The philosophical dialogues explore themes like the intrinsic and instrumental value of justice, its origins, and its social utility. Discussions juxtapose justice against injustice, scrutinizing consequences such as social harmony or discord. Dialogues also interrogate the voluntary versus involuntary nature of just actions, evaluating motivations behind ethical behavior. These themes reflect broader inquiries into human nature, morality, and societal structures, fundamentally questioning whether individuals act justly out of genuine moral conviction or external compulsion due to societal expectations .

Protagorean teachings are characterized as self-refuting by asserting relativism, claiming truth is subjective and different for each individual. This claim itself is presented as a statement of objective truth, thereby contradicting the foundational premise that all truth is relative. Socrates exploits this inconsistency by showing that if Protagoras' doctrine is subject to its relativistic criteria, then it must also be false for those who do not believe it, undercutting its universal validity .

The study of Sophists presents challenges related to the historical and philosophical skepticism towards their motivations and teachings. Sophists are often associated with corrupting youth and promoting skepticism towards traditional values and religious beliefs, leading to moral and intellectual controversies. Furthermore, the lack of tangible evidence and consistency in Sophists' methods and philosophies makes comprehensive analysis difficult, as their works are primarily known through critiques by others like Plato. This ambiguity complicates efforts to accurately understand and evaluate their contributions to philosophical discourse .

The concept "Man is the measure of all things" signifies a radical form of philosophical humanism in Protagoras' thought. It suggests that truth and reality are relative to each individual’s perception, meaning that judgments about what is, are essentially determined by human experiences and interpretations. Rather than supporting outright relativism, this idea indicates a focus on human-centered critical inquiry. It challenges notions of objective truth in favor of subjective experiential interpretations .

Older Sophists emphasized rhetoric and dialectic, focusing on effective communication and philosophical debate as key educational tools. They were known for their persuasive oratory skills and ability to argue multiple perspectives. In contrast, younger Sophists leaned towards eristic methods, which prioritized winning arguments often without regard for truth or ethical considerations. This shift indicates a transition from a more philosophical engagement to a strategic form of discourse, possibly reflecting changes in societal attitudes and educational goals .

Protagoras defends the teachability of virtue by claiming that the ability to engage in politics and possess virtue is distributed among all humans by the gods, as evidenced in the myth he narrates. He suggests that individuals possess a natural inclination towards shame and justice, attributes necessary for societal cohesion, which can be cultivated and taught. Protagoras further argues that some level of virtue is crucial for maintaining society, implying parental influence and societal interactions as mechanisms of its transmission .

Protagoras uses the myth to illustrate how the gods distributed attributes of shame and justice among all humans to enable societal existence and flourishing. This mythical narrative supports his claim that these qualities, necessary for societal order, are inherent in human nature and can thus be taught and reinforced through education. By presenting the myth, Protagoras underscores the divine legitimacy and universal nature of virtue, positioning it not just as a learned skill but a fundamental element of civilized life endorsed by divine will .

Socrates challenges Protagoras by questioning the consistency and applicability of his argument that virtue can be uniformly taught. He critiques the lack of expert consensus on virtue, which implies its teachability is not established. Socrates points out that virtuous individuals can still raise unvirtuous children, suggesting inconsistencies in its hereditary or educational transmission. Additionally, Socrates uses dialectical reasoning to uncover logical fallacies or contradictions within Protagoras' arguments, questioning the coherence of his assertions about virtue's teachability .

The inconsistencies concerning Hermogenes' opinions arise from conflicting theses about the nature of existence and knowledge. On one hand, Hermogenes' nominalism suggests names and definitions dictate reality, yet it contrasts with the notion of a naturally pre-established essence of things, contradicting the claim that everything is subjectively relative. This duality demonstrates the problematic nature of reconciling naturalist views with relativism, as both rely on fundamentally different assumptions about the existence and recognition of objective truths .

According to the sources, justice is regarded as having positive social consequences despite being intrinsically regarded as unfavorable by some philosophers like Glaukon. While injustice might yield more favorable immediate personal outcomes, its negative social consequences are considered severe. Justice, on the other hand, even if perceived as inherently unpleasant, fosters social order and harmony, leading to good social outcomes, which are crucial for societal stability. This dynamic underscores the moral complexity and social utility of justice over personal gain derived from injustice .