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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16. Circumstance

HOW A BILL BECOMES A LAW
by USHistory.org2016

Creating new laws is what the United States Congress is all about. However, many people criticize Congress for its inefficiency and the length of time that it takes for laws to be passed and enacted. For example, members of the 112th Congress (2011-2012) introduced 6,845 bills, but only 758 were passed. That’s 5%!

The process of creating laws is long and difficult, but our nation’s founders intentionally set it up that way. Our founders didn’t want a process where just a few people would have the power to quickly be able to make all the laws. Instead, they created many hurdles so that many people would have to agree on a law before it could be passed.

Before a bill becomes a law it must pass both chambers of Congress and be signed into law by the president. It may begin its journey at any time, but it must be passed during the same Congressional session of its proposal (a period of one year).

The two chambers of the United States Congress are called the House of Representatives and the Senate. The House has 435 members, and states with larger populations get a larger share of the representatives. States with relatively few people, like Vermont and Wyoming, each get only 1 representative, but Texas gets 36 representatives and California gets 53. The Senate is different. Each state — no matter how big or small it is — gets 2 Senators.

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If a bill passes both the House and the Senate with a majority vote, the bill is then sent to a conference committee. A conference committee is formed to merge two versions of a bill — one from the House and one from the Senate — when the two houses cannot easily agree on revisions. The members of the conference committee must come up with a compromise. The revised bill then must go back to the floors of each house and be passed by both houses before it can be sent to the president.

If the president agrees with the bill, he or she can sign it, and then it becomes a law. If the president disagrees with the bill, he or she can veto it. At that point, Congress can override the president’s veto if two-thirds of the members in the House and Senate vote to overturn the veto.

As you can see, it is very hard to pass laws in America, but this can also help protect us from leaders who have bad ideas. Winston Churchill, the former Prime Minister of Great Britain once said, “Democracy is the worst form of government, except for all the others.” When he said this, he may have been thinking about America’s government!

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B. Bills become laws after approval by either house or Senate
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D. Bills often do not become laws because they receive a presidential veto


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