The full question was no posted. But luckily I found it online.
Question:
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.
Republic of 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:
C is the illustration of the Socratic method of instruction that Plato noted.
The Socratic Method is based on a dialogue between instructor and pupils. The trainer takes the initiative by posing challenging questions.
Socrates used this type of inquiry to inspire people to question what they were given and to go beyond the apparent. The Socratic method is often used in medical and legal education today to help students understand more complicated subjects and/or ideas.
The instructor assists pupils in learning new ideas by starting with questions they already know and comprehend. This creates an environment in which students are truly learning rather than simply regurgitating information and forgetting it.