...The Unexamined Life Is Not Worth Living “The unexamined life is not worth living,” is a familiar saying that Socrates said at his trial for heresy, that is, encouraging his students to challenge the accepted beliefs and think of themselves instead and this led to his death sentence. Socrates could have avoided death by choosing life in prison or exile but he refused claiming that, these alternatives will prevent him from examining the world around him and see how to make the world a better place. He argued that with the absence of his examined life will, there was no value of living. Therefore, Socrates claimed that for a human being to live a worthy life, everyone should question, examine and re-examine the values of their lives daily (Kamtekar, 154). This paper explores the meaning and the significance of the Socrates claim that “the unexamined life is not worth living” focusing on the Apology and Euthyphro. The words, ‘the unexamined life is not worth living’ by Socrates comes from Plato’s Apology when Socrates is sentenced to death after being accused of corrupting the youth and impiety (Ahbel-Rappe & Rachana, 229). Patterson posits that apology is one historical account of Socrates’ defense during his trial (Patterson, 16), and these words appear at the end of the Apology when Socrates is going through possible punishments for charges against him. Socrates utters these words when the jury has already found him guilty and has to decide on what kind of punishment to impose...
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...INTRODUCTION Socrates believed that the purpose of human life was personal and spiritual growth. We are unable to grow towards greater understanding of our true nature unless we take the time to examine and reflect upon our life. Examining our life reviles pattern of our behavior. Deeper contemplation yields understanding of the subconscious programming, the powerful mental software that runs our life. Unless we become aware of those patterns, much of our life is unconscious pattern. We all have blind spots sometimes when I examine a chronic problem in my life, I have unsetting feeling that I must be missing something, but I can’t quite see what it is. We try to examine ourselves but none of us can use our backside (our shadow) That’s why Socrates’ method of self examination includes an essential element that becomes Socratic dialogue. Dialoguing with a close friend, a spouse a skilled psychotherapist or spiritual advisers help reveal those blind spot we cannot see by our selves. This quote is from Socrates believed that the purpose of human life was personal and spiritual growth. We are unable to grow towards greater understanding of our true nature unless we take time to examine and reflect upon our life. Examining our life reveals pattern of behavior unless we become aware of these pattern, much of our life is unconscious repetition however many times we are too busy with our life and work to contemplate fully our life’s pattern. According to Socrates we need to stop and...
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...Ethical Approaches Four Ethical Approaches Four Ethical Approaches- By Buie Seawell, Daniels College of Business, University of Denver There are many ways to define "ethics," almost as many as there are ethicists. For our purposes, let's use this definition: Ethics is the discipline and practice of applying value to human behavior (as well as to the constructs of human culture particularly to morality, customs and laws) resulting in meaningfulness. From the earliest moments of recorded human consciousness, the ethical discipline has exhibited four fundamental "approaches" These four approaches are often called "ethical decision-making frameworks:" Utilitarian Ethics (outcome based), Deontological Ethics (duty based), Virtue Ethics (virtue based) and Communitarian Ethics (community based). Each has a distinctive point of departure as well as distinctive ways of doing the fundamental ethical task of raising and answering questions of value. It is also important to understand that all four approaches have both overlaps and common elements. Some of the "common elements" of all four approaches are the following: · Impartiality: weighting interests equally · Rationality: backed by reasons a rational person would accept · Consistency: standards applied similarly to similar cases · Reversibility: standards that apply no matter who "makes" the rules These are, in a sense, the rules of the "ethics game", no matter which school or approach to ethics one feels the...
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...http://www.infactispax.org/journal/ Editorial Essay The Importance of Philosophy for Education in a Democratic Society Dale T. Snauwaert The University of Toledo Dale.snauwaert@utoledo.edu This essay explores the importance of philosophy for the study and practice of education in a democratic society. It will be argued that at its core education is a normative enterprise, in that it is driven by fundamental social values as well as the imperatives of social justice. These values and imperatives powerfully shape every dimension of educational theory, policy, and practice. From this perspective, education requires a normative frame of reference. Democracy, understood as not only a political system but more fundamentally as a way of life grounded in specific values and principles, provides a powerful point of reference. At the heart of democracy is the value of liberty, understood as self-determination. Self-determination requires that there should be careful reflection upon and rational deliberation concerning social values and, in turn, the imperatives of justice that inform the purposes and practices of education. It will be argued that philosophy constitutes a mode of inquiry and a discipline that enriches the capacity for reflection and rational deliberation, and hence it is essential for both democracy and the study and practice of education in a democratic society. Education as a Normative Enterprise There are a number of ways in which education is normative...
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...Southwestern Pennsylvania Program for Deliberative Democracy. Co-Editor of Ethics in the History of Western Philosophy (St. Martin's/Macmillan, England, 1990), Editor of The Impact of the Internet on Our Moral Lives (SUNY, 2003) and other works in ethics as well as articles in educational computing, Dr. Cavalier is internationally recognized for his work in education and interactive multimedia. He was President of the "International Association for Computing and Philosophy" (2001 - 2004) and Chair of the APA Committee on Philosophy and Computers (2000-2003). Dr. Cavalier has given numerous addresses and keynote speeches here and abroad. In 1996 Cavalier was designated "Syllabus Scholar" by Syllabus Magazine in recognition of his life long work with educational technologies. In 1999 he received an award for "Innovation Excellence in Teaching, Learning and Technology" at the 10th International Conference on College Teaching and Learning. In 2002 he...
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...mTELECOURSE STUDY GUIDE FOR The Examined Life FOURTH EDITION author J. P. White Chair, Department of Philosophy Santa Barbara City College contributing author Manuel Velasquez Professor of Philosophy Santa Clara University This Telecourse Study Guide for The Examined Life is part of a collegelevel introduction to philosophy telecourse developed in conjunction with the video series The Examined Life, and the text Philosophy: A Text with Readings, tenth edition, by Manuel Velasquez, The Charles Dirksen Professor, Santa Clara University. The television series The Examined Life was designed and produced by INTELECOM Intelligent Telecommunications, Netherlands Educational Broadcasting Corporation (TELEAC/NOT), and Swedish Educational Broadcasting Company (UR) Copyright © 2007, 2005, 2002, 1999 by INTELECOM Intelligent Telecommunications All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without the written permission of INTELECOM Intelligent Telecommunications, 150 E. Colorado Blvd., Suite 300, Pasadena, California 91105-1937. ISBN: 0-495-10302-0 Contents Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v Lesson One — What is Philosophy? . . . . . . . . . . . . . . . . . . . . ....
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...Intercultural Management Colgate’s distateful toothpaste Table of contents Introduction 3 Colgate’s distateful toothpaste 4 Overview of the company 4 Strategic and ethical issues 5 The recommendation 6 The toothpaste advertising 7 Negotiation in China/ Taiwan 9 Hofstede’s analysis 9 Asian countries 9 Taiwan 9 China 10 Hofstede’s scores 10 Power Distance Index 10 Individualism 10 Masculinity 10 Uncertainty Avoidance Index 10 Long-Term Orientation 11 Communication strategies 11 Negotiation strategies 11 Few tips 12 Conclusion 13 Bibliography 14 Introduction « I consider ethics, as well as religion, as supplements to law in the government of man. “ Thomas Jefferson Colgate-Palmolive Company is an American diversified multinational corporation focused on the production, distribution and provision of household, health care and personal products, such as soaps, detergents, and oral hygiene products (including toothpaste and toothbrushes). In 1985, they build a partnership with Hawley and Hazel, a Taiwanese company specialized in healthcare such as Colgate. One of their best product was the Darkie, a toothpaste, with a Black man with ultra white teeth as image. This product was the core of one of the most disaster for the brand Colgate. In order to understand how this product hit significantly the brand image of Colgate, we will first try to analyze what was the major strategic and ethical issues that Colgate had to face...
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...Coming of the 3rd phase: Archaic period Archaic Greece (750-500) Re-urbanization happens at the beginning of the archaic period 1. Colonization a. Colonists were selected by lot. b. Metropolis (mater polis) i. Political alliance ii. Economic ties c. Ionia (coast of Asia Minor) d. Sicily iii. Both are major centers of colonization (magna graecia) Trade and commerce would produce tremendous wealth. Phoenicians They see themselves as monopolizing. Rivalry between Phoenicians and these new Greeks. 2. Alphabetic Writing Writing will return to the Greek world during this period. When it does it won’t be like Linear A or B. It will be based on an alphabet that the Greeks borrowed and modified the Phoenicians alphabet. Homer- iconic poet of Greek literature. He came from the region of Ionia. Produced famous epics of the Trojan War. Legends of the great Mycenaean heroes. Different traditions focused on different heroes. Responsible for two of the great monuments. The Iliad and the Odyssey. Achilles Agamemnon Odysseus Hector Ajax Paris Helen of Troy Penelope Important element- arête means excellence. Surpassing Excellence. Achievement, accomplishment. Exceed potential. Also mental. Ex. Odysseus is smarter than anyone else. He outwits Gods. Virtue of this society. Also is very competitive. Forever contending against one another. Individualistic quality. Have to be the best. Character trait...
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... by Plato translated by Benjamin Jowett THEAETETUS PERSONS OF THE DIALOGUE: SOCRATES; THEODORUS; THEAETETUS Euclid and Terpsion meet in front of Euclid's house in Megara; they enter the house, and the dialogue is read to them by a servant. Euclid. Have you only just arrived from the country, Terpsion? Terpsion. No, I came some time ago: and I have been in the Agora looking for you, and wondering that I could not find you. Euc. But I was not in the city. Terp. Where then? Euc. As I was going down to the harbour, I met Theaetetus-he was being carried up to Athens from the army at Corinth. Terp. Was he alive or dead? Euc. He was scarcely alive, for he has been badly wounded; but he was suffering even more from the sickness which has broken out in the army. Terp. The dysentery, you mean? Euc. Yes. Terp. Alas! what a loss he will be! Euc. Yes, Terpsion, he is a noble fellow; only to-day I heard some people highly praising his behaviour in this very battle. Terp. No wonder; I should rather be surprised at hearing anything else of him. But why did he go on, instead of stopping at Megara? Euc. He wanted to get home: although I entreated and advised him to remain he would not listen to me; so I set him on his way, and turned back, and then I remembered what Socrates had said of him, and thought how remarkably this, like all his predictions, had been fulfilled. I believe that he had seen...
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...4 March: City of God – Utopian Reader – include a little bit on it – 22 volumes in all. Christianity – Augustine – classicly trained greek scholar. City in north Africa. Story like apostle Paul – orginially a person who persecuted Christians – north African wealth family from – found enlightenment in Christianity. Once he joined became one of the early scholars trained in greek – regulized Christian theology. Influence on western world – top four or five who influenced. Confessions and City of God his writings…look up! What’s the purpose of improving human society – complex – why do it? Can human society be made better? Why bother, what is the point, justification? Takes effort, misery involved, change, unknowns, takes energy, takes risks. HAPPINESS – justification for improving society. What do you have to have to be happy? What is happiness – PHI 101 – happiness according to whom? Lack of misery; literally the elimination of misery. Secondly, food – gives pleasure – Happiness is lack of human misery and maximizing /pleasure and happiness. Bliss 24/7 – hedonism Epicureanism – eliminating misery and maximizing happiness. The justification of utopianism = why did plato want the republic? Justisifcation for improving human society among the Greeks? Poor always poor, always unhappy, death claims everyone - it is rational to maximize pleasure and eliminate misery. Do eternally accouding to plato. Opinions – 1. Relativism is a retreat in the 20th century. Can’t...
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...REASONING 20 5 ERRORS IN ETHICAL REASONING 25 5.1 THE IS/OUGHT FALLACY 25 5.2 THE ARBITRARY LINE FALLACY 27 REVIEW OF TERMS 29 THINKING CRITICALLY ABOUT WHAT YOU SEE 29 THINKING CRITICALLY ABOUT WHAT YOU HEAR 30 THINKING CRITICALLY ABOUT WHAT YOU READ 30 THINKING CRITICALLY ABOUT WHAT YOU WRITE 35 THINKING CRITICALLY WHEN YOU DISCUSS 36 REASONING TEST QUESTIONS 36 T H I N K I N G C R I T I C A L L Y A B O U T E T H I C A L I S S U E S We don’t cover any particular step or steps in this section—you can, and should, apply all of your critical thinking skills when you think about ethical issues (hence, the entire template is bolded)! Template for critical analysis of arguments 1. What’s the point (claim/opinion/conclusion)? s Look for subconclusions as well. 2. What are the reasons/what is the evidence? s s Articulate all unstated premises. Articulate connections. 3. What exactly is meant by . . .? s s s Define terms. Clarify all imprecise language. Eliminate or replace “loaded” language and other manipulations. 4. Assess the reasoning/evidence: s s If deductive, check for truth/acceptability and validity. If inductive, check for truth/acceptability, relevance, and sufficiency. 5. How could the argument be strengthened? s s Provide additional reasons/evidence. Anticipate objections—are there adequate responses? 6. How could the argument be weakened? s ...
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...individual. Lots of people talk about society, but are they sociologists? No they are individualistic thinkers. They talk about individual people and cases instead of the group. Individualistic thinking at Universities: Professors award individual students with grades based on their ‘individual’ merits. What would the SOCIOLOGIST ask? Do some students have to work to earn money? Do some students have to spend time commuting to campus (no dorms!)? Do some students have family responsibilities.? Do some courses/majors have more generous grading procedures than others? Why are there more A students now than there were twenty years ago??? When and Why did sociological thinking begin? SOCRATES: “An unexamined life is not worth living!” In the 18th Century, life was nasty violent and short. How can we make a better society given that people are self-seeking? How is social order possible? THOMAS HOBBES: The Social Contract It is necessary for some people to give up their individual freedoms so that we can have peace and order in society. JOHN STUART MILL: The purpose of Liberal Studies at Universities “The object...
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...Batman and Philosophy, House and Philosophy, and Watchmen and Philosophy. curiouser RICHARD BRIAN DAVIS is an associate professor of philosophy at Tyndale University College and the coeditor of 24 and Philosophy. R I C H A R D B R I A N D AV I S AND PHILOSOPHY Alice’s Adventures in Wonderland has fascinated children and adults alike for generations. Why does Lewis Carroll introduce us to such oddities as a blue caterpillar who smokes a hookah, a cat whose grin remains after its head has faded away, and a White Queen who lives backward and remembers forward? Is it all just nonsense? Was Carroll under the influence? This book probes the deeper underlying meaning in the Alice books and reveals a world rich with philosophical life lessons. Tapping into some of the greatest philosophical minds that ever lived— Aristotle, Hume, Hobbes, and Nietzsche—Alice in Wonderland and Philosophy explores life’s ultimate questions through the eyes of perhaps the most endearing heroine in all of literature. B Y WONDERLA ND R E D I T E D WILLIAM IRWIN IN Can Humpty Dumpty make words mean whatever he says they mean? Alice Should the Cheshire Cat’s grin make us reconsider the nature of reality? E D I T O R : $17.95 USA/$21.95 CAN Cove r D e si g n : Pa u l M c Ca r t hy Cove r I m a g e : © G e t t y I m a g e s EDITED BY...
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...I'm OK-You're OK By Thomas A. Harris MD Contents: Book Cover (Front) (Back) Scan / Edit Notes About The Author Illustrations Author's Note Preface 1. Freud, Penfield, and Berne 2. Parent, Adult, and Child 3. The Four Life Positions 4. We Can Change 5. Analysing the Transaction 6. How We Differ 7. How We Use Time 8. P-A-C and Marriage 9. P-A-C and Children 10. P-A-C and Adolescents 11. When Is Treatment Necessary? 12. P-A-C and Moral Values 13. Social Implications of P-A-C References Index (Removed) Scan / Edit Notes Versions available and duly posted: Format: v1.0 (Text) Format: v1.0 (PDB - open format) Format: v1.5 (HTML) Format: v1.5 (Ubook-HTML) Genera: Self-Help Extra's: Pictures Included Copyright: 1969 Scanned: November 8 2003 Posted to: alt.binaries.e-book (HTML-PIC-TEXT-PDB Bundle) alt.binaries.e-book (HTML-UBook) Note: The U-Book version is viewable on PC and PPC (Pocket PC). Occasionally a PDF file will be produced in the case of an extremely difficult book. 1. The Html, Text and Pdb versions are bundled together in one rar file. (a.b.e) 2. The Ubook version is in zip (html) format (instead of rar). (a.b.e) ~~~~ Structure: (Folder and Sub Folders) {Main Folder} - HTML Files | |- {PDB} | |- {Pic} - Graphic files | |- {Text} - Text File -Salmun About The Author Thomas A. Harris is a practising psychiatrist in Sacramento, California. Born in Texas, he received his B.S. degree in 1938 from the University of Arkansas Medical School and his M.D. in 1940 from Temple...
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...cells namely: a. Real – what we have now b. Ideal – what we are aiming at 3. Human beings are self – conscious. This means we can study ourselves by being a subject and be the object at the same time. 4. Human beings are finite or limited not knowing what will happen from the next moment or next door. Thus, we must have principles to apply when situations comes. 5. Human life is an active dynamic phenomenon – We do something as if we do nothing. 6. People also can be taught to be good (Isaiah 1 :18) 7. Human beings are capable of filing an obligation 8. Human beings are also capable of understanding what moral terms like freedom, dignity and so on affects other people. 9. Finally, human beings need to survive. Human civilization, therefore, can not survive without ethical people. History of Ethics Outside Christianity, some people have taught about ethics. Amongst those who taught ethics are: 1. Socrates 457 BC, a Greek philosopher whose key question was, “What is the meaning of Life”? Socrates like every life seeker was concerned about the good life. Socrates said, “The unexamined life is not worthy...
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