With the knowledge and understanding we have the ability to learn not only by what we see, sense, taste and smell, but rather also the ability to form a perception of what we see, sense, smell or even taste. It is inevitable that everyone's perception of an event or situation will be different, but the mere fact is they will experience something. Our perception of a situation affects the way we think, which affects the way we feel, and the way we feel will no doubtable affect our behavior or behavioral impulses. In his illustration of the sun, his knowledge/ understanding of the sun as well as his own experience with the sun and its ability to affect our
Born in Athens in 437 B.C, Greek philosopher Plato is one of the most powerful thinkers in history. Coming from Greek aristocracy, Plato had political ambitions as a young man and appeared to follow the family tradition. However, Socrates and his dialectical method of inquiry, which was to question and answer everything to show ignorance, soon captivated Plato.
Through several dialogues Plato gives readers accounts of Socrates’ interactions with other Athenians. While some may think of him as a teacher of sorts, Socrates is adamant in rejecting any such claim (Plato, Apology 33a-b). He insists that he is not a teacher because he is not transferring any knowledge from himself to others, but rather assisting those he interacts with in reaching the truth. This assistance is the reason Socrates walks around Athens, engaging in conversation with anyone that he can convince to converse with him. An assertion he makes at his trial in Plato’s Apology is at the center of what drives Socrates in his abnormal ways, “the unexamined life is not worth living for a human being” (38a). Socrates, through aporia, looks to lead an examined life to perfect his soul and live as the best person he can be. This paper looks to examine the ‘unexamined life’ and the implications rooted in living a life like Socrates’.
In the conclusion, Socrates explains virtue is a gift from the gods that everyone should have it. An alternation to saying virtue is knowledge. Based on the reading, virtue is a true opinion. Subsequently, true opinion needs to be tied down to be knowledge. Still, true opinion is as valuable as knowledge, if it is dependable. Socrates says that we still have not scrutinized what virtue truly is.
Socrates, an Athenian philosopher who lived from 469 BC until his very unnecessary death in 399 BC, has had his wisdom called into question many times since he has been studied. But to know whether some is wise, we must first know what it means to be wise. According to Websters Dictionary, to be is wise is : (1) having or showing good judgment; (2) informed; (3) learned; (4) shrewd amd cunning. From this definition, it is clear to me that Socrates was wise in every aspect of the word. He shows this wisdom while
Plato 's dialogue Meno touches on many important questions of virtue and the ability to teach someone to be good. Arguably one of the most interesting of these questions concerns the nature of learning itself, as Socrates and Meno discuss the relationship between knowledge and true opinion. Socrates concludes by not only defining knowledge and true opinion as separate entities, but also by placing knowledge as the higher of the two in value. He makes this value judgment by pointing to knowledge 's status as opinion that is substantiated with reasoning and truths, arguing this makes knowledge concrete and unwavering. However, due to the notion of change as the central tenant in the search of scientific knowledge, I am inclined to disagree with this static description.
The problem with Socrates concerns the problem with the role of value and reason. Nietzsche believes that the bulk of philosophers claim that life is a corrupt grievance for mankind. Nietzsche reasoned that these life deniers were decadents of Hellenism, as a symptom of some underlying melancholy. For someone to paint life in such a negative light they must have suffered a great deal through the course of their own life. Furthermore, these no-sayers agreed in various physiological ways and thus adopted the same pessimistic attitudes towards life. Socrates was ugly, alike decadent criminals and by ways of these similarities was decadent as well. Nietzsche also claims ugliness as a physiological symptom of life in its decline supported by studies in phenology.
Socrates explains that philosophy is the preparation for death. In other words, Socrates has spent the majority of his life preparing for the separation of his body and soul. “…the one aim of those who practice philosophy in the proper manner is to practice for dying and death” (101). He says that because our souls are immortal, we should embrace death and look forward to what it has to offer for our souls. To confirm this belief, Socrates again states, “…the freedom and separation of the soul from the body is called death…those who practice philosophy in the right way, we say, who always want to free the soul; and this release and separation of the soul from the body is the preoccupation of the philosophers” (104). A philosopher’s ambition, when looking toward death, is to free the soul from its body; therefore, when one dies, the soul lives on and the body does not.
A philosophical attitude toward life should play a major part in our lives. It is crucial for us as humans to learn and accept lessons learned through the experience of life. If you do not “examine your life” then what do you learn and what do you gain? Socrates’ in “The Trial and Death of Socrates” he details this in many ways. We can pull all the evidence and ideas we need from this text written by Plato. In the 3 parts Euthyphro, Apology and Crito many conclusions are made and there is much to learn from this text. Some of the most important parts allude to this idea of living life with a philosophical attitude. The book begins with the search for the definition of piety. In the apology Socrates’ details his side of the argument showing everyone the power of his own ideas and that is proved by his execution and finally in the Crito his commitment to his way of life is the last point that Socrates’ made. This text is chalked full of life lessons but the most important is the one that urges people to live their lives while never stopping to learn and think.
What arguments do Socrates and his interlocutors provide in these dialogues and what does their discussion suggest about the way in which virtue is in fact acquired? Socrates initiates the inquiries into this problem in each dialogue the same way, that is, to admit no knowledge of the subject at hand. He further admits that he could not possibly teach virtue without knowing what virtue is, “if I do not know what a thing is, how could I know what to teach?” (ho de me oida ti estin,
For Socrates, the truth and dying for doing the right think is the good life, and a life worth living and philosophy is an art of persuasion with which men are challenged to look to themselves and seek wisdom and not look to their interests. Philosophy is not a tool to crush and humiliate others with, but to improve ourselves. When that is achieved, the obligation from the Allegory of the Cave is the next step: to improve others.
The original meaning of the word philosophy comes from the Greek roots philo- meaning "love" and -sophos, or "wisdom." When someone studies philosophy they want to understand how and why people do certain things and how to live a good life. In other words, they want to know the meaning of life. Socrates was considered the father of ancient philosophy, and the wisest man in ancient Greece. Although he was eventually condemned for his wisdom, his spoken words are still listened to and followed today. Socrates believed that the purpose of life was both personal and spiritual growth. He establishes this conviction in what is arguably his most renowned statement: "The unexamined life is not worth living." Socrates lived his life to question and
Therefore, if these things are not exchanged with the help of wisdom then Socrates believes that the aspect of virtue is “…a mere illusion.” (Phaedo 69b). In conclusion, Socrates view on morality is based upon justice, examining how to live, and expanding one’s wisdom.
Socrates was after the pursuit of truth. Because of this he called everything into question(Philosophypages.com). He believed that ultimate wisdom came from understanding oneself. He believed that the perfect government would come about if it was led by people that had a complete understanding of themselves because they would be able to make the best choices. He believed that knowledge and virtue were inseparable. He said that you could define virtue as right knowledge, and that right thinking and right doing can be distinguished from each other, but they can not be separated.(Sproul 31) Socrates also developed the Socratic Method which is still used to this day. The Socratic Method is the method in which you ask provocative questions in order to try to get your opponent and your audience to think through the problem and to develop their own conclusion(Biography.com). He searched for specific definitions by asking people around the city, from the common to the richest of nobles. Socrates also created ethics based on human reasons. He was deemed the wisest man in Athens by an oracle, but after much thought he realized that he was ignorant but unlike the common man, was wiser for accepting his ignorance and he came to the conclusion that ignorance was the beginning of knowledge. He believed that logic was what was left when the facts are exhausted.
Socrates, the father of western philosophy, is well known for his wisdom, enlightened nature and famous words that he uttered during the last few minutes of his life. He stated that a life filled with unsatisfied curiosity and uncertainty is not a life worth living. He did not want to know the common myth stories. He wanted to dig deeper into the questions and find a better answer. The philosophical branch that encompasses this topic is the branch of Epistemology. This branch deals with the nature of knowledge, how it is acquired and all that is involved in knowing the reason behind different concepts. This topic is profoundly epistemological because it deals with the human desire to know beyond what is shown. As many philosophers such as Aristotle, a greek philosopher, have previously stated, humans have an innate desire to know. This desire helps them grow intellectually and satisfy their needs of higher thinking. As Voltaire also mentioned, humans rather be miserable but knowledgeable than senseless and happy. For the case of Socrates he rather die than to live an unexamined life as demonstrated through his action of accepting death over fear.