I thought this section was as interesting, if not more so, than chapter 1. I still find it interesting that back in ancient Greece, schools were more about thinking and knowledge than just learning plain facts like it is today. As Mary said in the comments on my first post, the value place on knowledge has shifted, but where did it shift? Was there one event or a series of events that caused it to shift?
Another thing that I thought was cool was the difference between definitions and explanations. I like how a definition is more of a confined answer, like a fact. An explanation is much broader, kind of like a definition that expands into more discussion, like a sort of conversation starter about the meaning of something. I think both are necessary, because definitions are nice to have, as they provide a quick answer to something, while explanations expand our thinking more about the subject.
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