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In One Thousand and One Nights this is most apparent in the King's desire to know the answers of each of Shahrazad's riddling stories. High value is also placed on those of Shahrazad's characters who can outwit the others. Socrates mentions again and again that he is not wise, but is searching for someone who is. He explains his frustration on examining one man who "was not really wise, although he was thought wise by many, and still wiser by himself" (783). Obviously, the man Socrates interviewed thought very highly of himself and was not truly interested in becoming wise due to inflated ego. This is relevant to a number of current day examples, including writers, teachers, and other famous people who are respected but are not really all that wise. Many of us nevertheless read books by "experts" and seek out wisdom from those who are more experienced than us when we face problems.
While these stories at first glance hold unreal glimpses into the past, their focus and ideals still apply today. Those who lived during the time of Socrates and those...
Education and cleverness are still important today, as the world is still competitive and difficult to maneuver. The amount of money spent on education in the United States clearly reflects just how important education and knowledge are today. Similarly the ideal of wisdom apparent in Socrates' Apology and One Thousand and One Nights still applies. People continue to search for wisdom, though there are still more people claiming to have it that actually do. Through inspection of the literature and comparison to today, it is apparent that the ideals of education, cleverness, and wisdom in these two texts still apply today.
Works Cited
Plato. The Apology of Socrates. The Norton Anthology of World Literature: Beginnings to a.D. 100. 2nd ed. Ed. Sarah Lawall. New York: Norton, 2002. 780-799.
The Thousand and One Nights. The Norton Anthology of World Literature: 100 to 1500. 2nd ed. Ed. Sarah Lawall. New York: Norton, 2002.…
Works Cited
Plato. The Apology of Socrates. The Norton Anthology of World Literature: Beginnings to a.D. 100. 2nd ed. Ed. Sarah Lawall. New York: Norton, 2002. 780-799.
The Thousand and One Nights. The Norton Anthology of World Literature: 100 to 1500. 2nd ed. Ed. Sarah Lawall. New York: Norton, 2002. 1566-1618.
Education Philosophies Philosophy is an extensive branch of knowledge that deals with the notions of reality and existence with a solid correlation to wisdom. Therefore, education philosophy is an applied field of specification dealing with conventional development of educative standards, for example, from ethics. For years, the development of education has undergone several transitions from fields of concern and especially through theoretical pedagogic philosophies. These theories and philosophies have had a
He believed, a bit more than Sophocles, that through behavior, humans can actually change fate. Fate does control, yes, but only punishes those who fly in the face of all that is just and divine. For instance, Plato would agree with Sophocles that Fate would have a hand in punishing those who rule via hubris, or supreme confidence in their wisdom and strengths. However, Plato believed that through acting
(pp.45-58) Hooks also recognized that when integration occurred these change agents were alienated from black children and alienation and discrimination ensued, associated with being taught white history and democratic ideals, rather than reformation of education, which was the intention. (p. 3) Both perspective childhood stories imply implicit as well as environmental (explicit) characteristics of wisdom, as Hooks acknowledges that she may have been singled out, as a child of a
education and the teacher-learner relationship from a Christian-informed philosophical perspective. It begins with an explanation of the author's personal worldview, and then explores the various philosophical schools of education. Combining the two, the author explains how they have helped shape the author's approach to education. Rather than relying on a single educational philosophy, the author intends to combine multiple philosophies in the classroom environment. Describing the purpose of education is
Educational philosophy that I would most support more than anything would be one which supports the benefit of learning by doing. I believe wholeheartedly in the power of experience being the best teacher. I realize that this might mean that my students or any students might fail repeatedly before they succeed at something, but I've always believed that failure is an excellent teacher. Furthermore, learning by doing might cause students
Education fulfills personal psychological needs: the innate desires for understanding and the acquisition of knowledge that facilitates understanding. Individual differences, however, suggest that students may not all agree as to what facts or figures are important to learn. We all remember wondering in school, "How is this going to help me find a job?" Or "When am I going to need to know this when I grow up?" While structure