The methods of argument used by Socrates in the works of Plato
             focused on actual knowledge. This method, known as the Socratic Method, is
             unconventional. It is not a means of argument through persuasion or
             opinion, but rather a tool of view through question and challenge.
             The method considers knowledge as being inherent to the human
             soul rather than a study of how things are. In this essay, I will examine how
             this unique method relates and operates with the unique style of text in
             Socrates' method of teaching by asking questions searched for
             definitions. In his method of argument, he would challenge anyone with a
             pretense to knowledge. Socrates argued his theories of how actual knowledge
             is attained through joining in discussion with another person who thought
             he knew what virtue or expertise was. Under this questioning, it became
             clear that neither Socrates nor the other person knew the meaning of such
             terms. Socrates then would cooperate with whomever he was talking to on a new
             idea where Socrates would make interrogatory suggestions that were either
             For Socrates, knowledge was not merely accepting a second-hand
             opinion, but personal achievement gained through continuous questioning
             and evaluation. Through Socrates' question of himself and of others, his
             arguments on attaining true knowledge involved not learning the
             answers but searching for them. The search was more successful when done
             by two friends, perhaps one (Socrates) being more experienced than the
             other, but both in love with the goal of truth, knowledge, and the willingness
             to subject themselves honestly to the critical test of argument alone.
             Socrates' greatest strength in his method of view was his ability to
             stimulate the thinking of others to aid him in his hypothesis of actual
             knowledge. He opposed cross-examination in a set pattern. This is clearly
             displayed in Meno after Socrates questioned a boy with a geomet...