators. At least three-quarters of the crops grown in the United States depend on honeybee pollination for their survival. These include such staples as strawberries, blueberries, apples, broccoli, asparagus, and almonds. Without them, both farmers and anyone who enjoys fresh fruits and vegetables will suffer.

But what is causing this problem? Scientists have rigorously studied a variety of possible causes, ranging from genetically modified crops to climate change to cell phone towers. Sadly, nothing has shown to be the cause of the problem. The most likely culprits are pathogens, or disease-causing organisms. These have been found in larger numbers in colonies affected by CCD than in those unaffected. But these pathogens have included various viruses and bacteria, some found in greater concentrations in different parts of the country. If CCD is caused by a single disease, identifying that disease will be difficult.

The CCD epidemic is most likely the result of multiple causes—pathogens, poor nutrition, pesticides, lack of genetic diversity, and habitat loss. Efforts to prevent colony loss have been mildly successful. The number lost has declined each year since 2008. But until a solution to this problem is found, CCD will remain a concern that will threaten not only the future of bees, but also of the people who rely on the food that they help produce.


these are the questions

Which inference can be made about the cause of CCD in “Colony Collapse Disorder”?


It is a threat that needs to be identified as soon as possible.

It will impact humans and affect their health in the future.

It is very complex and will be challenging to overcome.

It affects bees most seriously but threatens other pollinators also.
Question 2
Part B

Which statement from "Colony Collapse Disorder" best supports the answer in Part A?


“Without [honeybees], both farmers and anyone who enjoys fresh fruits and vegetables will suffer.”

“Scientists rigorously studied a variety of possible causes, ranging from genetically modified crops to climate change to cell phone towers.”

“The CCD epidemic is most likely the result of multiple causes—pathogens, poor nutrition, pesticides, lack of genetic diversity, and habitat loss.”

“The most likely culprits are pathogens, or disease-causing organisms.”

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