This document summarizes four philosophy journal entries by Camille Taylor discussing topics from class including:
- What defines being human and what defines justice
- Arguments about justice and the good life presented by characters in Plato's Republic
- How the city provides order, safety, and context for citizens to pursue their potential
- Comparisons between work, leisure, luxury and the development of skills and the city
Key topics discussed include logos as a uniquely human trait, Thrasymachus' view of justice, and the notion that dogs are more philosophical than humans in their ability to distinguish friends from foes.
When you are planning your estate, you should consider the possibility of incpacity late in your life. Learn more about estate planning in this presentation.
When you are planning your estate, you should consider the possibility of incpacity late in your life. Learn more about estate planning in this presentation.
Right here right now. Lo que pasó ayer, deja de ser relevanteArena Media España
En plena era del contenido, todo lo que importa al consumidor es lo que ocurre ahora. Los jóvenes comienzan a priorizar la autenticidad y la inmediatez de los contenidos originales.
Los contenidos y las conversaciones vuelven a converger en una misma pantalla surgiendo por lo tanto una nueva forma de construir los territorios involucrando a la comunidad desde su comienzo.
приложение 1 сценка история оренбургского платкаВалерия Кулеш
В конце мая 2016 года, родителям наших воспитанников было предложено принять участие в проекте, рабочее название которого было «Платок из бабушкиного сундука».
Воспитанники нашего детского сада – представители различных этносов – это и казахи, и лезгины, и русские, и азербайджанцы, и армяне. У каждого народа – своя история, свои традиции, свои праздники, кухня, национальная одежда. Мы все разные, но при этом у нас много общего!
Почему платок? Платок – элемент одежды, который встречается в костюмах многих народов на протяжении веков. Платок - желанный подарок женщины, вне зависимости от её национальности и социального положения. С платком связаны многие традиции и обряды у разных народов и часто эти обряды и традиции похожи.
Желание участвовать в проекте выразили родители воспитанников младшей (русскоязычной) и старшей (с государственным языком обучения) групп (возрастная категория участников на момент начала проекта, на момент завершения - средней и подготовительной к школе группы)
Цель проекта: знакомство с традициями, культурой и фольклором наших народов (на примере казахского и русского этносов) через приобщение детей к прикладному и музыкальному искусству, на примере платка, как элемента народного костюма.
Re Analytics at Liuc University - Competitive Intelligence Business CasePierluigi Vinciguerra
Re Analytics has been invited to show to Liuc University students a business case about Competitive Intelligence.
After a brief introduction, a real case about Michael Kors has been showed.
1 Aristotle Virtue Ethics Aristotle and .docxmercysuttle
1
Aristotle
Virtue Ethics
Aristotle and Virtue Ethics
Aristotle (Ancient Greek: Ἀριστοτέλης, Aristotélēs) (384 BC – 322 BC)[1] was a Greek philosopher
and polymath, a student of Plato and teacher of Alexander the Great.
His writings cover many subjects, including physics, metaphysics, poetry, theater, music, logic,
rhetoric, linguistics, politics, government, ethics, biology, and zoology.
Aristotle and Virtue Ethics
Together with Plato and Socrates (Plato's teacher), Aristotle is one of the most important
founding figures in Western philosophy.
Aristotle and Virtue Ethics
Aristotle's writings were the first to create a comprehensive system of Western philosophy,
encompassing morality, aesthetics, logic, science, politics, and metaphysics.
Aristotle and Virtue Ethics
Nicomachean Ethics
The Nicomachean Ethics /nɪˌkɒmæˈkiːən/ is the name normally given to Aristotle's best
known work on ethics.
The work, which plays a pre-eminent role in defining Aristotelian ethics, consists of ten
books, originally separate scrolls, and is understood to be based on notes from his
lectures at the Lyceum, which were either edited by or dedicated to Aristotle's son,
Nicomachus.
Aristotle and Virtue Ethics
The theme of the work is the Socratic question which had previously been explored in Plato's
works, of how men should best live. In his Metaphysics, Aristotle described how Socrates turned
philosophy to human questions, whereas Pre-Socratic philosophy had only been theoretical.
Aristotle and Virtue Ethics
Ethics, as now separated out for discussion by Aristotle, is practical rather than theoretical, in
the original Aristotelian senses of these terms. In other words it is not only a contemplation
about good living, but also aims to create good living.
Link to an electronic version of Nicomachean Ethics
2
http://classics.mit.edu/Aristotle/nicomachaen.html
Aristotle and Virtue Ethics
Aristotle begins the work by positing that there exists some ultimate good toward which, in the
final analysis, all human actions ultimately aim. The necessary characteristics of the ultimate
good are that it is complete, final, self-sufficient and continuous.
Aristotle and Virtue Ethics
This good toward which all human actions implicitly or explicitly aim is happiness ‹ in Greek,
"eudaimonia," which can also be translated as blessedness or living well, and which is not a
static state of being but a type of activity.
Aristotle and Virtue Ethics
Ethical virtue "is a habit disposed toward action by deliberate choice, being at the mean relative
to us, and defined by reason as a prudent man would define it." Each of the elements of this
definition is important.
Aristotle and Virtue Ethics
Virtue is not simply an isolated action but a habit of acting well. For an action to be virtuous a
person must do it deliberately, kn ...
PHL 1010, Critical Thinking 1
Course Learning Outcomes for Unit VIII
Upon completion of this unit, students should be able to:
5. Develop strategies for self-assessment.
6. Evaluate decision-making patterns that result in problem solving.
7. Detect bias and fallacies in messages from mass media and other sources.
Reading Assignment
Chapter 13:
Fallacies: The Art of Mental Trickery and Manipulation
Chapter 14:
Develop As an Ethical Reasoner
Unit Lesson
Ethical Life
Ethics is the study of the good life. There are two components of this study.
1. What does it mean to live a good life in the realm of human activity, thought, and action?
2. What does it mean to have a good life? What do I desire, and how can I bring that
ultimately good life about in my own life?
The responses to these aspects of life are numerous throughout the history of philosophy. Some philosophers
have focused on the actual aspects of life that relate to these questions and how you can attain a high level of
ethicality. Others have attempted to ground ethics in something universal that would make demands on all
humans. Finally, some hav e taken up a specific ethical viewpoint and then used that viewpoint to analyze the
goodness or badness of ethical issues in various fields of study and social life.
Most ethical philosophers believ e that there is, or are, universal ethical principles that make demands on all
humans. This is extremely important and it is where we will begin. It is common folk wisdom that there are no
universal ethical standards. It is puzzling for many philosophers to hear students claim that there are “no
universal truths” or that you cannot judge the practices of another culture because “what they do is right for
them.” Hopefully as you hav e engaged this course you have been exposed to the fallacious nature of this
thinking. If you were to consistently hold this position, it could lead to horrible outcomes for the individual. What
is more, it is often impossible for those students to avoid their own ethical universals when they feel they have
been treated unfairly or violently.
For example, if you were to be robbed at gunpoint, and you were an ethical relativist, you would not be able to
fundamentally justify calling the police for help. Of course, you might say that it was his ethical truth to rely on
the police when someone tries to rob another person. Howev er, the person doing the robbing would be making
the ethical claim that it is acceptable to steal from others using violent means. The pure relativist would have to
say that the ethical truth for the thief has just as much reality and import as the truth of the person being
robbed. Should the person being robbed then not call the police because robbery is truth for the robber?
Almost all humans feel a deep sense of violation and injustice when they undergo a traumatic robbery. They
UNIT VIII STUDY GUIDE
Fallacies: The A ...
Your Guide to Writing a Critical Essay on Trust My Paper. How to write a good essay for dummies - Essay Writing for Dummies .... Analytical Essay: Advanced english essays. Purchasing Essays papers: How to write an essay about yourself example. Marvelous Informative Essay Examples For High School ~ Thatsnotus. Best writing services online encyclopedia - pollutionunitnet.web.fc2.com. College Essay Format: Simple Steps to Be Followed. College Essay Examples - 9+ in PDF | Examples. 3 Ways To Write An Essay Outline - Pedalaman. School essay: Example of informative essay about education. Pin by Custom Essay Writing Services on your essay | Essay, Informative .... Informative Essay Example | Persuasive essays, Informative essay, Essay. Short Essay About Myself / 001 Essay About Myself ~ Thatsnotus / These .... How To Write An Amazing Informative Essay Outline (2022 Guide). How to Write an Informative Five Paragraph Essay - Terrebonne Parish .... Proper Essay Format : Navigation menu. How to Write In College Essay Format | OCC NJ. 013 Argumentative Essays Examples Brilliant Ideas Of How To Write An .... Tips for Writing an Informative Essay. 70+ Fascinating Informative Essay Topics for Kids and Teens. How to Write an Informative Essay Guide | HandMadeWriting. How to Write a Great Essay Quickly! – ESL Buzz. FREE 9+ College Essay Examples in PDF | Examples - How to write english .... How to write a introductory paragraph for an essay word Logan - How to .... Informative Essay - English Final exam. 70+ Fascinating Informative Essay Topics For Kids And Teens - WorldNewsEra. Download reflective essay example 45 | Reflective essay examples, Essay .... How To Write An Informative Essay Outline (10 Tips) | Rafal Reyzer .... 10 Tips to Write an Essay and Actually Enjoy It. How to write an informative essay. Write your college essay in a day McMinnville Fast Essay Writing ....
Right here right now. Lo que pasó ayer, deja de ser relevanteArena Media España
En plena era del contenido, todo lo que importa al consumidor es lo que ocurre ahora. Los jóvenes comienzan a priorizar la autenticidad y la inmediatez de los contenidos originales.
Los contenidos y las conversaciones vuelven a converger en una misma pantalla surgiendo por lo tanto una nueva forma de construir los territorios involucrando a la comunidad desde su comienzo.
приложение 1 сценка история оренбургского платкаВалерия Кулеш
В конце мая 2016 года, родителям наших воспитанников было предложено принять участие в проекте, рабочее название которого было «Платок из бабушкиного сундука».
Воспитанники нашего детского сада – представители различных этносов – это и казахи, и лезгины, и русские, и азербайджанцы, и армяне. У каждого народа – своя история, свои традиции, свои праздники, кухня, национальная одежда. Мы все разные, но при этом у нас много общего!
Почему платок? Платок – элемент одежды, который встречается в костюмах многих народов на протяжении веков. Платок - желанный подарок женщины, вне зависимости от её национальности и социального положения. С платком связаны многие традиции и обряды у разных народов и часто эти обряды и традиции похожи.
Желание участвовать в проекте выразили родители воспитанников младшей (русскоязычной) и старшей (с государственным языком обучения) групп (возрастная категория участников на момент начала проекта, на момент завершения - средней и подготовительной к школе группы)
Цель проекта: знакомство с традициями, культурой и фольклором наших народов (на примере казахского и русского этносов) через приобщение детей к прикладному и музыкальному искусству, на примере платка, как элемента народного костюма.
Re Analytics at Liuc University - Competitive Intelligence Business CasePierluigi Vinciguerra
Re Analytics has been invited to show to Liuc University students a business case about Competitive Intelligence.
After a brief introduction, a real case about Michael Kors has been showed.
1 Aristotle Virtue Ethics Aristotle and .docxmercysuttle
1
Aristotle
Virtue Ethics
Aristotle and Virtue Ethics
Aristotle (Ancient Greek: Ἀριστοτέλης, Aristotélēs) (384 BC – 322 BC)[1] was a Greek philosopher
and polymath, a student of Plato and teacher of Alexander the Great.
His writings cover many subjects, including physics, metaphysics, poetry, theater, music, logic,
rhetoric, linguistics, politics, government, ethics, biology, and zoology.
Aristotle and Virtue Ethics
Together with Plato and Socrates (Plato's teacher), Aristotle is one of the most important
founding figures in Western philosophy.
Aristotle and Virtue Ethics
Aristotle's writings were the first to create a comprehensive system of Western philosophy,
encompassing morality, aesthetics, logic, science, politics, and metaphysics.
Aristotle and Virtue Ethics
Nicomachean Ethics
The Nicomachean Ethics /nɪˌkɒmæˈkiːən/ is the name normally given to Aristotle's best
known work on ethics.
The work, which plays a pre-eminent role in defining Aristotelian ethics, consists of ten
books, originally separate scrolls, and is understood to be based on notes from his
lectures at the Lyceum, which were either edited by or dedicated to Aristotle's son,
Nicomachus.
Aristotle and Virtue Ethics
The theme of the work is the Socratic question which had previously been explored in Plato's
works, of how men should best live. In his Metaphysics, Aristotle described how Socrates turned
philosophy to human questions, whereas Pre-Socratic philosophy had only been theoretical.
Aristotle and Virtue Ethics
Ethics, as now separated out for discussion by Aristotle, is practical rather than theoretical, in
the original Aristotelian senses of these terms. In other words it is not only a contemplation
about good living, but also aims to create good living.
Link to an electronic version of Nicomachean Ethics
2
http://classics.mit.edu/Aristotle/nicomachaen.html
Aristotle and Virtue Ethics
Aristotle begins the work by positing that there exists some ultimate good toward which, in the
final analysis, all human actions ultimately aim. The necessary characteristics of the ultimate
good are that it is complete, final, self-sufficient and continuous.
Aristotle and Virtue Ethics
This good toward which all human actions implicitly or explicitly aim is happiness ‹ in Greek,
"eudaimonia," which can also be translated as blessedness or living well, and which is not a
static state of being but a type of activity.
Aristotle and Virtue Ethics
Ethical virtue "is a habit disposed toward action by deliberate choice, being at the mean relative
to us, and defined by reason as a prudent man would define it." Each of the elements of this
definition is important.
Aristotle and Virtue Ethics
Virtue is not simply an isolated action but a habit of acting well. For an action to be virtuous a
person must do it deliberately, kn ...
PHL 1010, Critical Thinking 1
Course Learning Outcomes for Unit VIII
Upon completion of this unit, students should be able to:
5. Develop strategies for self-assessment.
6. Evaluate decision-making patterns that result in problem solving.
7. Detect bias and fallacies in messages from mass media and other sources.
Reading Assignment
Chapter 13:
Fallacies: The Art of Mental Trickery and Manipulation
Chapter 14:
Develop As an Ethical Reasoner
Unit Lesson
Ethical Life
Ethics is the study of the good life. There are two components of this study.
1. What does it mean to live a good life in the realm of human activity, thought, and action?
2. What does it mean to have a good life? What do I desire, and how can I bring that
ultimately good life about in my own life?
The responses to these aspects of life are numerous throughout the history of philosophy. Some philosophers
have focused on the actual aspects of life that relate to these questions and how you can attain a high level of
ethicality. Others have attempted to ground ethics in something universal that would make demands on all
humans. Finally, some hav e taken up a specific ethical viewpoint and then used that viewpoint to analyze the
goodness or badness of ethical issues in various fields of study and social life.
Most ethical philosophers believ e that there is, or are, universal ethical principles that make demands on all
humans. This is extremely important and it is where we will begin. It is common folk wisdom that there are no
universal ethical standards. It is puzzling for many philosophers to hear students claim that there are “no
universal truths” or that you cannot judge the practices of another culture because “what they do is right for
them.” Hopefully as you hav e engaged this course you have been exposed to the fallacious nature of this
thinking. If you were to consistently hold this position, it could lead to horrible outcomes for the individual. What
is more, it is often impossible for those students to avoid their own ethical universals when they feel they have
been treated unfairly or violently.
For example, if you were to be robbed at gunpoint, and you were an ethical relativist, you would not be able to
fundamentally justify calling the police for help. Of course, you might say that it was his ethical truth to rely on
the police when someone tries to rob another person. Howev er, the person doing the robbing would be making
the ethical claim that it is acceptable to steal from others using violent means. The pure relativist would have to
say that the ethical truth for the thief has just as much reality and import as the truth of the person being
robbed. Should the person being robbed then not call the police because robbery is truth for the robber?
Almost all humans feel a deep sense of violation and injustice when they undergo a traumatic robbery. They
UNIT VIII STUDY GUIDE
Fallacies: The A ...
Your Guide to Writing a Critical Essay on Trust My Paper. How to write a good essay for dummies - Essay Writing for Dummies .... Analytical Essay: Advanced english essays. Purchasing Essays papers: How to write an essay about yourself example. Marvelous Informative Essay Examples For High School ~ Thatsnotus. Best writing services online encyclopedia - pollutionunitnet.web.fc2.com. College Essay Format: Simple Steps to Be Followed. College Essay Examples - 9+ in PDF | Examples. 3 Ways To Write An Essay Outline - Pedalaman. School essay: Example of informative essay about education. Pin by Custom Essay Writing Services on your essay | Essay, Informative .... Informative Essay Example | Persuasive essays, Informative essay, Essay. Short Essay About Myself / 001 Essay About Myself ~ Thatsnotus / These .... How To Write An Amazing Informative Essay Outline (2022 Guide). How to Write an Informative Five Paragraph Essay - Terrebonne Parish .... Proper Essay Format : Navigation menu. How to Write In College Essay Format | OCC NJ. 013 Argumentative Essays Examples Brilliant Ideas Of How To Write An .... Tips for Writing an Informative Essay. 70+ Fascinating Informative Essay Topics for Kids and Teens. How to Write an Informative Essay Guide | HandMadeWriting. How to Write a Great Essay Quickly! – ESL Buzz. FREE 9+ College Essay Examples in PDF | Examples - How to write english .... How to write a introductory paragraph for an essay word Logan - How to .... Informative Essay - English Final exam. 70+ Fascinating Informative Essay Topics For Kids And Teens - WorldNewsEra. Download reflective essay example 45 | Reflective essay examples, Essay .... How To Write An Informative Essay Outline (10 Tips) | Rafal Reyzer .... 10 Tips to Write an Essay and Actually Enjoy It. How to write an informative essay. Write your college essay in a day McMinnville Fast Essay Writing ....
1. Camille Taylor
Prof. Vallega; GTF Hayes
PHIL 110 Journals 1-4
Oct. 28, 2013
Journals 1 & 2
1. During the weeks of 9/30 and 10/7 several topics and main ideas were
discussed. We challenged what it means to be human—namely, what
characteristics are specifically unique to humans and no other animals. Logos
(language, speech, counting, and calculation) was one unique characteristic
of humans. Also, because we have language, we create the possibility to
imitate others. In discussion, we came up with ethics/morality,
individualism, and the ability to self-actualize oneself. Morality is defined as
the ability to feel compassion for and have a conscience, which guides one’s
thoughts and actions. Individualism is defined as the need and ability to
separate oneself from the collective culture—to recognize oneself as unique
and special. Self-actualization is the desire and ability to pursue one’s unique
potential. This is different from every other creature’s potential because
humans want to go beyond survival—they have a strong drive to search for
what makes them euphoric and efficient in order to discover their niche. In
addition to what makes humans, we discussed in lecture the Cosmos, the
Universe, Teleology, Justice, and the main characters in Plato’s Republic. The
main characters discussed in the Republic are Socrates, Cephalus, and
Cephalus’ son (Polemarchus). Socrates questions both father and son about
the meaning of justice and how a just person should carry out his/her life.
The cosmos is defined as the “relationship of all natural things in the totality.”
It surrounds the outward appearance of things in the universe. The universe
literally means a “system organized around one.” Fire is considered the
closest element to the heavens because of its ascent upward. Teleology is the
philosophy that “everything which exists has a purpose” and a direction.
2. The main issues/questions raised were: What it Means to Be Human and
What it Means to Be Just. Beginning with the latter, Cephalus tells Socrates
that to be just one must “be truthful and pay one’s debts.” After Cephalus cuts
their philosophical conversation short, Socrates is left to talk with
Polemarchus. Polemarchus claims that justice is giving to people “what is
due.” Therefore, to be just means to be generous and kind to one’s friends
and merciless to one’s enemies. He also says that justice is “related to
warfare and alliances”. In lecture we challenged this notion and decided that
justice cannot be connected or equated to warfare because one’s skills and
abilities do not make one just, it only makes one highly knowledgeable in a
particular area. As discussed above, in lecture and discussion we concluded
that what it means to be human is related to ethics, logos, and living beyond
the necessities for survival. Humans have an instinctual craving to create art
for the sake of individual expression, as well to possess things that exceed
basic needs.
2. 3. The most interesting issue that we discussed is what it means to be human; I
disagree with the notion that humans are the only natural beings who
exchange language. Humans have the tendency to measure other beings’
intelligence and capability based on human standards, which is entirely
absurd. For example, one cannot measure a Bonobo’s language ability by
asking it to write and speak in a particular human-invented language such as
English. Yet, this doesn’t mean that Bonobos don’t communicate or that they
aren’t intelligent. Therefore, I would argue that Logos is not a component of
what separates humans from other animals. Nearly all creatures have
language, otherwise they would not be able to cooperate and survive
together.
Journal 3
1. During the week of 10/14 we discussed more about Justice and Injustice as it
pertains to ‘the good life’: what is beneficial to each individual throughout
their lifetime. We questioned whether Justice in itself exists as a principle,
and whether Injustice is favorable for living a rewarding life. Thrasymachus,
Glaucon, and Adeimantus each offered their opinion for what is just and
which one is worthwhile to pursue. Thrasymachus stuck to his belief that
justice is what benefits the stronger, and in order to rule it is essential to be
as strong and powerful as possible. The city is defined as the place where
each person discovers if justice is possible. Glaucon appears to agree with
Thrasymachus’ argument, but he is merely trying to stir the pot and get
Socrates to release an opinion of his own about justice.
2. Glaucon makes 3 points that explain what it means to live the good life: 1)
“what is good is to do unjust things, and what is bad is to suffer.” 2)
“Everyone would be unjust if they could get away with it.” 3) “The secret is
not to be just, but to seem just” to the outside world. In addition, we
discussed The Ring of Gyges, which is a diamond ring and if one wears the
diamond side inward on their finger, they will become invisible. The
principle behind The Ring of Gyges relates to one of Glaucon’s statements:
each person’s inhibitions would be unleashed if they didn’t run the risk of
getting caught. Adeimantus, Glaucon’s brother, agrees with Adeimantus’
claims, but adds that people who talk about and believe in the existence of
justice still believe that the unjust life (only seeming just) is the good life
because doing what one wants is always good for the individual over
consistently committing to doing just things. The last term that is important
to mention is rhetoric, which is defined as arguments that appeal to people’s
emotions. Lawyers, politicians, and CEO’s must sharpen their skills of
rhetoric because in order to persuade others that your argument is superior,
you have to ‘move’ people not just with tangible facts and reason, but also
with words that affect how they feel.
3. I find Adeimantus’ argument the most interesting because it is both ironic
and true to all successful and happy people. One can be a law-abiding citizen
and believe in justice while serving themselves more, even though they
appear to live by the principle of justice and strive to attain that perfection. If
humans did not straddle the line between spiritual beings and earth beings
3. with animal imperfections and urges, we would be able to achieve the just
way of life. Humans are capable of believing in the ideal of justice, but it is
impossible to be truly happy while acting just all the time because what is
good is giving things to your person, even though society pressures humans
to “be good”. Society cannot read your mind; therefore, being good is only a
requirement of action. As long as you can follow the rules and laws so as not
to get into trouble, you can do whatever else you want that pleases you.
Journal 4
1. On 10/21, we discussed how the city is constructed as the “larger image
of the individual soul”. We discussed how the city gives its citizens the
“context of order, time, justice, and the possibility to actualize our
potential”. Because the city is the “place where we play out our fates”,
there is no room for apathy in the city. In addition to order and time, the
city offers safety, leisure time, and “guard dogs” to threaten those who
pose a threat on the city and its citizens. These guards are compared to
dogs because dogs are “philosophical creatures”—they can discern
clearly between those they know and those they don’t know; therefore,
they protect their owners and kill strangers. We compared the concepts
of work and leisure, and discussed the relationship between them in each
individual’s life: one needs a healthy medium in order to work well, learn,
and relax when there is a time for each. We discussed the human need for
luxury—reach beyond what is necessary to survive. This takes effect in
the 2nd image of the city. Ignorance and the two types of ignorance were
discussed: 1) not knowing something and saying you don’t know and 2)
not knowing something and either claiming that you know or thinking
that you know when you don’t. Finally, we put in order the sequence of
the city’s history, from its early developments to its increasing demands
for more complexity and structure.
2. Because the city is a place of order, time, and justice, if any individual
violates those values and commits and unjust act, then they should be
punished in a way that fits the crime. The city offers protection against
outside predators that humans would normally have to fight off in
uncivilized times/areas; therefore, this feeling of safety gives citizens the
freedom to work and also enjoy leisure time. Leisure time is necessary in
moderation; obviously too much relaxation causes an individual to
become lazy and unproductive, but a healthy balance between work and
leisure allows for learning, efficiency, and production. Leisure time gives
the individual a chance to learn (ex: reading or practicing a new hobby). If
leisure time were canceled out from the individual’s life, then work would
consume them and all they would be doing is emitting energy without
recharging. In the 2nd image of the city, I will mention more about
human’s need for leisure and how it is tied to luxury. When the city first
began, it was a simple set-up: there was labor and exchange to provide
food, shelter, and clothing, which are the basic needs of humans. Then a
demand for skills arose (ex: farming, shoemaking, etc.) and each of these
skills is designed to “satisfy a specific need” of the citizens. Each skill can
4. be thought of as an art because it is true and genuine to itself—there is no
need to question the purpose of it. Back to leisure, we discussed how
there is a time for idleness, because if one works all the time without
breaks, one cannot perform his job well. The 2nd image of the city is
characterized by a pervasive desire for luxury in all forms. For example,
people began wearing not only clothes to stay warm, but stylish clothes
that satisfied their need for visual stimulation. People also desire fancy,
elaborate food, dancing, singing, etc. Glaucon mentions that “it is not
enough to do what is sufficient”—humans always desire more. However,
we discussed in lecture that although humans desire luxury, the city does
not. Therefore, the city suffers because humans expand it to the point of
overreaching. This is the reason conflicts arise: even when we have all
that we need to live in comfort, we get an idea that we think will give us
prosperity we pursue it. According to the lecture, the issue humans living
in the city must face is 1) becoming aware of our limits and 2) discovering
a harmony between self-containment and overreaching. Returning to the
topic of guards: these are individuals with enough leisure time to “defend
the city”. Guards of the city are reflective of dogs because dogs are
considered the most philosophical animal. Unlike humans, they can
always confidently distinguish between their friends and foes. One of
humans’ greatest fallacies is that we have trouble telling the difference
between what seems to be and what really is. Dogs, on the other hand, are
clairvoyant in this area. The last topic we discussed was ignorance and
how the “greatest danger” is the second type of ignorance. The second
type of ignorance is not knowing something and either pretending to
know or lying to oneself and thinking that you know.
3. The topic/issue I found most interesting was the guards and how their
character resembles dogs. I find it especially interesting that dogs are the
most philosophical animals—even more than humans. Their innate visual
and hearing ability to recognize who is who and what is trustworthy or
not is incredibly advantageous. I didn’t notice before this lecture how
much humans are deceived by appearances and speech. This makes us so
susceptible to real threats and even makes us seem unintelligent. For
example, if we don’t have this basic survival skill, how can we actualize
our potential if we are in constant danger without knowing it? Dogs are
the opposite of ignorant because they don’t even have the capacity to lie
to themselves, which hinders humans so often.