Category Archives: Education

Consciousness and the Law

In The Philosophical Works and Selected Correspondence of John Locke, Lock discuss how someone perceives one’s self and the idea of “consciousness” and how it relates to one’s existence. One unique aspect of consciousness that Locke discusses is the idea that no matter what some one looks like, or what condition he or she is in, that person is still the same person.  Continue reading

How are prudence and experience related?

In Book VI of Aristotle’s Nicomachean Ethics, Aristotle intensively discusses knowledge in the form of Prudence, a form of virtue. In this section, he provides his take on the debate between teaching vs. experience as means to achieve something, the similar issue we face in Plato’s Protagoras in which Socrates argues whether good is learned or experienced. Unlike Socrates, Aristotle clearly states his opinion on this issue, which is discussed below.   Continue reading

Deliberate Youth

In Book VI, Socrates discusses several different topics such as practical wisdom, art, philosophical wisdom, political wisdom, wisdom, and knowledge, but the topic most intriguing to me is the idea of practical wisdom.  Continue reading

The Key to “Eudaimonia”

In Friday’s class, there was a discussion on the different elements that make up happiness or “eudaimonia.”  Some of these components included the “measures of health: courage, wisdom, piety, moderation and justice, along with moral character and external characteristics.” Discussion also led into Socrates’ insistence on knowledgeability in academic regards as a key to happiness and virtuosity. I agree with Socrates in the sense that knowledge is truly important and with more wisdom comes the ability to make better decisions and in some light live a happier life.  However, I do not necessarily agree that academic prowess leads to a happier life for every individual.

Education: Jack vs. The Renaissance man

In Plato’s Republic Socrates’ character states that people are better off restricting themselves to one craft than practicing many(Republic 370b). He makes several comments of this nature, going so far as to insist that a person should, “stick to [his trade] for life, and keep away from other crafts so as not to miss the opportunities to practise his own craft well”(Republic 374c). Interestingly enough, there is a slightly-more-modern- than-Plato figure of speech which basically sums up the idea that a person with many skills is not necessarily outstanding at any one skill: “Jack of all trades, master of none”. Although the question of many trades versus one was not brought up as part of the education of the guardians(it was only made relevant to the formation of the city), I think it is important to our classroom discussion on education. Should education be broad or focused? Continue reading

Censorship for the children

In an age in which freedom of expression is revered as an undeniable right, Socrates’ suggestions about education in The Republic seem to violate the basic principles of liberty and freedom. “Then we must first of all, it seems, supervise the storytellers. We’ll select their stories whenever they are fine or beautiful and reject them when they aren’t,”(377c) suggests Socrates. A modern-day person will most certainly brand this as unwarranted censorship. However, I believe that modern-day educators can learn something important from Socrates.

Childhood is a critical period in a person’s development. Values, principles, and habits developed in this period persist throughout a person’s lifetime. According to Socrates, “it’s at that time that it is most malleable and takes on any pattern one wishes to impress on it.”(377b) A child’s moral sense is not fully developed; he or she sometimes cannot distinguish the good from the bad. Consequently, it is completely logical and reasonable to expose children to the good and justice, and deny them access to the bad and evil. With the advent of the Internet, children can easily access billions of webpages, images, and videos. A child can easily pick up any bad habit or principle off the Internet; the opportunities are endless. As a result, carefully censoring the Internet for children is a necessity.

To rid the world of evil, you don’t work with adults who have already developed their values and principles, but with children who are developing theirs. The world would be a much better place if every single child was raised in an environment that promotes justice and goodness.

Economics Philosophy

Economics Philosophy

In “Book II” of Plato’s, Republic, Socrates discusses what it means to be “just” with Adeimantus using the analogy of a city to create a powerful image of being “just.” As the analogy of the city begins to grow, Socrates discusses what it takes to create a “just” and well functioning city beginning with the jobs  Continue reading

A Cumbersome Obstacle to Education: Censorship

In Book II and Book III of the Republic, Glaucon and Socrates discuss the implication of justice and how education can help create a model citizen who could identify what is just. Continue reading

Socrates’ Disastrous Implication

At 390 c, Socrates invokes a double standard seemingly very contrary to his prior discussion of justice, peace, and virtue. Here, he claims that the ruler of the city has the right to lie to its citizens at times of emergency, whereas the individual should never be untruthful in any situation.

I believe that this is a very ironic statement, in that it goes against much of what Socrates stands for. As a supporter of the power and importance of individualism, this claim that the collective is worth more than the individual in the long run is highly contradictory to much of what he has philosophized before.

Although this is a small point from the several selections we were instructed to read, I cannot help but say that I am very surprised by this claim and somewhat discouraged by it. Socrates has always struck me as a philosopher that encourages the individual to find his or her own path in life and then follow it based off what he or she holds dear in this life, and the value system he or she has created. I would never have expected him to say that the individual must adhere to the will of the city rulers for the greater good, especially if it goes against him or her’s beliefs, and create such a double standard between the collective and the individual.

In my opinion, both the city rulers and individual should be challenged to always be truthful. Just because the city has some control over the lives of its citizens, such as in creating policy and enforcing it, and protecting its people, it should not be given free reign to impose practices based upon deception and dishonesty, even if it is seemingly in the best interest of the people at the time. If the government is told that it is acceptable to lie in times of emergency for the sake of the “greater good,” or collective, such direction would prove disastrous, as it could assume total power, leading to corruption and tyranny in the future.

Although I found the majority of the selected reading to be very thought-provoking and beneficial, I have to say that I was concerned about Socrates’ statement concerning deception, and the city rulers’ right to it when they think it is “necessary,” as its implication degrades the liberty of the individual and allows the government the possibility of assuming total power and forming a tyranny that further damages such free will.

What’s the problem with education?

Book II of Plato’s Republic includes a conversation between Glaucon and Socrates, in an attempt to the get to the heart of what justice/injustice is. To accomplish this, Socrates leads Glaucon down the concept of a city, and tangents off into explaining things that a city needs not only to be healthy, but luxurious as well(373b).

On explaining the role of guardians in a city, Socrates go Continue reading