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.
The flashlight will shine brighter as it relates to the teaching of an ethics course using game theory. This will give a greater understanding of where the ideas of this class originated. Constructivism. Constructivism is a learning framework that holds, “meaningful learning occurs when people actively try to make sense of the world by filtering new ideas and experiences through existing knowledge structures (Snowman, 2009, p.324). ” These structures are also known as schemes.
A person must ultimately make the decision to be “good” in the presences of negative influences, it is what we as a society have determined to be “good” that sets apart the civilized from uncivilized societies. There are several ethical philosophies that hold merit and each has its weaknesses alongside its strengths. Virtue ethics, developed in ancient Greece with proponents such as Plato and Aristotle, is probably one of the most well known of the philosophies for its long history and relatively basic structure. Several other ethical views are built upon the basics set out in virtue ethics. A person inherently has some sort of primitive worldview and code of personal ethics.
In this method, it used a question-and-answer format to lead pupils to see things for themselves by using their own reasons. Education has been affected by this because most teaches use this format to help students with studying. Another philosopher from Greek time is Plato. He was Socrates student and developed many philosophical ideas about political systems and reality. Plato decided that both, men and women, should have the same education and the pursuit of happiness.
During the course of reading Euthyphro, the idea of doing what is right became the overall goal for what Socrates was trying to argue. Though to one such as myself, I would easily define it as doing what is morally good according to a just law. However, after reading this dialogue, there would seem to be many loop-holes that could be argued against my understanding. The whole dialogue of this section concerns how a man named Euthyphro is supposed proceed against his father in civil court, and how Socrates see's this as morally wrong. How he asserts his disposition is through asking Euthyphro to give his reasoning behind his actions, and constantly disagreeing with him through more questions which lead into more universal idea's such as
He tried to influence people in order better them. He wanted to make people think in great depth and expand their knowledge. Roshwald wrote about Socrates current reputation, how it affected and brought up, Roshwald, also wanted to change how people thought of Socrates. He addressed contemporary college students and showed them what he valued in his life to make himself a better person. He used his great sense of knowledge and understanding to persuade the reader with clarity and ease throughout the paper.
Although the theories of Piaget, Vygotsky, Erikson, and Kohlberg are relatively abstract, we had to find ways to put them into practice in our teaching. I believe this unit also addressed the same TPEs as the second part of Unit one, going from theory to practice and synthesizing our knowledge about students in general to guide our specific teaching practices. The second part of this unit involved learning how socially developed ways of thinking about race can inform teaching. This learning was specifically related to TPE 11, “Social Environment,” in which teacher candidates must create a positive learning environment including fairness, respect, and caring. During Unit 3, the class explored students with exceptional needs, such as students with learning disabilities who have an IEP.
This essay will analyze the dialogue between Socrates and Euthryphro that takes place before Socrates’ trial with the gods of Athens. Though there were many concepts that were shared throughout the dialogue, I chose to discuss Socrates’ argument of piety, love, and what is just and unjust. Socrates’ dialogue with Euthryphro is one of many forms of tedious arguments that Socrates’ is able to present to his peers. This argument is a pivotal question in Socrates’ philosophy. It teaches us the meaning of free will and being able to independently decide what is truly pious or impious based on personal beliefs.
Secondly, that justice may be our deep-rooted understanding and ability to identify good from evil. My motivation for presenting my own definition stems from my frustration in Thrasymachus’s inability to see justice as something much more than a form of legalism Thrasymachus starts his definition by stating that justice is the interest or advantage of the stronger (338c). Immediately after being questioned by Socrates on this definition, Thrasymachus quickly clarifies that the stronger are in-fact the rulers and that justice is in the interest of them alone (339a). Socrates forces the examination of this definition, and results in Thrasymachus then defining interests as the laws that rulers make (338e). From there, Thrasymachus then states that justice, from the perspective of the ruler, is obeying their laws (339b).
John Dewey’s Educational Theories in Use Today John Dewey (1859-1952), was an American philosopher, psychologist, and educational reformer. Dewey’s three theories on education were; education must engage; education must be an inspiration; education is an interaction and social life. According to Dewey, in My Pedagogic Creed (1897) he states “To prepare him for the future life means to give him command of himself.” Dewey was believed that the student must take a hands on approach to learning and make a connection to their life. By allowing the student to take that approach the student is allowed to make a connection in their life which will aid in the learning. In a time where you have various ways to gain the education and knowledge are we still using the foundational elements Dewey wrote about in My Pedagogic Creed (1897) and The Child and the Curriculum (1902)?