Let me re-phrase, believers in reincarnation argues that they want to purify their present lives (from the lessons of the past lives) so that ultimately they become spiritually purified and thus attain immortality (no longer needing the cycle of birth and rebirth!). Well, I am now confused! Anyway, here are excerpts from Wikipedia about Plato's Phaedo: Plato's Phaedo is one of the great dialogues of his middle period, along with the Republic and the Symposium. The Phaedo is also Plato's fifth and last dialogue (the first four being Euthyphro, Apology, Crito and Meno) which details the final days of Socrates and contains the scene of his death. The dialogue is told from the perspective of one of Socrates' students, Phaedo of Elis.
He first introduces it by taking us back into history. He talks about how in the earliest of times how none of the tribes would know each other but now, no one can get away from each other and we never really acknowledge each other either. He tries to find the right word for what today has become, he tries globalization and multiculturalism but neither of those work. “I have settled on “cosmopolitanism. Its meaning is equally disputed, and celebrations of the “cosmopolitan” can suggest an unpleasant posture of superiority toward the putative provincial” (68).
Prove your explanation with examples from each article. Respond in 1 or 2 paragraphs, with clear topic sentences, and check for grammar, spelling & punctuation before posting. Despite the era and article difference between Steve Buist the author of “Do the media fall down on scientific research coverage? Sources of cash are key-but most reports fail” and Martin Luther King, Jr.the author of “The purpose of education”, they both have similarities in their work. The main similarity that both articles highlight is the topic of morals.
Reflection Paper 1 Ancient and Imperial China September 19, 2014 Summary of Intellectual Foundations of China In his book, Intellectual Foundations of China, Frederick Mote discusses the importance of the various schools of thought that appeared in the years leading up to the imperial period of ancient China, and how their influence impacted Chinese intellectual thought that persists to this day. Confucius began the legacy of intellectual thinking by lighting the torch that would be carried on to create Confucianism. Taoism ran parallel to Confucianism, and acted as a polar opposite, but not an adversary. Mote describes both in detail, dedicating a great deal of his book to the two ideologies specifically. Mote describes Confucius as the first self-conscious philosopher that we know of in the Chinese tradition.
He answers the question “what is enlightenment” at the beginning of the essay: “enlightenment is man's release from his self-incurred tutelage. Tutelage is man's inability to make use of his understanding without direction from another.” (1) Kant tells us that people could get rid of their immaturity by enlightenment. Immaturity occurs because of people’s laziness and cowardice. They dare not to use reason, wisdom and knowledge without others’ guides. Kant shows this by using an example “If I have a book, which understands for me, a pastor who has a conscience for me, a physician who decides my diet, and so forth, I need not trouble myself.” (Kant 1) It reveals people’s shortages, laziness and cowardice, perfectly, which lead to a lack of using their own reason and gaining knowledge.
(Source: williampax.com) According to Geoffrey Harpham, "Foucault sought not just to rehabilitate the chronically "incomplete project " of the Enlightenment as a subject of contemporary discussion but also to establish some positive relation of his own to that fissile and complex movement by reopening the question to which Kant had provided "an answer", almost two centuries ago." Thus, Foucault analysis Kant's take on Enlightenment as well as provided his own interpretation of the philosophy. However, due
Early Greek philosophy, in turn, was influenced by the older wisdom literature and myths of the Near East. As M.L. West points out: "contact with oriental cosmology and theology helped to liberate the early Greek philosophers' imagination; it certainly gave them many suggestive ideas. But they taught themselves to reason. Philosophy as we understand it is a Greek creation," (Griffin, 2001).
Not until Edo period did Confucianism in Japan flourish and entered its peak era, becoming what is known as Japanese Confucianism (Ping & Lili 2010). The three dominant schools of philosophy in Japan were led by Yamaga Sokou, Ito Jinsai and Ogyuu-Sorail. Although the leaders were separated by the differences in their thoughts, they all agreed that Japanese society should be guided by the theory and philosophy of classic Confucianism (Ping & Lili, 2010). While the essence of Confucianism was absorbed by Japanese thinkers at that time, it adopted some unique factors of Japan’s folk customs in order to make it closer to Japanese society. Classic Chinese Confucianism stressed the harmony among social members.
He married at the age of sixteen to Yasodhara, who gave birth to their son, Rahula. “Buddha’s answer to the problem of suffering was contained in his doctrine of the Four Noble Truths: (1) There is suffering; (2) suffering has specific and identifiable causes; (3) suffering can be ended; (4) the way to end suffering is through enlightened living as expressed in the Eightfold Path (Moore & Bruder, 2008).” Immanuel Kant is another great philosopher whose ideas have lived through the decades. Kant invented one of the most famous moral arguments for God’s existence. Kant criticized the ontological, teleological, and cosmological proofs of God and believed that God’s existence cannot be proved. However, Kant believed in God and assumed this was done by the rational, moral side of an individual.
CRITICAL INCIDENT ANALYSIS “Follow effective action with quiet reflection. From the quiet reflection will come even more effective action.” Peter F. Drucker Dewey (1933) drew on the ideas of earlier educators, such as Aristotle, Plato and Confucius and put forward the concept of reflection as a form of problem solving that chained several ideas together by linking each idea with its predecessor in order to resolve an issue. Schön (1983; 1987) expanded Dewey’s original paradigm and put forward ‘reflection-in-action’ and ‘reflection-on-action’. Going one step further is Critical Reflection — the process of analyzing, reconsidering and questioning experiences within a broad context of issues. Brookfield (1995) stated that four activities are central to critical reflection-Assumption analysis, Contextual awareness, Imaginative speculation and Reflective scepticism.