Plato | Introduction and Evaluation

Plato | Introduction and Evaluation Plato An allegory, by definition, is a figurative mode of representation conveying a meaning other then the literal. An allegory is referred to as a figure of language but it does not need to be expressed this way. It can be expressed in pictures, sculptures, and other forms of art. The â€Å"Allegory of the Cave† is of that used by Plato within his work, The Republic. This work is examined by his student Socrates and is found to be related to Plato’s â€Å"Metaphor of the Sun† and â€Å"analogy of the divided line.† Plato’s Republic tries to illustrate the degrees in which our nature can be enlightened or unenlightened. Plato in a discussion with an acquaintance by the name Glaucon, urges him to imagine the condition of men living in a sort of cavernous chamber underground, with an entrance open to the light and a long passage all down the cave. Here the men have remained since childhood, chained by the leg and by the neck. The men cannot move and can only see what is in front of them. At a high distance up there is a light of a fire burning behind them, between said fire and the prisoners there is a parapet built along it. This is used to hide the performers who show their puppets along the top of the parapet. Behind the parapet, there are a number of people carrying various artificial objects, including figures of men and animals in wood or stone and various other materials. There objects are projected above the parapet. Some of the persons are talking while others remain silent. According to Plato the prisoners confined would see nothing of themselves or others except for a bit of the cave shadows carried past. They would also only speak in reference to said shadows. In every way, the prisoners would recognize reality as nothing but the shadows of those artificial objects. Plato then asks us to consider what would happen if one of the prisoners was released from their chains and set free. That prisoner would be forced to have to stand up, walk upright, and walk with his eyes directed towards the light. All these movements would be painful to said prisoner. The prisoner would also be dazzled by all that existed in this â€Å"outside world† to notice what objects had been making the illusions and shadows all along. If someone told him that what he had formerly had seen was a meaningless illusion and was actually now nearer to reality then before, it would be extremely difficult for the prisoner to believe. If someone actually showed him the various obje cts being carried and told what each of them was, the prisoner would be perplexed and would probably believe that most of the objects shown to him were not real and what he formerly saw was. Plato then goes on to detail what would happen if the prisoner had to look at the firelight itself. According to Plato, the prisoner’s eyes would ache and he would try to escape to the things he could see distinctly. The prisoner would then be convinced that they were clearer then those other objects being shown to him. Plato also addresses what would happen if the prisoner were to be dragged away forcibly up the steep and rugged ascent and would not be let go until he faced the sunlight. The prisoner would be so affected by his treatment that he would suffer pain and confusion. The prisoner would then be blinded by the light of the sun and would not be able to see any of the objects he was told were now existent and real. The prisoner would need to grow accustomed before he could see things in the â€Å"upper world.† He would have to start small, viewing things such as shadows and reflections before he viewed more complex images such as that of sky, the light of the moon, and the stars. The prisoner would then move on to view the Sun and contemplate its existence. From examining it, the prisoner would then conclude that the Sun produces the seasons and the course of the year and controls everything in the visible world, and moreover it is the cause of all that he and his companions use to see. The prisoner would then consider his former fellow prisoners and he would surely think himself happy in the change and would feel sorry for them. The prisoners may have had a practice where they honored and commended one another, with a prize for the man who had the keenest eye for the passing of shadows and the best memory for the order in which they followed or accompanied one another, so that he could make a good guess as to which was going to come next. Plato questions whether the released prisoner would be likely to covet those prizes or to envy the men exalted to honor or power in the cave. Plato questions if the prisoner would be like Homer’s Achilles, and he would far sooner endure â€Å"being on earth as a hired servant in the house of a landless man† or endure anything rather then go back to his old beliefs and live in the old way. Plato then goes on to imagine what would happen if the prisoner went down again to take his former place within the cave. The prisoner would be emerging from the sunlight into a cavern filled with darkness. He would possibly be required to give his opinion on shadows, in competition with the prisoners who had never been released, while his eyes were still dim and unsteady, since the prisoner has not yet accustomed himself to the light. The other prisoners would laugh at him and say that he had left only to come back with his eyesight damaged, this according to itself would caution them from attempting to escape the cave. If someone did try to free them, they would more then likely to lay hands upon said person and try to kill them. Plato then goes on to explain several things. The prison-like cave corresponds to the region revealed to us through the sense of sight and the firelight within it is similar to the power of the sun. The ascent to see the things in the upper world would be similar to the upward journey of the soul into the intelligible world. According to Plato, this is what he feels to be true but only Heaven truly knows whether it is true. According to Plato, in the world of knowledge, the last thing to be perceived and with great difficultly is the essential Form of Goodness. Once it is perceived, the conclusions must follow that, for all things, this is the cause of whatever is right and good in the visible world it gives birth to light and to the lord of light, white it is itself sovereign in the intelligible world and the parent of intelligence and truth. Without having had a vision of this Form no one can act with wisdom, either in his own life or in matters of the state According to Plato, individuals who have reached this state are often reluctant to manage the affairs of men. Their souls long to spend all their time in the upper world. They would have a difficult time interpreting from larger affairs such as the contemplation of divine things as opposed to the miseries of normal human life. The sensible man will remember that the eyes may be confused in two ways, by the change from light to darkness or from darkness to light; he will recognize that the same thing happens to the soul. He will then notice that the soul faces such differences. The soul will have difficulty differentiating between good and evil. In essence, education is not what it is said to be by some it does not put knowledge into a soul which goes not possess it, on the contrary, the soul has every available capability to have the power of leaning the truth and the organ to see it with. In order for one’s eye to see light instead of darkness their entire soul must be turned away from the changing world until its eye can bear to contemplate reality and the supreme splendor which we have called the Good. Hence there may well be an art whose aim would be to affect this very thing, the conversion of the soul; this would ensure that the soul instead of looking in the wrong direction would face the way it ought to be. We as individuals have souls that tell us the difference between good and evil. Our conscience helps us in learning what is morally acceptable and what is ultimately not. According to Plato, wisdom is the virtue of divine faculty, it never loses its power, its use for good or evil depends on which way it is turned. The use of wisdom, however, can be greatly harmful when it is used for evil. Plato then goes on to detail how a state cannot be properly governed by those who are uneducated. These people know nothing of the truth and cannot differentiate from what is good and what is inherently evil. It is up to the duty of philosophers to inform the public of what is good. Philosophers must teach other to make the journey towards wisdom. It is then that law can be property applied to ensure the welfare of the commonwealth as a whole. This will ultimately unite citizens in harmony; the community will share its rights and privileges as one. This will ultimately lead to a more united state. According to Plato, there is no real injustice in compelling philosophers to watch over and care for other citizens. Philosophers will have to act as teachers and mentors to ultimately secure the safety of a nation. Due to this, individuals will become more capable of being men of thought and men of action. Individuals would then be able to live with the rest of the world in â€Å"darkness.† The only difference is that they will be able to recognize every image for what it is and what it represents. These individuals will already be familiar with the concepts of justice, beauty, and goodness. Due to this, society would be more suitable to live in. Those in office or in power will understand the needs of their nation and of their people. According to Plato, this government will ultimately be based in truth. A true government is at its best and free only when its rulers understands the consequences of his actions, the needs of his people, and does not desire power and glory. The holding of ruler and power will only be viewed as an unavoidable necessity. The truth, according to Plato, is that we can have a well-governed society only if our rulers discover that there is a better life then that of being in office. Then power will be in the hands of men who value happiness and a good wise life above everything else. What goes wrong in government is when individuals seek happiness and power from public affairs. These rulers seek about fighting for power, thus ruining themselves and their own country. The life of true philosophy is that only one that looks down upon offices of state, who does not seek power and who does not love the ability to rule. If this does not exist, then life is open to warfare and turmoil. Ultimately, the best life is that of one lead by someone who seeks the best principles of government. One who does not covet power or wealth. This will ultimately lead to a good life for the ruler and his nation, this in the end being the best reward of all. Plato’s â€Å"Allegory of the Cave† explains to us how we as individuals are in a â€Å"lower realm† of knowledge. The Allegory of the Cave symbolizes this journey and how it would look to those still in a lower realm. Plato is saying that humans are all prisoners and that the tangible world is our cave. The things which we perceive as real are actually just shadows on a wall. Just as the escaped prisoner ascends into the light of the sun, we amass knowledge and ascend into the light of true reality, where ideas in our minds can help us understand the form of â€Å"The Good†. This notion of â€Å"The Good† ultimately leads us to live successful lives that are based on knowledge, much like rulers who know what is needed to maintain the welfare of their nation. Knowledge is the greatest thing to have, according to Plato it is the basis for all things â€Å"good† within the universe.

Natural Gas as an Alternate Energy Source for Transportation :: Alternate Energy Sources

Natural Gas as an Alternate Energy Source for Transportation Petroleum, the oil that is refined to create gasoline and diesel, and that as of now is the main energy source powering transportation worldwide, releases too many pollutants into the air and is not very far away from becoming a depleted resource. As global warming becomes a larger threat, gas prices rise, and the air in cities around the world becomes increasingly polluted, it is becoming more apparent that an alternate, and cleaner, source of energy is needed for use in transportation. The best option for a replacement to petroleum is natural gas, also known as methane. Today, twenty-four percent of the total energy consumed in the United States is natural gas, which means a change is already in progress (though due to a lack of technology in natural gas recovery and stubbornness of consumers, it is happening slowly) [Pros and Cons]. However, the important question is, â€Å"why is natural gas so much better that petroleum?† To begin, natural gas is much better for the environment than petroleum. If natural gas vehicles (NGVs) were to become the norm, carbon dioxide (CO2) emissions could be alleviated by ninety percent and hydrocarbon emissions could be reduced by eighty-five percent [NaturalGas.org]. This is very important, because it is the elevated levels of carbon dioxide in the atmosphere that are responsible for the large increase in the greenhouse effect, which is thought to be causing global warming. In addition, natural gas produces only ninety-two pounds of nitrogen oxides (NO2) and one pound of sulfur dioxide (SO2) per billion Btu of energy, as opposed to petroleum’s 448 and 1,122 pounds, respectively [NaturalGas.org]. The significance of these figures lies in the fact that it is nitrogen oxides and sulfur dioxides that cause acid rain [Pros and Cons]. However, converting to natural gas would help more than just the environment. From an economic viewpoint, the widespread use of natural gas for transportation purposes as opposed to petroleum in the United States would not only relieve American reliance on foreign oil, but would also help the economy. This is because eighty-seven percent of natural gas consumed in the United States is â€Å"domestically† produced, which means it is produced in America [NGVC]. Therefore, using natural gas instead of petroleum as an energy source for transportation would help the environment and the American economy. Natural Gas as an Alternate Energy Source for Transportation :: Alternate Energy Sources Natural Gas as an Alternate Energy Source for Transportation Petroleum, the oil that is refined to create gasoline and diesel, and that as of now is the main energy source powering transportation worldwide, releases too many pollutants into the air and is not very far away from becoming a depleted resource. As global warming becomes a larger threat, gas prices rise, and the air in cities around the world becomes increasingly polluted, it is becoming more apparent that an alternate, and cleaner, source of energy is needed for use in transportation. The best option for a replacement to petroleum is natural gas, also known as methane. Today, twenty-four percent of the total energy consumed in the United States is natural gas, which means a change is already in progress (though due to a lack of technology in natural gas recovery and stubbornness of consumers, it is happening slowly) [Pros and Cons]. However, the important question is, â€Å"why is natural gas so much better that petroleum?† To begin, natural gas is much better for the environment than petroleum. If natural gas vehicles (NGVs) were to become the norm, carbon dioxide (CO2) emissions could be alleviated by ninety percent and hydrocarbon emissions could be reduced by eighty-five percent [NaturalGas.org]. This is very important, because it is the elevated levels of carbon dioxide in the atmosphere that are responsible for the large increase in the greenhouse effect, which is thought to be causing global warming. In addition, natural gas produces only ninety-two pounds of nitrogen oxides (NO2) and one pound of sulfur dioxide (SO2) per billion Btu of energy, as opposed to petroleum’s 448 and 1,122 pounds, respectively [NaturalGas.org]. The significance of these figures lies in the fact that it is nitrogen oxides and sulfur dioxides that cause acid rain [Pros and Cons]. However, converting to natural gas would help more than just the environment. From an economic viewpoint, the widespread use of natural gas for transportation purposes as opposed to petroleum in the United States would not only relieve American reliance on foreign oil, but would also help the economy. This is because eighty-seven percent of natural gas consumed in the United States is â€Å"domestically† produced, which means it is produced in America [NGVC]. Therefore, using natural gas instead of petroleum as an energy source for transportation would help the environment and the American economy.

Early Childhood Education-Learning Through the Senses Essay

As parents of young children, we often ponder which Early Childhood Program to enroll our children in. At one point in time they were non-existent. As early childhood educators emerged, programs were created. Interestingly, the Montessori approach is a specialized method created by Maria Montessori. The Montessori Method; which is widely used today was created with the focus of children learning from their environment (Morrison, 2009). Montessori’s are not aimed at talented and gifted children; this method is expressed in public and private school settings in conjunction with children attending up to age 18. In addition, Montessori serves the needs of children of all levels of mental and physical abilities (Stephenson, 2011). In 1870, Maria Montessori, the first Italian woman to secure a medical degree (Stephenson, 2011). With her degree she entered the fields of psychiatry, education and anthropology. She had a passion for young minds. She believed that children educate themselves. Montessori became a physician in 1896, attending the University of Rome psychiatric clinic. During her tenure, Dr. Montessori developed an enthusiasm for the study of children with special needs; where she also spoke on their behalf. Twenty-six years later, Maria relocated to San Lorenzo, Rome to study children without disabilities. There she observed fifty children which resulted in success. This success was recognized and spread all over, attracting travelers from all over to this remarkable case study. An in-depth explanation of what a Montessori truly is, Stephenson (2011) clearly states: A Montessori can be defined as a revolutionary method of observing and supporting the natural development of children. Montessori educational practice helps children develop creativity, problem solving,  critical thinking and time-management skills to contribute to society and the environment, and to become fulfilled persons in their particular time and place on Earth. The basis of Montessori practice in the classroom is mixed age group (3 ages- 6 ages in one class), individual choice of research and work, and interrupted concentration. Group lesson are seldom found in a Montessori classroom, but learning abounds. Since Montessori’s death, educators all over continue to implement and notice this method has worked all over the world with all kinds of children (wealthy, poor, gifted, normal, learning disabled, etc.) and environments (from slums, to elegant schools, etc. ). Maria agreed that when physical, mental, spiritual and emotional needs are met, children glow with excitement and a drive to play and work with enthusiasm, to learn, and to create. In conjunction, children exude a desire to teach, help and care for others and for their environment (Stephenson, 2011). During her lectures and travels, Maria Montessori was nominated twice for the Nobel Peace Prize. In addition to the explanation of a Montessori, the following is the Montessori Method. This method meticulously exemplifies how Montessori educators implement the method in various programs across the country. There are five basic principle associated with the Montessori Method. They are: Respect for the child, The Absorbent child, Sensitive periods, The Prepared environment and Auto-education. Respect for the children occurs when educators assist children with new projects, allowing them to learn for themselves. Giving the child room to explore their boundaries flourishes abilities for positive self- esteem (Morrison, 2009). Montessori also believed having respect for the child is a key element. She said (Morrison, 2009), As a rule, however we do not respect children. We try to force them to follow us without regard to their special needs. We are overwhelming with them, and above all, rude; and then we expect them to be submissive and well-behaved, knowing all the time how strong is their instinct of imitation and how touching their faith in and admiration of us. They will imitate us in any case. Let us treat them, therefore, with all the kindness which we would wish to help to develop in them. When it comes to a child’s mind; it can be described as a sponge. Their young minds continuously â€Å"absorb† information. Unintentionally, children cannot help but learn. In their own environments and in shared environments. The Absorbent mind refers to the idea that the minds of young children are receptive to and capable learning (Morrison, 2009). From birth to age six, these are the most important years of the absorbent mind. Shortridge (2003), compiled an essay about the absorbent mind in which Montessori states that the child learns by unconsciously taking in everything around him and actually constructs himself. Using his senses, he incarnates, or creates himself by absorbing his environment through his very act of living. Morrison (2009) adds, â€Å"What they learn depends greatly on their teachers, experiences, and environments†(Ch. 9). In the sensitive periods; learning is most likely to occur (Morrison, 2009). In our text (2009), Montessori recalls a sensitive period: A sensitive period refers to a special sensibility which a creature acquires in its infantile state, while it is still in a process of evolution. It is a transient disposition and limited to the acquisition of a particular trait. Once this trait or characteristic has been acquired, the special sensibility disappears. It is imperative for an educator to observe and ascertain sensitivity periods and sustain the proper environment. Many theorists believe this stage is considered the critical period. The critical period and the sensitive period contain a sensitive difference. The critical period mildly describes a child not receiving the â€Å"right† or enough stimuli during the window; they will be stagnant in learning in the future (Oswalt, 2008). However, theorists who believe in the sensitive period noted it would post difficulty for the childcare giver to attain what was not learned during the learning window of opportunity, still there is room for the child to learn at a later time (Oswalt, 2008). In a prepared environment it is believed children learn best. In an environment where children can do things for themselves; children are at liberty to explore materials of their own choosing. Within these prepared environments, are six principles: Freedom, Structure and Order, Beauty, Nature and Reality, Social environment and Intellectual environment (Irinyi, 2009). Freedom environment includes freedom of movement, the child must experience freedom of exploration. All of these freedom movements lead to a greater freedom (Irinyi, 2009). Structure and order in the classroom mirrors the sense of structure and order in the universe (Irinyi, 2009). A beautiful environment should suggest harmony and should invite the worker to work. Nature and reality strongly influenced Maria Montessori and believed children should actively interact with nature. Social environment promotes the freedom of children socially interacting with one another and also develop a sense of compassion and empathy for others (Irinyi, 2009). Briefly, auto-education is last principal of the Montessori Method. The prepared environment also stimulates auto-education which is the idea that children teach themselves through appropriate materials and activities (Morrison, 2009). Children who decide to â€Å"work† in the â€Å"kitchen† are able to role play as chefs and are able to make themselves and their peers something to eat. In the Early Childhood Education field, Montessori’s are not the only education program developed to focus on children’s developments. The High- Scope theory is based on Piaget, constructivism, Dewey and Vygotsky (Morrison, 2009). Children help establish curriculum. Experiences guide the programs of studies in promoting children’s active learning (Morrison, 2009). The Reggio Emilia approach founded by Loris Malaguzzi (1920-1994), a city in northern Italy, based on the philosophy and practice; that children are active of their own knowledge (Morrison, 2009). Curriculum is project oriented and learning is active. The Waldorf Education founded by Rudolf Steiner (1861-1925) highlights the teaching of the whole child-head, hands, and heart (Morrison, 2009). Steiner strongly believed that education should be holistic. The study of myths, lores, and fairy tales promotes the imagination and multiculturalism (Morrison,2009). Combining all of the early childhood education programs, there is no one perfect curriculum. Today, there is a combination of all four education types being taught in school districts. Each approach is important and critical. Personally, I would agree that The Montessori Method best serves the needs because this approach allows children to grow and learn at their pace. They are not forced to retain information if the brain is not processing at the pace that is requested and required for children. Also, the environment plays a serious role in this learning and teaching process. If a child is in a stressed environment, the child is less likely to participate and socialize with his or her peers. When a child is in a peaceful or beautiful environment, the child is more inclined to interact with the world with a clear mind. Indeed, while there are multiple Early Childhood Education programs available, the Montessori Method was created with the focus of children learning from their environment (Morrison, 2009). Not to say that this particular method is paramount, but beneficial results have emerged from this program. In Head Start facilities, High- Scope, Reggio Emilia Approach, the Montessori Method and the Waldorf Education should be integrated in facilities today and for the future. References Irinyi, M. (2009, March 18). Principles of the montessori prepared environment. Retrieved from http://montessoritraining. blogspot. com/2009/03/principles-of-montessori-prepared. html Morrison, G. S. (2009). Early childhood education today. (11th ed. ). Upper Saddle River, New Jersey: Pearson Education, Inc. Oswalt, A. (2008, January 17th). Senisitive periods in mental health. Retrieved from http://www. mentalhelp. net/poc/view_doc. php? type=doc&id=7923&cn=28 Shortridge, P. D. (2003). The absorbent mind and the sensitive periods. Retrieved from http://www. pdonohueshortridge. com/children/absorbent. html Stephenson, S. M. (2011). The international Montessori index. Retrieved from http://www. montessori.

Social Media s Influence On Women - 1249 Words

Throughout history women specifically have felt the need to change their physical appearance in order to be accepted by societies beauty ideal. Social media has influenced women to believe that the word â€Å"beauty† defines the outward appearance according to the internets definition — â€Å"beauty is a combination of qualities, such as shape, color, or form, that pleases the aesthetic senses, especially the sight.† The definition itself allows anyone to mistakenly interpret the word â€Å"beauty† to determine whether or not the physical appearance is attractive enough to be considered beautiful. There are so many emphasis placed on a person’s physical appearance that makes one â€Å"beautiful and â€Å"desirable such the numbers on a scale or measurement, youth, color of skin, etc., but for those who do not meet the media’s ideal expectations are judged or ridiculed. Social media perceives a strong influence on women and what people defin e beauty to be, but realistically, humans are built to be compelled by enhanced images that are presented in advertisement that create an illusion and fantasy that people admire. The ideal physical appearance that is propagated tends to connect with numerous organizations whose profits promote cosmetics to illuminate facial structures, photoshopped images of famous figures seen in magazines or ads, and cosmetic procedures including liposuction, breast enlargement, and plastic surgery to attain the perfect body ideal. With the continuation of women believing inShow MoreRelatedEffects Of Social Media Essay1322 Words   |  6 Pagesall types of effects social media has on society, especially adolescent girls as that age group is mainly targeted. The role of media has changed drastically from when it first started to now. It was first created for the main purpose of communicating information. 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