In order to create the type of society that both Plato and Lao Tsu desire to emulate, it is critical that the ruler have the characteristics and qualities that will lead the respective societies in harmony with their philosophical principles. The Republic of Plato offers a theoretical society of enforced elitism. In the work, Plato, citing Socrates whom was Plato’s teacher and often referenced in the dialogue, explicates that the ideal community would be one in which each person has a particular craft, a particular rank, and a fond love for knowledge. Although Socrates expects citizens to love educating themselves and searching for wisdom, he also believes that children of the community should be brought up believing that the world is a perfect realm with no blemishes. Socrates endorses that children’s stories should be modified to encourage the notions of a perfect civilization, which in-turn would directly influence the way the youth view life.
Kumar Bhattacharyya The Paradox of the Philosopher-King In this paper I shall delve into Plato’s The Republic and analyze his Just state, with particular interest in his assertion that the most ideal ruler would be a ‘Philosopher-King’. Plato hints at the impossibility of this Philosopher-King, yet sets strong arguments as to why a Philosopher King is the most appropriate ruler. He does this through his definitions of what it means to be a ‘Just’ state, and how a philosopher best embodies those qualities that would maintain the Justice, and prevent any Injustice from seeping in. Plato also supports his assertion through his epistemology and metaphysics, which serve to further strengthen his argument. I will begin by recounting the demographic structures that are present in Plato’s “Just” state, and by exploring his epistemological and metaphysical claims, highlight the impossibility of such a ruler.
Aquinas considered that by using our reason to reflect on our human nature we could discover our specific end purpose. Aquinas used the ideas of Aristotle and the Stoics as an underpinning for Natural Law saying- human beings have an essential rational nature given by God in order for us to live and flourish. Aristotle said even without knowledge of god, reason can discover the laws that lead to human flourishing. The Stoics said Natural Laws are universal and unchangeable and should be used to judge of particular societies. We use this is help us choose the right moral action is situations.
This discussion of rhetoric and writing was such a significant contribution to the topic that it is still being taught today. Socrates discusses the relationship of good speeches and bad speeches in respect to the persuasiveness of the speech. He does this by acknowledging that what makes a good agreement or speech is the layout of it.
Aristotle is very persuasive in his discussion of virtue and the excellences. He mainly argues that virtue is, in a moral sense, a product of habit. Intellectual excellence, on the other hand, is derived mainly from teaching. According to Aristotle, "Neither by nature, then, nor contrary to nature do excellences arise in us; rather we are adapted by nature to receive them, and are made perfect by habit." Moral virtue is then a product of nature, or habit.
Paul Starita Pol Sci 201 10/26/12 Examining Justice and Education In The Apology, Socrates defends himself in a court of law after being accused of creating new deities and corrupting the youth. In this text, we find subtle opinions and explanations about the nature of justice. The Republic is a text written by Plato, where Socrates and several of his students deeply explore justice and how an ideal society might look. Especially present in The Republic, both texts have undertones of how education ought to be and why it is so important. These two texts define justice as an important virtue that every person should learn to possess through a balanced, self-discovering education.
Discuss the strengths and weaknesses of Kantian Ethics. Kant was a philosopher in the 18th century; he devised a normative ethical system that he had based on the idea of duty. Our duty is what we are made to do; what our responsibility in life is which is inherently good. This links in to the idea of good will that Kant had, he believed that good will was one of the most important parts of his ethics, acting selflessly and following duty. Kant devised two different types of imperatives which allow us to make our decisions, hypothetical imperatives are the rules that we follow to attain a personal outcome or a selfish wish whereas categorical imperatives are intrinsically right.
PART A) Outline the key features of Natural Moral Law Natural Moral Law is a deontological ethical theory derived from the Greek word ‘deon’ meaning duty and therefore is concerned with the intent of the action rather than its consequences, as teleological theories do. It is accessible to all through either ‘natural order or understanding and following Gods final purpose’, (cited by Mel Thompson) by which God is viewed as the supreme regulator. The theory was espoused by Aristotle, who maintained that humans were created with the ability to reason, hence follow an intended telos (purpose). A key feature is that it is concerned with absolute morality as the rules must be adhered to ‘just as a fire burns here and in Persia’ – Aristotle. The idea is a pre-Christian idea, put forward by Aristotle who believed that each action should be followed in its aim to reach eudemonia, being a key feature of the theory and a state of human flourishing.
“Democracy; by the sword, principles and the spirit” Democracy is the form of government which derives its power from the people. Democracy came from the two Greek words Demos, ”people” and “kratos” which means power. Etymologically, it means the rule of the people. To me, the Democracy that the Ancient Athenians embraced is a Democracy of the Sword, a collective consciousness of the Ancient Athenian objection to the Socratic idea of a Philosopher King and the desire for political equality. It is apparent on how the Ancient Athenians executed Socrates after the series of attempts of his followers to destroy Democracy.
The Cognitive-Developmental approach of Piaget and Kohlberg studies how children become more able to reason morally and make moral judgements, whereas the Freud's psychodynamic approach is more concerned with the development of the conscience and moral feelings such as guilt and anxiety. The social learning theory of Bandura investigates the development of moral behaviour and how role models in the family, society and the media, influence it. Jean Piaget is recognised as the pioneer researcher of moral development in children. His cognitive developmental approach to morality begins with the assumption that the child's mind has its own structure. Piaget, 1934 (Gross, 2000 pg.550) assumed that this structure was unique within each child and proceeded through a precise sequence or order.