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Platonic Love in 'Romeo and Juliet', 2005.
This paper discusses and compares the nature of love in 'Romeo and Juliet' by Shakespeare and Plato's theories regarding love.
1,350 words (approx. 5.4 pages), 6 sources, $ 53.95
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Abstract
This paper examines the nature of love in Shakespeare's play Romeo and Juliet in terms of Greek philosopher Plato's definitions of love. This paper argues that Romeo and Juliet does indeed exemplify the types of ideal love that Plato talks about and gives examples including sexual desire, willingness to risk death, madness, divinity of the lover and other.
From the Paper
"The nature of love has been speculated upon by humans for thousands of years, perhaps since long before humans have been able to give it conscious thought. Some of the most wise and thought-provoking insights into the nature of love have passed down to us from the Greek writer and philosopher, Plato. Plato is responsible for our knowledge of the philosophies of Socrates, but he also wrote down many of his own thoughts and opinions, especially those on the nature of human conditions. Plato's ideal form of love is exemplified in the play The Tragedy of Romeo and Juliet by William Shakespeare, as we will see. Plato describes various types of love through his dialogues including the Symposium and Phaedrus, which give some of the clearest vision of his ideals on the subject."
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Sophist, Platonic and Aristotelian Approaches, 2002.
A look at and comparison of three different philosophical approaches - the Sophist, Platonic and Aristotelian.
647 words (approx. 2.6 pages), 3 sources, MLA, $ 23.95
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Abstract
Three different approaches to philosophy are the Sophist (speculation about subjects such as law, morality, ethics, politics and human rights), Platonic (on issues such love, the soul, virtue, justice, ethics and politics) and Aristotelian (an in-depth and scientific understanding of reality) approaches. By considering these three approaches in turn, this paper shows how they differ and how they show a trend in philosophical thinking. This overview of the three approaches are concluded by a consideration of which of these views most closely resembles the author's own approach to philosophical thought.
From the Paper
"Comparing these three theories shows one significant trend that occurs with the philosophical approaches. The earliest theory of Aristotle is based on a scientific and theoretical approach that attempts to determine the underlying principles of philosophy. Plato?s philosophies combine this theoretical approach with a focus on considering more meaningful issues in real life, such as love and ethics. The Sophist view then continues the trend actually rejecting the theoretical and scientific view and focusing directly on those issues that have a direct relevance to human life."
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Utopian Ideals and the Classroom, 2002.
This paper discusses the importance of incorporating utopian ideals into the modern, American classroom.
1,245 words (approx. 5.0 pages), 6 sources, APA, $ 42.95
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Abstract
This paper discusses the importance of the setting the correct atmosphere in the classroom setting and discusses several important concepts that are crucial to designing a utopian education system. The considerations to be weighed include the discussion of modern issues such as child abuse that is caused by either the community or adminstrators, equality in education and the role and responsibilities of students, admininstrators and teachers, technologies and the classroom atmosphere and lastly, the practical application of teacher training. The paper exapands upon these considerations, paying special attention to the issues of child abuse and unequal education opportunities and the role that utopian ideals would play in the resolution of these issues.
From the Paper
"Further, a utopian model must address the fears of teachers working in American schools. Elizabeth Anderson and Murray Levine note that teachers are often greatly negatively affected by concerns over child abuse allegations, and that many feel a continual fear being accused of maltreatment themselves. This has often created a "chilling climate" where both educators and students are afraid of physical contact. Anderson & Levine suggest that both teachers and administrators must be very clear in creating policies and defining what behavior is unacceptable. By following these guidelines, teachers can help to create a warmer and more caring environment that is more in tune with a utopian ideal."
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Platonic Ethics, 2002.
A look at Platonic ethics.
2,400 words (approx. 9.6 pages), 4 sources, $ 89.95
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Abstract
This paper deals with the issue of platonic ethics. It is the purpose of the discussion herein to focus on the concept of the just, or moral, man and what exactly it is that makes a man moral or immoral. In addition, comments on Plato's views about how it is not enough to have justice in your soul, but that it is the practicing, or craft, of justice that is important.
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Platonic Forms & The Knowledge of All Things, 2006.
An overview of Aristotle's arguments against the Platonic theory of forms.
751 words (approx. 3.0 pages), 2 sources, MLA, $ 26.95
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Abstract
This paper describes Aristotle's arguments against the ability of the Platonic theory of forms to adequately explain our knowledge of things.
The author explains that, in his arguments against Plato's theory of forms, Aristotle asserts that Plato's conception of the forms as the cause of our knowledge of all things is incomplete in its ability to explain the causes of the material world and our knowledge of it. If all knowledge was caused by the forms themselves, it follows that it would be impossible to acquire knowledge, for it would already be known.
From the Paper
"Aristotle, in his Metaphysics, argues against the ability of the Platonic theory of Forms to adequately explain our knowledge of things, through its inability to describe the causal nature of the sensible world and prohibition of an ability to acquire knowledge. Aristotle prefaces his argument by refuting the view that the Forms are able to explain the being of things, essentially noting that they have no relation to the causes evident in the sensible world. Immobile Forms cannot explain motion; Forms without substance cannot be the substance of the material. Having established their inadequate relationship to the being of things, Aristotle then addresses the manner in which the Forms cannot either cause our knowledge of things. This end is achieved through four arguments, where if the Forms stand as the cause of our knowledge of all things, we would already have an a priori knowledge of all things and their material composition, which could not have been forgotten and was accessible to our sensory perception.
"Aristotle's first argument against the Forms as a cause of the knowledge of things is that it is impossible to have a prior knowledge of things, though this is exactly what the Forms would be. As Aquinas explains in his commentary, "...if the Ideas [Forms] are the cause of our knowledge, men must have a knowledge of all things, because the Ideas are the intelligible structures of all knowable things". If such were the case, man would already possess the very knowledge he sought to acquire; and it is apparent that men do acquire knowledge, as Aristotle demonstrates in his tracing of the history of philosophy as a development of the knowledge of causes. Knowledge may be said to generate from things already known, from particular to universal or vice-versa, but the knowledge itself is not already known. If knowledge of all things was based upon the Forms, man would already know everything and as such would never acquire knowledge."
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Leadership Ideals in "Henry V" and "The Prince", 2001.
A comparison of leadership ideals in Shakespeare's "Henry V" and Machiavelli's "The Prince".
4,210 words (approx. 16.8 pages), 14 sources, $ 112.95
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Abstract
This paper looks at the similarities between Shakespeare?s "Henry V" and Machiavelli?s "The Prince", and the concept of the perfect king. The two plays are discussed, and the concept that either Shakespeare is drawing his inspiration for his dramatization from Machiavelli or that both Machiavelli and Shakespeare have similar ideas of what the ideal ruler would be.
From the Paper
"In Henry V, Shakespeare presents Henry as the ultimate ideal of kingship. The only question is where does this idea of a perfect king come from, and after reading Machiavelli's Prince and Henry V one begins to note similarities. Not the least of which is the passage quoted above, a true Machiavellian manoeuvre. In this passage, the governor of Harfleur, the French city under siege by Henry's troops, has refused entrance to the army of Henry. As Machiavelli says, "it is wiser to have a reputation for meanness which brings reproach without hatred, than to be compelled through seeking a reputation for liberality". Therefore, Henry, following this advice of Machiavelli, does exactly that, and frightens the innocent people of Harfleur into opening their city gates through the sheer grotesqueness of his command. We frequently see these similarities between the actions of Henry, at least through Shakespeare's portrayal, and the recommended actions of a good prince, as documented in Machiavelli's The Prince. Therefore, one might draw the conclusion that either Shakespeare is drawing his inspiration for his dramatisation from Machiavelli or that both Machiavelli and Shakespeare have similar ideas of what the ideal ruler would be."
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Platonic And Aristotelian Theories Of Mimesis, 2002.
Contrast and comparison of Plato's and Aristotle's theories of mimesis.
1,275 words (approx. 5.1 pages), 3 sources, $ 48.95
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Abstract
Plato and Aristotle both had similar views on imitation in art. But they differed in key ways as well. As we will see, Plato viewed mimesis as a kind of paradox. All in all, Plato's view of mimesis seems generally negative, for all the danger it presents to morality. Aristotle more or less adopted Plato's main points, as we will also see, but redefined some of the rather strict Platonic ideas about art and its uses, making it much less 'alarming' and potentially corrupting. This paper will explore the areas of overlap in the Platonic and Aristotelian views of mimesis, as well as the differences, making a case for a similar, yet profoundly different view of it in the conclusion. It begins by outlining both theories of imitation, and follows by discussing the respective strengths and shortcomings of both before concluding.
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An Assessment of Platonic Ethics, 2002.
This paper focuses on the concept of the just, or moral, man and what exactly it is that makes a man moral or immoral.
1,953 words (approx. 7.8 pages), 4 sources, MLA, $ 62.95
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Abstract
The writer looks at Plato?s views about how it is not enough to have justice in one's soul, but that it is the practicing, or craft, of justice that is important. The paper discusses "The Republic", Plato's dialogues dealing with the concepts of justice, morality and ethics.
Table of Contents:
Introduction
The Platonic Soul
Appetitive Part
Emotional Part
Rational Part
Relationships Between the Parts
The Virtues
Courage
Temperance
Wisdom
Justice
Lack of Harmony
The Timocratic Man
The Democratic Man
The Tyrannical Man
Life of Reason
The Craft of Justice
Conclusion
From the Paper
"Both the rational part and the emotional part are in opposition with the appetitive part. They reject action merely on desire alone. The rational part is also in opposition with the emotional part since fulfillment of emotional desires may not be beneficial to the whole. The appetitive part is not in opposition with either of the other two in the same sense; its desires merely will or will not conflict with the desires of the other two parts. From these, we can see that the relationship between the parts is asymmetric and non-commutative, meaning that the relation ship part A has with part B is not the same relationship part B has with part A (Ethics 217)."
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The Platonic View of Poetic Interpretation, 2009.
An examination of Soctrates' differing opinions of poetry, as seen in Plato's dialogues.
7,478 words (approx. 29.9 pages), 1 source, MLA, $ 164.95
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Abstract
This paper discusses Plato's catalog of dialogues and the Platonic view of poetic interpretation. It describes how Plato seems to give Socrates different views toward poetry in all of his dialogues. The paper puts certain dialogues together and shows that throughout his life within Plato's dialogues, Socrates' differing opinions of poetry are needed to distinguish Socrates' true ideas of the poetry written in his time. The paper discusses five of Plato's dialogues.
From the Paper
"When we look over the dialogues that Plato has written involving poetic text we see a pattern in Plato's fears involving poetry and Socrates' ability to decipher meaning from poetic works. Plato does not show many as being able to interpret poetry; in fact, he shows most as being on the opposite end of the spectrum. He shows no confidence in the people of Greece as is se in the Apology, and even feels that those who practice poetry as their profession, both writing and performing, are somehow unable to know exactly what they are writing and speaking about. This poses danger to the people of Greece because the subject matter of the poems is less than just and needs some interpretation to be understood. Plato uses the Lesser Hippias to show what kind of conclusions can be arrived at if one is to under appreciate the care that is need to understand poetry. Plato believes poetry to be so dangerous that he writes a section of the Republic that spells out why it should be banned in the "perfect state.""
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Confucian Ideals and Everyday Life, 2002.
Examines how ideas from the Confucian religion come up against problems when trying to be applied to everyday life events in Imperial China.
1,900 words (approx. 7.6 pages), 11 sources, $ 71.95
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Abstract
Confucianism, the dominant worldview in Imperial China, placed tremendous value on social order and hierarchical relationships. It envisaged an order society with the Emperor at the top and his authority expressed through a Confucian bureaucracy administering Confucian laws. The realities of daily life contradicted this model. Periodic rebellions, banditry, human avarice and a host of other factors undermined the Confucian ideals. This paper examines a variety of primary sources to identify countercurrents to the dominant Confucian ideology in Imperial China.
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Different Heroic Ideals, 2006.
A comparison of the characters of King Gilgamesh and Odysseus in "Gilgamesh" and Homer's "The Odyssey".
1,700 words (approx. 6.8 pages), 4 sources, MLA, $ 55.95
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Abstract
This paper analyzes the heroes of King Gilgamesh from an unknown author's poem "Gilgamesh" and Odysseus from Homer's epic poem "The Odyssey". The paper examines how both of the men are heroes, but with very different ideals. Given these differences, the paper attempts to compare the characters as men, leaders and wanderers, rather than as heroes. The paper first discusses how both men take epic, life-changing journeys; but while the journey itself is similar for both men, the purposes they serve are very different. Next, the paper studies similarities between the two, such as the authors' early description of the character as heroic, their strength of character to reject women who are not right for them, their industriousness and their morality. The paper concludes with another discussion of the differences between the two characters, focusing on their maturation, in particular the fact that Odysseus is a father.
From the Paper
"First, both men complete difficult journeys throughout their stories. Odysseus takes twenty years to make it home to his wife and family, while Gilgamesh goes on a quest to seek life forever after he loses his friend Enkidu. Their journeys are similar, but they serve very different purposes. Odysseus' journey's ultimate purpose is to return home and reunite with his family, who he loves above all else. His reason for his journey is heroic but also filled with passion and deep love. Gilgamesh's journey is based on his own needs and wants, rather than those of family or loved ones. Grieving after the death of his best friend, he begins a search for everlasting life. In the end, he finds himself instead, and finds happiness in understanding himself, but his journey is far more selfish than Odysseus' journey, and has very different goals. This helps point out a major difference in the two heroic characters - their motivation. Odysseus is heroic in his journey - he saves his men, kills and defeats monsters and evil gods and goddesses, and always has his eye on his family and returning home. He is strong, but he is also motivated, and this adds to his heroism and his high ideals. Gilgamesh is motivated by his own desires, and so his heroism is self-motivated, rather than motivated by others. He is selfish and willful, and sometimes seems like a child when compared to Odysseus."
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Trudeau: Ideals and Realities., 2002.
A bio of former Canadian Prime Minister Pierre Elliot Trudeau
3,150 words (approx. 12.6 pages), 8 sources, $ 115.95
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Abstract
This paper examines former Prime Minister Pierre Elliot Trudeau. It compares his ideals, with his actual accomplishments as Prime Minister. The focus is on the dual issues of bilingualism and, federalism versus separatism.
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Romantic Ideals in 19th Century European Politics, 2001.
A review of Stendhal's "The Red and the Black" .
959 words (approx. 3.8 pages), 1 source, MLA, $ 34.95
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Abstract
This paper focuses primarily on Stendhal's famous novel, "The Red and the Black" and the ways in which it reflects the manifestation of romantic ideals in nineteenth century European Politics. It closely studies the character of Julien Sorel and takes a look at the motivations behind his behavior. It also touches on Napoleon Bonaparte's rise from obscurity and the growing interest of 19th century Europeans to escape class caste systems.
From the Paper
"In The Red and Black, Julien Sorel is clearly a Romantic character. He is motivated by a Romantic drive to escape his past and to reestablish himself in a heroic light. Julien has big dreams, and he possesses a strong sense of the type of life he would like to lead--a life much unlike the one he finds himself living in Verrieres. It is natural that Juilen idolizes and aligns himself with the recently exiled Napoleon Bonoparte. Napoleon Bonoparte was a great champion of the middle class, and he rose from obscurity to become one of the most infamous military leaders in all history. Napoleon set a precedent, because the majority of military leaders preceding him had been of noble birth. Julien wishes to follow Napoleon?s example and rise through the social ranks in much the same way."
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"Ideals and Self Interest in American Foreign Relations", 2006.
An analysis of this book by Robert E. Osgood.
1,015 words (approx. 4.1 pages), 3 sources, MLA, $ 35.95
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Abstract
This paper discusses Osgood's book which covers the period of United States history from 1895 to the end of the undeclared war in Korea. It points out that the historical period covered in this work of Osgood in reality dates even further back in history to about 1822. It deals with alliances and their ideals in both times of war and peace explaining the subtle differences in context each state presents in foreign relations.
From the Paper
"Although Osgood holds Degrees from several highly regarded universities and colleges his primary educational background is from The Johns Hopkins University. A prolific writer on the subject of the United States' involvement in foreign relations his strongest area of study in the early years when this work was produced is in Wilsonian Theories of Foreign Alliances. To this end "Ideals and Self Interest in American Foreign Relations," one of his first book length publications covers the period of United States history from 1895 to the end of the undeclared war in Korea. Technically, the United States and the United Nations Alliance are still at war with the People's Democratic Republic of North Korea as hostilities ended in 1953 with the signing of a "Cease Fire," arrangement rather than any sort of "Peace Treaty," or agreement."
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Affirmative Action: Ideals, Ironies, Complexities, Politics, Rhetoric and Values, 2002.
This paper concentrates on the background of legislative efforts to equalize opportunity for American blacks and discusses the efforts made to realize non-discriminatory values, specifically the public policy of 'Affirmative Action'.
6,270 words (approx. 25.1 pages), 22 sources, MLA, $ 146.95
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The following essay examines the affirmative action legislation that was created with the intention of offering the values of equal opportunity, racial equality and individual liberty as public policy. The writer examines how the rhetoric and political jargon involved in the implementation often overshadowed or confused the values that originally were intended in the legislation. It is of this writer's opinion that the Declaration of Independence established the idealistic intent of the United States of America to be a place for democratic equality and today Americans are still dealing with the complexities of turning the ideal into the real.
From the Paper
"Polarization over public policy attempting to legislate values is common. Affirmative action is an especially emotional, value oriented legislative issue. The complexities and ironies involved were present in the roots of American democracy and reverberate into modern times. Rhetoric resonates when affirmative action is the topic under discussion. Words like discrimination, reverse discrimination, preferential treatment, justice, equality, politics of inclusion, quotas, color-blindness fly fast and furiously. The main values under consideration in public policy concerning affirmative action are equal opportunity and civil rights. At it's inception affirmative action legislation was aimed at racial equality centered on the black/white dichotomy. As it evolved affirmative action came to include concern for the civil rights of other American ethnic minorities as well as the equality of civil rights between the sexes. In order to somewhat limit the vastness of the subject, this paper will concentrate on the extensive background of legislative efforts to equalize opportunity for American blacks and the public policy that emerged as efforts to realize non-discriminatory values evolved into what became known as affirmative action."
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