Paper On Meno By Plato Learning Is Recollecting

Paper On Meno By Plato Learning Is Recollecting Meno is one of the Platonic dialogues, where Socrates and his student Meno talks about the recollection of knowledge (knowledge is learned from previous experience). The dialogue between Socrates and Meno starts when Meno asks What is virtue and can it be taught? Meno attempts to define virtue by saying that it is ruling over people justly and moderately. Socrates agrees that justice and moderation are a part of virtue but do not make up virtue as a whole. After trying to define virtue a lot of time, Meno eventually gives up saying that both my mind and my tongue are numb.(80b). Meno asks Socrates, How can you search for something when you dont know at all what the thing is?(80d). In such a situation how do you know even what to look for? Socrates continues by saying that there is also no way to search for something that you already know, since you already have that knowledge. Socrates reply becomes known as the theory of recollection. Knowledge is innate, and learning is recollection of facts once known but forgotten. . Socrates first explains the soul of man is immortal and has been born many times. So, we acquire knowledge before we are born. So, true knowledge lies in the soul and not in the body, because soul is immortal and it exists before a body is formed. This means that the soul (not body) has the ability to recollect information and knowledge from the past. The theory of recollection is the said to be the hidden knowledge from our past life. It can be used to explain logic, intuition, guesses and our ideas. For example, the intuition that something wrong will happen if someone comes or the logic that if x=1 and y=x+2 then y=3. Whenever we take decisions on matters of which we have no previous experience, we rely on our intuition, or our ability to guess. Is there any term that defines this sort of knowledge that we use? We cannot have learned it in our lifetime since we have had no experience of that action before. It is only reasonable to say that we recollect it. To illustrate it more carefully, when you put two books in front of an uneducated man he will still know that there are two books. When you add two more books next to them, he will understand that there are now four books. Furthermore, if you keep four pens to the side of those four books, he will still understand that the number of books and pens are equal. He may not be abl e to express this comprehensively, but he has the knowledge that the number of books has been doubled or the number of books and pens are equal. So can we say that the work of putting the books and pens in front of him makes him recollect that sort of knowledge? To prove his statement, Socrates asks a slave boy some questions about a topic on geometry which he is completely unaware of. Socrates presents this to Meno as strong evidence to prove that learning is a recollection: if the slave wasnt being taught, how did he come to know the relationship between the diagonal of a square and a square double the area? Socrates never gave him any new knowledge but through his line of questioning the slave boy recollected the answer. Therefore, Socrates believes the knowledge must already have been in him, which was recollected by the boy with the help of Socrates questions. But, I do not see how the question and answer with the slave boy supports his statement that Learning is recollecting. The slave boy knows what a square is. He also agrees to Socrates when Socrates says that a square is made up of four right angles and four equal sides. In addition to this we can see that he can perform simple calculations when he answers that 2 times 2 feet is 4. Therefore, we can see that the boy obviously had some previous knowledge on geometry. Socrates has guided slave boy towards the direction of the correct answer. When the slave boy is wrong, Socrates says that he is wrong and thus the slave boy starts all over again until he gets the correct answer. This shows that the slave boy has good intuition, logic or reasoning skills and through the proper questioning of Socrates, the slave boy is able to find out the correct answer. Socrates gives an answer within the question that he asks to the slave boy. His questions are like more of a statement. We can also see that the slave boy gave some wrong answers before giving the correct one. To illustrate it more carefully, if someone asks In which continent does Nepal lie if it is between India and China which are in Asia? Then the answer would obviously be Asia. Here, I was not given the answer straight forwardly but I analyzed the questions and gave the correct answer. Thus, I believe the slave boy has reasoned out the facts by the help of the facts that Socrates provided. Socrates says that he is not instructing but helps recollect by merely questioning the boy. But it seems like Socrates is in a way instructing the boy. In lines 82 c, Socrates asks the area of a square given the sides two feet but he immediately gives an extra hint that 2 times 1 is 1 which is an area if the sides are 2 and 1. So how can we say this is recollecting? Moreover, in 85a there is a line here from corner to corner, cutting the figure into two. And the boy is agreeing to whatever Socrates says because the boy already knows that a diagonal cuts the square from the corners. In 82c3-4, Socrates asks, Doesnt a square have lines through the middle equal? So in these passages, the slave boy has all his answers in Socrates question itself. Thus, the dialogue between the slave boy and Socrates is not a good example to say that the slave boy is recollecting which is based upon the boys prior knowledge. Some may also argue that a person is good at something while another person may be good at something else. Or some people learn some things quickly while others take a long time in learning the same thing. This may go again go back to the idea of recollection, where we can say if a person learn some thing quickly then, he/ she must have learnt it in his/ her past life. Thus, Socrates says that knowledge resides in our soul. So, there must be a time where the soul knew nothing and had to learn it at a point. How did the first men (soul + body) in the universe recollect the knowledge from the past? At that time, I believe the soul has not learned anything yet, but how did it recollect the unknown thing? To sum up, if a man doesnt learn new things but merely remembers knowledge from a previous life, then where did he get the knowledge in the previous life or the previous life before that? I believe that there are no explanations better than the theory of recollection when it comes regarding our ability to guess or use our logic or prior knowledge or intuition in the daily life. In conclusion, I would like to say that despite the attempts of Socrates to show that learning is recollection, I do not totally agree to his view or his supporting ideas. His logic and his explanations were not clear enough. To put it in a nutshell, there might be some things that can be recollected but I do not think that: knowledge is entirely recollection.

Biblical and Dantesque Imagery in John Comenius Labyrinth of the World

Biblical and Dantesque Imagery in John Comenius' Labyrinth of the World      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   If any common ground can be found among the factions of Christianity, it is the belief that both Testaments of the Holy Bible serves as a roadmap for achieving salvation. Seeking to improve on the fractured narrative of the Bible, with its countless story arcs of Moses, Noah, and Jesus, Christian writers have often employed the allegorical and parable style of the Bible with the constant of a single character. Dante's The Divine Comedy serves as one example of ideas from the Bible presented into one straight story. This pattern set down by Dante is utilized equally well, albeit turned on its head, by Czech spiritualist John Comenius in his tome, The Labyrinth of the World.    A pioneering educator for children, Comenius expounds on the role of the Bible as a tool for education and does the same with his own work. Just as Biblical stories present life messages to help guide its believers in morality, his own work achieves the same in a fashion updated for his own time. Recalling Dante's use of Virgil, Comeius provides the pilgrim a guide at the offset of the narrative, Ubiquitous. In clever contrast to the Virgil's numerous examples of enlightening Dante, Comeius's traveler is soon saddled with a bridle over his mouth and distorting glasses. These obstacles to seeing the true world are not defeated until the second tract where the pilgrim is saved literally by an act of deus ex machina. Where Dante's story used the afterlife and specific people to showcase how one should live their life, Comenius keeps his narrative Earthbound ... ...ugh a journey-like narrative with a hero and mentor character. In the case of Comenuis, the premise of Dante's story is represented in a mocking manner with guides that are all wrong and deceptive and the hero seeming to know more then his mentors. In this difference, the essential contrast of the more individualistic faith of the 17th century versus the more group-oriented theology of earlier Christianity is seen explicit. Its searing indictment of many levels of authority in society, especially the clergy draws Comenius close to the likes Miester Eckhart and others who saw faith as a matter between the individual and God, without the middlemen of a church.    Works Cited    Comenuis, Jan, Laybrinth of the World. NY: Paulist Press, 1998. Holy Bible, King James Version               

The Scramble for Africa in Late 19th Century to Early 20th Century.

During the late 19th century and the early 20th century, European countries began their scramble for Africa which caused African to suffer from violence like wars, slavery and unfairness, but there was also a positive, peaceful and diplomatic consequences and events in Africa like fair trade system, new technology and the security given to Africans under European rule. An additional document written by an African commoner would help to further assess the African actions and reactions by telling what happened to them during that time period and their reaction towards that issue.European imperialism in Africa mainly caused violent acts and suffering to the African natives but there were positive event. Before European imperialisms, Africans lived their usual lives and attended their crops. However, during the imperialism, Africans had to attend European crops because they were treated like slaves and had to do the bearings for their colonizers (Doc. 4). There were also wars and rebelli ons against the Europeans to fight off their colonization deed because of the unfairness and suffering they had to endure.For example, machine guns, cannons and strategies and formation skills helped to efficiently kill people and cause suffering (Doc 5). Also the violence against Africans can’t be merely described in words, for Europeans took away their land and possessions. They burned their villages, killed and plundered and so their wickedness and injustice against the Africans were seen (Doc 9). A German officer said that the Africans had a magic medicine that would give them good harvest and invulnerability to Europeans.This would help them fight off the unfairness of slavery, under-wage labor, bulletproof ability and strength women and children from the hardships of war (Doc. 8). But by analyzing this document, we should take into account that this is written by a German officer. By interpreting this, we could see that the German officer is mocking the Africans for bei ng superstitious and using petty medicines to fight off their supreme power.Because the Germans saw themselves as a powerful nation through strong military tactics and improved technology, they are making fun of the Africans for using this medicine to win over their rule. However, Africans had a strong sense of nationalism, especially women, like Yaa Asantewa. As queen she saw the cowardliness of the chiefs and gave them a long speech about the bravery of Ashanti is gone and if they aren’t willing to go forward and protect the country, the women will. They would hold arms against the Europeans until the last of them dies (Doc. ). Also chief Maherero wrote a letter to another chief in order to help persuade him to take arms against the Europeans, to fight rather than die from weakly disease or maltreatment, etc. (Doc 7). This shows that’s strong sense of nationalism within Africa. Even though there were mostly war and violence, the source of suffering in Africa, there w ere also peaceful and positive means in colonization. Africans and Europeans signed a contract calling for equal trade, fairness, bettering of the people, no war and not interfering with native laws and customs. Doc. 1) However, because of the contact between African and Europeans through wars and other forms of contact, improved technologies were brought to African through the Europeans (Doc. 5). For example, machine guns, cannons and strategies and formation skills helped influenced the warfare in Africa, like the Battle of Adowa, where Ethiopians fought against the Italians and won. Also, Prempeh I declined British’s offer to become one of its protectorates, however he wants to stay under peaceful terms with them and traditional at the same time (Doc 2).When analyzing this document, we should take into account that Prempeh I is the king. So by interpreting this document, we could conclude that because he’s the king of Ashanti, if he became part of British’s p rotectorate countries, he would lose his power as king. Because by declining, it benefitted him, he decline British’s offer. The Emperor of Ethiopia also declined to become a protectorate under the Europeans because God had protected them and would continue to protect them for God doesn’t want to divide up Ethiopia (Doc 3).He also stated that God would help aid them in recovering their lost lands to Muslims. With this, we could conclude that Ethiopians during that time period is very Christian and believed in God. Europeans countries began to their imperialisms in Africa during the late 19th century and the early 20th century, where they caused violence and suffering like rebellions, slavery and unfairness to the Africans, but there was also a positive, peaceful and diplomatic events in Africa like fair trade system, new technology and the security given to Africans under European rule.

The Important Role of Athletics in Schools

The value of athletics in schools is significant and cannot be overlooked. It has a profound impact on individuals, the school as a whole, as well as the community. Athletics is powerful and transcendent. It can bridge gaps, bring people with relatively nothing in common together, and gives many participates unbelievable, life-altering opportunities. Here, we examine several of the key benefits of having an established, successful athletics program in your school. Many Meaningful Opportunities Virtually every little boy dreams of playing professional baseball, football, or basketball. Very few realize that dream, but it does not mean that athletics cannot provide them with other meaningful opportunities. The top tier athletes often receive a scholarship to attend college and continue their athletic career. For many, this may be their only opportunity to go to college. This opportunity, if taken advantage of, can be life-altering. For the majority, high school is the last time they will participate in organized athletics as a player. However, there are still other opportunities that may result because of their participation in and passion for school athletics. Coaching is a terrific way to stay involved with athletics. Many successful coaches were average high school players with both a passion and understanding of how the game was played but without the individual talent necessary to succeed at the next level. Athletics can also provide opportunities through relationships. In a team sport, players are typically close to one another. These relationships can span the length of a lifetime. Staying connected may provide you with a job or investment opportunity. It may simply provide you with life-long friends who have your back in any situation. School Pride Every school administrator and teacher want the student body to have pride in their school. Athletics is the building block of promoting school pride. Pre-game events such as homecoming, pep rallies, and parades are intended to show off that school pride. We love to support our team no matter whether we win or whether we lose. We hate our rivals and despise them, even more, when they beat us. School pride is about coming together for every game—putting individual differences aside and yelling and cheering loudly together in support of your team. It is about painting our faces and wearing school colors. It is about the student section coming up with creative chants that get in the other teams heads before the game even begins. School pride is about staying after the game and singing the alma mater, no matter whether you win or whether you lose. School pride creates a bond between an individual and the school. This bond spans the course of a lifetime. It can be measured by the sense of pride that you feel when your high school wins a state championship twenty years after you graduate. It is the joy that you feel when you have a child attending and playing for your alma mater. It is a connection that can be both deep and meaningful. School Recognition Teachers and schools rarely receive positive media attention. When you see a story on those subjects, it is typically negative in nature. However, the coverage of athletics is the exact opposite. Sport sells! Having a successful athlete and/or team will likely give you positive media coverage within and around your community. While a teacher with a successful academic program will garner little to no attention, a team with a 10–0 record will be followed closely by the media and the community. This type of notoriety is celebrated. It makes the school attractive to families looking to move into a community that values an outstanding athletics program. It also puts fans in the stands, which translates to more money being poured into the athletics department. This allows coaches and athletic directors the freedom to purchase equipment and training tools that may continue to give their athletes a competitive advantage. Most schools do not want to have an athletic team. Instead, they want to have an athletic program. A program is continuously successful year after year. They build and nurture talent at an early age. Programs garner the most athletic success and, thus, attention. A good player at a well-known program will have a better chance of  receiving a scholarship than a good player on a lesser known team. Student Motivation Athletics can serve as a powerful academic motivator for athletes who would otherwise underperform in the classroom. There are many students who see school as secondary to athletics. As adults, we realize that academics are of far greater importance than athletics. However, as teenagers, the academic side was probably not the center of our focus as it should have been. The good news is that schools require their student-athletes to maintain a certain grade average (typically 60% or above) to participate in athletics. Many students stay in school and keep their grades up only because of their desire to compete in athletics. This is a sad reality but may also provide the greatest reason for keeping athletics in schools. Athletics also serves as motivation for staying out of trouble. Athletes know that if they get in trouble, there is a reasonable chance that they will be suspended for games or parts of a game. This does not mean that every athlete makes the best decision every time. However, the prospect of playing athletics has been a powerful deterrent from making wrong choices for many student-athletes. Essential Life Skills Athletics provides athletes with several benefits including the acquisition of valuable life skills that will benefit them throughout their life. These skills are more beneficial than the games themselves, and their impact can be powerful and transcending. Some of these skills include: Effort - This is defined as giving it everything you have in both practice and games. Effort can overcome the lack of talent in many cases. A player who gives 100% effort is said to have heart. Life lesson: Give your best no matter what and you cannot question yourself in the end.Hard work - It is the preparation you put into becoming a better player before the game is played. This includes strength and endurance training, individual practice time, and film study. Life lesson: Preparation is the key to success. If you work hard to prepare, mistakes are less likely to occur.Self-discipline -  It is the ability to maintain and carry out the role the coaches have determined within the game plan. This includes understanding your own individual strengths and weaknesses. Life lesson: Stay on task to get the job done no matter what distractions there may be.Teamwork -  This is the ability to work with others to complete a goal successfully. A team will only be successful if each individ ual fulfills their role. Life lesson: Working with others is an essential part of being successful. Doing your own thing can be detrimental and lead to many problems.Time management - This is the ability to fulfill all obligations including practice, homework, family, friends, etc. Life lesson: You must be well-balanced and adept at handling all aspects of your life so that you are not overwhelmed and stressed out.