Interpretations of Platos Allegory of the Cave in Erasmus Praise of Folly - Literature Essay Samples

In the Praise of Folly, Erasmus creates a character critical of, yet indebted to, philosophical wisdom. Through Folly, Erasmus weaves his own ideas into her message, confusing readers unable to distinguish between the two voices. In Praise of Folly, Folly refers to Platos Allegory of the Cave from The Republic to enhance her statements of self-praise. Her interpretation of this philosophical piece strays from Platos intentions, and at the end of the text, Erasmus offers his reconciliation between the two accounts. Follys account revolves around the benefits of life in a material world, whereas Plato describes positive aspects of living in an immaterial realm of thought. Folly begins her lecture against the idea of Platonic enlightenment:To destroy the illusion is to ruin the whole play, for its really the illusion and make-up which hold the audiences eye. Now what else is the whole life of man but a sort of play? Actors come on wearing their different masks and all play their partsits all a sort of pretense, but its the only way to act out this farce (Erasmus 44). She reasons that life lacks substance beyond what the eyes perceive. She lives in a material world where the sense of sight controls ones outlook on life, and therefore people in her world only understand what is on the surface. The comedy of life (45) lies in the overall illusion of humankind. According to Folly, life is scripted and people play their assigned roles, oblivious to any other realms of existence. Folly finds joy in this lifestyle because it keeps the people, or her audience, engaged and allows justification for folly, or foolishness, to enter their lives. Folly finds outlets for self-praise by associating life with superficiality. She believes in the message of life as a theatrical illusion, and she refuses to accept any importance in life outside of the cave. Once Platonic enlightenment destroys lifes illusions, then it ruins the farce of Follys life. In the Allegory of the Cave, Plato disagrees with Follys desire of mental simplicity and fails to find it redemptive. Plato does not associate happiness or tranquility with lifes outer, material surface, but rather along the path to knowledge. Follys actors are strange prisonersno different from us (Plato 241). His use of the word prisoners identifies a limiting force, for example a mental binding, forbidding the experience of knowledge. In Platos account, people living in Follys pretense are tied up in a way which keeps them in one place and allows them to look only straight ahead, but not to turn their heads (240). Folly describes the audiences eye as the most important sense needed in life, while Plato believes that the audiences focus on costumes, or shadows cast by fire on the cave wall, (241) suggests that they live in a material, superficial world. The Allegory of the Cave makes a distinction between a tortured, inferior, material world and an intangible, superior, immaterial world of ide as. Folly maintains that inquisitive men who search for a deeper understanding of the world are disrespecting the greater force of Nature: I believe I hear the philosophers protesting that it can only be misery to live in folly, illusion, deception, ignorance. But it isnt its human. I dont see why they call it a misery when youre all born, formed, and fashioned in this pattern, and its the common lot of mankind (Erasmus 50). She continues with nature as a justification for rejecting Platos ideas. For example, by comparing humans to animals, she argues a need for humans, like animals, to settle on their natural abilities. But a horse who knows nothing of grammar isnt unhappy, and a foolish man is not unfortunate, because this is in keeping with his nature (50). Her argument states that nature gives mankind what it needs to live a happy life. Nature does not give humankind wisdom, and therefore wisdom produces unhappiness. However, Folly contradicts herself when she claims that nature hates any counterfeit and everything turns out much more happily when its unspoiled by artifice (53). Earlier, Folly compares life to a play, or a type of artifice, with no depth underneath the one dimensional surface. These two interpretations of natures wishes confuse her argument. Plato, however, believes that nature blesses humankind with an intricate and complicated world, and people like Folly live in shadows of artifice, which cover up natures requests for the pursuit of knowledge. Platos understanding with nature involves eliminating the shadows and illusions through a process of enlightenment. Platos view of enlightenment involves a reconciliation and understanding with nature, not an opposition. The sight of the prisoners, or actors, represents an imprisoned material world. The firelight corresponds with the light of the sun (Plato 244) which brightens and illumines the world to new areas of study. Moreover, the minds ascent to the intelligible realm eq uals the sight of the things on the surface of the earth (244). Folly uses Platos arguments to advocate how nature purposefully limits understanding. Plato feels that nature forms these dual worlds to increase possibilities for the human condition rather than impose limitations. In addition, people like Folly refuse to appreciate the natural boundlessness of the world and this fetters mankinds natural state away from the light of the sun. Another way in which Folly misconstrues the two accounts relates to their respective views on wisdom and its role in lifes progression: Then follows adolescence, which everyone finds delightfulyouth has so little wisdom and so few frownsas soon as the young grow up and develop the sort of mature sense which comes through experience and education, the bloom of youthful beauty begins to fade at once (then) old age with its troubles, unwelcome to others but just as much to itself (Erasmus 22).Folly explains that in the cycle of life, wisdom ages t he physical body and spirit until it becomes witless in old age before reverting back to a childhood mentality. Her description of these changes brought upon by wisdom upsets a common impression about maturity. Folly equates the acquisition of wisdom with a mental decline into immaturity. The mature children and dying elderly conform to Follys idea of nature. On the other hand, the adult population strays from natures acceptable, limited knowledge into an unfulfilling state like immaturity. But if mortals would henceforth have no truck with wisdomthere would be no more old age and they could be happy enjoying eternal youth (24). While Folly argues about unnecessary wisdom, Plato believes that wisdom is essential. According to Plato, without wisdom, humans never leave their prison cell. People whove traveled there dont want to engage in human business: theres nowhere else their minds would ever rather be than in the upper region (Plato 244). In Platos life journey to wisdo m, man finds fulfillment and substance as he progresses. The children and elderly represent happiness to Folly, yet they are useless to Plato. His allegory admits that life and the pursuit of knowledge involves pain and distress (242) yet the incorporation of wisdom into life transports one to a transcendental universe without material pain. Folly however, cares more about physical comfort through the reduction of pain and the increase in tranquility than mental accomplishment. Plato describes this world of the soul as goodness [] [that] leads one to deduce that it is responsible for everything that is right and fine, whatever the circumstances [] progenitor of light [] source and provider of truth and knowledge (242). Platos understanding of the human world as misery and the divine world as happiness contrasts with Follys understanding of life. Erasmus interpretation of Plato mediates between the two accounts, and he finds reconciliation between the privilege of wisdom and th e assurance of tranquility. Erasmus provides both an ironic and sincere interpretation of Platos Allegory of the Cave. First of all, the ironic outlook on the world occurs in Follys voice, not that of Erasmus: What difference is there, do you think, between those in Platos cave who can marvel at the shadows and images of various objects, provided they are content and dont know what they miss, and the philosopher who has emerged from the cave and sees the real things? (Erasmus 72). In the text, Erasmus means for Follys lecture to be confusing, ridiculous, and at times unjustified. This quote from Folly emphasizes the extent to which Erasmus allows her to misread a text. She admits to the existence of two worlds, the natural and unnatural, yet she ignores their differences. The evidence of contentment contradicts earlier passages where she balances the dual world based on an uneven amount of happiness. In addition, she warns readers that the pursuit of truth leads to the remova l of tranquility. This invites readers to seek out answers and doubt Follys message of truth. But Erasmus also displays a sincere side of Folly as he implements his opinions into her speech: Philosophers [] insist that they alone have wisdom and all other mortals are but fleeting shadows (Erasmus 84). Erasmus struggles with the attitudes of philosophers more than their ideas. He creates Folly as a compromise between conceit and humility. He moves away from the stereotype of the arrogant philosopher. Follys criticism of those philosophers who ignore human business (Plato 244) shows Erasmus concern for an intellectual midpoint which allows the ascent into Platos immaterial realm without the arrogant transition.Finally, Erasmus unifies Folly and Platos accounts of the Allegory of the Cave at the end of the text. Folly is converted from a rejecter of Platonic philosophy into a proponent. Erasmus reconciles the two ideas, pointing out that both Plato and Folly have correct, alth ough different, opinions of the world: The happiness which Christians seek with so many labours is nothing other than a certain kind of madness and folly. Dont be put off by the words, but consider the reality. In the first place, Christians come very near to agreeing with the Platonists that the soul is stifled and bound down by the fetters of the body, which by its gross matter prevents the soul from being able to contemplate and enjoy things as they truly areUndoubtedly this happens because the mind is beginning to free itself from contamination by the body and exercise its true natural power (Erasmus 128).Erasmus advocates the idea of Platonic enlightenment using the example of Christianity as a reason to escape the cave. The childish believer remains stifled and bound. When they question their faith, they develop personal convictions and a stronger argument for their faith. Erasmus, through the voice of Folly, notices that men on their death bed are divinely inspired thro ugh this enlightened realm, a complete change from the earlier belief about the superficial state of dying. This statement accepts Platos view while the next quote accepts Follys view.And so we have a situation which I think is not unlike the one in the myth of PlatoThis man who has gained understanding pities his companions and deplores their insanity, which confines them to such an illusion, but they in their turn laugh at him as if he were crazy and turn him out. In the same way, the common herd of men feels admiration only for the things of the body and believes that these alone exist, whereas the pious scorn whatever concerns the body and are wholly uplifted towards the contemplation of invisible things (Erasmus 129).Folly recognizes that Christianity relies on blind faith and illusions. In Platos cave, man is blind to worldly things and seeks a contemplative life, where he worships intangible ideas. The illusion of Christian belief incorporates Platos view of the divine re alm of knowledge as well as the importance of maintaining Follys illusions.The character Folly represents someone whose eyes become confused in two ways, as a result of two different sets of circumstances: it can happen in the transition from light to darkness, and also in the transition from darkness to light (Plato 244). Folly begins her lecture as a prisoner who will grab hold of anyone who tried to set them freeand kill them (244). This places Folly in the category of relative ignorance according to Plato. Her contradictions and obvious shift in opinion indicates that Folly enters a position on the brink of light. The confusion in her speech is only her adjustment period between ignorance and enlightenment. Therefore, Erasmus Praise of Folly can be read as a similar allegory where Folly begins as a prisoner unable to have intelligent conduct either of ones own private affairs or of public business, (244) and changes to a more enlightened individual as she gradually escapes her cave and adjusts to new vision in the light.Erasmus intends for the readers to challenge Follys statements in his Praise of Folly. He uses Platos Allegory of the Cave as an example of how interpretations vary. Erasmus, above all else, values the idea of questioning others beliefs. Erasmus also demonstrates that in some cases, two separate beliefs can coexist. This applies to the way Sixteenth Century humanists translate ancient texts, like Plato, and find potential danger in their philosophical wisdom. Praise of Folly promotes a message of unification between modern and ancient interpretations of life and wisdom. Works CitedErasmus. Praise of Folly and Letter to Maarten Van Dorp, 1515. Transl. by Betty Radice. London: Penguin Books, 1971.Plato. The Republic. Transl. by Robin Waterfield. Oxford: Oxford University Press, 1993. 240-45.

Talking about Vacations In English Activity

Talking about vacations in English is of the most common topics in a classroom, and why not? Who doesnt like to take vacations? Discussing vacations provides students with the opportunity to use travel-related vocabulary, as well as a theme that all students enjoy. This conversation lesson provides a survey that students use to choose a dream vacation for their fellow students and is  sure to encourage lots of conversation. Aim Encouraging conversation about vacations to practice travel-related vocabulary. Activity Student survey followed by a choice of dream vacation based on student input. Level Intermediate to advanced Outline Introduce the topic of vacations by telling about one of your favorite vacations.Ask students to come up with different types of vacation activities and write these on the board.If necessary or helpful, review vocabulary about travel.Give each student a vacation survey and have them pair up to interview each other.Once theyve interviewed each other, have students choose a dream vacation for their partner. This exercise can be repeated numerous times with different partners.As a class, ask each student which vacation they chose for their partner and why.  As a follow-up exercise, students can write a short essay by choosing a dream vacation and explaining the choice. Vacation Survey Which sentence best describes your feelings towards vacations? Why? My idea of a good vacation is staying at home.My idea of a good vacation is to visit a number of important cities and explore the culture.My idea of a good vacation is to travel to an exotic beach in a foreign country and then relax for two weeks.My idea of a good vacation is to put on my backpack and disappear into the hills for a few weeks. Which type of travel do you think you would like the best? Why? A long road trip in the car.A twelve-hour flight to a foreign country.A train ride across the country.A luxury cruise through the Mediterranean.   How often do you take short trips (two or three days)? I take a short trip at least once a month.I take short trips a few times a year.I take a short trip once a year.I never take short trips. If you had the chance, would you ... ... take a week trip to an exciting city.... spend a week at a meditation retreat.... visit family that you havent seen for a long time.... go white water rafting for a week. Who do you prefer to take vacations with? Why?   I prefer taking vacations with my close family.I prefer taking vacations with my extended family.I prefer taking vacations by myself.I prefer taking vacations with a good friend. What type of vacation activity sounds like the most fun? Why? Lying on the beachHanging out at a nightclubVisiting a museumSkiing down a mountain   How important is eating well to you when you are on vacation? Its the most important thing!Its important, but not for every meal.A good meal is nice, but not that important.Just give me food, so I can keep going! What type of accommodations do you prefer on vacation?   Id like a luxury suite, please.  Id prefer something close to the beach.I need a clean room, but it should be economical.Id prefer a tent and my sleeping bag.   Dream Vacations Dream Vacation I: Touring the Capitals of Europe: On this two-week vacation, youll visit the capitals of Europe including Vienna, Paris, Milan, Berlin, and London. This inclusive vacation includes tickets to a concert, play or opera in each capital, as well as tours of  castles, national monuments  as well as the most important museums such as The Louvre.​Dream Vacation II: Hanging on the Beach in Hawaii: Two weeks of sun and fun on the beach on Hawaiis dream island of Maui. Youll have a deluxe room at one of Mauis finest hotels directly on the beach. This vacation includes fine dining at some of Mauis best restaurants. During your stay, you can take scuba diving lessons, go snorkeling with thousands of tropical fish, or go whale watching in the bay. Its a dream come true!Dream Vacation III: Hiking the Peruvian Andes: Do you need to get away from it all? If so, this is the vacation for you. Youll be flown into Lima, Peru and taken into the Andes for a two-week backpacking adventure of a lifetime. Weve arranged experienced local guides to accompany you on your journey into the magnificent and mystical landscape.  Dream Vacation IV: New York Party Time!: The Big Apple! Need I say more?! Youll enjoy two weeks stay in a luxury suite in Central Park. Youll need to relax because youll be out enjoying the New York nightlife until early in the morning. This all expenses paid vacation includes dinner at some of the most exclusive restaurants in New York, and on-call car service at any time. Experience New York at its finest and most exciting.

Essay on Analysis of Platos Apology - 1445 Words

The Apology is Platos recollection and interpretation of the Trial of Socrates (399 BC). In this dialogue Socrates explains who he is and what kind of life he led. The Greek word apologia means explanation -- it is not to be confused with apologizing or being sorry for ones actions. The following is an outline of the argument or logos that Socrates used in his defense. A hypertext treatment of this dialogue is also available. I. Prologue (17a-19a) The first sentence sets the tone and direction for the entire dialogue. Socrates, in addressing the men of Athens, states that he almost forgot who he was. The speeches of his accusers had led him to this point. The dialogue will thus be a kind of recollecting by Socrates†¦show more content†¦And no rational person voluntarily harms himself. But if he harmed the youth involuntarily, then he should be instructed (educated) -- not punished. Regarding the Charge of Impiety Socrates next takes up the charge of Impiety. Could a person believe in things like clothes and yet not in human beings who wear them? So too with divine things: Since Socrates believes in a Diamon (a divine thing), it follows that he believes in divinities. IV. Socrates Interpretation of his Art (28b - 32e) Socrates, far from being an impious corruptor of the youth, is actually a blessing sent by the gods. To show this, Socrates likens himself to a GADFLY (a horsefly). Just as a gadfly constantly agitates a horse, preventiung it from becoming sluggish and going to sleep so too Socates, by (moving through the City) stirring up conversations in the marketplace, prevents the City from becoming sulggish and careless and intolerant (thinking it knows something when it doesnt). Ultimately, Socrates whole life had been a service to the City begun out of a pious response to the saying of the gods. This is the deeper refutation of the charges. It is also another positive image of Socrates: He IS a gadfly. V. 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Project Initiation – Case study

Question: Describe about the Project Initiation Case study. Answer: Introduction: In accordance with the task requirement criteria an attempt shall be considered to address the mentioned tasks of this particular assignment. The major inclusions of this assignment are a brief SWOT analysis based on the information provided in the case scenario, a blueprint of project charter plan and a communication plan relevant to the topic of discussion. SWOT ANALSIS This segment shall perform a brief SWOT analysis in compliance to the details provided in the given case scenario: Strength: The geographical location of the school with respect to its recognition The presence of few number of student in per class as an approach to effectively management the students The inclination towards adapting the applications of information and technology The presence of requisite amount of financial support for incorporation of information and technology setup within the school The positive response of the school administration towards incorporation of inputs fro PWC and co. PWC Weakness: The lack of awareness regarding the operational benefits of information and technology system within the staff members of the school The absence of the required man power to handle the student management related tasks The small operational network of the school with presence of mostly part time teachers Opportunities: The initiatives and support given by the higher administrative segment towards incorporation of information and technology system within the school The presently embedded operational division in the school has eased the development of IT setup The positive approach of the school administration towards incorporation of a IT development plan along with a proper mission and vision The high budget sanctioned by school administration Threat: The increasing pressure of student population The lesser number of staffs and teachers present in the school The absence of proper information technology support system to handle the administrative works and management issues of the school The time duration (only 3 months) that has been allotted for development of information and technology support system within the school Prepare Project Charter Basic details of the project: Project name: IT infrastructure establishment in Willow Brook School, Midwest, United States Email address of the project manager: Project tenure: 3 months Project budget: $80000.00 Project objectives: To embed an effective and stable IT support system within the school in order to ease and fasten the administrative and management works of the school To reduce the pressure of manual handling of school records and also to minimise the occurrence of errors while copying of information from one document to another To aid in effective management of the student records To improve the operational efficiency of the school administration To aid in strengthening the expansion niche of the school Primary deliverables of the project: Installation of internet line and internet connection within the administrative blocks of the school. Installation of computer system with Microsoft Office and PDF converter software Installation of relevant software that aid in checking the errors in the texts (eg: Grammerly software) Installation of Linux operating system and BASIC Installation of Google Chrome and Firefox Mozilla within each system Limitations of the project: The project will not include installation of computer language software namely C+, C++, Java, COBOL, FORTRAN, Pascal, Algol and Prolog Acceptance Criteria of the Project: The delivery of resources particularly the materials required for installation of IT support system within the school is an important criterion related with the project. Apart from this obtaining feedback from PwC regarding the project is another criterion. It is also required to complete the IT support system within the stipulated time before the beginning of the new academic session (Garton McCulloch, 2012). Assumptions and Constraints of project: The primary limitation of this project is mainly the stipulated time period. Additionally availability of adequate space for setting up of the new IT infrastructure can also be a limitation (Wiegers, 2010). Stakeholders List: Executive Director of the school Victoria Ownes, Principal Mrs. Kathy Giliard, Administrative assistant Michelle Madrid, Susan Brown and the other teachers and administrative staff members associated with Willow Brook school of Midwest, United States are the major stakeholders attached with this particular project. Lessons learnt: It is always better to obtain the official permission before beginning of the project related work as to avoid the occurrence of undesired official conflicts. Further it is also a wise decision to specify all the requirements of the project along with an estimate of the expenses for this project for smoothing operation of the project work (Oosthuizen Venter, 2011). Charter Sign off: It is mandatory for every individual who have been enlisted in the stakeholders list to produce their complete signature in the project consent document and other related papers before beginning of the project work. Prepare Communications Plan: One of the primary requirements for initiation of an IT developmental project is formulation of a communication plan that should be relevant and also suffice the key requirements of the project operational activities. Prior presenting the detailed communication plan it is important to have an insight regarding the lateral, downward and upward communication process. The lateral or horizontal communication process reflect information exchange between professionals holding similar ranks with respect to their designation with an organization while downward communication include the practice of information sharing with the lower strata (Jones, 2007). The information sharing process with the higher strata in the professional domain is considered as upward communication plan. For development of this particular project communication plan is very essential and priority has been given towards both upward and downward communication process. The major stakeholders who have been included within t his communication plan are the principal; vice principle the teachers and the administrative staff of the concerned school (Purba Shah, 2000). Furthermore greater emphasis shall be given to convey information regarding the developmental status of the project, details regarding the amount of fund invested and the further official and other requirements of this project. Also the details regarding the purchase of resources have also been considered to be communicated by upward communication process. However providing the required information of how should the implemented IT support system can be useful for the employees has also been included within this particular plan. In context of frequency of communicating with the employees of the school fortnightly meeting with the schools stakeholders has been considered in order share the project status and other issues related with the project (Wiegers, 2010). Face to face communication or through kickoff meetings has been considered as a process of communicating. Project report presentation on monthly basis to the board of directors of the schools is included within the communicatio n plan. Hence the main purpose of communication plan is to deliver updated information regarding the project status to the school administration. However any changes or modifications in project that are require to be discussed with the school administration has also been included within the plan. The school office has been decided as the venue for exchange of project information (Dinsmore Cabanis-Brewin, 2011). Conclusion: In consideration to the information provided in the previous segments of this particular assignment it can be inferred that the task requirements were critically addressed. References: Dinsmore, P. Cabanis-Brewin, J. (2011).The AMA handbook of project management. New York: American Management Association. Garton, C. McCulloch, E. (2012).Fundamentals of Technology Project Management. Chicago: MC Press. Jones, R. (2007).Project management survival. London: Kogan Page. Oosthuizen, T. Venter, R. (2011).Project management in perspective. Southern Africa: Oxford University Press. Purba, S. Shah, B. (2000).How to manage a successful software project. New York: Wiley. Wiegers, K. (2010).Practical Project Initiation. Sebastopol: Microsoft Press.