Bertrand Russell, Problems of Philosophy
CHAPTER XV
THE VALUE OF PHILOSOPHY
HAVING now come to the end of our brief and very incomplete review of the problems
of philosophy, it will be well to consider, in conclusion, what is the value of philosophy
and why it ought to be studied. It is the more necessary to consider this question, in view
of the fact that many men, under the influence of science or of practical affairs, are
inclined to doubt whether philosophy is anything better than innocent but useless trifling,
hair-splitting distinctions, and controversies on matters concerning which knowledge is
impossible.
This view of philosophy appears to result, partly from a wrong conception of the ends of
life, partly from a wrong conception of the kind of goods which philosophy strives to
achieve. Physical science, through the medium of inventions, is useful to innumerable
people who are wholly ignorant of it; thus the study of physical science is to be
recommended, not only, or primarily, because of the effect on the student, but rather
because of the effect on mankind in general. Thus utility does not belong to philosophy.
If the study of philosophy has any value at all for others than students of philosophy, it
must be only indirectly, through its effects upon the lives of those who study it. It is in
these effects, therefore, if anywhere, that the value of philosophy must be primarily
sought.
But further, if we are not to fail in our endeavour to determine the value of philosophy,
we must first free our minds from the prejudices of what are wrongly called 'practical'
men. The 'practical' man, as this word is often used, is one who recognizes only material
needs, who realizes that men must have food for the body, but is oblivious of the
necessity of providing food for the mind. If all men were well off, if poverty and disease
had been reduced to their lowest possible point, there would still remain much to be done
to produce a valuable society; and even in the existing world the goods of the mind are at
least as important as the goods of the body. It is exclusively among the goods of the mind
that the value of philosophy is to be found; and only those who are not indifferent to
these goods can be persuaded that the study of philosophy is not a waste of time.
Philosophy, like all other studies, aims primarily at knowledge. The knowledge it aims at
is the kind of knowledge which gives unity and system to the body of the sciences, and
the kind which results from a critical examination of the grounds of our convictions,
prejudices, and beliefs. But it cannot be maintained that philosophy has had any very
great measure of success in its attempts to provide definite answers to its questions. If
you ask a mathematician, a mineralogist, a historian, or any other man of learning, what
definite body of truths has been ascertained by his science, his answer will last as long as
you are willing to listen. B.
1) Russell argues that the value of philosophy lies not in providing definite or certain answers, as other sciences do, but in broadening our perspectives and freeing us from prejudices through contemplating life's profound questions and possibilities.
2) Philosophy raises doubts about common beliefs and familiar things, enlarging our thoughts rather than giving dogmatic answers. This brings a sense of wonder and liberation from narrow views.
3) Engaging with the great objects of philosophical contemplation allows us to transcend personal concerns and view the world impartially, bringing calmness and freedom from our private worries in a vast universe.
1. Russell maintains that the uncertainty of philosophy is more apparent than real. Over time, certain philosophical issues have become separate sciences as our knowledge has grown, such as astronomy and psychology. Philosophy focuses on issues that still lack definite answers.
2. Russell means that philosophy's value lies in its uncertainty. It considers issues from multiple perspectives which expands our thinking beyond conventional views and customs. This sense of uncertainty and exploration provides philosophy with enduring vitality.
3. According to Russell, the chief value of philosophy may be found in contemplating the greatness of the universe impartially. This expands the mind and fosters freedom from narrow, personal aims.
1) The document discusses philosophical activity and what distinguishes a philosopher from others. It argues that philosophical activity involves critically analyzing ideas rather than passively accepting pre-packaged ideologies.
2) A philosopher wonders about fundamental concepts and questions socially accepted assumptions by thinking independently. However, philosophical activity requires more than just wondering - it is a search for truth and understanding of reality through dedication to knowledge.
3) True philosophical activity moves beyond just developing critical thinking skills. It requires gaining an accurate understanding of reality by exiting the cave of limited perspectives, as in Plato's allegory. A philosopher sees the true nature of things that others do not due to narrower horizons.
1. Philosophy analyzes the foundations of other disciplines like science, art, and theology. It investigates concepts like what constitutes good art or how we distinguish truth from error.
2. Philosophy seeks to develop a comprehensive worldview by integrating knowledge from different fields of study. It reflects on life as a totality.
3. Philosophy critically evaluates our most deeply held beliefs and attitudes, especially those held uncritically, to remove elements of irrationality.
1) Philosophy is often seen as abstract and removed from reality, dedicated to theoretical speculations. However, it stems from people asking basic questions about their individual conditions and the meaning of life.
2) Doing philosophy leads people to question and challenge unreflective beliefs and ideas, and to evaluate them logically. It helps examine one's own life and gives existence meaning.
3) While people can accept views without questioning, philosophy challenges concepts consciously. It aims to examine the principles behind accepting or rejecting ideas, undermining some beliefs completely.
The document discusses several key topics in philosophy including ethics, moral philosophy, and the nature of moral judgements. It can be summarized as follows:
1. Ethics (or moral philosophy) is the branch of philosophy concerned with defining right and wrong conduct. It examines moral principles and rules that guide people's decisions about what is right or wrong.
2. Moral philosophy refers to the specific principles or rules that people use to make judgements about the morality of actions.
3. Moral judgements evaluate actions as right or wrong by comparing them to a moral standard. They are normative and involve applying standards to actions, rather than just describing facts.
1 An Enquiry Concerning Human Understanding Author .docxhoney725342
1
An Enquiry Concerning Human
Understanding
Author: David Hume
www.alhassanain.org/english
2
Table of Contents
Section I: Of The Different Species Of Philosophy ........................ 3
Section II: Of The Origin Of Ideas ....................................... 11
Section III: Of The Association Of Ideas ................................. 15
Section IV: Sceptical Doubts Concerning The Operations Of The
Understanding .............................................................. 17
Section V: Sceptical
Solution
Of These Doubts .......................... 27
Section VI ................................................................... 34
Section VII: Of The Idea Of Necessary Connexion ..................... 38
Section VIII: Of Llberity and Necessity .................................. 51
Section IX: Of The Reason Of Animals .................................. 66
Section X: OF Miracles .................................................... 69
Section XI: Of A Particular Providence and Of A Future State ....... 83
Section XII: Of The Acadimical Or Sceptical Philosophy .............. 94
www.alhassanain.org/english
3
Section I: Of The Different Species Of Philosophy
MORAL philosophy, or the science of human nature, may be treated
after two different manners; each of which has its peculiar merit, and may
contribute to the entertainment, instruction, and reformation of man- kind.
The one considers man chiefly as born for action; and as influenced in
his measures by taste and sentiment; pursuing one object, and avoiding
another, according to the value which these objects seem to possess, and
accord- ing to the light in which they present themselves.
As vir- tue, of all objects, is allowed to be the most valuable, this species
of philosophers paint her in the most amiable colours; borrowing all helps
from poetry and eloquence, and treating their subject in an easy and obvious
manner, and such as is best fitted to please the imagination, and engage the
affections.
They select the most striking observations and instances from common
life; place opposite characters in a proper contrast; and alluring us into the
paths of virtue by the views of glory and happiness, direct our steps in these
paths by the soundest precepts and most illustrious examples. They make us
feel the difference between vice and virtue; they excite and regulate our
sentiments; and so they can but bend our hearts to the love of probity and
true honour, they think, that they have fully attained the end of all their
labours.
The other species of philosophers consider man in the light of a
reasonable rather than an active being, and endeavour to form his
understanding more than cultivate his manners.
They regard human nature as a subject of speculation; and with a narrow
scrutiny examine it, in order to find those principles, which regulate our
under- standing, excite our sentiments, and make us approve or blame any
particular ...
The document introduces philosophy by discussing its origins and aims. It states that wonder is the starting point of philosophy, as man began to wonder and inquire about the world upon his existence. The document then says that while philosophy arises from wonder, it aims at understanding rather than simple answers. It seeks enlightenment and truth about the whole of human life and the universe. Finally, the document defines philosophy as the oldest form of systematic inquiry, meaning the love of wisdom. It aims to be grounded in life and prove its practical importance.
1) Russell argues that the value of philosophy lies not in providing definite or certain answers, as other sciences do, but in broadening our perspectives and freeing us from prejudices through contemplating life's profound questions and possibilities.
2) Philosophy raises doubts about common beliefs and familiar things, enlarging our thoughts rather than giving dogmatic answers. This brings a sense of wonder and liberation from narrow views.
3) Engaging with the great objects of philosophical contemplation allows us to transcend personal concerns and view the world impartially, bringing calmness and freedom from our private worries in a vast universe.
1. Russell maintains that the uncertainty of philosophy is more apparent than real. Over time, certain philosophical issues have become separate sciences as our knowledge has grown, such as astronomy and psychology. Philosophy focuses on issues that still lack definite answers.
2. Russell means that philosophy's value lies in its uncertainty. It considers issues from multiple perspectives which expands our thinking beyond conventional views and customs. This sense of uncertainty and exploration provides philosophy with enduring vitality.
3. According to Russell, the chief value of philosophy may be found in contemplating the greatness of the universe impartially. This expands the mind and fosters freedom from narrow, personal aims.
1) The document discusses philosophical activity and what distinguishes a philosopher from others. It argues that philosophical activity involves critically analyzing ideas rather than passively accepting pre-packaged ideologies.
2) A philosopher wonders about fundamental concepts and questions socially accepted assumptions by thinking independently. However, philosophical activity requires more than just wondering - it is a search for truth and understanding of reality through dedication to knowledge.
3) True philosophical activity moves beyond just developing critical thinking skills. It requires gaining an accurate understanding of reality by exiting the cave of limited perspectives, as in Plato's allegory. A philosopher sees the true nature of things that others do not due to narrower horizons.
1. Philosophy analyzes the foundations of other disciplines like science, art, and theology. It investigates concepts like what constitutes good art or how we distinguish truth from error.
2. Philosophy seeks to develop a comprehensive worldview by integrating knowledge from different fields of study. It reflects on life as a totality.
3. Philosophy critically evaluates our most deeply held beliefs and attitudes, especially those held uncritically, to remove elements of irrationality.
1) Philosophy is often seen as abstract and removed from reality, dedicated to theoretical speculations. However, it stems from people asking basic questions about their individual conditions and the meaning of life.
2) Doing philosophy leads people to question and challenge unreflective beliefs and ideas, and to evaluate them logically. It helps examine one's own life and gives existence meaning.
3) While people can accept views without questioning, philosophy challenges concepts consciously. It aims to examine the principles behind accepting or rejecting ideas, undermining some beliefs completely.
The document discusses several key topics in philosophy including ethics, moral philosophy, and the nature of moral judgements. It can be summarized as follows:
1. Ethics (or moral philosophy) is the branch of philosophy concerned with defining right and wrong conduct. It examines moral principles and rules that guide people's decisions about what is right or wrong.
2. Moral philosophy refers to the specific principles or rules that people use to make judgements about the morality of actions.
3. Moral judgements evaluate actions as right or wrong by comparing them to a moral standard. They are normative and involve applying standards to actions, rather than just describing facts.
1 An Enquiry Concerning Human Understanding Author .docxhoney725342
1
An Enquiry Concerning Human
Understanding
Author: David Hume
www.alhassanain.org/english
2
Table of Contents
Section I: Of The Different Species Of Philosophy ........................ 3
Section II: Of The Origin Of Ideas ....................................... 11
Section III: Of The Association Of Ideas ................................. 15
Section IV: Sceptical Doubts Concerning The Operations Of The
Understanding .............................................................. 17
Section V: Sceptical
Solution
Of These Doubts .......................... 27
Section VI ................................................................... 34
Section VII: Of The Idea Of Necessary Connexion ..................... 38
Section VIII: Of Llberity and Necessity .................................. 51
Section IX: Of The Reason Of Animals .................................. 66
Section X: OF Miracles .................................................... 69
Section XI: Of A Particular Providence and Of A Future State ....... 83
Section XII: Of The Acadimical Or Sceptical Philosophy .............. 94
www.alhassanain.org/english
3
Section I: Of The Different Species Of Philosophy
MORAL philosophy, or the science of human nature, may be treated
after two different manners; each of which has its peculiar merit, and may
contribute to the entertainment, instruction, and reformation of man- kind.
The one considers man chiefly as born for action; and as influenced in
his measures by taste and sentiment; pursuing one object, and avoiding
another, according to the value which these objects seem to possess, and
accord- ing to the light in which they present themselves.
As vir- tue, of all objects, is allowed to be the most valuable, this species
of philosophers paint her in the most amiable colours; borrowing all helps
from poetry and eloquence, and treating their subject in an easy and obvious
manner, and such as is best fitted to please the imagination, and engage the
affections.
They select the most striking observations and instances from common
life; place opposite characters in a proper contrast; and alluring us into the
paths of virtue by the views of glory and happiness, direct our steps in these
paths by the soundest precepts and most illustrious examples. They make us
feel the difference between vice and virtue; they excite and regulate our
sentiments; and so they can but bend our hearts to the love of probity and
true honour, they think, that they have fully attained the end of all their
labours.
The other species of philosophers consider man in the light of a
reasonable rather than an active being, and endeavour to form his
understanding more than cultivate his manners.
They regard human nature as a subject of speculation; and with a narrow
scrutiny examine it, in order to find those principles, which regulate our
under- standing, excite our sentiments, and make us approve or blame any
particular ...
The document introduces philosophy by discussing its origins and aims. It states that wonder is the starting point of philosophy, as man began to wonder and inquire about the world upon his existence. The document then says that while philosophy arises from wonder, it aims at understanding rather than simple answers. It seeks enlightenment and truth about the whole of human life and the universe. Finally, the document defines philosophy as the oldest form of systematic inquiry, meaning the love of wisdom. It aims to be grounded in life and prove its practical importance.
Radius Images/Photolibrary1
Introducing Philosophy
• Philosophy has a rich and fascinating history.
• Philosophers explore questions ranging from logic and
mathematics to morality and art.
• Philosophy helps us to better understand our beliefs and
those of others and to examine, defend, and criticize
those beliefs.
What We Will Discover
mos66103_01_ch01_001-030.indd 1 12/1/10 7:22 PM
CHAPTER 1Section 1.1 What Is Philosophy?
Philosophy is an unusual discipline, not just because it has an enormously long history, but
because it spends a good bit of time investigating what philosophy itself is. In this chap-
ter, we look at what philosophy is, how philosophers approach their subject, and what the
benefits of philosophical inquiry are. We will also include a brief overview of the rich and
fascinating history of the development of philosophy in the West.
1.1 What Is Philosophy?
Here we will explore what philosophy is, including some of its history. We will focus on Western philosophy, and the most important philosophers of that tradi-tion, but it is good to keep in mind that there are other important traditions in the
history of philosophy. One of the most important things philosophers do is ask questions,
and we will identify some of the questions that have engaged philosophers for thousands
of years.
What Do Philosophers Do?
Plato tells us that philosophy begins in wonder. Human beings wonder about themselves,
about other people, about where they came from, about where they are going, and about
what they should do while they are here. Human beings are naturally curious, and each
question one asks leads to another, then another, and then another. One way of think-
ing about philosophy, then, is that it is the sys-
tematic attempt to answer the general questions
human beings have always asked, and the debate
that naturally follows each proposed answer.
Philosophy combines curiosity—wonder about
the world and all that is in it, and even beyond
it—and criticism—objections to answers, sugges-
tions of new answers, and new objections to those
new answers. As should be clear, philosophical
inquiry has one other important feature: It never
ends. We do, on occasion, seem to discover solu-
tions to specific philosophical questions. But the
pursuit of philosophy will continue as long as
there are things we don’t understand, and as long
as we remain curious.
The word philosophy comes from two Greek
words. We see one of them, philein, or “to love,”
in the name of Philadelphia, “city of brotherly
love,” and in the word philanthropy, love for
human beings. We are familiar with the other
word, sophos, from such words as sophisticated
and sophomore: It means wisdom. Thus, philos-
ophy is, literally, the love of wisdom and refers
to the unending search for answers to questions.
To be successful, then, in philosophy, one must
Hilary Helton/81a/Photolibrary
As humans, we are naturally curi-
ous—something often q ...
I. Radhakrishnan's epistemology involves "whole-person knowing" through the full functioning of human faculties, arriving at knowledge through the "reaction of the whole [individual] to the whole reality."
II. This "all-comprehending" epistemology corresponds to the four elements of the complete human personality in yoga. Developing these domains through compatible yoga practices can strengthen abilities in different ways of knowing.
III. Intuition and experience are legitimate forms of epistemology alongside reason and the senses. A robust philosophy of knowing includes first-person insights from phenomena like mysticism and existentialism.
The document provides an introduction to philosophy, outlining its main goals and branches. It discusses how philosophy originated under Socrates and his development of the Socratic method. It describes the core areas of philosophy including ethics, metaphysics, epistemology, and logic. It also covers the demands and rewards of studying philosophy.
Pythagoras coined the term "philosophy" to mean "love of wisdom". Philosophy involves critically examining fundamental questions about existence, knowledge, values, reason, and language. It can be understood as a set of beliefs about life, a process of reflection and criticism of beliefs, or an attempt to understand the world as a whole. The main branches of philosophy are logic, metaphysics, epistemology, and value theory, which includes ethics, aesthetics, and social/political philosophy.
This document provides an overview of the meaning and nature of philosophy. It begins by explaining that philosophy comes from the Greek words for "love" and "wisdom" and means the love of wisdom. It describes how Pythagoras was the first to call himself a philosopher. The document then discusses how philosophy involves studying fundamental problems about existence, knowledge, values, reason, and language. It also explains that philosophy aims to formulate and answer fundamental questions and look at the world as a whole. The document concludes by outlining some of the main branches of philosophy, including logic, metaphysics, epistemology, ethics, aesthetics, and social and political philosophy.
1. Philosophy is defined as the love of wisdom and the rational attempt to understand fundamental problems regarding existence, knowledge, values, reason, mind, and language.
2. The main branches of philosophy are logic, metaphysics, epistemology, and value theory. Logic studies rules of reasoning. Metaphysics examines reality. Epistemology considers the nature and sources of knowledge. Value theory encompasses ethics, aesthetics, and social/political philosophy.
3. Ethics examines concepts of right and wrong through descriptive, normative, and metaethical approaches. Aesthetics concerns theories of art and beauty.
1
An Introduction to Philosophy
W. Russ Payne
Bellevue College
Copyright (cc by nc 4.0)
2015 W. Russ Payne
Permission is granted to copy, distribute and/or modify this document with attribution under the
terms of Creative Commons: Attribution Noncommercial 4.0 International or any later version of
this license. A copy of the license is found at http://creativecommons.org/licenses/by-nc/4.0/
2
Contents
Introduction ………………………………………………. 3
Chapter 1: What Philosophy Is ………………………….. 5
Chapter 2: How to do Philosophy ………………….……. 11
Chapter 3: Ancient Philosophy ………………….………. 23
Chapter 4: Rationalism ………….………………….……. 38
Chapter 5: Empiricism …………………………………… 50
Chapter 6: Philosophy of Science ………………….…..… 58
Chapter 7: Philosophy of Mind …………………….……. 72
Chapter 8: Love and Happiness …………………….……. 79
Chapter 9: Meta Ethics …………………………………… 94
Chapter 10: Right Action ……………………...…………. 108
Chapter 11: Social Justice …………………………...…… 120
3
Introduction
The goal of this text is to present philosophy to newcomers as a living discipline with historical
roots. While a few early chapters are historically organized, my goal in the historical chapters is
to trace a developmental progression of thought that introduces basic philosophical methods and
frames issues that remain relevant today. Later chapters are topically organized. These include
philosophy of science and philosophy of mind, areas where philosophy has shown dramatic
recent progress.
This text concludes with four chapters on ethics, broadly construed. I cover traditional theories of
right action in the third of these. Students are first invited first to think about what is good for
themselves and their relationships in a chapter of love and happiness. Next a few meta-ethical
issues are considered; namely, whether they are moral truths and if so what makes them so. The
end of the ethics sequence addresses social justice, what it is for one’s community to be good.
Our sphere of concern expands progressively through these chapters. Our inquiry recapitulates
the course of development into moral maturity.
Over the course of the text I’ve tried to outline the continuity of thought that leads from the
historical roots of philosophy to a few of the diverse areas of inquiry that continue to make
significant contributions to our understanding of ourselves and the world we live in.
As an undergraduate philosophy major, one of my favorite professors once told me that
philosophers really do have an influence on how people think. I was pleased to hear that the kind
of inquiry I found interesting and rewarding might also be relevant to people’s lives and make a
difference in the world. Then he completed his thought, “it only takes about 300 years.” Over the
course of my teaching career, it has struck me that the opinions many of my students come to
class with have jus ...
1
An Introduction to Philosophy
W. Russ Payne
Bellevue College
Copyright (cc by nc 4.0)
2015 W. Russ Payne
Permission is granted to copy, distribute and/or modify this document with attribution under the
terms of Creative Commons: Attribution Noncommercial 4.0 International or any later version of
this license. A copy of the license is found at http://creativecommons.org/licenses/by-nc/4.0/
2
Contents
Introduction ………………………………………………. 3
Chapter 1: What Philosophy Is ………………………….. 5
Chapter 2: How to do Philosophy ………………….……. 11
Chapter 3: Ancient Philosophy ………………….………. 23
Chapter 4: Rationalism ………….………………….……. 38
Chapter 5: Empiricism …………………………………… 50
Chapter 6: Philosophy of Science ………………….…..… 58
Chapter 7: Philosophy of Mind …………………….……. 72
Chapter 8: Love and Happiness …………………….……. 79
Chapter 9: Meta Ethics …………………………………… 94
Chapter 10: Right Action ……………………...…………. 108
Chapter 11: Social Justice …………………………...…… 120
3
Introduction
The goal of this text is to present philosophy to newcomers as a living discipline with historical
roots. While a few early chapters are historically organized, my goal in the historical chapters is
to trace a developmental progression of thought that introduces basic philosophical methods and
frames issues that remain relevant today. Later chapters are topically organized. These include
philosophy of science and philosophy of mind, areas where philosophy has shown dramatic
recent progress.
This text concludes with four chapters on ethics, broadly construed. I cover traditional theories of
right action in the third of these. Students are first invited first to think about what is good for
themselves and their relationships in a chapter of love and happiness. Next a few meta-ethical
issues are considered; namely, whether they are moral truths and if so what makes them so. The
end of the ethics sequence addresses social justice, what it is for one’s community to be good.
Our sphere of concern expands progressively through these chapters. Our inquiry recapitulates
the course of development into moral maturity.
Over the course of the text I’ve tried to outline the continuity of thought that leads from the
historical roots of philosophy to a few of the diverse areas of inquiry that continue to make
significant contributions to our understanding of ourselves and the world we live in.
As an undergraduate philosophy major, one of my favorite professors once told me that
philosophers really do have an influence on how people think. I was pleased to hear that the kind
of inquiry I found interesting and rewarding might also be relevant to people’s lives and make a
difference in the world. Then he completed his thought, “it only takes about 300 years.” Over the
course of my teaching career, it has struck me that the opinions many of my students come to
class with have jus ...
Short Speech on Save Trees and Save Planet EarthThis form of Speech On Save Trees And Save Planet Earth In English is useful for students in grades 4-7, as they can speak about the topic in a short time using simple words for everyone to understand.Good morning everyone, I ABC (mention your name) feel very fortunate to get this opportunity on this prestigious platform to speak on an important topic: Save Trees And Save Planet Earth. This planet has seen so many inventions and modern technologies that it is taking over, but none of it can do the work of the natural resources.Trees are one of the most important natural resources that give life to every living thing. We are so heavily dependent on this natural resource and in return, we are only destroying them by cutting them and harming the planet. The trees selflessly provide so many benefits to humans and humans selfishly repay this debt by cutting down trees. If this practice of deforestation continues and people don’t realize the need to give back to the planet by planting trees then there won’t be a planet to live on anymore. Trees protect the natural environment by balancing the pollution levels and purifying such harmful air that has been created due to manmade activities. It acts as a home and shelter to so many animals, helps in raising fertility of the soil naturally and we only cause harm to it. Let us all pledge to not continue this harmful activity and take the route of afforestation. Start by planting trees at home and in your neighborhood. Do it for the benefit of the environment and planet even if your efforts go unnoticed. Spread awareness about the importance of planting trees and start early. Save trees and save the planet.Thank you.Short Speech on Save Trees and Save Planet EarthThis form of Speech On Save Trees And Save Planet Earth In English is useful for students in grades 4-7, as they can speak about the topic in a short time using simple words for everyone to understand.Good morning everyone, I ABC (mention your name) feel very fortunate to get this opportunity on this prestigious platform to speak on an important topic: Save Trees And Save Planet Earth. This planet has seen so many inventions and modern technologies that it is taking over, but none of it can do the work of the natural resources.Trees are one of the most important natural resources that give life to every living thing. We are so heavily dependent on this natural resource and in return, we are only destroying them by cutting them and harming the planet. The trees selflessly provide so many benefits to humans and humans selfishly repay this debt by cutting down trees. If this practice of deforestation continues and people don’t realize the need to give back to the planet by planting trees then there won’t be a planet to live on anymore. Trees protect the natural environment by balancing the pollution levels and purifying such harmful air that has been created due to manmade activities. It acts as a home and
Lesson-2-WPS-Office.pptx the philosophy of the human personjm3895748
This document discusses various methods of philosophizing. It defines argument as having a conclusion supported by premises, and phenomenology as studying experience and lived worlds. It explains that philosophizing develops critical thinking and helps clarify beliefs. Examples given are discussing concepts like beauty on long trips after running out of gossip. The four methods of philosophizing are identified as logic, analysis, phenomenology, and existentialism. Intersubjectivity is defined as sharing understanding through empathy between subjects.
Meaning and nature of philosophy -.pptxIdrisMammadov
1. Philosophy is defined as the rational inquiry into fundamental questions about life, the universe, and reality.
2. There are different conceptions of philosophy, including having a personal set of beliefs, critically reflecting on beliefs, seeking a unified worldview, analyzing language, and investigating perennial problems.
3. The main branches of philosophy are logic, metaphysics, epistemology, and value theory. Metaphysics studies the nature of reality, epistemology studies the nature and validity of knowledge, and value theory includes ethics, aesthetics, and social and political philosophy.
This document provides an overview of a philosophy course, including:
- The course will examine different philosophical theories and apply views to questions. Students will learn about famous philosophers.
- The content includes history of philosophy, ontology, epistemology, and social philosophy. Topics within each area are outlined.
- The role of philosophy in human life and society is discussed in the first lecture, including the meaning and nature of philosophy and its importance. The main branches of philosophy - logic, metaphysics, epistemology, and value theory - are also introduced.
How Dead Is Philosophy ~or~ What Do You Imagine Philosophy Actually Is?noiseTM
High-profile science champions such as Stephen Hawking, Neil DeGrasse Tyson and Bill Nye The Science Guy have all gone on record to have a pop at philosophy as past its sell-by date, now that we have SCIENCE to tell us the truth about the world – even going as far as to proclaim the centuries-old discipline, like jazz or guitar rock*, is dead.
Doctor of philosophy James Wakefield and ex-philosophy teacher Thomas Morton have found themselves on the wrong end of this frustrating pub conversation and, frankly, take umbrage at what seems to be a fundamental misunderstanding of the difference in what science and philosophy respectively do.
In this talk they intend to gather up their "beefs" and air them – in the process outlining a personal take on what philosophy is all about, while making a case for why it is not going away and is worth paying attention to. Even for scientists.
(*perhaps tellingly at least one of the speakers listens to both)
The document analyzes Johann Gottlieb Fichte's view of the vocation of a scholar through a Christian lens. It summarizes Fichte's view that a scholar is a learner, teacher, and guide of humanity who possesses moral excellence. A scholar is devoted to continuously acquiring knowledge through philosophy, history, and experience. As a teacher, a scholar's role is to communicate knowledge to society for its benefit. As a guide, a scholar can see the future direction humanity needs to progress. The analysis argues this view remains relevant for Christian scholars today, though they are ultimately accountable to God and must interpret revelations through history. A Christian scholar must be dynamically engaged with issues over time while exemplifying virtue.
This document discusses the nature and role of philosophy of education. It defines philosophy and explains that philosophy aims to understand human experience through reflection. As humans naturally desire knowledge, philosophy provides a method to reflect on experience and ask ultimate questions about meaning. The document contrasts philosophy and science, noting that philosophy pursues meaning while science pursues truth. It examines challenges to philosophy from empirical science and debates questions like what is the nature of man. Overall, the document argues that philosophy of education is needed to guide education and humanize science by considering questions of human growth, development, and freedom.
This document provides an introduction to a course on philosophy. It defines philosophy as the love of wisdom and the search for meaning. It outlines the course, which will cover definitions of philosophy, why it is studied, its major fields and issues. It discusses perceptions of philosophy and provides reminders for students. Specifically, it emphasizes developing skills in analysis, criticism and synthesis through careful reading. It also explains how the study of philosophy helps prepare students for theological studies by developing rigorous thinking habits and understanding philosophical foundations of religious doctrines.
This chapter discusses the evolving meaning of the term "philosophy" from its origins to modern usage. Originally used by Herodotus to describe those who pursued knowledge and investigated nature, like Solon, the term came to be associated with Socrates and his followers in ancient Greece. Early Greek philosophers like Thales, Anaximander, and Anaximenes engaged in speculative physical theories about the fundamental constituents of the world, marking a turn away from mythological explanations. While their theories seem crude today, they represented an important shift toward a scientific approach. The meaning and scope of "philosophy" has changed over time, but it now generally refers to a group of disciplines involving reflective thought on fundamental problems of reality,
This document discusses the relationship between science and philosophy. It provides definitions of science as the study of natural phenomena through observation and experimentation with the goal of discovering general truths and laws. Philosophy is defined as the study of knowledge, reality, and ethics through reflection rather than empirical discovery. The philosophy of science examines the methods and justification of scientific claims.
The relationship between science and philosophy is examined in three ways: they can deal with different subject matters, philosophy can be an extension of science by evaluating scientific concepts and theories, or philosophy can describe realities independent of science. While science studies empirical facts, philosophy clarifies scientific language and theories. Both fields influence each other as science is not purely objective and philosophy reflects on scientific findings.
This document summarizes the major philosophical perspectives in education. It discusses idealism, realism, naturalism, pragmatism, progressivism, existentialism, essentialism, perennialism, social reconstructionism, and critical theory. It provides an overview of each perspective, including a discussion of Plato's idealism and the influence of the Sophists. The purpose is to help readers classify, analyze, and apply these perspectives to examine their own philosophies of leadership and teaching.
BIODIVERSITY and HEALTHY POPULATIONSECS111 P DR. SE.docxtangyechloe
BIODIVERSITY and HEALTHY
POPULATIONS
ECS111 P
DR. SEALEY
SPRING 2019
FINAL FOOTPRINT: THIS IS 15% OF YOUR GRADE.
Pick your parameters – something you can
document and measure.
Start doing some research on that parameter,
create a bibliography in end note.
EMAIL Dr. SEALEY or MAKE AN APPOINTMENT
if you have questions, want help, need
references or just want to be sure you are on the
right track
Start now, you may have to start over if the first
attempts don’t work out.
EQUILIBRIUM THEORY
Ecosystems are stable environments in
which species interact constantly in well
balanced predator-prey and competitive
relationships.
“Balance of nature” idea derived from this
theory.
BIODIVERSITY IS LINKED TO POPULATIONS
DYNAMICS OF NATURAL
POPULATIONS
• Population growth curves
• Biotic potential versus environmental
resistance
• Density dependence and critical number
POPULATION = BIRTHS – DEATHS -
EMMIGRATION + IMMIGRATION
POPULATION
GROWTH
Exponential vs. Logistical Growth
LIFE HISTORY OR
REPRODUCTIVE STRATEGIES
Many offspring with
low parental care
Few offspring with
high parental careJ-shaped growth curve
S-shaped growth curve
WHICH SPECIES WILL SURVIVE
IN A RAPIDLY CHANGING
ENVIRONMENT?
Panda
Narrow distribution
Small population
Low genetic variation
Large size
Small # of offspring
Limited migration
Mouse
Wide distribution
Large population
High genetic variation
Small size
Large # of offspring
High migration
POPULATION DYNAMICS
Environmental resistance: combination of
biotic and abiotic factors that may limit
population increase.
Biotic potential: combination of biotic and
abiotic factors that enhance population
increase.
YOU TUBE BREAK:
WHAT DETERMINES BIODIVERISTY?
HEALTHY POPULATIONS OF MANY
SPECIES!!!!
HOW CLOSE ARE WE TO
RESURRECTING EXTINCT SPECIES?
HTTPS://WWW.YOUTUBE.COM/WATCH?V
=QA1_MDIDGYK
https://www.youtube.com/watch?v=qA1_mdiDgyk
ESSAY # 9 : ARE WE READY FOR DE-
EXTINCTION?
DE-EXTINCTION AND RECOVERY OF SPECIES:
Should scientists pursue species recovery of extinct
species?
Give a specific example of one species you believe
should or should not be brought back from
extinction.
Write a persuasive essay to discuss the ecological,
economic and ethical ramifications of re-creating the
genome of an extinct species, re-creating
populations, and then releasing these animals into
the wild.
Mammal Population Losses and the Extinction Crisis
Gerardo Ceballos and Paul R. Ehrlich
The disappearance of populations is a prelude to species
extinction. No geographically explicit estimates have been
made of current population losses of major indicator taxa.
Here we compare historic and present distributions of 173
declining mammal species from six continents. These
species have collectively lost over 50% of their historic
range area, mostly where human activ.
BIOC 405 Assignment 1 Dr Moore Due Friday March 1st, .docxtangyechloe
BIOC 405 Assignment 1: Dr Moore
Due Friday March 1st, 2019 before 16:00 in Room 3D30.8 HSc
1. (a)In your handout for protein kinase A, there is a table of known substrate
sequences, in other words sequences of peptides phosphorylated by PKA. Please do your
best to align the substrate sequences provided, and from the alignment, predict what a good
consensus substrate for PKA will be. To present your alignment, please use an equal width
font for the protein sequences (Courier or Courier New work well). Highlight the P(0)
residue, P(-1) etc.
(b)The regulatory subunit (R) of protein kinase A has a short sequence
(RRRRGAISA that is critical for inhibiting the activity of the kinase catalytic subunit. This
short sequence of the R-subunit actually sits in the active site cleft of PKA in the
crystallographically-determined structure of the inhibited RC complex. Can you deduce
what the function of this sequence is? Using the answer to part (a) as a guide, please align
the inhibitory sequence with the known substrate sequences to deduce how this sequence
likely functions to inhibit PKA. Furthermore, using your class notes, can you make a guess
at which residues on PKA might interact with specific residues from the R-inhibitory
peptide?
2. For a regularly spaced 1-Dimensional array of atoms (spacing =13 Å) calculate the
total number of diffraction maxima and their scattering angles (for perfect in phase
scattering from the atoms in the 1-D array) between scattering angles of zero and ninety
degrees Use a wavelength of d=1.25 Å. Please include a drawing to explain the diffraction
condition and show your calculations.
3. Using site specific mutagenesis to change residues in the substrate binding cleft of
PKA (not residues involved in catalytic roles), how would you alter PKA’s substrate
specificity at P-3, and P-2 to Glu and P+1 to Asn? By this, I mean how would you
specifically make mutations in the PKA enzyme amino acid sequence (not the substrate
sequence) that would select for binding and phosphorylation of a peptide sequence that
would clearly differ from the known substrate sequence preferred by PKA as outlined
above. Be sure to clearly highlight exactly what residues in the PKA sequence you would
have to change (and to what amino acid) to achieve this.
4. The following lines of data describe the atomic coordinates for an arginine residue in
a protein molecule in PDB (protein data bank) format. Since proteins are three-dimensional
objects, the position of each atom is specified in space by its X, Y and Z coordinates. On each
line of a PDB formatted file, the atom number is given, the atom type is next (e.g. N-
backbone nitrogen, backbone carbonyl oxygen etc), the residue name (here ARG 431 in chain
D; in this instance the protein crystal contains four independent copies of the polypeptide
chain, labelled A through D), then the X-coordinate for that atom, the Y-coordinate for that
atom and the Z-coo.
More Related Content
Similar to Bertrand Russell, Problems of Philosophy CHAPTER XV .docx
Radius Images/Photolibrary1
Introducing Philosophy
• Philosophy has a rich and fascinating history.
• Philosophers explore questions ranging from logic and
mathematics to morality and art.
• Philosophy helps us to better understand our beliefs and
those of others and to examine, defend, and criticize
those beliefs.
What We Will Discover
mos66103_01_ch01_001-030.indd 1 12/1/10 7:22 PM
CHAPTER 1Section 1.1 What Is Philosophy?
Philosophy is an unusual discipline, not just because it has an enormously long history, but
because it spends a good bit of time investigating what philosophy itself is. In this chap-
ter, we look at what philosophy is, how philosophers approach their subject, and what the
benefits of philosophical inquiry are. We will also include a brief overview of the rich and
fascinating history of the development of philosophy in the West.
1.1 What Is Philosophy?
Here we will explore what philosophy is, including some of its history. We will focus on Western philosophy, and the most important philosophers of that tradi-tion, but it is good to keep in mind that there are other important traditions in the
history of philosophy. One of the most important things philosophers do is ask questions,
and we will identify some of the questions that have engaged philosophers for thousands
of years.
What Do Philosophers Do?
Plato tells us that philosophy begins in wonder. Human beings wonder about themselves,
about other people, about where they came from, about where they are going, and about
what they should do while they are here. Human beings are naturally curious, and each
question one asks leads to another, then another, and then another. One way of think-
ing about philosophy, then, is that it is the sys-
tematic attempt to answer the general questions
human beings have always asked, and the debate
that naturally follows each proposed answer.
Philosophy combines curiosity—wonder about
the world and all that is in it, and even beyond
it—and criticism—objections to answers, sugges-
tions of new answers, and new objections to those
new answers. As should be clear, philosophical
inquiry has one other important feature: It never
ends. We do, on occasion, seem to discover solu-
tions to specific philosophical questions. But the
pursuit of philosophy will continue as long as
there are things we don’t understand, and as long
as we remain curious.
The word philosophy comes from two Greek
words. We see one of them, philein, or “to love,”
in the name of Philadelphia, “city of brotherly
love,” and in the word philanthropy, love for
human beings. We are familiar with the other
word, sophos, from such words as sophisticated
and sophomore: It means wisdom. Thus, philos-
ophy is, literally, the love of wisdom and refers
to the unending search for answers to questions.
To be successful, then, in philosophy, one must
Hilary Helton/81a/Photolibrary
As humans, we are naturally curi-
ous—something often q ...
I. Radhakrishnan's epistemology involves "whole-person knowing" through the full functioning of human faculties, arriving at knowledge through the "reaction of the whole [individual] to the whole reality."
II. This "all-comprehending" epistemology corresponds to the four elements of the complete human personality in yoga. Developing these domains through compatible yoga practices can strengthen abilities in different ways of knowing.
III. Intuition and experience are legitimate forms of epistemology alongside reason and the senses. A robust philosophy of knowing includes first-person insights from phenomena like mysticism and existentialism.
The document provides an introduction to philosophy, outlining its main goals and branches. It discusses how philosophy originated under Socrates and his development of the Socratic method. It describes the core areas of philosophy including ethics, metaphysics, epistemology, and logic. It also covers the demands and rewards of studying philosophy.
Pythagoras coined the term "philosophy" to mean "love of wisdom". Philosophy involves critically examining fundamental questions about existence, knowledge, values, reason, and language. It can be understood as a set of beliefs about life, a process of reflection and criticism of beliefs, or an attempt to understand the world as a whole. The main branches of philosophy are logic, metaphysics, epistemology, and value theory, which includes ethics, aesthetics, and social/political philosophy.
This document provides an overview of the meaning and nature of philosophy. It begins by explaining that philosophy comes from the Greek words for "love" and "wisdom" and means the love of wisdom. It describes how Pythagoras was the first to call himself a philosopher. The document then discusses how philosophy involves studying fundamental problems about existence, knowledge, values, reason, and language. It also explains that philosophy aims to formulate and answer fundamental questions and look at the world as a whole. The document concludes by outlining some of the main branches of philosophy, including logic, metaphysics, epistemology, ethics, aesthetics, and social and political philosophy.
1. Philosophy is defined as the love of wisdom and the rational attempt to understand fundamental problems regarding existence, knowledge, values, reason, mind, and language.
2. The main branches of philosophy are logic, metaphysics, epistemology, and value theory. Logic studies rules of reasoning. Metaphysics examines reality. Epistemology considers the nature and sources of knowledge. Value theory encompasses ethics, aesthetics, and social/political philosophy.
3. Ethics examines concepts of right and wrong through descriptive, normative, and metaethical approaches. Aesthetics concerns theories of art and beauty.
1
An Introduction to Philosophy
W. Russ Payne
Bellevue College
Copyright (cc by nc 4.0)
2015 W. Russ Payne
Permission is granted to copy, distribute and/or modify this document with attribution under the
terms of Creative Commons: Attribution Noncommercial 4.0 International or any later version of
this license. A copy of the license is found at http://creativecommons.org/licenses/by-nc/4.0/
2
Contents
Introduction ………………………………………………. 3
Chapter 1: What Philosophy Is ………………………….. 5
Chapter 2: How to do Philosophy ………………….……. 11
Chapter 3: Ancient Philosophy ………………….………. 23
Chapter 4: Rationalism ………….………………….……. 38
Chapter 5: Empiricism …………………………………… 50
Chapter 6: Philosophy of Science ………………….…..… 58
Chapter 7: Philosophy of Mind …………………….……. 72
Chapter 8: Love and Happiness …………………….……. 79
Chapter 9: Meta Ethics …………………………………… 94
Chapter 10: Right Action ……………………...…………. 108
Chapter 11: Social Justice …………………………...…… 120
3
Introduction
The goal of this text is to present philosophy to newcomers as a living discipline with historical
roots. While a few early chapters are historically organized, my goal in the historical chapters is
to trace a developmental progression of thought that introduces basic philosophical methods and
frames issues that remain relevant today. Later chapters are topically organized. These include
philosophy of science and philosophy of mind, areas where philosophy has shown dramatic
recent progress.
This text concludes with four chapters on ethics, broadly construed. I cover traditional theories of
right action in the third of these. Students are first invited first to think about what is good for
themselves and their relationships in a chapter of love and happiness. Next a few meta-ethical
issues are considered; namely, whether they are moral truths and if so what makes them so. The
end of the ethics sequence addresses social justice, what it is for one’s community to be good.
Our sphere of concern expands progressively through these chapters. Our inquiry recapitulates
the course of development into moral maturity.
Over the course of the text I’ve tried to outline the continuity of thought that leads from the
historical roots of philosophy to a few of the diverse areas of inquiry that continue to make
significant contributions to our understanding of ourselves and the world we live in.
As an undergraduate philosophy major, one of my favorite professors once told me that
philosophers really do have an influence on how people think. I was pleased to hear that the kind
of inquiry I found interesting and rewarding might also be relevant to people’s lives and make a
difference in the world. Then he completed his thought, “it only takes about 300 years.” Over the
course of my teaching career, it has struck me that the opinions many of my students come to
class with have jus ...
1
An Introduction to Philosophy
W. Russ Payne
Bellevue College
Copyright (cc by nc 4.0)
2015 W. Russ Payne
Permission is granted to copy, distribute and/or modify this document with attribution under the
terms of Creative Commons: Attribution Noncommercial 4.0 International or any later version of
this license. A copy of the license is found at http://creativecommons.org/licenses/by-nc/4.0/
2
Contents
Introduction ………………………………………………. 3
Chapter 1: What Philosophy Is ………………………….. 5
Chapter 2: How to do Philosophy ………………….……. 11
Chapter 3: Ancient Philosophy ………………….………. 23
Chapter 4: Rationalism ………….………………….……. 38
Chapter 5: Empiricism …………………………………… 50
Chapter 6: Philosophy of Science ………………….…..… 58
Chapter 7: Philosophy of Mind …………………….……. 72
Chapter 8: Love and Happiness …………………….……. 79
Chapter 9: Meta Ethics …………………………………… 94
Chapter 10: Right Action ……………………...…………. 108
Chapter 11: Social Justice …………………………...…… 120
3
Introduction
The goal of this text is to present philosophy to newcomers as a living discipline with historical
roots. While a few early chapters are historically organized, my goal in the historical chapters is
to trace a developmental progression of thought that introduces basic philosophical methods and
frames issues that remain relevant today. Later chapters are topically organized. These include
philosophy of science and philosophy of mind, areas where philosophy has shown dramatic
recent progress.
This text concludes with four chapters on ethics, broadly construed. I cover traditional theories of
right action in the third of these. Students are first invited first to think about what is good for
themselves and their relationships in a chapter of love and happiness. Next a few meta-ethical
issues are considered; namely, whether they are moral truths and if so what makes them so. The
end of the ethics sequence addresses social justice, what it is for one’s community to be good.
Our sphere of concern expands progressively through these chapters. Our inquiry recapitulates
the course of development into moral maturity.
Over the course of the text I’ve tried to outline the continuity of thought that leads from the
historical roots of philosophy to a few of the diverse areas of inquiry that continue to make
significant contributions to our understanding of ourselves and the world we live in.
As an undergraduate philosophy major, one of my favorite professors once told me that
philosophers really do have an influence on how people think. I was pleased to hear that the kind
of inquiry I found interesting and rewarding might also be relevant to people’s lives and make a
difference in the world. Then he completed his thought, “it only takes about 300 years.” Over the
course of my teaching career, it has struck me that the opinions many of my students come to
class with have jus ...
Short Speech on Save Trees and Save Planet EarthThis form of Speech On Save Trees And Save Planet Earth In English is useful for students in grades 4-7, as they can speak about the topic in a short time using simple words for everyone to understand.Good morning everyone, I ABC (mention your name) feel very fortunate to get this opportunity on this prestigious platform to speak on an important topic: Save Trees And Save Planet Earth. This planet has seen so many inventions and modern technologies that it is taking over, but none of it can do the work of the natural resources.Trees are one of the most important natural resources that give life to every living thing. We are so heavily dependent on this natural resource and in return, we are only destroying them by cutting them and harming the planet. The trees selflessly provide so many benefits to humans and humans selfishly repay this debt by cutting down trees. If this practice of deforestation continues and people don’t realize the need to give back to the planet by planting trees then there won’t be a planet to live on anymore. Trees protect the natural environment by balancing the pollution levels and purifying such harmful air that has been created due to manmade activities. It acts as a home and shelter to so many animals, helps in raising fertility of the soil naturally and we only cause harm to it. Let us all pledge to not continue this harmful activity and take the route of afforestation. Start by planting trees at home and in your neighborhood. Do it for the benefit of the environment and planet even if your efforts go unnoticed. Spread awareness about the importance of planting trees and start early. Save trees and save the planet.Thank you.Short Speech on Save Trees and Save Planet EarthThis form of Speech On Save Trees And Save Planet Earth In English is useful for students in grades 4-7, as they can speak about the topic in a short time using simple words for everyone to understand.Good morning everyone, I ABC (mention your name) feel very fortunate to get this opportunity on this prestigious platform to speak on an important topic: Save Trees And Save Planet Earth. This planet has seen so many inventions and modern technologies that it is taking over, but none of it can do the work of the natural resources.Trees are one of the most important natural resources that give life to every living thing. We are so heavily dependent on this natural resource and in return, we are only destroying them by cutting them and harming the planet. The trees selflessly provide so many benefits to humans and humans selfishly repay this debt by cutting down trees. If this practice of deforestation continues and people don’t realize the need to give back to the planet by planting trees then there won’t be a planet to live on anymore. Trees protect the natural environment by balancing the pollution levels and purifying such harmful air that has been created due to manmade activities. It acts as a home and
Lesson-2-WPS-Office.pptx the philosophy of the human personjm3895748
This document discusses various methods of philosophizing. It defines argument as having a conclusion supported by premises, and phenomenology as studying experience and lived worlds. It explains that philosophizing develops critical thinking and helps clarify beliefs. Examples given are discussing concepts like beauty on long trips after running out of gossip. The four methods of philosophizing are identified as logic, analysis, phenomenology, and existentialism. Intersubjectivity is defined as sharing understanding through empathy between subjects.
Meaning and nature of philosophy -.pptxIdrisMammadov
1. Philosophy is defined as the rational inquiry into fundamental questions about life, the universe, and reality.
2. There are different conceptions of philosophy, including having a personal set of beliefs, critically reflecting on beliefs, seeking a unified worldview, analyzing language, and investigating perennial problems.
3. The main branches of philosophy are logic, metaphysics, epistemology, and value theory. Metaphysics studies the nature of reality, epistemology studies the nature and validity of knowledge, and value theory includes ethics, aesthetics, and social and political philosophy.
This document provides an overview of a philosophy course, including:
- The course will examine different philosophical theories and apply views to questions. Students will learn about famous philosophers.
- The content includes history of philosophy, ontology, epistemology, and social philosophy. Topics within each area are outlined.
- The role of philosophy in human life and society is discussed in the first lecture, including the meaning and nature of philosophy and its importance. The main branches of philosophy - logic, metaphysics, epistemology, and value theory - are also introduced.
How Dead Is Philosophy ~or~ What Do You Imagine Philosophy Actually Is?noiseTM
High-profile science champions such as Stephen Hawking, Neil DeGrasse Tyson and Bill Nye The Science Guy have all gone on record to have a pop at philosophy as past its sell-by date, now that we have SCIENCE to tell us the truth about the world – even going as far as to proclaim the centuries-old discipline, like jazz or guitar rock*, is dead.
Doctor of philosophy James Wakefield and ex-philosophy teacher Thomas Morton have found themselves on the wrong end of this frustrating pub conversation and, frankly, take umbrage at what seems to be a fundamental misunderstanding of the difference in what science and philosophy respectively do.
In this talk they intend to gather up their "beefs" and air them – in the process outlining a personal take on what philosophy is all about, while making a case for why it is not going away and is worth paying attention to. Even for scientists.
(*perhaps tellingly at least one of the speakers listens to both)
The document analyzes Johann Gottlieb Fichte's view of the vocation of a scholar through a Christian lens. It summarizes Fichte's view that a scholar is a learner, teacher, and guide of humanity who possesses moral excellence. A scholar is devoted to continuously acquiring knowledge through philosophy, history, and experience. As a teacher, a scholar's role is to communicate knowledge to society for its benefit. As a guide, a scholar can see the future direction humanity needs to progress. The analysis argues this view remains relevant for Christian scholars today, though they are ultimately accountable to God and must interpret revelations through history. A Christian scholar must be dynamically engaged with issues over time while exemplifying virtue.
This document discusses the nature and role of philosophy of education. It defines philosophy and explains that philosophy aims to understand human experience through reflection. As humans naturally desire knowledge, philosophy provides a method to reflect on experience and ask ultimate questions about meaning. The document contrasts philosophy and science, noting that philosophy pursues meaning while science pursues truth. It examines challenges to philosophy from empirical science and debates questions like what is the nature of man. Overall, the document argues that philosophy of education is needed to guide education and humanize science by considering questions of human growth, development, and freedom.
This document provides an introduction to a course on philosophy. It defines philosophy as the love of wisdom and the search for meaning. It outlines the course, which will cover definitions of philosophy, why it is studied, its major fields and issues. It discusses perceptions of philosophy and provides reminders for students. Specifically, it emphasizes developing skills in analysis, criticism and synthesis through careful reading. It also explains how the study of philosophy helps prepare students for theological studies by developing rigorous thinking habits and understanding philosophical foundations of religious doctrines.
This chapter discusses the evolving meaning of the term "philosophy" from its origins to modern usage. Originally used by Herodotus to describe those who pursued knowledge and investigated nature, like Solon, the term came to be associated with Socrates and his followers in ancient Greece. Early Greek philosophers like Thales, Anaximander, and Anaximenes engaged in speculative physical theories about the fundamental constituents of the world, marking a turn away from mythological explanations. While their theories seem crude today, they represented an important shift toward a scientific approach. The meaning and scope of "philosophy" has changed over time, but it now generally refers to a group of disciplines involving reflective thought on fundamental problems of reality,
This document discusses the relationship between science and philosophy. It provides definitions of science as the study of natural phenomena through observation and experimentation with the goal of discovering general truths and laws. Philosophy is defined as the study of knowledge, reality, and ethics through reflection rather than empirical discovery. The philosophy of science examines the methods and justification of scientific claims.
The relationship between science and philosophy is examined in three ways: they can deal with different subject matters, philosophy can be an extension of science by evaluating scientific concepts and theories, or philosophy can describe realities independent of science. While science studies empirical facts, philosophy clarifies scientific language and theories. Both fields influence each other as science is not purely objective and philosophy reflects on scientific findings.
This document summarizes the major philosophical perspectives in education. It discusses idealism, realism, naturalism, pragmatism, progressivism, existentialism, essentialism, perennialism, social reconstructionism, and critical theory. It provides an overview of each perspective, including a discussion of Plato's idealism and the influence of the Sophists. The purpose is to help readers classify, analyze, and apply these perspectives to examine their own philosophies of leadership and teaching.
Similar to Bertrand Russell, Problems of Philosophy CHAPTER XV .docx (20)
BIODIVERSITY and HEALTHY POPULATIONSECS111 P DR. SE.docxtangyechloe
BIODIVERSITY and HEALTHY
POPULATIONS
ECS111 P
DR. SEALEY
SPRING 2019
FINAL FOOTPRINT: THIS IS 15% OF YOUR GRADE.
Pick your parameters – something you can
document and measure.
Start doing some research on that parameter,
create a bibliography in end note.
EMAIL Dr. SEALEY or MAKE AN APPOINTMENT
if you have questions, want help, need
references or just want to be sure you are on the
right track
Start now, you may have to start over if the first
attempts don’t work out.
EQUILIBRIUM THEORY
Ecosystems are stable environments in
which species interact constantly in well
balanced predator-prey and competitive
relationships.
“Balance of nature” idea derived from this
theory.
BIODIVERSITY IS LINKED TO POPULATIONS
DYNAMICS OF NATURAL
POPULATIONS
• Population growth curves
• Biotic potential versus environmental
resistance
• Density dependence and critical number
POPULATION = BIRTHS – DEATHS -
EMMIGRATION + IMMIGRATION
POPULATION
GROWTH
Exponential vs. Logistical Growth
LIFE HISTORY OR
REPRODUCTIVE STRATEGIES
Many offspring with
low parental care
Few offspring with
high parental careJ-shaped growth curve
S-shaped growth curve
WHICH SPECIES WILL SURVIVE
IN A RAPIDLY CHANGING
ENVIRONMENT?
Panda
Narrow distribution
Small population
Low genetic variation
Large size
Small # of offspring
Limited migration
Mouse
Wide distribution
Large population
High genetic variation
Small size
Large # of offspring
High migration
POPULATION DYNAMICS
Environmental resistance: combination of
biotic and abiotic factors that may limit
population increase.
Biotic potential: combination of biotic and
abiotic factors that enhance population
increase.
YOU TUBE BREAK:
WHAT DETERMINES BIODIVERISTY?
HEALTHY POPULATIONS OF MANY
SPECIES!!!!
HOW CLOSE ARE WE TO
RESURRECTING EXTINCT SPECIES?
HTTPS://WWW.YOUTUBE.COM/WATCH?V
=QA1_MDIDGYK
https://www.youtube.com/watch?v=qA1_mdiDgyk
ESSAY # 9 : ARE WE READY FOR DE-
EXTINCTION?
DE-EXTINCTION AND RECOVERY OF SPECIES:
Should scientists pursue species recovery of extinct
species?
Give a specific example of one species you believe
should or should not be brought back from
extinction.
Write a persuasive essay to discuss the ecological,
economic and ethical ramifications of re-creating the
genome of an extinct species, re-creating
populations, and then releasing these animals into
the wild.
Mammal Population Losses and the Extinction Crisis
Gerardo Ceballos and Paul R. Ehrlich
The disappearance of populations is a prelude to species
extinction. No geographically explicit estimates have been
made of current population losses of major indicator taxa.
Here we compare historic and present distributions of 173
declining mammal species from six continents. These
species have collectively lost over 50% of their historic
range area, mostly where human activ.
BIOC 405 Assignment 1 Dr Moore Due Friday March 1st, .docxtangyechloe
BIOC 405 Assignment 1: Dr Moore
Due Friday March 1st, 2019 before 16:00 in Room 3D30.8 HSc
1. (a)In your handout for protein kinase A, there is a table of known substrate
sequences, in other words sequences of peptides phosphorylated by PKA. Please do your
best to align the substrate sequences provided, and from the alignment, predict what a good
consensus substrate for PKA will be. To present your alignment, please use an equal width
font for the protein sequences (Courier or Courier New work well). Highlight the P(0)
residue, P(-1) etc.
(b)The regulatory subunit (R) of protein kinase A has a short sequence
(RRRRGAISA that is critical for inhibiting the activity of the kinase catalytic subunit. This
short sequence of the R-subunit actually sits in the active site cleft of PKA in the
crystallographically-determined structure of the inhibited RC complex. Can you deduce
what the function of this sequence is? Using the answer to part (a) as a guide, please align
the inhibitory sequence with the known substrate sequences to deduce how this sequence
likely functions to inhibit PKA. Furthermore, using your class notes, can you make a guess
at which residues on PKA might interact with specific residues from the R-inhibitory
peptide?
2. For a regularly spaced 1-Dimensional array of atoms (spacing =13 Å) calculate the
total number of diffraction maxima and their scattering angles (for perfect in phase
scattering from the atoms in the 1-D array) between scattering angles of zero and ninety
degrees Use a wavelength of d=1.25 Å. Please include a drawing to explain the diffraction
condition and show your calculations.
3. Using site specific mutagenesis to change residues in the substrate binding cleft of
PKA (not residues involved in catalytic roles), how would you alter PKA’s substrate
specificity at P-3, and P-2 to Glu and P+1 to Asn? By this, I mean how would you
specifically make mutations in the PKA enzyme amino acid sequence (not the substrate
sequence) that would select for binding and phosphorylation of a peptide sequence that
would clearly differ from the known substrate sequence preferred by PKA as outlined
above. Be sure to clearly highlight exactly what residues in the PKA sequence you would
have to change (and to what amino acid) to achieve this.
4. The following lines of data describe the atomic coordinates for an arginine residue in
a protein molecule in PDB (protein data bank) format. Since proteins are three-dimensional
objects, the position of each atom is specified in space by its X, Y and Z coordinates. On each
line of a PDB formatted file, the atom number is given, the atom type is next (e.g. N-
backbone nitrogen, backbone carbonyl oxygen etc), the residue name (here ARG 431 in chain
D; in this instance the protein crystal contains four independent copies of the polypeptide
chain, labelled A through D), then the X-coordinate for that atom, the Y-coordinate for that
atom and the Z-coo.
BIO34 Human Heredity and Evolution EXTRA CREDIT Paper Prompt .docxtangyechloe
BIO34: Human Heredity and Evolution EXTRA CREDIT Paper Prompt
Roughly 10-years have passed since The Immortal Life of Henrietta Lacks was published. With regard to legal rights and property claims, there has been some progress towards laws and guidelines regarding using patients’ tissues for research and commercial endeavors. However, there are still many areas of ambiguity in the laws and regulations towards using patients’ cells and/or tissues.
Find a recent example in the news that relates to issues of informed consent, property rights, and patients’ rights that were discussed in The Immortal Life of Henrietta Lacks. A “recent” example can include ANY stories and/or events that have occurred after the publishing of The Immortal Life of Henrietta Lacks in 2009, after which the public became more aware of the issues presented in the book.
Please write a 3-page (double-spaced) paper in which you:
1. Summarize the selected example, providing the Appropriate Citation of the news article(s) in which you learned about the event and/or case being reported on.
2. Provide an analysis in which you compare-and-contrast how the ethical problems were addressed in a manner differently OR similarly than the case with HeLa cells.
3. Provide a concluding argument about whether you think adequate improvements are in the progress of being made towards the issues of consent and/or property rights regarding the use of patient’s tissues, or if there are still notable deficiencies in how we deal with these matters.
You must cite AT LEAST one article that brings up the “recent” example, so you can compare it to The Immortal Life of Henrietta Lacks. The source can be primary or secondary, but must be from a legitimate source (i.e., not just Wikipedia, you need the actual link). If you use additional articles or sources to support your paper, also cite them as needed at the end of the paper.
PLEASE NOTE: citations do NOT count to the 3-page limit (i.e., do not give me a 2-page reference list attached to a 1-page paper).
.
BIO120Concepts of BiologyUnit 2 Lecture Part One Cel.docxtangyechloe
BIO120
Concepts of Biology
Unit 2 Lecture
Part One: Cell Biology
Microscopy
Cell Structure
Osmosis & Diffusion
In 1665, Robert Hooke was the first person to describe a cell,
because no one ever had a lens powerful enough to see one.
His first specimen was a piece of cork, the cells reminded him of
little rooms (cella). Hence the name.
Discovering Cells
Microscopy
Discovering Cells
Discovering Microbes
Modern Light
Microscopes
Cell Image
Electron Microscope
Size of Cells
Cell Structure
Osmosis & Diffusion
Although Hooke was the first person to see a cell,
Leeuwenhoek described the most cells in about 1683. He
was first to see bacteria and other microbes, because his lens
was 10 times more powerful than Hooke’s.
Discovering Microbes
Microscopy
Discovering Cells
Discovering Microbes
Modern Light
Microscopes
Cell Image
Electron Microscope
Size of Cells
Cell Structure
Osmosis & Diffusion
Most modern light microscopes can magnify objects up
to 400 or 1,000 times the size of what you can see with
the naked eye. Some light microscopes are dissecting
microscopes, which have a lower magnification, but allow
biologist to examine larger objects.
Modern Light Microscopes
Bright Field MicroscopeDissecting Microscope
Microscopy
Discovering Cells
Discovering Microbes
Modern Light
Microscopes
Cell Image
Electron Microscope
Size of Cells
Cell Structure
Osmosis & Diffusion
This image shows uterine cervix cells, viewed through
a light microscope. The cells were obtained from a Pap
smear during a gynecological exam. The cells on the left
are normal. The cells on the right are infected with human
papillomavirus, which can cause cervical cancer. These
potential cancerous cells are bigger and appear to be
dividing. The cells are blue, because they have been stained
to help see them better.
Cell Image
Microscopy
Discovering Cells
Discovering Microbes
Modern Light
Microscopes
Cell Image
Electron Microscope
Size of Cells
Cell Structure
Osmosis & Diffusion
Even more powerful than a light microscope is an electron
microscope. Electron microscope uses electrons instead of
light to form images and can magnify images 100,000 x.
The top images shows the amazing details on an ant head.
The lower image shows Salmonella infecting human cells.
Electron Microscope
Microscopy
Discovering Cells
Discovering Microbes
Modern Light
Microscopes
Cell Image
Electron Microscope
Size of Cells
Cell Structure
Osmosis & Diffusion
This image summarizes the sizes of cells and their
components and what can be seen by the naked eye, light
microscope, and electron microscope.
Size of Cells
Microscopy
Discovering Cells
Discovering Microbes
Modern Light
Microscopes
Cell Image
Electron Microscope
Size of Cells
Cell Structure
Osmosis & Diffusion
Cells can be classified as either prokaryotes or eukaryotes
depending on whether a nucleus is present or absent.
Prokaryotes are .
Bio-Assignment02 week two Term 2019 SummerAssignment 2Na.docxtangyechloe
This document contains a biology midterm exam with multiple choice and short answer questions about various biology topics like photosynthesis, digestion, the Krebs cycle, limiting nutrients, caffeine toxicity, drug deaths, and pharmacological terms. The exam is assessing the student's understanding of key course concepts through questions that require recalling, explaining, and applying biological knowledge.
Bio 105- Please answer 50-60 words each.1.Human Exponential Po.docxtangyechloe
Bio 105- Please answer 50-60 words each.
1.
Human Exponential Population Growth
Prior to 1950, the death rate was high, which kept the numbers of humans from increasing rapidly. In the 19th Century, the agricultural revolution increased food production. The industrial revolution improved methods of transporting food and other good. In the 20th Century, advances in medicine, sanitation and
nutrition
have decreased the death rates further. These factors combined to produce the rapid growth of the human population in the 20th century. Explain 4 factors (
inventions
or public health measures) that decrease the death rates of infants and small children that lead to our exponential population growth.
2.
Population Growth Problem
“The world is characterized by scarcity and competition for limited resources. Further growth of
either
human populations or standard of
living will
be disastrous.”
Think about this statement and decide if you agree or disagree with it and why. Note the
either
clause in the statement.
What would be worse population growth or increases in the average standard of living?
.
Bill is a young professional who comes to you for help. He earns a v.docxtangyechloe
Bill is a young professional who comes to you for help. He earns a very good salary (+$100,000) and is trying to figure out what to do with all his money. He has a checking and a savings account and no debt. He comes to you for help on how to handle his finances.
How would you apply the principles outlined in Modules One through Three to help Bill with his finances?
Paper needs to be based on the items attached to this assignment.
Please do not request to do this paper without understanding the requirements.
.
Bio 209, Dr. Fernandez.Name1.Your ability to .docxtangyechloe
Bio 209, Dr. Fernandez.
Name:
1.
Your ability to roll your tongue is controlled by two alleles that segregate according to Mendel’s segregation principle. The allele for being able to roll your tongue (R) is dominant. The allele for not being able to roll your tongue (r) is recessive. In a cross between two parents who are both heterozygous for the tongue-rolling trait, what will the phenotypic ratio of the offspring be?
2.
Large Kings (W) is a dominant trait in dragons. Small Kings (w) is recessive. If both parents are heterozygous for wing size, what is the probability that an offspring will have small wings?
3.
In a gene for cystic fibrosis, CF+ represents the dominant healthy allele and CF- the recessive disease allele. Human eye color is usually inherited as if the allele for brown eyes (B) is dominant and the allele for blue eyes (b) is recessive. In a cross in which both parents are heterozygous for cystic fibrosis and eye color, what would the phenotypic ratio for the offspring be if the alleles sorted independently?
4.
Red eyes (R) is dominant trait in dragons; green eyes (r) is recessive. Large wings (W) is a dominant trait; small wings (w) is recessive. If the alleles for eye color sort independently, what phenotypic ratio of offspring will be produce by this cross?
5.
For each of the individuals with
genotypes below list all the
different
(and only different) possible gametes. Do not use unneeded lines.
a) AABb
______ ______ ______ ______ ______ ______ ______ ______
b) aaBbtt
______ ______ ______ ______ ______ ______ ______ ______
c) DdEeGg
______ ______ ______ ______ ______ ______ ______ ______
d) MmNNRrYy
______ ______ ______ ______ ______ ______ ______ ______
6.
You have two bean plants from true
‐
breeding stocks. One plant has red flowers and is short. The other has white flowers and is very tall. Using the letter "R" (both upper and lower case) for flower color, and "T" (upper and lower case) for tallness, write out the genotype of the two parent plants and the genotype and phenotype of the
F1
offspring.
a) If red is dominant to white, and tall is dominant to short.
Parent 1:
Parent 2:
F1:
b) If red is incompletely dominant to white. In this case a plant heterozygous for the R genes will be pink. Tall is still dominant.
Parent 1:
Parent 2:
F1:
c) Do a Punnett square showing the genotypes and phenotypes for the F2 generation from b).
7.
Joe is genotype Ee for an enzyme found in blood. He is phenotypically normal. However, chemical analysis of Joe’s blood shows that he has less of the enzyme than Vincent, who is genotype EE and is also phenotypically normal. Is the production of this enzyme a trait that shows complete or incomplete dominance? Explain your answer
8.
Recall that widow’s peak and free earlobes are dominant traits. Latoya has a widow’s peak and free earlobes. Dennis has a widow’s peak and attached earlobes. They .
BIO 299 PathologyMicrobial-Environmental Interactions Paper.docxtangyechloe
BIO 299 Pathology/Microbial-Environmental Interactions Paper
You will pick a microorganism for your paper on pathology or microbe-environment interactions. The organism cannot be one of the ones your instructor goes over during lecture listed in the syllabus. Select a pathogen/microbe from current events that is an emerging or reemerging concern to you or people in your area. Provide local epidemiological data/statistics for the organism.
Note this cannot be covid-19, Ebola, flu, clostridium botulinum, Hepatitis C, Anthrax, MRSA. These has been discussed already. Choose something in Africa or the US.
Your paper must include:
Introduction to the organism (structure, cell type, morphology, metabolic requirements, natural reservoir, history, etc.)
Introduction to the disease(s) caused by the organism (epidemiology, signs, symptoms, etc.) OR introduction to the environmental impact of the organism
List and describe factors employed by the organism to assist in its growth, reproduction, culture conditions, host/pathogen interactions and/or virulence. (e.g., nitrogen fixation, symbiotic interactions etc.) Categorize virulence factors by mechanisms of action (Immunity Avoidance, Tissue/Cell Lysis, Colonization/Spread)
Discussion of treatment/prevention options for the disease(s) caused by the organism (Antibiotics or other chemotherapeutics given as part of treatment and their mechanisms of action, Vaccines available and type)
The paper should be a minimum of 5 pages of relevant and informative material that covers all of the content and requirements listed below and in the rubric. The 5 pages does not include the title and reference pages. The paper should thoroughly inform the reader.
APA format. This includes citations and references.
Title page must have a title, student name, instructor name, course title, and date.
No direct quotes; put information into your own words or paraphrase.
Minimum of three (3) primary and at least two (2) secondary scholarly sources, plus any other references used. You also must include in-text citations.
1-inch margins
Double-spaced
12 point, Times New Roman
After uploading to Turnitin, your paper will be scored for similarity. Anything above 18% similarity should be worked on further and uploaded again before the due date.
Over 18 % similarity and/or no references will result in an automatic zero on the paper.
.
Bio 211A. Student The allelopathic effects of the .docxtangyechloe
Bio 211 A. Student
The allelopathic effects of the Pinus Rigada on Raphanus Sativus
A. Student
October 22, 2015
Georgia Military College
Introduction
In a garden, Raphanus sativus were planted near other vegetables that were considered “companion plants”, but the R. sativus plantwas not exhibiting any real growth. Overhead Eastern pitch pine trees (Pinus Rigida) were growing and knowing that pine trees typically exhibit allelopathic tendencies, determining whether P. rigida was to blame or whether there was another contributing factor was important in getting to the root of the problem. To discover if the P. rigida were possibly inhibiting the growth, a study was done to determine if there was any connection between the stunted growth of the R. sativusand the P.rigida. The primary goal of this study was to gather and analyze data on the effects of the P. rigida on the growth of R. sativus. This was done to determine whether P. rigida exhibited allelopathic traits towards the seeds of R. sativus.
The R. sativus is a cultigen, meaning it has been altered by humans and is the result of artificial selection. They belong to the Brassicaceae family, which includes turnips (Brassica rapa), cabbage and relatives (Brassica oleracea) and horseradish (Armoracia rusticana). The name Raphanus refers to the radishes ability to rapidly germinate and is derived from the greek language: ra, meaning quickly and phainomai, meaning to appear. (Plants & Fungi)
Allelopathy is the secretion of chemical substances by plants that inhibit the growth of a competing species. (Allelopathy) A study was done on Pinus halepinsus and the possible allelopathic effects of its needles. In growth chambers, plastic pots consisting of 6(g), 8(g), and 12(g) of pine needle tissue and screened perlite were used to perform this study. Three different physiological stages of pine needles were collected from the P. halepinsus; fresh, senesced, and decaying. The pots containing the pine needle tissue were then seeded with tall fescue, Bermuda grass, or oat at 20, 20, and 3 seeds per pot. The needles tissue of the P. halepinsus in the perlite substrate reduced growth and development of the tall fescue and Bermuda grass. This suggests that toxic chemicals were excreted through the pine needle tissue. Growth inhibition was dependent on the type of pine and the amount incorporated into the pot. From the results, it was concluded that inhibitory compounds were within the pine needle tissue and were more apparent in fresh needles than senesced and decaying needles. (Nektarios, 2005)
The Eastern P. rigidia is from the same family of trees as P. halepinsus called Pinaceae. Being from the same family, it is possible that they exhibit the same allelopathic traits. The inhibited growth of the R. sativus may be caused from possible allelopathic effects of the pine needles from the P. rigidia. If radish (R. sativus) seeds are exposed to extracts from the pitch pine tree (P. rigidi.
Bill of RightsWhen the Constitution was completed in the summer of.docxtangyechloe
Bill of Rights
When the Constitution was completed in the summer of 1787, approval by representatives from nine of the thirteen states was needed for it to become the nation’s law. The issue of individual rights was managed—though this, too, created conflict among the Framers—with the addition of the Bill of Rights. Change was written into the supreme law of the land; since then, legal institutionalization of changes has occurred. Since the Constitution’s adoption, change has taken place through the amendment process identified in the Constitution. Change has also occurred under the direction of the branches of government established in the Constitution: the executive, the legislature, and the judiciary.
Research
The Bill of Rights is the first ten amendments to the U.S. Constitution. Review the Bill of Rights in your textbook and select one of the first ten amendments to research more thoroughly. Using the Argosy University online library resources, select at least three peer-reviewed articles about the amendment you have selected. Look specifically for articles that focus on current events or controversies related to the amendment and be prepared to summarize the content of each article.
Annotated Bibliography
Prepare an annotated bibliography of your research. Please read
Annotated Bibliography.pdf
for an overview on annotated bibiographies. Click
here
for an example of what an annotated bibliography looks like. Include the following:
For each article, write details such as the article title, author name, journal title, and publication date.
Write a summary of each article in 200–250 words.
Write the conclusions you have drawn from research and your opinion in 1–2 paragraphs.
Write a reference list of the selected articles in APA style.
Write a 2–3-page annotated bibliography in Word format. Apply APA standards for writing style to your work
.
BIO 10 Can Eating Insects Save the WorldDue Monday, Dec 10, .docxtangyechloe
BIO 10
Can Eating Insects Save the World?
Due: Monday, Dec 10, 2018, 11:59pm
(10 points)
Instructions:
· Watch the documentary (59 min): https://youtu.be/Acxbx-DUkL4
· Answer the 6 questions below. Copy and paste the entire section, including questions onto Canvas for submission.
Short answer questions:
Keep your answers to a few sentences each. #4 can be a little longer.
1) List and discuss the health benefits of eating insects.
2) List and discuss the benefit(s) to the environment.
3) List and discuss the impact(s) on the planet and the human population.
4) Can you think of some disadvantages of eating insects? Do a bit of research to verify your claim either way. Briefly present your evidence in support of your answer.
5) Are spiders insects? Explain.
Running head: THE DIFFERENCES BETWEEN DATA AND INFORMATION
Alajmi
1
THE DIFFERENCES BETWEEN DATA AND INFORMATION
Alajmi
2
The Difference between Data and Information
Jassim Alajmi
Dr. Qudrat
The Difference between Data and Information
Introduction
Most of the individuals have the belief that the term information and data are interchangeable and have the same meaning. Nevertheless, there exists a unique difference between the two terms. Data can refer to any character, word, text, or number and if it is not placed into context, doesn't mean anything or means very little to humans. Information may be in its context a data which is formatted in such a way allowing it to be used by people in certain vital situations. Understanding the differences between data and information is essential because it helps to eradicate the apparent confusion brought about by the application of the two terms in organizations and other relevant professions.
Data
Data refers to the grouping of details and facts such as figures, texts, symbols, observations, or merely descriptions of certain things, entities or events collected with the aim of creating inferences. It represents the raw facts which require processing to obtain the information which needed for action to be taken upon a given situation (Silverman, 2018). It is mostly known to entail such things as characters and statements, as well as numbers before undergoing refining by the individual involved in its extraction who in this case is known as the researcher.
The word data is derived from the Latin word called datum which means something given. Data is therefore offered and provided by individuals involved in the survey process. Its concept is thus linked to the scientific research which included a collection of data and analysis before interpreting it to come up with the exact information regarding a given situation (Silverman, 2018). It is often gathered by several organizations, institutions, government departments as well as non-governmental agencies and bodies for various distinct reasons. Data exists in two major forms namely primary and secondary data.
Primary data is that data which is gathered by researchers from .
billy rich and Michael million are two very wealthy, elderly men. si.docxtangyechloe
billy rich and Michael million are two very wealthy, elderly men. since neither of them have any heirs, they decide to give away all but $1 of their fortune before they die. billy Rich has $1,340,000 and is giving 1/3 of his remaining money away each year. Micheal Million has $980,000 and is giving away 1/4 of his money away each year. who will get down to their final dollar first: Billy or Micheal? how many years will it take each of them to give away their fortune?
.
Billau ! 1Alessandro Billau Dr. Daniel Cicenia C.docxtangyechloe
Billau ! 1
Alessandro Billau
Dr. Daniel Cicenia
CPO-2001
26 February 2019
Term Paper Proposal
After carefully examining the syllabus and textbook the country of my choice in which I
would enjoy conducting thorough research on is the nation of Turkey. The recent tensions flaring
up in Syria, President Donald Trump is withdrawing U.S troops after he threatens to “devastate”
Turkey’s economy if they attack Kurdish forces; leaving Turkey to worried the future of their
national security. In such a country where religion and political turmoil merge it is close to
impossible to predict the future of their actions. These events have sparked my interest in
learning more about the political, economic, and social relations in Turkey.
Istanbul is the largest city in Turkey which was once ruled by both Christian and Muslim
empires. After World War 1, the Ottoman Empire sits defeated which led to the Turkish War of
Independence in 1919 — leading to the overthrow and downfall of Sultan Mehmet VI Vahdettin.
Next, the Republic of Turkey is founded by Kemal Ataturk, a national hero, later named as the
first President of Turkey. On October 29, 1923, a new Turkish constitution replaced the
constitution of the Ottoman Empire, forever marking the independence of the nation.
In addition, using library databases from the State College of Florida will allow me to
find books, magazines, and academic articles regarding the political sanctions enforced in
Turkey. One of the things I would hope to learn during research assignment is not only how
politics is done in Turkey but its relationships in regards to other countries. Finally, achieving
approval for this paper will allow me to learn more about the political structure in Turkey.
Billau ! 2
Outline
I. Turkey
A. How have social, economic, and political sanctions changed over time in Turkey?
B. The purpose of this research paper is to learn more about the political, economic, and
social relations in Turkey.
II. Politics in Turkey
A. Democratic parliamentary republic system
B. Branches
1. Executive
2. Legislative
3. Judicial
III. Political Situation
A. Independence of Turkey
B. Kemal Ataturk
C. Justice and Development Party
D. Foreign and domestic policy
IV. Economic Situation
A. Fiscal policy
B. Globalization
C. Debt
D. Low and middle class
V. Political Socialization
A. Education
B. Mass media
C. Democratic future
VI. Sources
A. Santa Fe College Library databases
1. JSTOR
a) Academic journals
.
BIG DATA
Prepared By
Muhammad Abrar Uddin
Introduction
· Big Data may well be the Next Big Thing in the IT world.
· Big data burst upon the scene in the first decade of the 21st century.
· The first organizations to embrace it were online and startup firms. Firms like Google, eBay, LinkedIn, and Facebook were built around big data from the beginning.
· Like many new information technologies, big data can bring about dramatic cost reductions, substantial improvements in the time required to perform a computing task, or new product and service offerings.
What is BIG DATA?
· ‘Big Data’ is similar to ‘small data’, but bigger in
size
· but having data bigger it requires different approaches:
– Techniques, tools and architecture
· an aim to solve new problems or old problems in a better way
· Big Data generates value from the storage and processing of very large quantities of digital information that cannot be analyzed with traditional computing techniques.
What is BIG DATA
· Walmart handles more than 1 million customer transactions every hour.
· Facebook handles 40 billion photos from its user base.
· Decoding the human genome originally took 10years to process; now it can be achieved in one week.
Three Characteristics of Big Data V3s
(
Volume
Data
quantity
) (
Velocity
Data
Speed
) (
Variety
Data
Types
)
1st Character of Big Data
Volume
· A typical PC might have had 10 gigabytes of storage in 2000.
· Today, Facebook ingests 500 terabytes of new data every day.
· Boeing 737 will generate 240 terabytes of flight data during a single
flight across the US.
· The smart phones, the data they create and consume; sensors embedded into everyday objects will soon result in billions of new, constantly-updated data feeds containing environmental, location, and other information, including video.
2nd Character of Big Data
Velocity
· Clickstreams and ad impressions capture user behavior at millions of events per second
· high-frequency stock trading algorithms reflect market changes within microseconds
· machine to machine processes exchange data between billions of devices
· infrastructure and sensors generate massive log data in real- time
· on-line gaming systems support millions of concurrent users, each producing multiple inputs per second.
3rd Character of Big Data
Variety
· Big Data isn't just numbers, dates, and strings. Big Data is also geospatial data, 3D data, audio and video, and unstructured text, including log files and social media.
· Traditional database systems were designed to address smaller volumes of structured data, fewer updates or a predictable, consistent data structure.
· Big Data analysis includes different types of data
Storing Big Data
· Analyzing your data characteristics
· Selecting data sources for analysis
· Eliminating redundant data
· Establishing the role of NoSQL
· Overview of Big Data stores
· Data models: key value, graph, document, column-family
· Hadoop Distributed File System
· H.
Big Five Personality Short FormThis is an example of an indivi.docxtangyechloe
Big Five Personality Short Form
This is an example of an individual self-assessment of personal styles. The sample questions below allow you to indicate your personal style on each of five global trait dimensions. There is no “right” or “wrong” or “good” or “bad” side to these dimensions; rather they help you identify your stylistic disposition and potential strengths. This is similar to finding out if you are left- or right-handed. Below each global trait is an example of personal style and three related questions with some on each of the poles.
Openness
Openness is the level of a person’s receptiveness to novel ideas, change, innovation, and new learning. On the continuum, this can be seen as preference for change on one end of the spectrum and preference for stability on the other.
Preference for Change
You value new learning, change, and innovation and find motivation in novelty, variety, and possibilities for improvement. New tasks and new learning are stimulating and attractive to you.
Answer each of the questions listed below by marking the selection that best describes your present agreement or disagreement with each statement.
Preference for Stability
You value familiarity, predictability, and precedent, and find comfort in stability, routine, and tradition. New tasks and new learning may be uninteresting or demanding for you.
1. The idea of lifelong learning appeals to me.
Strongly Agree
x
Agree
Neutral
Disagree
Strongly Disagree
2. I find it fun to learn and develop new hobbies
Strongly Agree
Agree
x
Neutral
Disagree
Strongly Disagree
Strongly Disagree
Disagree
x
Neutral
Agree
Strongly Agree
3. I have difficulty understanding abstract ideas.
Conscientiousness
Conscientiousness is the factor related to one’s reliability, dependability, trustworthiness, and the inclination to follow norms and rules.
Structured
Orderly, organized, and predictable, you strive to work according to plan and obey the rules, and you expect others to do the same. Comfortable with established procedures and policies, you appreciate reliability and conscientiousness in those around you.
Answer each of the questions listed below by marking the selection that best describes your present agreement or disagreement with each statement.
Flexible
Spontaneous, flexible, and adaptable, you strive to get results, by unconventional means if necessary, and feel restricted by rules and regulations. Comfortable with ambiguity, you appreciate originality and nonconformity in those around you.
1. I am very dependable and reliable in everything I do
Strongly Agree
x
Agree
Neutral
Disagree
Strongly Disagree
2. I like to keep everything I own in its proper place.
Strongly Agree
Agree
x
Neutral
Disagree
Strongly Disagree
Strongly Disagree
x
Disagree
Neutral
Agree
Strongly Agree
3. It is hard for me to keep my bedroom neat and clean.
Extroversion
Extroversion is a tendency to be outgoing, social, expressive, an.
BIG IOT AND SOCIAL NETWORKING DATA FOR SMART CITIES Alg.docxtangyechloe
BIG IOT AND SOCIAL NETWORKING DATA FOR SMART
CITIES:
Algorithmic improvements on Big Data Analysis in the context of RADICAL city
applications
Evangelos Psomakelis12,Fotis Aisopos1, Antonios Litke1, Konstantinos Tserpes21, Magdalini
Kardara1 and Pablo Martínez Campo3
1Distributed Knowledge and Media Systems Group, National Technical University of Athens, Zografou Campus, Athens,
Greece
2Informatics and Telematics Dept, Harokopio University of Athens, Greece
3Communications Engineering department, University of Cantabria, Santander, Spain
{fotais, litke, nkardara, tserpes, vpsomak}@mail.ntua.gr,[email protected]
Keywords: Internet of Things, Social Networking, Big Data Aggregation and Analysis, Smart City applications,
Sentiment Analysis, Machine Learning
Abstract: In this paper we present a SOA (Service Oriented Architecture)-based platform, enabling the retrieval and
analysis of big datasets stemming from social networking (SN) sites and Internet of Things (IoT) devices,
collected by smart city applications and socially-aware data aggregation services. A large set of city
applications in the areas of Participating Urbanism, Augmented Reality and Sound-Mapping throughout
participating cities is being applied, resulting into produced sets of millions of user-generated events and
online SN reports fed into the RADICAL platform. Moreover, we study the application of data analytics such
as sentiment analysis to the combined IoT and SN data saved into an SQL database, further investigating
algorithmic and configurations to minimize delays in dataset processing and results retrieval.
1 INTRODUCTION
Modern cities are increasingly turning towards
ICT technology for confronting pressures associated
with demographic changes, urbanization, climate
change (Romero Lankao, 2008) and globalization.
Therefore, most cities have undertaken significant
investments during the last decade in ICT
infrastructure including computers, broadband
connectivity and recently sensing infrastructures.
These infrastructures have empowered a number of
innovative services in areas such as participatory
sensing, urban logistics and ambient assisted living.
Such services have been extensively deployed in
several cities, thereby demonstrating the potential
benefits of ICT infrastructures for businesses and the
citizens themselves. During the last few years we
have also witnessed an explosion of sensor
deployments and social networking services, along
with the emergence of social networking (Conti et al.,
2011) and internet‐of‐things technologies (Perera et
al., 2013; Sundmaeker et al., 2010) Social and sensor
networks can be combined in order to offer a variety
of added‐value services for smart cities, as has
already been demonstrated by various early internet‐
of‐things applications (such as WikiCity(Calabrese et
al., 2007), CitySense(Murty et al., 2007),
GoogleLatitude(Page and Kobsa, 2010)), as.
Big Data Risks and Rewards (good length and at least 3-4 references .docxtangyechloe
Big Data Risks and Rewards (good length and at least 3-4 references everything in APA 7 format)
When you wake in the morning, you may reach for your cell phone to reply to a few text or email messages that you missed overnight. On your drive to work, you may stop to refuel your car. Upon your arrival, you might swipe a key card at the door to gain entrance to the facility. And before finally reaching your workstation, you may stop by the cafeteria to purchase a coffee.
From the moment you wake, you are in fact a data-generation machine. Each use of your phone, every transaction you make using a debit or credit card, even your entrance to your place of work, creates data. It begs the question: How much data do you generate each day? Many studies have been conducted on this, and the numbers are staggering: Estimates suggest that nearly 1 million bytes of data are generated every second for every person on earth.
As the volume of data increases, information professionals have looked for ways to use big data—large, complex sets of data that require specialized approaches to use effectively. Big data has the potential for significant rewards—and significant risks—to healthcare. In this Discussion, you will consider these risks and rewards.
To Prepare:
Review the Resources and reflect on the web article
Big Data Means Big Potential, Challenges for Nurse Execs
.
Reflect on your own experience with complex health information access and management and consider potential challenges and risks you may have experienced or observed.
By Day 3 of Week 5
Post
a description of at least one potential benefit of using big data as part of a clinical system and explain why. Then, describe at least one potential challenge or risk of using big data as part of a clinical system and explain why. Propose at least one strategy you have experienced, observed, or researched that may effectively mitigate the challenges or risks of using big data you described. Be specific and provide examples.
By Day 6 of Week 5
Respond
to at least
two
of your colleagues
* on two different days
, by offering one or more additional mitigation strategies or further insight into your colleagues’ assessment of big data opportunities and risks.
Click on the
Reply
button below to reveal the textbox for entering your message. Then click on the
Submit
button to post your message.
*Note:
Throughout this program, your fellow students are referred to as colleagues.
Michea Discussion ( in APA 7 format and at least 2-3 references)
With the fast growing pace of technological advancement in the health care sector, daily operations of the institution helps generate millions of data that over time needs proper channels of transmission, storage, processing, assimilation and utilization. Following from the vast amount of data generated, some of its benefits includes but is not limited to functioning as a pattern discovery aid with relation to the amount of variance or similarity in .
biblioteca ciencias estudiantes
examen laboratorio profesora
1. Yo estudio las como la física y la química.
2. Mi de español es la señora Hernández.
3. En mi clase de historia hay veinte .
4. Normalmente tenemos clase de química en el .
5. Guillermo siempre estudia en la .
6. Hoy tengo un muy difícil.
• número
• casa
• cuarto
• seis
• curso
• periodismo
• estadio
• reloj
• biblioteca
• pluma
• libro
• semana
• prueba
• tiza
• examen
• mochila
• pizarra
• tiza
• especialización
• librería
• profesor
• borrador
• silla
• estudiante
• hora
• reloj
• papelera
• pluma
• puerta
• programa
• mujer
• ventana
• • inglés
• matemáticas
• borrador
• sociología
• • mesa
• física
• escritorio
• silla
• • papel
• pluma
• puerta
• cuaderno
• • librería
• biblioteca
• residencia
• mochila
• • ventana
• curso
• clase
• materia
• Marissa toma (is taking) ____ en la universidad.
• español, psicología, economía y música
• historia, inglés, sociología y periodismo
• español, historia, literatura y geografía
• El profesor Morales enseña (teaches) ____.
• química
• matemáticas
• historia
• Juan Carlos toma química ____.
• los miércoles, jueves y viernes
• los lunes, miércoles y viernes
• los lunes, martes y jueves
• Miguel necesita ir a (needs to go to) ____.
• la biblioteca
• la residencia estudiantil
• la librería
1. Juan Carlos toma y computación porque le gusta .
2. Cuando Marissa está en clase, le gusta estar de la ventana.
3. Cuando Felipe está en clase, le gusta estar el reloj y .
4. Cuando están al teléfono, la mamá de Maru mientras ella .
5. Antes de ir a la biblioteca, Maru y Miguel van a .
6. La librería está de la biblioteca.
• Students in Spanish-speaking countries must pay large amounts of money toward their college tuition.
• cierto
• falso
• Carrera refers to any undergraduate or graduate program that students enroll in to obtain a professional degree.
• cierto
• falso
• After studying at a colegio, students receive their bachillerato.
• cierto
• falso
• Undergraduates study at a colegio or an universidad.
• cierto
• falso
• In Latin America and Spain, students usually choose their majors in their second year at the university.
• cierto
• falso
• The polimodal system helps students choose their university major.
• cierto
• falso
• In Mexico, the bachillerato involves specialized study.
• cierto
• falso
• In Spain, majors depend on entrance exam scores.
• cierto
• falso
• Venezuelans complete a licenciatura in five years.
• cierto
• falso
• According to statistics, Colombians constitute the third-largest Latin American group studying at U.S. universities.
• cierto
• falso
• The University of Salamanca was established in the year ____.
• 1812
• 1968
• 1218
• A ____ .
Big data in media and digital PlatformsResearch Paper Format.docxtangyechloe
Big data in media and digital Platforms
Research Paper Format
1. Cover Page
2. Abstract
3. Table of content
4. Discussion- Main Content
5. Justification and Explanation
6. Conclusion
7. Citation/ References
APA format
No plagarism
7-8 Pages
.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Bertrand Russell, Problems of Philosophy CHAPTER XV .docx
1. Bertrand Russell, Problems of Philosophy
CHAPTER XV
THE VALUE OF PHILOSOPHY
HAVING now come to the end of our brief and very incomplete
review of the problems
of philosophy, it will be well to consider, in conclusion, what is
the value of philosophy
and why it ought to be studied. It is the more necessary to
consider this question, in view
of the fact that many men, under the influence of science or of
practical affairs, are
inclined to doubt whether philosophy is anything better than
innocent but useless trifling,
hair-splitting distinctions, and controversies on matters
concerning which knowledge is
impossible.
This view of philosophy appears to result, partly from a wrong
conception of the ends of
life, partly from a wrong conception of the kind of goods which
philosophy strives to
achieve. Physical science, through the medium of inventions, is
useful to innumerable
people who are wholly ignorant of it; thus the study of physical
science is to be
recommended, not only, or primarily, because of the effect on
the student, but rather
because of the effect on mankind in general. Thus utility does
not belong to philosophy.
2. If the study of philosophy has any value at all for others than
students of philosophy, it
must be only indirectly, through its effects upon the lives of
those who study it. It is in
these effects, therefore, if anywhere, that the value of
philosophy must be primarily
sought.
But further, if we are not to fail in our endeavour to determine
the value of philosophy,
we must first free our minds from the prejudices of what are
wrongly called 'practical'
men. The 'practical' man, as this word is often used, is one who
recognizes only material
needs, who realizes that men must have food for the body, but is
oblivious of the
necessity of providing food for the mind. If all men were well
off, if poverty and disease
had been reduced to their lowest possible point, there would
still remain much to be done
to produce a valuable society; and even in the existing world the
goods of the mind are at
least as important as the goods of the body. It is exclusively
among the goods of the mind
that the value of philosophy is to be found; and only those who
are not indifferent to
these goods can be persuaded that the study of philosophy is not
a waste of time.
Philosophy, like all other studies, aims primarily at knowledge.
The knowledge it aims at
is the kind of knowledge which gives unity and system to the
body of the sciences, and
the kind which results from a critical examination of the
grounds of our convictions,
prejudices, and beliefs. But it cannot be maintained that
3. philosophy has had any very
great measure of success in its attempts to provide definite
answers to its questions. If
you ask a mathematician, a mineralogist, a historian, or any
other man of learning, what
definite body of truths has been ascertained by his science, his
answer will last as long as
you are willing to listen. But if you put the same question to a
philosopher, he will, if he
is candid, have to confess that his study has not achieved
positive results such as have
been achieved by other sciences. It is true that this is partly
accounted for by the fact that,
as soon as definite knowledge concerning any subject becomes
possible, this subject
ceases to be called philosophy, and becomes a separate science.
The whole study of the
heavens, which now belongs to astronomy, was once included in
philosophy; Newton's
great work was called 'the mathematical principles of natural
philosophy'. Similarly, the
study of the human mind, which was a part of philosophy, has
now been separated from
philosophy and has become the science of psychology. Thus, to
a great extent, the
uncertainty of philosophy is more apparent than real: those
questions which are already
capable of definite answers are placed in the sciences, while
those only to which, at
present, no definite answer can be given, remain to form the
residue which is called
philosophy.
4. This is, however, only a part of the truth concerning the
uncertainty of philosophy. There
are many questions -- and among them those that are of the
profoundest interest to our
spiritual life -- which, so far as we can see, must remain
insoluble to the human intellect
unless its powers become of quite a different order from what
they are now. Has the
universe any unity of plan or purpose, or is it a fortuitous
concourse of atoms? Is
consciousness a permanent part of the universe, giving hope of
indefinite growth in
wisdom, or is it a transitory accident on a small planet on which
life must ultimately
become impossible? Are good and evil of importance to the
universe or only to man?
Such questions are asked by philosophy, and variously answered
by various philosophers.
But it would seem that, whether answers be otherwise
discoverable or not, the answers
suggested by philosophy are none of them demonstrably true.
Yet, however slight may be
the hope of discovering an answer, it is part of the business of
philosophy to continue the
consideration of such questions, to make us aware of their
importance, to examine all the
approaches to them, and to keep alive that speculative interest
in the universe which is apt
to be killed by confining ourselves to definitely ascertainable
knowledge.
Many philosophers, it is true, have held that philosophy could
establish the truth of
certain answers to such fundamental questions. They have
supposed that what is of most
importance in religious beliefs could be proved by strict
5. demonstration to be true. In
order to judge of such attempts, it is necessary to take a survey
of human knowledge, and
to form an opinion as to its methods and its limitations. On such
a subject it would be
unwise to pronounce dogmatically; but if the investigations of
our previous chapters have
not led us astray, we shall be compelled to renounce the hope of
finding philosophical
proofs of religious beliefs. We cannot, therefore, include as part
of the value of
philosophy any definite set of answers to such questions. Hence,
once more, the value of
philosophy must not depend upon any supposed body of
definitely ascertainable
knowledge to be acquired by those who study it.
The value of philosophy is, in fact, to be sought largely in its
very uncertainty. The man
who has no tincture of philosophy goes through life imprisoned
in the prejudices derived
from common sense, from the habitual beliefs of his age or his
nation, and from
convictions which have grown up in his mind without the co-
operation or consent of his
deliberate reason. To such a man the world tends to become
definite, finite, obvious;
common objects rouse no questions, and unfamiliar possibilities
are contemptuously
rejected. As soon as we begin to philosophize, on the contrary,
we find, as we saw in our
opening chapters, that even the most everyday things lead to
problems to which only very
6. incomplete answers can be given. Philosophy, though unable to
tell us with certainty
what is the true answer to the doubts which it raises, is able to
suggest many possibilities
which enlarge our thoughts and free them from the tyranny of
custom. Thus, while
diminishing our feeling of certainty as to what things are, it
greatly increases our
knowledge as to what they may be; it removes the somewhat
arrogant dogmatism of
those who have never travelled into the region of liberating
doubt, and it keeps alive our
sense of wonder by showing familiar things in an unfamiliar
aspect.
Apart from its utility in showing unsuspected possibilities,
philosophy has a value --
perhaps its chief value -- through the greatness of the objects
which it contemplates, and
the freedom from narrow and personal aims resulting from this
contemplation. The life of
the instinctive man is shut up within the circle of his private
interests: family and friends
may be included, but the outer world is not regarded except as it
may help or hinder what
comes within the circle of instinctive wishes. In such a life
there is something feverish
and confined, in comparison with which the philosophic life is
calm and free. The private
world of instinctive interests is a small one, set in the midst of a
great and powerful world
which must, sooner or later, lay our private world in ruins.
Unless we can so enlarge our
interests as to include the whole outer world, we remain like a
garrison in a beleagured
fortress, knowing that the enemy prevents escape and that
7. ultimate surrender is
inevitable. In such a life there is no peace, but a constant strife
between the insistence of
desire and the powerlessness of will. In one way or another, if
our life is to be great and
free, we must escape this prison and this strife.
One way of escape is by philosophic contemplation. Philosophic
contemplation does not,
in its widest survey, divide the universe into two hostile camps
-- friends and foes,
helpful and hostile, good and bad -- it views the whole
impartially. Philosophic
contemplation, when it is unalloyed, does not aim at proving
that the rest of the universe
is akin to man. All acquisition of knowledge is an enlargement
of the Self, but this
enlargement is best attained when it is not directly sought. It is
obtained when the desire
for knowledge is alone operative, by a study which does not
wish in advance that its
objects should have this or that character, but adapts the Self to
the characters which it
finds in its objects. This enlargement of Self is not obtained
when, taking the Self as it is,
we try to show that the world is so similar to this Self that
knowledge of it is possible
without any admission of what seems alien. The desire to prove
this is a form of self-
assertion and, like all self-assertion, it is an obstacle to the
growth of Self which it
desires, and of which the Self knows that it is capable. Self-
assertion, in philosophic
speculation as elsewhere, views the world as a means to its own
ends; thus it makes the
world of less account than Self, and the Self sets bounds to the
8. greatness of its goods. In
contemplation, on the contrary, we start from the not-Self, and
through its greatness the
boundaries of Self are enlarged; through the infinity of the
universe the mind which
contemplates it achieves some share in infinity.
For this reason greatness of soul is not fostered by those
philosophies which assimilate
the universe to Man. Knowledge is a form of union of Self and
not-Self; like all union, it
is impaired by dominion, and therefore by any attempt to force
the universe into
conformity with what we find in ourselves. There is a
widespread philosophical tendency
towards the view which tells us that Man is the measure of all
things, that truth is man-
made, that space and time and the world of universals are
properties of the mind, and
that, if there be anything not created by the mind, it is
unknowable and of no account for
us. This view, if our previous discussions were correct, is
untrue; but in addition to being
untrue, it has the effect of robbing philosophic contemplation of
all that gives it value,
since it fetters contemplation to Self. What it calls knowledge is
not a union with the not-
Self, but a set of prejudices, habits, and desires, making an
impenetrable veil between us
and the world beyond. The man who finds pleasure in such a
theory of knowledge is like
the man who never leaves the domestic circle for fear his word
might not be law.
9. The true philosophic contemplation, on the contrary, finds its
satisfaction in every
enlargement of the not-Self, in everything that magnifies the
objects contemplated, and
thereby the subject contemplating. Everything, in
contemplation, that is personal or
private, everything that depends upon habit, self-interest, or
desire, distorts the object,
and hence impairs the union which the intellect seeks. By thus
making a barrier between
subject and object, such personal and private things become a
prison to the intellect. The
free intellect will see as God might see, without a here and now,
without hopes and fears,
without the trammels of customary beliefs and traditional
prejudices, calmly,
dispassionately, in the sole and exclusive desire of knowledge --
knowledge as
impersonal, as purely contemplative, as it is possible for man to
attain. Hence also the
free intellect will value more the abstract and universal
knowledge into which the
accidents of private history do not enter, than the knowledge
brought by the senses, and
dependent, as such knowledge must be, upon an exclusive and
personal point of view and
a body whose sense-organs distort as much as they reveal.
The mind which has become accustomed to the freedom and
impartiality of philosophic
contemplation will preserve something of the same freedom and
impartiality in the world
of action and emotion. It will view its purposes and desires as
parts of the whole, with the
absence of insistence that results from seeing them as
10. infinitesimal fragments in a world
of which all the rest is unaffected by any one man's deeds. The
impartiality which, in
contemplation, is the unalloyed desire for truth, is the very
same quality of mind which,
in action, is justice, and in emotion is that universal love which
can be given to all, and
not only to those who are judged useful or admirable. Thus
contemplation enlarges not
only the objects of our thoughts, but also the objects of our
actions and our affections: it
makes us citizens of the universe, not only of one walled city at
war with all the rest. In
this citizenship of the universe consists man's true freedom, and
his liberation from the
thraldom of narrow hopes and fears.
Thus, to sum up our discussion of the value of philosophy;
Philosophy is to be studied,
not for the sake of any definite answers to its questions since no
definite answers can, as a
rule, be known to be true, but rather for the sake of the
questions themselves; because
these questions enlarge our conception of what is possible,
enrich our intellectual
imagination and diminish the dogmatic assurance which closes
the mind against
speculation; but above all because, through the greatness of the
universe which
philosophy contemplates, the mind also is rendered great, and
becomes capable of that
union with the universe which constitutes its highest good.
12. NOTHING BUT E-BOOKS
www.globalgrey.co.uk
SYMPOSIUM
Persons of the Dialogue
APOLLODORUS, who repeats to his companion the dialogue
which he
had heard from Aristodemus, and had already once narrated to
Glaucon
PHAEDRUS
PAUSANIAS
ERYXIMACHUS
ARISTOPHANES
AGATHON
SOCRATES
ALCIBIADES
A TROOP OF REVELLERS
Scene
The House of Agathon.
Concerning the things about which you ask to be informed I
believe that I am not ill-prepared with an answer. For the day
before
yesterday I was coming from my own home at Phalerum to the
city,
and one of my acquaintance, who had caught a sight of me from
behind, hind, out playfully in the distance, said: Apollodorus, O
thou
Phalerian man, halt! So I did as I was bid; and then he said, I
was
looking for you, Apollodorus, only just now, that I might ask
13. you about
the speeches in praise of love, which were delivered by
Socrates,
Alcibiades, and others, at Agathon's supper. Phoenix, theson of
Philip,
told another person who told me of them; his narrative was very
indistinct, but he said that you knew, and I wish that you would
give me an account of them. Who, if not you, should be the
reporter of
the words of your friend? And first tell me, he said, were you
present
at this meeting?
Your informant, Glaucon, I said, must have been very indistinct
indeed,
if you imagine that the occasion was recent; or that I could have
been
of the party.
Why, yes, he replied, I thought so.
Impossible: I said. Are you ignorant that for many years
Agathon has
not resided at Athens; and not three have elapsed since I
became acquainted with Socrates, and have made it my daily
business
1 Symposium By Plato, Translated By Benjamin Jowett
www.globalgrey.co.uk
to know all that he says and does. There was a time when I was
running about the world, fancying myself to be well employed,
but I
14. was really a most wretched thing, no better than you are now. I
thought that I ought to do anything rather than be a philosopher.
Well, he said, jesting apart, tell me when the meeting occurred.
In our boyhood, I replied, when Agathon won the prize with his
first tragedy, on the day after that on which he and his chorus
offered
the sacrifice of victory.
Then it must have been a long while ago, he said; and who told
you-did
Socrates?
No indeed, I replied, but the same person who told Phoenix;-he
was a
little fellow, who never wore any shoes Aristodemus, of the
deme of
Cydathenaeum. He had been at Agathon's feast; and I think that
in
those days there was no one who was a more devoted admirer of
Socrates. Moreover, I have asked Socrates about the truth of
some
parts of his narrative, and he confirmed them. Then, said
Glaucon, let
us have the tale over again; is not the road to Athens just made
for
conversation? And so we walked, and talked of the discourses
on love;
and therefore, as I said at first, I am not ill-prepared to comply
with
your request, and will have another rehearsal of them if you
like. For
to speak or to hear others speak of philosophy always gives me
the
greatest pleasure, to say nothing of the profit. But when I hear
another
15. strain, especially that of you rich men and traders, such
conversation
displeases me; and I pity you who are my companions, because
you
think that you are doing something when in reality you are
doing
nothing. And I dare say that you pity me in return, whom you
regard as
an unhappy creature, and very probably you are right. But I
certainly
know of you what you only think of me-there is the difference.
Companion. I see, Apollodorus, that you are just the same-
always speaking evil of yourself, and of others; and I do believe
that
you pity all mankind, with the exception of Socrates, yourself
first of
all, true in this to your old name, which, however deserved I
know how
you acquired, of Apollodorus the madman; for you are always
raging
against yourself and everybody but Socrates.
Apollodorus. Yes, friend, and the reason why I am said to be
mad, and
out of my wits, is just because I have these notions of myself
and you;
no other evidence is required.
2 Symposium By Plato, Translated By Benjamin Jowett
www.globalgrey.co.uk
16. Com. No more of that, Apollodorus; but let me renew my
request that
you would repeat the conversation.
Apoll. Well, the tale of love was on this wise:-But perhaps I had
better
begin at the beginning, and endeavour to give you the exact
words of
Aristodemus:
He said that he met Socrates fresh from the bath and sandalled;
and as
the sight of the sandals was unusual, he asked him whither he
was going that he had been converted into such a beau:-
To a banquet at Agathon's, he replied, whose invitation to his
sacrifice
of victory I refused yesterday, fearing a crowd, but promising
that I
would come to-day instead; and so I have put on my finery,
because he
is such a fine man. What say you to going with me unasked?
I will do as you bid me, I replied.
Follow then, he said, and let us demolish the proverb:
To the feasts of inferior men the good unbidden go; instead of
which
our proverb will run:-
To the feasts of the good the good unbidden go; and this
alteration may be supported by the authority of Homer himself,
who
not only demolishes but literally outrages the proverb. For, after
picturing Agamemnon as the most valiant of men, he makes
Menelaus,
17. who is but a fainthearted warrior, come unbidden to the banquet
of
Agamemnon, who is feasting and offering sacrifices, not the
better to
the worse, but the worse to the better.
I rather fear, Socrates, said Aristodemus, lest this may still be
my case;
and that, like Menelaus in Homer, I shall be the inferior person,
who
To the leasts of the wise unbidden goes. But I shall say that I
was
bidden of you, and then you will have to make an excuse.
Two going together, he replied, in Homeric fashion, one or
other of
them may invent an excuse by the way.
This was the style of their conversation as they went along.
Socrates dropped behind in a fit of abstraction, and desired
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Aristodemus, who was waiting, to go on before him. When he
reached
the house of Agathon he found the doors wide open, and a
comical
thing happened. A servant coming out met him, and led him at
once
into the banqueting-hall in which the guests were reclining, for
the
18. banquet was about to begin. Welcome, Aristodemus, said
Agathon, as
soon as he appeared-you are just in time to sup with us; if you
come on
any other matter put it off, and make one of us, as I was looking
for you
yesterday and meant to have asked you, if I could have found
you. But
what have you done with Socrates?
I turned round, but Socrates was nowhere to be seen; and I had
to
explain that he had been with me a moment before, and that I
came
by his invitation to the supper.
You were quite right in coming, said Agathon; but where is
he himself?
He was behind me just now, as I entered, he said, and I cannot
think
what has become of him.
Go and look for him, boy, said Agathon, and bring him in; and
do you,
Aristodemus, meanwhile take the place by Eryximachus.
The servant then assisted him to wash, and he lay down, and
presently another servant came in and reported that our friend
Socrates had retired into the portico of the neighbouring house.
"There
he is fixed," said he, "and when I call to him he will not stir."
How strange, said Agathon; then you must call him again, and
keep calling him.
19. Let him alone, said my informant; he has a way of stopping
anywhere and losing himself without any reason. I believe that
he will
soon appear; do not therefore disturb him.
Well, if you think so, I will leave him, said Agathon. And then,
turning
to the servants, he added, "Let us have supper without waiting
for him.
Serve up whatever you please, for there; is no one to give you
orders;
hitherto I have never left you to yourselves. But on this
occasion imagine that you art our hosts, and that I and the
company
are your guests; treat us well, and then we shall commend you."
After
this, supper was served, but still no-Socrates; and during the
meal
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Agathon several times expressed a wish to send for him, but
Aristodemus objected; and at last when the feast was about half
over-
for the fit, as usual, was not of long duration-Socrates entered;
Agathon, who was reclining alone at the end of the table,
begged that
he would take the place next to him; that "I may touch you," he
said, "and have the benefit of that wise thought which came into
your
mind in the portico, and is now in your possession; for I am
certain
20. that you would not have come away until you had found what
you
sought."
How I wish, said Socrates, taking his place as he was desired,
that
wisdom could be infused by touch, out of the fuller the emptier
man, as
water runs through wool out of a fuller cup into an emptier one;
if that
were so, how greatly should I value the privilege of reclining at
your
side! For you would have filled me full with a stream of wisdom
plenteous and fair; whereas my own is of a very mean and
questionable sort, no better than a dream. But yours is bright
and full
of promise, and was manifested forth in all the splendour of
youth the
day before yesterday, in the presence of more than thirty
thousand
Hellenes.
You are mocking, Socrates, said Agathon, and ere long you and
I will
have to determine who bears off the palm of wisdom-of this
Dionysus shall be the judge; but at present you are better
occupied
with supper.
Socrates took his place on the couch, and supped with the rest;
and
then libations were offered, and after a hymn had been sung to
the god, and there had been the usual ceremonies, they were
about to
commence drinking, when Pausanias said, And now, my friends,
how
21. can we drink with least injury to ourselves? I can assure you
that I feel
severely the effect of yesterday's potations, and must have time
to
recover; and I suspect that most of you are in the same
predicament,
for you were of the party yesterday. Consider then: How can the
drinking be made easiest?
I entirely agree, said Aristophanes, that we should, by all
means, avoid
hard drinking, for I was myself one of those who were yesterday
drowned in drink.
I think that you are right, said Eryximachus, the son of
Acumenus; but I
should still like to hear one other person speak: Is Agathon able
to
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drink hard?
I am not equal to it, said Agathon.
Then, the Eryximachus, the weak heads like myself,
Aristodemus,
Phaedrus, and others who never can drink, are fortunate in
finding
that the stronger ones are not in a drinking mood. (I do not
include
Socrates, who is able either to drink or to abstain, and will not
mind,
22. whichever we do.) Well, as of none of the company seem
disposed to
drink much, I may be forgiven for saying, as a physician, that
drinking
deep is a bad practice, which I never follow, if I can help, and
certainly
do not recommend to another, least of all to any one who still
feels the
effects of yesterday's carouse.
I always do what you advise, and especially what you prescribe
as a
physician, rejoined Phaedrus the Myrrhinusian, and the rest of
the company, if they are wise, will do the same.
It was agreed that drinking was not to be the order of the day,
but that
they were all to drink only so much as they pleased.
Then, said Eryximachus, as you are all agreed that drinking is to
be
voluntary, and that there is to be no compulsion, I move, in the
next
place, that the flute-girl, who has just made her appearance, be
told to
go away and play to herself, or, if she likes, to the women who
are within. To-day let us have conversation instead; and, if you
will
allow me, I will tell you what sort of conversation. This
proposal
having been accepted, Eryximachus proceeded as follows:-
I will begin, he said, after the manner of Melanippe in
Euripides,
Not mine the word which I am about to speak, but that of
23. Phaedrus. For often he says to me in an indignant tone: "What a
strange thing it is, Eryximachus, that, whereas other gods have
poems
and hymns made in their honour, the great and glorious god,
Love, has
no encomiast among all the poets who are so many. There are
the
worthy sophists too-the excellent Prodicus for example, who
have
descanted in prose on the virtues of Heracles and other heroes;
and,
what is still more extraordinary, I have met with a philosophical
work
in which the utility of salt has been made the theme of an
eloquent
discourse; and many other like things have had a like
honour bestowed upon them. And only to think that there should
have
been an eager interest created about them, and yet that to this
day no
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one has ever dared worthily to hymn Love's praises! So entirely
has
this great deity beenneglected." Now in this Phaedrus seems to
me to
be quite right, and therefore I want to offer him a contribution;
also I
think that at the present moment we who are here assembled
cannot
do better than honour the. god Love. If you agree with me, there
24. will
be no lack of conversation; for I mean topropose that each of us
in
turn, going from left to right, shall make a speech in honour of
Love.
Let him give us the best which he can; and Phaedrus, because he
is
sitting first on the left hand, and because he is the father of the
thought, shall begin.
No one will vote against you, Eryximachus, said Socrates. How
can I
oppose your motion, who profess to understand nothing but
matters
of love; nor, I presume, will Agathon and Pausanias; and there
can be
no doubt of Aristophanes, whose whole concern is with
Dionysus and
Aphrodite; nor will any one disagree of those whom I, see
around me.
The proposal, as I am aware, may seem rather hard upon us
whose
place is last; but we shall be contented if we hear some good
speeches
first. Let Phaedrus begin the praise of Love, and good luck to
him. All
the company expressed their assent,and desired him to do as
Socrates
bade him.
Aristodemus did not recollect all that was said, nor do I
recollect all
that he related to me; but I will tell you what I thought most
worthy of
remembrance, and what the chief speakers said.
25. Phaedrus began by affirming that love is a mighty god, and
wonderful among gods and men, but especially wonderful in his
birth.
For he is the eldest of the gods, which is an honour to him; and
a proof
of his claim to this honour is, that of his parents there is no
memorial;
neither poet nor prose-writer has ever affirmed that he had any.
As
Hesiod says:
First Chaos came, and then broad-bosomed Earth,
The everlasting seat of all that is,
And Love. In other words, after Chaos, the Earth and Love,
these
two, came into being. Also Parmenides sings of Generation:
First in the train of gods, he fashioned Love. And Acusilaus
agrees with
Hesiod. Thus numerous are the witnesses who acknowledge
Love to
be the eldest of the gods. And not only is he the eldest, he is
also the
source of the greatest benefits to us. For I know not any greater
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blessing to a young man who is beginning life than a virtuous
lover or
to the lover than a beloved youth. For the principle which ought
to be
the guide of men who would nobly live at principle, I say,
26. neither
kindred, nor honour, nor wealth, nor any other motive is able to
implant so well as love. Of what am I speaking? Of the sense of
honour
and dishonour, without which neither states nor individuals ever
do
any good or great work. And I say that a lover who is detected
in doing
any dishonourable act, or submitting through cowardice when
any
dishonour is done to him by another, will be more pained at
being
detected by his beloved than at being seen by his father, or by
his
companions, or by any one else. The beloved too, when he is
found in
any disgraceful situation, has the same feeling about his lover.
And if
there were only some way of contriving that a state or an army
should
be made up of lovers and their loves, they would be the very
best
governors of their own city, abstaining from all dishonour, and
emulating one another in honour; and when fighting at each
other's
side, although a mere handful, they would overcome the world.
For
what lover would not choose rather to be seen by all mankind
than by
his beloved, either when abandoning his post or throwing away
his
arms? He would be ready to die a thousand deaths rather than
endure
this. Or who would desert his beloved or fail him in the hour of
danger? The veriest coward would become an inspired hero,
equal to
27. the bravest, at such a time; Love would inspire him. That
courage
which, as Homer says, the god breathes into the souls of some
heroes, Love of his own nature infuses into the lover.
Love will make men dare to die for their beloved-love alone;
and women as well as men. Of this, Alcestis, the daughter of
Pelias, is a
monument to all Hellas; for she was willing to lay down her life
on
behalf of her husband, when no one else would, although he had
a
father and mother; but the tenderness of her love so far
exceeded
theirs, that she made them seem to be strangers in blood to their
own
son, and in name only related to him; and so noble did this
action of
hers appear to the gods, as well as to men, that among the many
who
have done virtuously she is one of the very few to whom, in
admiration
of her noble action, they have granted the privilege of returning
alive
to earth; such exceeding honour is paid by the gods to the
devotion
and virtue of love. But Orpheus, the son of Oeagrus, the harper,
they
sent empty away, and presented to him an apparition only of her
whom he sought, but herself they would not give up, because he
showed no spirit; he was only a harp-player, and did not-dare
like
Alcestis to die for love, but was contriving how he might enter
hades
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alive; moreover, they afterwards caused him to suffer death at
the
hands of women, as the punishment of his cowardliness. Very
different
was the reward of the true love of Achilles towards his lover
Patroclus-
his lover and not his love (the notion that Patroclus was the
beloved
one is a foolish error into which Aeschylus has fallen, for
Achilles was
surely the fairer of the two, fairer also than all the other heroes;
and,
as Homer informs us, he was still beardless, and younger far).
And
greatly as the gods honour the virtue of love, still the return of
love on
the part of the beloved to the lover is more admired and valued
and
rewarded by them, for the lover is more divine; because he is
inspired
by God. Now Achilles was quite aware, for he had been told by
his
mother, that he might avoid death and return home, and live to a
good
old age, if he abstained from slaying Hector. Nevertheless he
gave his
life to revenge his friend, and dared to die, not only in his
defence, but
after he was dead Wherefore the gods honoured him even
above Alcestis, and sent him to the Islands of the Blest. These
are my
29. reasons for affirming that Love is the eldest and noblest and
mightiest
of the gods; and the chiefest author and giver of virtue in life,
and of
happiness after death.
This, or something like this, was the speech of Phaedrus; and
some other speeches followed which Aristodemus did not
remember;
the next which he repeated was that of Pausanias. Phaedrus, he
said,
the argument has not been set before us, I think, quite in the
right
form;-we should not be called upon to praise Love in such an
indiscriminate manner. If there were only one Love, then what
you
said would be well enough; but since there are more Loves than
one,-
should have begun by determining which of them was to be the
theme
of our praises. I will amend this defect; and first of all I would
tell you
which Love is deserving of praise, and then try to hymn the
praiseworthy one in a manner worthy of him. For we all know
that
Love is inseparable from Aphrodite, and if there were only
one Aphrodite there would be only one Love; but as there are
two
goddesses there must be two Loves.
And am I not right in asserting that there are two goddesses?
The elder
one, having no mother, who is called the heavenly Aphrodite-
she is the
daughter of Uranus; the younger, who is the daughter of Zeus
and
30. Dione-her we call common; and the Love who is her fellow-
worker is
rightly namedcommon, as the other love is called heavenly. All
the
gods ought to have praise given to them, but not without
distinction of
their natures; and therefore I must try to distinguish the
characters of
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the two Loves. Now actions vary according to the manner of
their
performance. Take, for example, that which we are now doing,
drinking, singing and talking these actions are not in themselves
either
good or evil, but they turn out in this or that way according to
the
mode of performing them; and when well done they are good,
and
when wrongly done they are evil; and in like manner not every
love,
but only that which has a noble purpose, is noble and worthy of
praise. The Love who is the offspring of the common Aphrodite
is
essentially common, and has no discrimination, being such as
the
meaner sort of men feel, and is apt to be of women as well as of
youths,
and is of the body rather than of the soul-the most foolish
beings are
the objects of this love which desires only to gain an end, but
31. never
thinks of accomplishing the end nobly, and therefore does good
and
evil quite indiscriminately. The goddess who is his mother is far
younger than the other, and she was born of the union of the
male and
female, and partakes of both.
But the offspring of the heavenly Aphrodite is derived from a
mother in whose birth the female has no part,-she is from the
male
only; this is that love which is of youths, and the goddess being
older,
there is nothing of wantonness in her. Those who are inspired
by this
love turn to the male, and delight in him who is the more valiant
and
intelligent nature; any one may recognise the pure enthusiasts in
the
very character of their attachments. For they love not boys, but
intelligent, beings whose reason is beginning to be developed,
much
about the time at which their beards begin to grow. And in
choosing
young men to be their companions, they mean to be faithful to
them,
and pass their whole life in company with them, not to take
them in
their inexperience, and deceive them, and play the fool with
them, or
run away from one to another of them. But the love of young
boys
should be forbidden by law, because their future is uncertain;
they
may turn out good or bad, either in body or soul, and much
noble
32. enthusiasm may be thrown away upon them; in this matter the
good are a law to themselves, and the coarser sort of lovers
ought to
be restrained by force; as we restrain or attempt to restrain them
from
fixing their affections on women of free birth. These are the
persons
who bring a reproach on love; and some have been led to deny
the
lawfulness of such attachments because they see the impropriety
and
evil of them; for surely nothing that is decorously and lawfully
done
can justly be censured.
Now here and in Lacedaemon the rules about love are
perplexing, but
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in most cities they are simple and easily intelligible; in Elis
and Boeotia, and in countries having no gifts of eloquence, they
are
very straightforward; the law is simply in favour of these
connexions,
and no one, whether young or old, has anything to say to their
discredit; the reason being, as I suppose, that they are men of
few
words in those parts, and therefore the lovers do not like the
trouble
of pleading their suit. In Ionia and other places, and generally
in
33. countries which are subject to the barbarians, the custom is held
to be
dishonourable; loves of youths share the evil repute in which
philosophy and gymnastics are held because they are inimical to
tyranny; for the interests of rulers require that their subjects
should be poor in spirit and that there should be no strong bond
of
friendship or society among them, which love, above all other
motives,
is likely to inspire, as our Athenian tyrants-learned by
experience; for
the love of Aristogeiton and the constancy of Harmodius had
strength
which undid their power. And, therefore, the ill-repute into
which
these attachments have fallen is to be ascribed to the evil
condition of
those who make them to be ill-reputed; that is to say, to the
self-
seeking of the governors and the cowardice of the governed; on
the
other hand, the indiscriminate honour which is given to them in
some
countries is attributable to the laziness of those who hold this
opinion
of them. In our own country a far better principle prevails, but,
as I
was saying, the explanation of it is rather perplexing. For,
observe that
open loves are held to be more honourable than secret ones, and
that
the love of the noblest and highest, even if their persons are less
beautiful than others, is especially honourable.
Consider, too, how great is the encouragement which all the
world gives to the lover; neither is he supposed to be doing
34. anything
dishonourable; but if he succeeds he is praised, and if he fail he
is
blamed. And in the pursuit of his love the custom of mankind
allows
him to do many strange things, which philosophy would bitterly
censure if they were done from any motive of interest, or wish
for
office or power. He may pray, and entreat, and supplicate, and
swear,
and lie on a mat at the door, and endure a slavery worse than
that of
any slave-in any other case friends and enemies would be
equally
ready to prevent him, but now there is no friend who will be
ashamed
of him and admonish him, and no enemy will charge him with
meanness or flattery; the actions of a lover have a grace which
ennobles them; and custom has decided that they are highly
commendable and that there no loss of character in them; and,
what is
strangest of all, he only may swear and forswear himself (so
men say),
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and the gods will forgive his transgression, for there is no such
thing as
a lover's oath. Such is the entire liberty which gods and men
have
allowed the lover, according to the custom which prevails in our
part
35. of the world. From this point of view a man fairly argues in
Athens to
love and to be loved is held to be a very honourable thing. But
when
parents forbid their sons to talk with their lovers, and place
them
under a tutor's care, who is appointed to see to these things, and
their
companions and equals cast in their teeth anything of the sort
which
they may observe, and their elders refuse to silence the
reprovers and
do not rebuke them-any one who reflects on all this will, on the
contrary, think that we hold these practices to be most
disgraceful.
But, as I was saying at first, the truth as I imagine is, that
whether such
practices are honourable or whether they are dishonourable is
not a
simple question; they are honourable to him who follows them
honourably, dishonourable to him who follows them
dishonourably.
There is dishonour in yielding to the evil, or in an evil manner;
but
there is honour in yielding to the good, or in an honourable
manner.
Evil is the vulgar lover who loves the body rather than the
soul, inasmuch as he is not even stable, because he loves a thing
which
is in itself unstable, and therefore when the bloom of youth
which he
was desiring is over, he takes wing and flies away, in spite of
all his
words and promises; whereas the love of the noble disposition
is life-
36. long, for it becomes one with the everlasting. The custom of our
country would have both of them proven well and truly, and
would
have us yield to the one sort of lover and avoid the other, and
therefore encourages some to pursue, and others to fly; testing
both
the lover and beloved in contests and trials, until they show to
which
of the two classes they respectively belong. And this is the
reason why,
in the first place, a hasty attachment is held to be
dishonourable,
because time is the true test of this as of most other things; and
secondly there is a dishonour in being overcome by the love of
money,
or of wealth, or of political power, whether a man is frightened
into
surrender by the loss of them, or, having experienced the
benefits of
money and political corruption, is unable to rise above the
seductions of them. For none of these things are of a permanent
or
lasting nature; not to mention that no generous friendship ever
sprang
from them. There remains, then, only one way of honourable
attachment which custom allows in the beloved, and this is the
way of
virtue; for as we admitted that any service which the lover does
to him
is not to be accounted flattery or a dishonour to himself, so the
beloved has one way only of voluntary service which is not
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37. dishonourable, and this is virtuous service.
For we have a custom, and according to our custom any one
who
does service to another under the idea that he will be improved
by him
either in wisdom, or, in some other particular of virtue-such a
voluntary service, I say, is not to be regarded as a dishonour,
and is not
open to the charge of flattery. And these two customs, one the
love of
youth, and the other the practice of philosophy and virtue in
general,
ought to meet in one, and then the beloved may honourably
indulge
the lover. For when the lover and beloved come together, having
each
of them a law, and the lover thinks that he is right in doing any
service
which he can to his gracious loving one; and the other that he is
right
in showing any kindness which he can to him who is making
him wise
and good; the one capable of communicating wisdom and virtue,
the
other seeking to acquire them with a view to education and
wisdom,
when the two laws of love are fulfilled and meet in one-then,
and then
only, may the beloved yield with honour to the lover. Nor when
love is
of this disinterested sort is there any disgrace in being deceived,
but in
every other case there is equal disgrace in being or not being
38. deceived. For he who is gracious to his lover under the
impression that
he is rich, and is disappointed of his gains because he turns out
to be
poor, is disgraced all the same: for he has done his best to show
that he
would give himself up to any one's "uses base" for the sake of
money;
but this is not honourable. And on the same principle he who
gives
himself to a lover because he is a good man, and in the hope
that he
will be improved by his company, shows himself to be virtuous,
even
though the object of his affection turn out to be a villain, and to
have
no virtue; and if he is deceived he has committed a noble error.
For he
has proved that for his part he will do anything for anybody
with a
view to virtue and improvement, than which there can be
nothing
nobler. Thus noble in every case is the acceptance of another
for the
sake of virtue. This is that love which is the love of the
heavenly godess, and is heavenly, and of great price to
individuals and
cities, making the lover and the beloved alike eager in the work
of
their own improvement. But all other loves are the offspring of
the
other, who is the common goddess. To you, Phaedrus, I offer
this my
contribution in praise of love, which is as good as I could make
extempore.
39. Pausanias came to a pause-this is the balanced way in which I
have been taught by the wise to speak; and Aristodemus said
that the
turn of Aristophanes was next, but either he had eaten too much,
or
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from some other cause he had the hiccough, and was obliged to
change
turns with Eryximachus the physician, who was reclining on the
couch
below him. Eryximachus, he said, you ought either to stop my
hiccough, or to speak in my turn until I have left off.
I will do both, said Eryximachus: I will speak in your turn, and
do you
speak in mine; and while I am speaking let me recommend you
to
hold your breath, and if after you have done so for some time
the
hiccough is no better, then gargle with a little water; and if it
still
continues, tickle your nose with something and sneeze; and if
you
sneeze once or twice, even the most violent hiccough is sure to
go. I
will do as you prescribe, said Aristophanes, and now get on.
Eryximachus spoke as follows: Seeing that Pausanias made a
fair beginning, and but a lame ending, I must endeavour to
supply his
40. deficiency. I think that he has rightly distinguished two kinds of
love.
But my art further informs me that the double love is not merely
an
affection of the soul of man towards the fair, or towards
anything, but
is to be found in the bodies of all animals and in productions of
the
earth, and I may say in all that is; such is the conclusion which
I seem
to have gathered from my own art of medicine, whence I learn
how
great and wonderful and universal is the deity of love, whose
empire
extends over all things, divine as well as human. And from
medicine I
would begin that I may do honour to my art. There are in the
human
body these two kinds of love, which are confessedly different
and
unlike, and being unlike, they have loves and desires which are
unlike;
and the desire of the healthy is one, and the desire of the
diseased is
another; and as Pausanias was just now saying that to indulge
good
men is honourable, and bad men dishonourable:-so too in the
body
the good and healthy elements are to be indulged, and the bad
elements and the elements of disease are not to be indulged, but
discouraged. And this is what the physician has to do, and in
this the
art of medicine consists: for medicine may be regarded
generally as
the knowledge of the loves and desires of the body, and how to
satisfy
41. them or not; and the best physician is he who is able to separate
fair
love from foul, or to convert one into the other; and he who
knows
how to eradicate and how to implant love, whichever is
required, and
can reconcile the most hostile elements in the constitution and
make
them loving friends, is skilful practitioner. Now the: most
hostile are
the most opposite, such as hot and cold, bitter and sweet, moist
and dry, and the like. And my ancestor, Asclepius, knowing
how-to
implant friendship and accord in these elements, was the creator
of
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our art, as our friends the poets here tell us, and I believe them;
and
not only medicine in every branch but the arts of gymnastic and
husbandry are under his dominion.
Any one who pays the least attention to the subject will also
perceive that in music there is the same reconciliation of
opposites;
and I suppose that this must have been the meaning, of
Heracleitus,
although, his words are not accurate, for he says that is united
by
disunion, like the harmony-of bow and the lyre. Now there is an
absurdity saying that harmony is discord or is composed of
42. elements
which are still in a state of discord. But what he probably meant
was,
that, harmony is composed of differing notes of higher or lower
pitch
which disagreed once, but are now reconciled by the art of
music; for if
the higher and lower notes still disagreed, there could be there
could
be no harmony-clearly not. For harmony is a symphony, and
symphony is an agreement; but an agreement of disagreements
while
they disagree there cannot be; you cannot harmonize that which
disagrees. In like manner rhythm is compounded of elements
short
and long, once differing and now-in accord; which accordance,
as in
the former instance, medicine, so in all these other cases, music
implants, making love and unison to grow up among them; and
thus
music, too, is concerned with the principles of love in their
application
to harmony and rhythm. Again, in the essential nature of
harmony and
rhythm there is no difficulty in discerning love which has not
yet
become double. But when you want to use them in actual life,
either in
the composition of songs or in the correct performance of airs
or
metres composed already, which latter is called education, then
the
difficulty begins, and the good artist is needed. Then the old
tale has to
be repeated of fair and heavenly love -the love of Urania the
fair and
43. heavenly muse, and of the duty of accepting the temperate, and
those who are as yet intemperate only that they may become
temperate, and of preserving their love; and again, of the vulgar
Polyhymnia, who must be used with circumspection that the
pleasure
be enjoyed, but may not generate licentiousness; just as in my
own art
it is a great matter so to regulate the desires of the epicure that
he may
gratify his tastes without the attendant evil of disease. Whence I
infer
that in music, in medicine, in all other things human as which as
divine, both loves ought to be noted as far as may be, for they
are both
present.
The course of the seasons is also full of both these principles;
and
when, as I was saying, the elements of hot and cold, moist and
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dry, attain the harmonious love of one another and blend in
temperance and harmony, they bring to men, animals, and plants
health and plenty, and do them no harm; whereas the wanton
love,
getting the upper hand and affecting the seasons of the year, is
very
destructive and injurious, being the source of pestilence, and
bringing
many other kinds of diseases on animals and plants; for hoar-
frost and
44. hail and blight spring from the excesses and disorders of these
elements of love, which to know in relation to the revolutions of
the
heavenly bodies and the seasons of the year is termed
astronomy. Furthermore all sacrifices and the whole province of
divination, which is the art of communion between gods and
men-
these, I say, are concerned with the preservation of the good and
the
cure of the evil love. For all manner of impiety is likely to
ensue if,
instead of accepting and honouring and reverencing the
harmonious
love in all his actions, a man honours the other love, whether in
his
feelings towards gods or parents, towards the living or the dead.
Wherefore the business of divination is to see to these loves and
to
heal them, and divination is the peacemaker of gods and men,
working
by a knowledge of the religious or irreligious tendencies which
exist in
human loves. Such is the great and mighty, or rather omnipotent
force
of love in general. And the love, more especially, which is
concerned with the good, and which is perfected in company
with
temperance and justice, whether among gods or men, has the
greatest
power, and is the source of all our happiness and harmony, and
makes
us friends with the gods who are above us, and with one
another. I
dare say that I too have omitted several things which might be
said in
praise of Love, but this was not intentional, and you,
45. Aristophanes,
may now supply the omission or take some other line of
commendation; for I perceive that you are rid of the hiccough.
Yes, said Aristophanes, who followed, the hiccough is gone;
not, however, until I applied the sneezing; and I wonder
whether the
harmony of the body has a love of such noises and ticklings, for
I no
sooner applied the sneezing than I was cured.
Eryximachus said: Beware, friend Aristophanes, although you
are going to speak, you are making fun of me; and I shall have
to watch
and see whether I cannot have a laugh at your expense, when
you
might speak in peace.
You are right, said Aristophanes, laughing. I will unsay my
words; but
do you please not to watch me, as I fear that in the speech
which I am
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about to make, instead of others laughing with me, which is to
the
manner born of our muse and would be all the better, I shall
only be
laughed at by them.
Do you expect to shoot your bolt and escape, Aristophanes?
46. Well, perhaps if you are very careful and bear in mind that you
will be
called to account, I may be induced to let you off.
Aristophanes professed to open another vein of discourse; he
had a
mind to praise Love in another way, unlike that either of
Pausanias
or Eryximachus. Mankind; he said, judging by their neglect of
him,
have never, as I think, at all understood the power of Love. For
if they
had understood him they would surely have built noble temples
and
altars, and offered solemn sacrifices in his honour; but this is
not done,
and most certainly ought to be done: since of all the gods he is
the best
friend of men, the helper and the healer of the ills which are the
great
impediment to the happiness of the race. I will try to describe
his
power to you, and you shall teach the rest of the world what I
am
teaching you. In the first place, let me treat of the nature of man
and
what has happened to it; for the original human nature was not
like
the present, but different. The sexes were not two as they are
now, but
originally three in number; there was man, woman, and the
union of
the two, having a name corresponding to this double nature,
which
had once a real existence, but is now lost, and the word
"Androgynous"
47. is only preserved as a term of reproach. In the second place, the
primeval man was round, his back and sides forming a circle;
and he
had four hands and four feet, one head with two faces,
looking opposite ways, set on a round neck and precisely alike;
also
four ears, two privy members, and the remainder to correspond.
He
could walk upright as men now do, backwards or forwards as he
pleased, and he could also roll over and over at a great pace,
turning
on his four hands and four feet, eight in all, like tumblers going
over
and over with their legs in the air; this was when he wanted to
run
fast. Now the sexes were three, and such as I have described
them;
because the sun, moon, and earth are three;-and the man was
originally the child of the sun, the woman of the earth, and the
man-
woman of the moon, which is made up of sun and earth, and
they were
all round and moved round and round: like their parents.
Terrible was
their might and strength, and the thoughts of their hearts were
great,and they made an attack upon the gods; of them is told the
tale of
Otys and Ephialtes who, as Homer says, dared to scale heaven,
and
would have laid hands upon the gods. Doubt reigned in the
celestial
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48. councils. Should they kill them and annihilate the race with
thunderbolts, as they had done the giants, then there would be
an end
of the sacrifices and worship which men offered to them; but,
on the
other hand, the gods could not suffer their insolence to be
unrestrained.
At last, after a good deal of reflection, Zeus discovered a way.
He said:
"Methinks I have a plan which will humble their pride and
improve their manners; men shall continue to exist, but I will
cut them
in two and then they will be diminished in strength and
increased in
numbers; this will have the advantage of making them more
profitable
to us. They shall walk upright on two legs, and if they continue
insolent
and will not be quiet, I will split them again and they shall hop
about
on a single leg." He spoke and cut men in two, like a sorb-apple
which
is halved for pickling, or as you might divide an egg with a
hair; and as
he cut them one after another, he bade Apollo give the face and
the half
of the neck a turn in order that the man might contemplate the
section
of himself: he would thus learn a lesson of humility. Apollo was
also
bidden to heal their wounds and compose their forms. So he
gave a
turn to the face and pulled the skin from the sides all over that
49. which
in our language is called the belly, like the purses which draw
in, and
he made one mouth at the centre, which he fastened in a knot
(the
same which is called the navel); he also moulded the breast and
took
out most of the wrinkles, much as a shoemaker might smooth
leather
upon a last; he left a few, however, in the region of the belly
and navel,
as a memorial of the primeval state. After the division the two
parts of
man, each desiring his other half, came together, and throwing
their
arms about one another, entwined in mutualembraces, longing to
grow into one, they were on the point of dying from hunger and
self-
neglect, because they did not like to do anything apart; and
when one
of the halves died and the other survived, the survivor sought
another
mate, man or woman as we call them, being the sections of
entire men
or women, and clung to that. They were being destroyed, when
Zeus
in pity of them invented a new plan: he turned the parts of
generation
round to the front, for this had not been always their position
and they
sowed the seed no longer as hitherto like grasshoppers in the
ground,
but in one another; and after the transposition the male
generated in
the female in order that by the mutual embraces of man and
woman
50. they might breed, and the race might continue; or if man came
to man
they might be satisfied, and rest, and go their ways to the
business of
life: so ancient is the desire of one another which is implanted
in us,
reuniting our original nature, making one of two, and healing
the state
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of man.
Each of us when separated, having one side only, like a flat
fish, is but
the indenture of a man, and he is always looking for his other
half. Men
who are a section of that double nature which was once called
Androgynous are lovers of women; adulterers are generally of
this
breed, and also adulterouswomen who lust after men: the
women who
are a section of the woman do not care for men, but have female
attachments; the female companions are of this sort. But they
who are
a section of the male follow the male, and while they are young,
being
slices of the original man, they hang about men and embrace
them,
and they are themselves the best of boys and youths, because
they
have the most manly nature. Some indeed assert that they
51. are shameless, but this is not true; for they do not act thus from
any
want of shame, but because they are valiant and manly, and
have a
manly countenance, and they embrace that which is like them.
And
these when they grow up become our statesmen, and these only,
which is a great proof of the truth of what I am saving. When
they
reach manhood they are loves of youth, and are not naturally
inclined
to marry or beget children,-if at all, they do so only in
obedience to the
law; but they are satisfied if they may be allowed to live with
one
another unwedded; and such a nature is prone to love and ready
to
return love, always embracing that which is akin to him. And
when one
of them meets with his other half, the actual half of himself,
whether he be a lover of youth or a lover of another sort, the
pair are
lost in an amazement of love and friendship and intimacy, and
would
not be out of the other's sight, as I may say, even for a moment:
these
are the people who pass their whole lives together; yet they
could not
explain what they desire of one another. For the intense
yearning
which each of them has towards the other does not appear to be
the
desire of lover's intercourse, but of something else which the
soul of
either evidently desires and cannot tell, and of which she has
only a
52. dark and doubtful presentiment. Suppose Hephaestus, with his
instruments, to come to the pair who are lying side, by side and
to say
to them, "What do you people want of one another?" they would
be
unable to explain. And suppose further, that when he saw
their perplexity he said: "Do you desire to be wholly one;
always day
and night to be in one another's company? for if this is what you
desire, I am ready to melt you into one and let you grow
together, so
that being two you shall become one, and while you live a
common life
as if you were a single man, and after your death in the world
below
still be one departed soul instead of two-I ask whether this is
what you
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lovingly desire, and whether you are satisfied to attain this?"-
there is
not a man of them who when he heard the proposal would deny
or
would not acknowledge that this meeting and melting into one
another, this becoming one instead of two, was the very
expression of
his ancient need. And the reason is that human nature was
originally
one and we were a whole, and the desire and pursuit of the
whole is
called love. There was a time, I say, when we were one, but now
53. because of the wickedness of mankind God has dispersed us, as
the
Arcadians were dispersed into villages by the Lacedaemonians.
And if
we are not obedient to the gods, there is a danger that we shall
be split
up again and go about in basso-relievo, like the profile figures
having
only half a nose which are sculptured on monuments, and that
we shall
be like tallies.
Wherefore let us exhort all men to piety, that we may avoid
evil, and
obtain the good, of which Love is to us the lord and minister;
and let no
one oppose him-he is the enemy of the gods who oppose him.
For if we
are friends of the God and at peace with him we shall find our
own
true loves, which rarely happens in this world at present. I am
serious,
and therefore I must beg Eryximachus not to make fun or to find
any
allusion in what I am saying to Pausanias and Agathon, who, as
I
suspect, are both of the manly nature, and belong to the class
which I
have been describing. But my words have a wider application-
they
include men and women everywhere; and I believe that if our
loves
were perfectly accomplished, and each one returning to his
primeval
nature had his original true love, then our race would be happy.
And if
54. this would be best of all, the best in the next degree and under
present
circumstances must be the nearest approach to such an union;
and
that will be the attainment of a congenial love. Wherefore, if we
would
praise him who has given to us the benefit, we must praise the
god
Love, who is our greatest benefactor, both leading us in this life
back to
our own nature, and giving us high hopes for the future, for
he promises that if we are pious, he will restore us to our
original
state, and heal us and make us happy and blessed. This,
Eryximachus,
is my discourse of love, which, although different to yours, I
must beg
you to leave unassailed by the shafts of your ridicule, in order
that
each may have his turn; each, or rather either, for Agathon and
Socrates are the only ones left.
Indeed, I am not going to attack you, said Eryximachus, for I
thought your speech charming, and did I not know that Agathon
and
Socrates are masters in the art of love, I should be really afraid
that
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they would have nothing to say, after the world of things which
have
55. been said already. But, for all that, I am not without hopes.
Socrates said: You played your part well, Eryximachus; but if
you were
as I am now, or rather as I shall be when Agathon has spoken,
you would, indeed, be in a great strait.
You want to cast a spell over me, Socrates, said Agathon, in the
hope
that I may be disconcerted at the expectation raised among the
audience that I shall speak well.
I should be strangely forgetful, Agathon replied Socrates, of
the courage and magnanimity which you showed when your own
compositions were about to be exhibited, and you came upon
the stage
with the actors and faced the vast theatre altogether
undismayed, if I
thought that your nerves could be fluttered at a small party of
friends.
Do you think, Socrates, said Agathon, that my head is so full of
the
theatre as not to know how much more formidable to a man of
sense
a few good judges are than many fools?
Nay, replied Socrates, I should be very wrong in attributing to
you,
Agathon, that or any other want of refinement. And I am quite
aware that if you happened to meet with any whom you thought
wise,
you would care for their opinion much more than for that of the
many.
But then we, having been a part of the foolish many in the
theatre,
56. cannot be regarded as the select wise; though I know that if you
chanced to be in the presence, not of one of ourselves, but of
some
really wise man, you would be ashamed of disgracing yourself
before
him-would you not?
Yes, said Agathon.
But before the many you would not be ashamed, if you thought
that
you were doing something disgraceful in their presence?
Here Phaedrus interrupted them, saying: not answer him, my
dear Agathon; for if he can only get a partner with whom he can
talk,
especially a good-looking one, he will no longer care about the
completion of our plan. Now I love to hear him talk; but just at
present
I must not forget the encomium on Love which I ought to
receive from
him and from every one. When you and he have paid your
tribute to
the god, then you may talk.
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Very good, Phaedrus, said Agathon; I see no reason why I
should not
proceed with my speech, as I shall have many other
opportunities
of conversing with Socrates. Let me say first how I ought to
57. speak, and
then speak:-
The previous speakers, instead of praising the god Love, or
unfolding his nature, appear to have congratulated mankind on
the
benefits which he confers upon them. But I would rather praise
the
god first, and then speak of his gifts; this is always the right
way of
praising everything. May I say without impiety or offence, that
of all
the blessed gods he is the most blessed because he is the fairest
and
best? And he is the fairest: for, in the first place, he is the
youngest, and
of his youth he is himself the witness, fleeing out of the way of
age,
who is swift enough, swifter truly than most of us like:-Love
hates him
and will not come near him; but youth and love live and move
together-like to like, as the proverb says. Many things were said
by
Phaedrus about Love in which I agree with him; but I cannot
agree that
he is older than Iapetus and Kronos:-not so; I maintain him to
be the
youngest of the gods, and youthful ever. The ancient doings
among the
gods of which Hesiod and Parmenides spoke, if the tradition of
them
be true, were done of Necessity and not Love; had Love been in
those
days, there would have been no chaining or mutilation of the
gods, or
other violence, but peace and sweetness, as there is now in
58. heaven, since the rule of Love began.
Love is young and also tender; he ought to have a poet like
Homer to
describe his tenderness, as Homer says of Ate, that she is a
goddess and tender:
Her feet are tender, for she sets her steps,
Not on the ground but on the heads of men: herein is an
excellent
proof of her tenderness that,-she walks not upon the hard but
upon
the soft. Let us adduce a similar proof of the tenderness of
Love; for he
walks not upon the earth, nor yet upon skulls of men, which are
not so
very soft, but in the hearts and souls of both god, and men,
which are
of all things the softest: in them he walks and dwells and makes
his
home. Not in every soul without exception, for Where there is
hardness he departs, where there is softness there he dwells; and
nestling always with his feet and in all manner of ways in the
softest of
soft places, how can he be other than the softest of all things?
Of a
truth he is the tenderest as well as the youngest, and also he is
of
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flexile form; for if he were hard and without flexure he could
59. not
enfold all things, or wind his way into and out of every soul of
man
undiscovered. And a proof of his flexibility and symmetry of
form is his
grace, which is universally admitted to be in an especial manner
the
attribute of Love; ungrace and love are always at war with
one another. The fairness of his complexion is revealed by his
habitation among the flowers; for he dwells not amid bloomless
or
fading beauties, whether of body or soul or aught else, but in
the place
of flowers and scents, there he sits and abides. Concerning the
beauty
of the god I have said enough; and yet there remains much more
which
I might say. Of his virtue I have now to speak: his greatest
glory is that
he can neither do nor suffer wrong to or from any god or any
man; for
he suffers not by force if he suffers; force comes not near him,
neither
when he acts does he act by force. For all men in all things
serve him of
their own free will, and where there is voluntary agreement,
there, as
the laws which are the lords of the city say, is justice. And not
only is
he just but exceedingly temperate, for Temperance is the
acknowledged ruler of the pleasures and desires, and no
pleasure ever
masters Love; he is their master and they are his servants; and if
he
conquers them he must be temperate indeed. As to courage,
even the
60. God of War is no match for him; he is the captive and Love is
the lord,
for love, the love of Aphrodite, masters him, as the tale runs;
and the
master is stronger than the servant. And if he conquers the
bravest of
all others, he must be himself the bravest.
Of his courage and justice and temperance I have spoken, but I
have
yet to speak of his wisdom-and according to the measure of my
ability I must try to do my best. In the first place he is a poet
(and here,
like Eryximachus, I magnify my art), and he is also the source
of poesy
in others, which he could not be if he were not himself a poet.
And at
the touch of him every one becomes a poet, even though he had
no
music in him before; this also is a proof that Love is a good
poet and
accomplished in all the fine arts; for no one can give to another
that
which he has not himself, or teach that of which he has no
knowledge.
Who will deny that the creation of the animals is his doing? Are
they
not all the works his wisdom, born and begotten of him? And as
to the
artists, do we not know that he only of them whom love inspires
has
the light of fame?-he whom Love touches riot walks in
darkness. The
arts of medicine and archery and divination were discovered by
Apollo, under the guidance of love and desire; so that he too is
a
61. disciple of Love. Also the melody of the Muses, the metallurgy
of
Hephaestus, the weaving of Athene, the empire of Zeus over
gods
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and men, are all due to Love, who was the inventor of them.
And so
Love set in order the empire of the gods-the love of beauty, as
is
evident, for with deformity Love has no concern. In the days of
old, as I
began by saying, dreadful deeds were done among the gods, for
they
were ruled by Necessity; but now since the birth of Love, and
from the
Love of the beautiful, has sprung every good in heaven and
earth.
Therefore, Phaedrus, I say of Love that he is the fairest and best
in
himself, and the cause of what is fairest and best in all other
things.
And there comes into my mind a line of poetry in which he is
said to be
the god who
Gives peace on earth and calms the stormy deep,
Who stills the winds and bids the sufferer sleep. This is he who
empties men of disaffection and fills them with affection, who
makes
them to meet together at banquets such as these: in sacrifices,
62. feasts,
dances, he is our lord-who sends courtesy and sends away
discourtesy, who gives kindness ever and never gives
unkindness; the
friend of the good, the wonder of the wise, the amazement of
the gods;
desired by those who have no part in him, and precious to those
who
have the better part in him; parent of delicacy, luxury, desire,
fondness, softness, grace; regardful of the good, regardless of
the evil:
in every word, work, wish, fear-saviour, pilot, comrade, helper;
glory
of gods and men, leader best and brightest: in whose footsteps
let
every man follow, sweetly singing in his honour and joining in
that
sweet strain with which love charms the souls of gods and men.
Such
is the speech, Phaedrus, half-playful, yet having a certain
measure of
seriousness, which, according to my ability, I dedicate to the
god.
When Agathon had done speaking, Aristodemus said that there
was a
general cheer; the young man was thought to have spoken in a
manner
worthy of himself, and of the god. And Socrates, looking at
Eryximachus, said: Tell me, son of Acumenus, was there not
reason in
my fears? and was I not a true prophet when I said that Agathon
would
make a wonderful oration, and that I should be in a strait?
The part of the prophecy which concerns Agathon, replied
63. Eryximachus, appears to me to be true; but, not the other part-
that you
will be in a strait.
Why, my dear friend, said Socrates, must not I or any one be in
a strait
who has to speak after he has heard such a rich and varied
discourse? I
am especially struck with the beauty of the concluding words-
who
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could listen to them without amazement? When I reflected on
the
immeasurable inferiority of my own powers, I was ready to run
away
for shame, if there had been a possibility of escape. For I was
reminded
of Gorgias, and at the end of his speech I fancied that Agathon
was
shaking at me the Gorginian or Gorgonian head of the great
master of
rhetoric, which was simply to turn me and my speech, into
stone, as
Homer says, and strike me dumb. And then I perceived how
foolish I
had been in consenting to take my turn with you in praising
love, and
saying that I too was a master of the art, when I really had no
conception how anything ought to be praised. For in my
simplicity I
64. imagined that the topics of praise should be true, and that this
being
presupposed, out of the true the speaker was to choose the best
and
set them forth in the best manner. And I felt quite proud,
thinking that
I knew the nature of true praise, and should speak well.
Whereas I now
see that the intention was to attribute to Love every species of
greatness and glory, whether really belonging to him not,
without
regard to truth or falsehood-that was no matter; for the original,
proposal seems to have been not that each of you should really
praise
Love, but only that you should appear to praise him. And so you
attribute to Love every imaginable form of praise which can be
gathered anywhere; and you say that "he is all this," and "the
cause of
all that," making him appear the fairest and best of all to those
who
know him not, for you cannot impose upon those who know
him. And
a noble and solemn hymn of praise have you rehearsed. But as I
misunderstood the nature of the praise when I said that I would
take
my turn, I must beg to be absolved from the promise which I
made
in ignorance, and which (as Euripides would say) was a promise
of the
lips and not of the mind. Farewell then to such a strain: for I do
not
praise in that way; no, indeed, I cannot. But if you like to here
the truth
about love, I am ready to speak in my own manner, though I
will not
make myself ridiculous by entering into any rivalry with you.
65. Say then,
Phaedrus, whether you would like, to have the truth about love,
spoken in any words and in any order which may happen to
come into
my mind at the time. Will that be agreeable to you?
Aristodemus said that Phaedrus and the company bid him speak
in any manner which he thought best. Then, he added, let me
have
your permission first to ask Agathon a few more questions, in
order
that I may take his admissions as the premisses of my discourse.
I grant the permission, said Phaedrus: put your questions.
Socrates then proceeded as follows:-
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In the magnificent oration which you have just uttered, I think
that you
were right, my dear Agathon, in proposing to speak of the
nature of
Love first and afterwards of his works-that is a way of
beginning
which I very much approve. And as you have spoken so
eloquently of
his nature, may I ask you further, Whether love is the love of
something or of nothing? And here I must explain myself: I do
not
want you to say that love is the love of a father or the love of a
mother-
66. that would be ridiculous; but to answer as you would, if I asked
is a
father a father of something? to which you would find no
difficulty in
replying, of a son or daughter: and the answer would be right.
Very true, said Agathon.
And you would say the same of a mother?
He assented.
Yet let me ask you one more question in order to illustrate my
meaning: Is not a brother to be regarded essentially as a brother
of something?
Certainly, he replied.
That is, of a brother or sister?
Yes, he said.
And now, said Socrates, I will ask about Love:-Is Love of
something or
of nothing?
Of something, surely, he replied.
Keep in mind what this is, and tell me what I want to know-
whether Love desires that of which love is.
Yes, surely.
And does he possess, or does he not possess, that which he
loves
and desires?
Probably not, I should say.
Nay, replied Socrates, I would have you consider whether
"necessarily" is not rather the word. The inference that he who
desires
something is in want of something, and that he who desires
nothing is
in want of nothing, is in my judgment, Agathon absolutely and
67. necessarily true. What do you think?
I agree with you, said Agathon.
Very good. Would he who is great, desire to be great, or he who
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is strong, desire to be strong?
That would be inconsistent with our previous admissions.
True. For he who is anything cannot want to be that which he
is?
Very true.
And yet, added Socrates, if a man being strong desired to be
strong, or
being swift desired to be swift, or being healthy desired to be
healthy, in that case he might be thought to desire something
which he
already has or is. I give the example in order that we may avoid
misconception. For the possessors of these qualities, Agathon,
must be
supposed to have their respective advantages at the time,
whether
they choose or not; and who can desire that which he has?
Therefore
when a person says, I am well and wish to be well, or I am rich
and
wish to be rich, and I desire simply to have what I have-to him
we shall
reply: "You, my friend, having wealth and health and strength,
want to
68. have the continuance of them; for at this moment, whether you
choose
or no, you have them. And when you say, I desire that which I
have and
nothing else, is not your meaning that you want to have what
you now
have in the future? "He must agree with us-must he not?
He must, replied Agathon.
Then, said Socrates, he desires that what he has at present may
be preserved to him in the future, which is equivalent to saying
that he
desires something which is non-existent to him, and which as
yet he
has not got.
Very true, he said.
Then he and every one who desires, desires that which he has
not
already, and which is future and not present, and which he has
not,
and is not, and of which he is in want;-these are the sort of
things
which love and desire seek?
Very true, he said.
Then now, said Socrates, let us recapitulate the argument. First,
is not
love of something, and of something too which is wanting to a
man?
Yes, he replied.
Remember further what you said in your speech, or if you do
not
remember I will remind you: you said that the love of the
beautiful set
69. in order the empire of the gods, for that of deformed things
there is no
love-did you not say something of that kind?
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Yes, said Agathon.
Yes, my friend, and the remark was a just one. And if this is
true, Love
is the love of beauty and not of deformity?
He assented.
And the admission has been already made that Love is of
something
which a man wants and has not?
True, he said.
Then Love wants and has not beauty?
Certainly, he replied.
And would you call that beautiful which wants and does not
possess beauty?
Certainly not.
Then would you still say that love is beautiful?
Agathon replied: I fear that I did not understand what I was
saying.
You made a very good speech, Agathon, replied Socrates; but
there
is yet one small question which I would fain ask:-Is not the
good also
the beautiful?
70. Yes.
Then in wanting the beautiful, love wants also the good?
I cannot refute you, Socrates, said Agathon:-Let us assume that
what you say is true.
Say rather, beloved Agathon, that you cannot refute the truth;
for
Socrates is easily refuted.
And now, taking my leave of you, I would rehearse a tale of
love which
I heard from Diotima of Mantineia, a woman wise in this and in
many other kinds of knowledge, who in the days of old, when
the
Athenians offered sacrifice before the coming of the plague,
delayed
the disease ten years. She was my instructress in the art of love,
and I
shall repeat to you what she said to me, beginning with the
admissions
made by Agathon, which are nearly if not quite the same which
I made
to the wise woman when she questioned me-I think that this will
be
the easiest way, and I shall take both parts myself as well as I
can. As
you, Agathon, suggested, I must speak first of the being and
nature of
Love, and then of his works. First I said to her in nearly the
same
words which he used to me, that Love was a mighty god, and
likewise
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fair and she proved to me as I proved to him that, by my own
showing,
Love was neither fair nor good. "What do you mean, Diotima," I
said,
"is love then evil and foul?" "Hush," she cried; "must that be
foul which
is not fair?" "Certainly," I said. "And is that which is not wise,
ignorant?
do you not see that there is a mean between wisdom and
ignorance?"
"And what may that be?" I said. "Right opinion," she replied;
"which, as
you know, being incapable of giving a reason, is not knowledge
(for
how can knowledge be devoid of reason? nor again, ignorance,
for
neither can ignorance attain the truth), but is clearly something
which
is a mean between ignorance and wisdom." "Quite true," I
replied. "Do
not then insist," she said, "that what is not fair is of necessity
foul, or
what is not good evil; or infer that because love is not fair and
good he
is therefore foul and evil; for he is in a mean between them."
"Well," I
said, "Love is surely admitted by all to be a great god." "By
those who
know or by those who do not know?" "By all." "And how,
Socrates," she
said with a smile, "can Love be acknowledged to be a great god
by
72. those who say that he is not a god at all?" "And who are they?"
I said.
"You and I are two of them," she replied. "How can that be?" I
said. "It
is quite intelligible," she replied; "for you yourself would
acknowledge
that the gods are happy and fair of course you would-would to
say that
any god was not?" "Certainly not," I replied. "And you mean by
the
happy, those who are the possessors of things good or fair?"
"Yes."
"And you admitted that Love, because he was in want, desires
those
good and fair things of which he is in want?" "Yes, I did." "But
how can
he be a god who has no portion in what is either good or fair?"
"Impossible." "Then you see that you also deny the divinity of
Love."
"What then is Love?" I asked; "Is he mortal?" "No." "What
then?" "As in
the former instance, he is neither mortal nor immortal, but in a
mean
between the two." "What is he, Diotima?" "He is a great spirit
(daimon), and like all spirits he is intermediate between the
divine and
the mortal." "And what," I said, "is his power?" "He interprets,"
she
replied, "between gods and men, conveying and taking across to
the
gods the prayers and sacrifices of men, and to men the
commands and
replies of the gods; he is the mediator who spans the chasm
which
divides them, and therefore in him all is boundtogether, and
73. through
him the arts of the prophet and the priest, their sacrifices and
mysteries and charms, and all, prophecy and incantation, find
their
way. For God mingles not with man; but through Love. all
the intercourse, and converse of god with man, whether awake
or
asleep, is carried on. The wisdom which understands this is
spiritual;
all other wisdom, such as that of arts and handicrafts, is mean
and
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vulgar. Now these spirits or intermediate powers are many and
diverse, and one of them is Love. "And who," I said, "was his
father,
and who his mother?" "The tale," she said, "will take time;
nevertheless I will tell you. On the birthday of Aphrodite there
was a
feast of the gods, at which the god Poros or Plenty, who is the
son of
Metis or Discretion, was one of the guests. When the feast was
over,
Penia or Poverty, as the manner is on such occasions, came
about the
doors to beg. Now Plenty who was the worse for nectar (there
was
no wine in those days), went into the garden of Zeus and fell
into a
heavy sleep, and Poverty considering her own straitened
circumstances, plotted to have a child by him, and accordingly
74. she lay
down at his side and conceived love, who partly because he is
naturally a lover of the beautiful, and because Aphrodite is
herself
beautiful, and also because he was born on her birthday, is her
follower and attendant. And as his parentage is, so also are his
fortunes. In the first place he is always poor, and anything but
tender
and fair, as the many imagine him; and he is rough and squalid,
and
has no shoes, nor a house to dwell in; on the bare earth exposed
he lies
under the open heaven, in-the streets, or at the doors of houses,
taking
his rest; and like his mother he is always in distress. Like his
father
too, whom he also partly resembles, he is always plotting
against the
fair and good; he is bold, enterprising, strong, a mighty hunter,
always weaving some intrigue or other, keen in the pursuit of
wisdom,
fertile in resources; a philosopher at all times, terrible as an
enchanter,
sorcerer, sophist. He is by nature neither mortal nor immortal,
but
alive and flourishingat one moment when he is in plenty, and
dead at
another moment, and again alive by reason of his father's
nature. But
that which is always flowing in is always flowing out, and so he
is
never in want and never in wealth; and, further, he is in a mean
between ignorance and knowledge. The truth of the matter is
this: No
god is a philosopher. or seeker after wisdom, for he is wise
already;
75. nor does any man who is wise seek after wisdom. Neither do the
ignorant seek after Wisdom. For herein is the evil of ignorance,
that he
who is neither good nor wise is nevertheless satisfied with
himself: he
has no desire for that of which he feels no want." "But-who
then,
Diotima," I said, "are the lovers of wisdom, if they are neither
the wise
nor the foolish?" "A child may answer that question," she
replied; "they
are those who are in a mean between the two; Love is one of
them. For
wisdom is a most beautiful thing, and Love is of the beautiful;
and
therefore Love is also a philosopher: or lover of wisdom, and
being a
lover of wisdom is in a mean between the wise and the ignorant.
And
of this too his birth is the cause; for his father is wealthy and
wise, and
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his mother poor and foolish. Such, my dear Socrates, is the
nature of
the spirit Love. The error in your conception of him was very
natural,
and as I imagine from what you say, has arisen out of a
confusion of
love and the beloved, which made you think that love was all
beautiful.
76. For the beloved is the truly beautiful, and delicate, and perfect,
and
blessed; but the principle of love is of another nature, and is
such as I
have described."
I said, "O thou stranger woman, thou sayest well; but, assuming
Love
to be such as you say, what is the use of him to men?" "That,
Socrates," she replied, "I will attempt to unfold: of his nature
and birth
I have already spoken; and you acknowledge that love is of the
beautiful. But some one will say: Of the beautiful in what,
Socrates and
Diotima?-or rather let me put the question more dearly, and ask:
When
a man loves the beautiful, what does he desire?" I answered her
"That
the beautiful may be his." "Still," she said, "the answer suggests
a
further question: What is given by the possession of beauty?"
"To what
you have asked," I replied, "I have no answer ready." "Then,"
she said,
"Let me put the word 'good' in the place of the beautiful, and
repeat
the question once more: If he who loves good, what is it then
that he
loves? "The possession of the good," I said. "And what does he
gain
who possesses the good?" "Happiness," I replied; "there is less
difficulty in answering that question." "Yes," she said, "the
happy are
made happy by the acquisition of good things. Nor is there any
need to
ask why a man desires happiness; the answer is already final."
77. "You
are right." I said. "And is this wish and this desire common to
all? and
do all men always desire their own good, or only some men?-
what say
you?" "All men," I replied; "the desire is common to all." "Why,
then,"
she rejoined, "are not all men, Socrates, said to love, but only
some
them? whereas you say that all men are always loving the same
things." "I myself wonder," I said,-why this is." "There is
nothing to
wonder at," she replied; "the reason is that one part of love is
separated off and receives the name of the whole, but the other
parts
have other names." "Give an illustration," I said. She answered
me as
follows: "There is poetry, which, as you know, is complex; and
manifold. All creation or passage of non-being into being is
poetry or
making, and the processes of all art are creative; and the
masters of
arts are all poets or makers." "Very true." "Still," she said, "you
know
that they are not called poets, but have other names; only that
portion
of the art which is separated off from the rest, and is concerned
with
music and metre, is termed poetry, and they who possess poetry
in
this sense of the word are called poets." "Very true," I said.
"And the
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78. same holds of love. For you may say generally that all desire of
good
and happiness is only the great and subtle power of love; but
they who
are drawn towards him by any other path, whether the path of
money-
making or gymnastics or philosophy, are not called lovers -the
name of
the whole is appropriated to those whose affection takes one
form
only-they alone are said to love, or to be lovers." "I dare say," I
replied,
"that you are right." "Yes," she added, "and you hear people say
that
lovers are seeking for their other half; but I say that they are
seeking
neither for the half of themselves, nor for the whole, unless the
half or
the whole be also a good. And they will cut off their own hands
and
feet and cast them away, if they are evil; for they love not what
is their
own, unless perchance there be some one who calls what
belongs to
him the good, and what belongs to another the evil. For there is
nothing which men love but the good. Is there anything?"
"Certainly, I
should say, that there is nothing." "Then," she said, "the simple
truth is,
that men love the good." "Yes," I said. "To which must be added
that
they love the possession of the good? "Yes, that must be
added." "And
79. not only the possession, but the everlasting possession of the
good?"
"That must be added too." "Then love," she said, "may be
described
generally as the love of the everlasting possession of the good?"
"That
is most true."
"Then if this be the nature of love, can you tell me further," she
said,
"what is the manner of the pursuit? what are they doing who
show all
this eagerness and heat which is called love? and what is the
object
which they have in view? Answer me." "Nay, Diotima," I
replied, "if I
had known, I should not have wondered at your wisdom, neither
should I have come to learn from you about this very matter."
"Well,"
she said, "I will teach you:-The object which they have in view
is birth
in beauty, whether of body or, soul." "I do not understand you,"
I said;
"the oracle requires an explanation." "I will make my meaning
dearer,"
she replied. "I mean to say, that all men are bringing to the birth
in
their bodies and in their souls. There is a certain age at which
human
nature is desirous of procreation-procreation which must be in
beauty
and not in deformity; and this procreation is the union of man
and
woman, and is a divine thing; for conception and generation are
an
immortal principle in the mortal creature, and in the
80. inharmonious
they can never be. But the deformed is always inharmonious
with the
divine, and the beautiful harmonious. Beauty, then, is the
destiny or
goddess of parturition who presides at birth, and therefore,
when
approaching beauty, the conceiving power is propitious, and
diffusive,
and benign, and begets and bears fruit: at the sight of ugliness
she
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frowns and contracts and has a sense of pain, and turns away,
and
shrivels up, and not without a pang refrains from conception.
And this
is the reason why, when the hour of conception arrives, and the
teeming nature is full, there is such a flutter and ecstasy about
beauty
whose approach is the alleviation of the pain of travail. For
love,
Socrates, is not, as you imagine, the love of the beautiful only."
"What
then?" "The love of generation and of birth in beauty." "Yes," I
said.
"Yes, indeed," she replied. "But why of generation?" "Because
to the
mortal creature, generation is a sort of eternity and
immortality," she
replied; "and if, as has been already admitted, love is of the
81. everlasting
possession of the good, all men will necessarily desire
immortality
together with good: Wherefore love is of immortality."
All this she taught me at various times when she spoke of love.
And I
remember her once saying to me, "What is the cause, Socrates,
of love,
and the attendant desire? See you not how all animals, birds, as
well as
beasts, in their desire of procreation, are in agony when they
take the
infection of love, which begins with the desire of union;
whereto is
added the care of offspring, on whose behalf the weakest are
ready to
battle against the strongest even to the uttermost, and to die for
them,
and will, let themselves be tormented with hunger or suffer
anything
in order to maintain their young. Man may be supposed to act
thus
from reason; but why should animals have these passionate
feelings?
Can you tell me why?" Again I replied that I did not know. She
said to
me: "And do you expect ever to become a master in the art of
love, if
you do not know this?" "But I have told you already, Diotima,
that my
ignorance is the reason why I come to you; for I am conscious
that I
want a teacher; tell me then the cause of this and of the other
mysteries of love." "Marvel not," she said, "if you believe that
love is of