A Study on Kolbs Learning Cycle (1984)

A Study on Kolbs Learning Cycle (1984) David A. Kolb with Roger Fry created this famous model out of four elements: concrete experience, observation and reflection, the formation of abstract concepts and testing in new situations. The principle of Kolbs learning cycle is that we all follow the following four stages of learning as we acquire knowledge, experience and skill. He represented these in the famous experiential learning circle that involves (1) concrete experience followed by (2) observation and experience followed by (3) forming abstract concepts followed by (4) testing in new situations. All this may happen in a flash, or over days, weeks or months, depending on the topic, and there may be a wheels within wheels process at the same time. Forms of Knowledge and the Learning Cycle The four quadrants of the cycle are associated with four different forms of knowledge, in Kolbs view. Each of these forms is paired with its diagonal opposite. Four kinds of knowledge located in Kolbs scheme Kolbs model therefore works on two levels a four-stage cycle: Concrete Experience (doing/having an experience) The Concrete Experience is the doing component which derives from the content and process of the programme through attending the workshops or, in the case of the on-line module, your reading of the on-line learning materials together with your actual experience of teaching in the classroom plus your other teaching duties and practices. It may also derive from own experience of being a student. Reflective Observation (reviewing/reflecting on the experience) The Reflective Observation element stems from your analysis and judgements of events and the discussion about the learning and teaching that you engage in with your mentor and colleagues. This might be termed common-sense reflection. For example this might be through your own self-reflections or evaluations after the event through keeping a log or journal. It may also include student feedback, peer observation of teaching (e.g. comments made by your mentor or colleague), moderation of assessments, external examiner comments, and discussions with your mentor. All of these can be brought together to give an overall reflection on your practice. Reflection in itself, though, is insufficient to promote learning and professional development. Abstract Conceptualisation (concluding/learning from the experience) In order to plan what we would do differently next time, we need in addition to our reflections on our experience to be informed by educational theory e.g. through readings of relevant literature on teaching and learning or by attending staff development or other activities. Reflection is therefore a middle ground that brings together theories and the analysis of past action. It allows us to come to conclusions about our practice Abstract Conceptualism. Active Experimentation (planning/trying out what you have learned) The conclusions we formed from our Abstract Conceptualisation stage then form the basis by which we can plan changes Active Experimentation. Active Experimentation then starts the cycle again when we implement those changes in our teaching practice to generate another concrete experience which is then followed by reflection and review to form conclusions about the effectiveness of those changes. Four-type definition of learning styles, (each representing the combination of two preferred styles, rather like a two-by-two matrix of the four-stage cycle styles, as illustrated below), for which Kolb used the terms: Diverging (CE/RO) Combination of Concrete Experience and Reflective Observation Feeling and Watching Like to gather information, good at brainstorming, interested in people, see different perspectives, prefer group work, open minded. Assimilating (AC/RO) Combination of Abstract Conceptualization and Reflective Observation Watching and Thinking Concise logical approach, ideas and concepts more important than people, prefer lectures, reading, time to think Converging (AC/AE) Combination of Abstract Conceptualization and Active Experimentation Doing and Thinking Solve practical problems; prefer technical tasks, like experimenting and simulation, less interested in interpersonal issues. Accommodating (CE/AE) Combination of Concrete Experience and Active Experimentation Doing and Feeling Hands on, attracted to new challenges and experiences, rely on others instead of doing own analysis, action oriented, set targets work hard in teams to achieve tasks. Kolbs learning styles matrix view Its often easier to see the construction of Kolbs learning styles in terms of a two-by-two matrix. The diagram also highlights Kolbs terminology for the four learning styles; diverging, assimilating, and converging, accommodating: Doing (Active Experimentation AE) Watching (Reflective Observation RO) Feeling (Concrete Experience CE) Accommodating (CE/AE) Diverging (CE/RO) Thinking (Abstract Conceptualization AC) Converging (AC/AE) Assimilating (AC/RO) Thus, for example, a person with a dominant learning style of doing rather than watching the task, and feeling rather than thinking about the experience, will have a learning style which combines and represents those processes, namely an Accommodating learning style, in Kolbs terminology. The Kolb Model and Subject Disciplines Broadly speaking, David Kolb suggests that practitioners of creative disciplines, such as the arts, are found in the Divergent quadrant. Pure scientists and mathematicians are in the Assimilative quadrant. Applied scientists and lawyers are in the Convergent quadrant. Professionals who have to operate more intuitively, such as teachers, are in the Accommodative quadrant.ÂÂ  There are also differences in the location of specialists within the more general disciplines This would suggest that different subject areas call for different learning styles, and raises the usual chicken and egg question as to whether the discipline promotes a particular learning style, or whether preferred learning style leads to adoption of a discipline, or of course, both. (All of the above assumes that there is some validity in this conceptualisation of learning styles.) Simply, people who have a clear learning style preference, for whatever reason, will tend to learn more effectively if learning is orientated according to their preference. My learning style is the converging and accommodating one. I think I have the ability to find solution to practical issues. I can solve problems and make decisions by finding solutions to questions and problems. I like challenges and carry out plans. I like experiment with new ideas and work with practical application. Studying is not just gaining greater knowledge and understanding of subjects but also more confidence, broader interests and more purpose in life. Well Im studying because I do have an objective in life which I want to achieve at any cost. It is very hard to study and to work at the same time which unfortunately I have to do, no choice! Kolb learning cycle is actually very effective way to study which just need to be followed. I like groups works, when discussing with other people I get different point of view for the topic discussed. One of the main problems I have is how to manage my study time. In fact I have two kinds of problems with time: finding enough of it and using it effectively. I do make plan about my time but its hard to stick to it, almost impossible. The only thing I need is to improve my time management skill and should take it serious now. Conclusion Kolbs learning cycle is a key model in current use relating to adult learning and development. Knowing your own and your teams learning style allows you to grow and develop more effectively, building skills and experience which allow you to meet your life goals. Thus the learning cycle can begin at any one of the four points and that it should really be approached as a continuous spiral. However the learning process depends on how the person is carrying out a particular action and then seeing the effect of the action in this situation.

Murdock and Talcott Parsons Views on Family

Murdock- George Peter Murdock  (1949) wanted to know if the family was not just cultural but universal (he claimed that it was universal). * Common residence * Economic co-operation * Adults including both sexes * At least two have socially approved sex * One or more children * Biological or adopted This he thought was the  universal minimum. Which adults had sexual relations depended on the  culture. He believed the nuclear family was the universal core of the world's large variety of kinship systems. From this a  family could be extended  vertically (with upper generations) or horizontally (with brothers and sisters of those with offspring).A criticism of Murdock was that to claim something is universal, it only needs one exception to falsify it. Kathleen Gough falsified Murdock’s theory with her study of the Nayar Women of India. Before reaching puberty, Nayar women in India were married to a man according to the Talikettukalydnam rite. This three days of actual o r mock defloration might be their last living contact. From then on, as â€Å"mother†, each woman would take up to 12 sandbanham husbands, who visited her one at a time at night. A man could have an unlimited number of wives.The woman kept her room in the house, and it was first come, first served to supper and bed, so a man too late would sleep on the verandah of the house. So women getting pregnant could have any one of up to 12 as the father. So one of them of equal sub-caste (social class) declared as the father (whether he was or not) and gave a present of cloth and/ | | Clearly women getting pregnant could have  any one of up to 12 as the father. So  one of them  of equal sub-caste declared as the father (whether he was or not) and gave  a present of cloth and/ or vegetables to the attending midwife.A frequent visitor might send luxuries at festivals. That was it. The men weremercenary warriors  and gave  no attention to raising children  or staying with t he woman. | Support for the women instead came from  brothers, sisters, and children of the sisters and daughters. The matrilineal family provided all her essentials. The  eldest male was leader of each kin group. So the women lived not in families, but in kinship groups (mothers, sisters and brothers), and she had her place for sexual activity with the men over which she had considerable personal cotrol.Descent was down the stable female line in terms of charting the source of children, given that any man could be the father. | The important point here is that:| * There was  no economic unit  regarding husbands and wives. * There was  no sharing of the residence  between husbands and wives. * Only the  women within their supporting kinship groups lived with children. * Any relationship affection from the man  was taboo  and resisted by the kinship group. | There are two possibilities here, then, regarding Murdock and his definition of the family. It is  too narr ow, or * It is  not universal. It is the  single parent family, especially female-headed, that is the  most direct criticism  of Murdock. Yet this is a minority, and the family may at least have begun as a two sex nuclear family and, furthermore, the nuclear family is preferred by him. The  nuclear family may simply function better as a family  Ã¢â‚¬â€œ but this is unproven. Nevertheless there are varieties of arrangements for raising children that  stretch Murdock's definition to breaking point. TALCOTT PARSONS-The pre-industrial society is pictured as one where people are divided into kinship groups called lineages each of which is held to be descended from a common ancestor. Another form of family in pre-industrial society is found in traditional peasant societies such as the Irish farming community studied by C. M. Arensberg and S. T. Kimball in their work Family and Community in Ireland. This traditional Irish family is a patriarchal extended family. It is also pa trilineal since property is passed from father to son. According to Talcott Parsons the isolated nuclear family is the typical form in modern industrial society.It is isolated from the extended family, and there is a breakdown of kinship. The development of the isolated nuclear family is, in his opinion, the product of a process of structural differentiation – the process by which social institutions become more and more specialized in the functions they perform. The isolated nuclear family is functionally necessary and contributes to the integration and harmony of the social and economic system as a whole. The family needs to be isolated because of its functional role in ascribing status. Status in industrial society as a whole is achieved and not ascribed.However, within the nuclear family status is ascribed rather than achieved, thus reversing the pattern that exists outside the family. What this means is that within the family the father has status as the father, whilst o utside the family his status might be very different. His achieved status economically does not affect his status as a father. However, if the family was extended then a conflict could arise. Another way of putting this is that the family ascribes particularistic values whilst society ascribes universalistic values.The conflict between the two sets of values is minimized by the isolation of the nuclear family. William Goode in World Revolution and the Family also argues that industrialization undermines the existence of the extended family. He claims this is because (a) movements of individuals between different regions; (b) higher levels of social mobility; (c) the erosion of the functions of the family, these being taken over by external organizations such as schools, businesses and the state; (d) the greater significance of achieved status undermining the value of status within the family and in kinship groups.According to Goode members of a family engage in role bargaining. What this means is that they will maintain kinship relationships if such relationships bring them rewards commensurate to their efforts to maintain them. In fact, developments in communication and transport make it feasible to maintain kinship relationships, but in practice modern industrial society means that individuals gain more by rejecting kinship relationships than by maintaining them.He supports this point by noting how extended family patterns are more frequent among members of the upper classes since for individuals in the family maintaining family connections can bring economic benefits. The main Functionalist theorists of the family are G P Murdock and Talcott Parsons. Murdock argued on the basis of his studies that the nuclear family was a universal social institution and that it existed universally because it fulfilled four basic functions for society : the sexual, reproductive, economic and education functions.Other non-Functionalist sociologists have argued, however, that the existence of the Nayar, the single matrifocal families common among Afr0 Caribbeans and increasingly common more generally and the small number of gay and lesbian families are suggest that the nuclear family is not in fact universal. The Functionalist perspective on the family has been further developed by Talcott Parsons whose theories focus heavily on nuclear, heterosexual families to the exclusion of other family forms.The main aspects of Parsons' theory as developed in the USA in the 1950s were as follows: 1. industrialisation led to the gradual replacement of extended families by nuclear families because industrialisation demands greater geographical and social mobility; 2. industrialisation leads also to processes of structural differentiation which implies that new more specialised social institutions such as factories, schools and hospitals develop to take over some of the functions previously performed by families; 3. his means therefore that the nuclear family loses s ome of its functions but it remains crucial in relation to the two functions which it does retain: the socialisation of the young and the stabilisation of adult personalities; 4. within nuclear families roles are allocated between husbands and wives in accordance with the assumed instrumental characteristics of males[ which makes them more suited to paid employment outside of the home] and the assumed expressive characteristics of females [which makes them more suited to childcare and domestic work. Ronald Fletcher also analyses the family from a Functionalist perspective but he denies that the modern nuclear family has lost functions to the extent suggested by Talcott Parsons. Thus Fletcher argues that even if the family is no longer a unit of production , it is a unit of consumption which can be appealed to by advertisers keen to sell a wide range of household appliances so as to maintain profits.Also parents do supplement school education by providing advice and help more effecti vely than in the past; greater understanding of diet and exercise may mean that the family can play a greater role in health maintenance; and also given the limitations of the Welfare State, the family, and especially women within the family may continue to play a major role in the care of elderly relatives some of whom may not wish to enter old peoples homes. The Community Care initiatives of Conservative Governments [1979-97] may have increased family responsibilities in this respect. * Marxism and The FamilyThe main elements of the Marxist approach to the analysis of the family may be listed as follows. 1. Whereas according to Functionalists the socialisation process as it operates within the family (and elsewhere)   is seen as encouraging conformity with desirable norms and values which contribute to overall social stability, according to Marxists the socialisation process in the family and elsewhere results in the transmission of a ruling class ideology whereby individuals ar e deceived into accepting the capitalist system and the dominance of the capitalist class more or less without question.Especially children are encouraged to accept parental authority more or less without question in the family which prepares them to accept authority more or less without question in the work place in later life. 2. The growth of the home centred privatised family encourages concentration on family concerns, relatively orthodox interests and relatively, moderate mainstream political views at the expense of wider   loyalty to ones work mates   and more active and radical engagement with political issues which thereby reduces the likelihood of meaningful political action to challenge the capitalist system. . Insofar as the family operates as a unit of consumption it can be targeted by advertisers to encourage the increasing purchase of goods and services upon which the continuing profitability of capitalist industries depends. 4. It has been argued by some Feminist s in criticism of Marxism that it concentrates excessively on    exploitation of the working class and not enough on the exploitation of women. 5. However Marxist Feminists do give more attention to the exploitation of women within the family.For example   the family produces labour at low cost to the capitalist system in that wives are not paid directly for bearing the children or for their upkeep. 6. Also wives also provide a range of services for their husbands at far less than their market value. If wives were paid fair wages for all of these services, employed husbands would also have to be paid much more which would reduce the profitability of capitalism. 7. Wives may also absorb the frustrations of their husbands which otherwise might be turned against the capitalist system.Marxists argue that it is the frustrations of working in the capitalist system which are the main, even if indirect cause of domestic violence. 8. Since many women see themselves as mainly housewives i f they are actually in paid employment and become unemployed they are often more prepared to return to their housewife role without criticism. According to Marxists they are a part of a Reserve Army of Labour which can be hired when demand for goods and services is high   and work is plentiful but dismissed relatively easily when economies fall into economic recession.The capitalist system is strengthened by this flexibility to hire and dismiss workers as economic circumstances change. * Structural  Functionalism, Marxism, â€Å"the† Family and Socialisation: An Exercise Let us use the following exercise to illustrate the differing approaches of Structural Functionalists and Marxists to the socialisation process as it operates in the family. [a] According to Structural Functionalists capitalism   is: democratic, economically efficient, unequal but fair and meritocratic.Because the capitalist system works well in the interests of all of its members there will limited con flict in society and a consensus that the capitalist system is working well and should be continued in the future. To promote the continuation of capitalism individuals will be socialised in the family and elsewhere to accept norms and values which will promote the continued existence of capitalism which , as stated is beneficial to all. b] According to Marxists capitalism   is   : dominated both economically   by the Bourgeoisie and at the expense of the exploited proletariat; grossly unequal as a result of which many members of the proletariat live a rotten existence with little chance to develop their potential; dominated politically by the Bourgeoisie whose political influence is hidden by the â€Å"sham institutions of a pretend democracy†.In such a situation you might expect the Proletariat to rise up in revolt but they do not do so partly because they are socialised to accept not a set of norms and values   which operates to their own advantage but a ruling cla ss ideology which is a set of ideas which prevents the proletariat from realising the causes of their exploitation and encourages them to accept the very capitalist system which is actually the source of their discontents. Assignment:   Complete the following table. [The sections marked ** are already â€Å"complete† although you might like to extend them further. Aspects of Family Socialisation| Implications for Individual and Society| For Talcott Parsons the key functions of the nuclear family are the socialisation of the young and the stabilisation of adult personalities. Children are socialised to accept the authority of the parents and to accept the key values and norms of their society. | For Functionalists this means that children begin to learn that legitimate authority should be accepted in school and workplace which will enhance learning capacity and economic efficiency.Marxists believe that when children are socialised to accept authority this can have adverse co nsequences for the individual in later life because†¦Ã¢â‚¬ ¦ | The Functionalist Talcott Parsons argues that in the 1950s and 1960s the core values of US society are beliefs in meritocracy and individual achievement so that career progress is possible if sufficient efforts are made: this is the so-called â€Å"American Dream. † Children are socialised within the family to accept these values| For Functionalists such values are functional for the system [i. e. ontribute to the stability of the system] because†¦. For Marxists it is quite simply a myth that US society is organised on meritocratic principles but belief in the myth inhibits criticism of the system. Also preoccupation with one's own achievements detracts from consideration of the direction which society as a whole is taking. | The above point may be taken to imply that children will also be socialised to believe in the necessity of a competitive spirit and to measure their progress and even their happines s in terms of their income, wealth and possessions. For Functionalists such attitudes are beneficial because  Marxists are critical of such attitudes because| **  Children may be socialised to accept that family loyalties are more important than loyalties to other groups   i. e. they are socialised to believe that â€Å"blood is thicker than water† or that â€Å"charity begins at home. â€Å"| For Functionalists such values strengthen the family and help it to fulfil its functions. For Marxists family solidarity may weaken social class solidarity and /or dissuade children from consideration of wider issues related to the inequities of capitalism. According to Parsons traditional gender roles are appropriate because they are in accordance with the â€Å"instrumental† characteristics of men and   the â€Å"expressive† characteristics of females. Children are socialised in various ways to accept these traditional gender roles. Note that Feminist sociologi sts[ including Marxist Feminists} are especially critical of the Functionalist analysis of gender roles. | For Functionalists this is beneficial for the individuals concerned and for the society as a whole because†¦Marxists and Feminists are critical of the Functionalist approach to gender roles socialisation because†¦.. | Children may be socialised to accept the general political attitudes of their parents which are often [but not always] likely to involve some support for existing liberal democratic institutions, voting for one of the main political parties and a general absence of political radicalism| For Functionalists such political views are beneficial because†¦ Marxists are critical of such political attitudes because†¦ | **  The Family and the stabilisation of adult personalities. Functionalists argue that men and women can lead happy and fulfilling lives as a result of the deep personal relationships which are forged within families and, in addition,à ‚   family life helps to remove some of the tensions which arise out of work conditions and relationships. Marxists agree that family life can be happy and fulfilling but they emphasise that capitalism results in exploitation and alienation which are likely to create tensions within many families. Although in some cases family life can make capitalism bearable , only the ending of capitalism can result in human emancipation. |

Yeast Pre-Lab

Yeasts’ capability of undergoing ethanol fermentation, its ability to ferment other sugars and artificial sweeteners, and how lactase influences yeasts ability to use lactose as a food source Kristina Naydenova Father Michael Goetz Purpose Part A: To investigate whether yeast has the ability to ferment glucose to produce carbon dioxide gas and ethanol. Part B: To investigate whether yeast has the ability to ferment other sugars and artificial sweeteners and how lactase influences their ability to use lactose as a food source. QuestionPart A: Does yeast have the ability of undergoing ethanol fermentation? Part B: Does yeast have the ability to ferment other sugars and artificial sweeteners? Does lactase influence the ability of yeast to use lactose as a food source? Hypothesis Part A: If yeast produces carbon dioxide gas (the solution will turn cloudy due to carbon dioxide presence) and ethanol after fermenting glucose then it has the ability to undergo ethanol fermentation bec ause ethanol fermentations reactants consist of glucose and the products consist of carbon dioxide gas and ethanol.Part B: If yeast has the ability to ferment other sugars and artificial sweeteners then the products of the solution will consist of carbon dioxide gas and ethanol because the products of ethanol fermentation are carbon dioxide gas and ethanol. If lactase influences the ability of yeast to use lactose as a food source then the yeast will be able to use lactose to produce carbon dioxide gas and ethanol because the yeast will be capable of breaking down lactose into glucose and galactose. Materials * Safety goggles| * Lab apron| 4 flasks (100 mL) and 1 stopper| * Wax pencil (for making test tubes)| * Ruler| * 6 large beakers (400 mL)| * Thermometer| * Stopwatch| * 50 mL glucose suspension (10%)| * 50 mL yeast suspension (I package per 100 mL of water)| * Cotton batting| * Limewater| * Warm water (35  °C)| * 10 mL of each of the following solutions: glucose, sucrose, lac tose, and artificial sweetener (10%)| * 10 mL of a suspension of lactose (10%) with a pinch of lactase| * 10 mL of distilled water| * Graduated cylinder| * 6 test tubes (15 mL) with 1 hole rubber stoppers|Variables Procedure 1. The safety goggles and lab apron were put on. 2. Three flasks were labeled as â€Å"yeast and glucose,† â€Å"yeast,† and â€Å"glucose. † 3. 10 mL of glucose solution and 5 mL of yeast suspension were added to the â€Å"yeast and glucose† flask. 4. 10 mL of distilled water with 5 mL of yeast suspension to the â€Å"yeast and glucose† flask as a control. 5. 5 mL of distilled water with 10 mL of glucose solution were added to the â€Å"glucose† flask as a second control. 6. Cotton batting was placed in the mouth of the flasks to reduce air turbulence. . The cotton batting was removed carefully after 24 hours and the contents of each flask were smelled. A slight alcohol odour was detected. 8. Each flask was tested for t he presence of carbon dioxide.The invisible gas mixture was slowly poured into a flask that contains 25 mL of limewater. The limewater flask was stoppered and the contents were swirled to mix the limewater with the gas. Observations were recorded. The flask was rinsed. 25 mL of fresh limewater was added before testing the next gas sample. . A ruler was used to place graduation marks at 0. 5 cm intervals along the sides of the test tubes. 10. Six beakers of warm water (35  °C) were prepared. The beakers were two-thirds full of warm water. 11. The six test tubes were labeled as â€Å"glucose,† â€Å"sucrose,† â€Å"lactose free milk,† â€Å"artificial sweetener (Splenda),†lactose free milk and lactase,† and â€Å"distilled water†. 12. 10 mL of the appropriate solutions to each test tube were added. 13. 5 mL of yeast suspension to each test tube were added.The test tubes were filled. 14. The test tubes were scaled with one-hole stoppers after the mixtures are placed in the test tubes. 15. One test tube was held. The holes in the stopper were covered, and the test tube was inverted and placed into a beaker of warm water. The process was repeated for all six solutions, using a different beaker for each solution. 16. The amount of gas produced after 1, 5 and 10 minutes was recorded using the graduation marks on the test tubes. Observations Table 1.Before and after observations of yeast and glucose, yeast and glucose Solution| Before| After| Yeast and glucose| | | Yeast| | | Glucose | | | Table 2. The amount of gas produced by glucose, sucrose, lactose free milk, artificial sweetener, lactose free milk and lactase, and distilled water after 1, 5 and 10 minutes Solution| Time (1 minute)| Amount of gas| Time (5 minutes)| Amount of Gas| Time (10 minutes)| Amount of Gas| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |

Socrates s View On Plato s The And Aristophanes s The...

Elenchus, as a famous Socratic method for education, uses dialogue and questions to approach philosophical truths. The method is presented in both Plato’s the Euthyphro and Aristophanes’s the Clouds. However, Socrates’s personal image and characteristics, as well as the nature of his questioning differ a lot in these two works. While the Euthyphro presents a philosopher king guiding the less wise people in discovery of truths, Socrates in the Clouds has little interest in either exploring the ethical truth or helping others get out of â€Å"Plato’s cave†. Instead, he is portrayed as a sophist who corrupts people with mysterious and useless knowledge, ignores traditional Athenian education, and debilitates Athenian men. Compared to Plato’s focus on Socrates’s wisdom reflected in the dialogue, the Clouds is a distorted interpretation of Socrates’s elenchus. Rather than justifiably criticizing Socrates, Aristophanes depicts him fr om a common Athenian s perspective. It is this misunderstanding of the value of Socrates’s teaching by Athenian citizens that constitutes the failure of elenchus in both the Clouds and the Euthyphro. Socrates’s image in the two works differ firstly in his attitude towards knowledge and towards himself. A typical statement of Socrates, both in the Euthyphro and in other Plato’s works, is that he has no clear knowledge. He is different from the public because he knows that he does not know. Neither does he claim to teach or corrupt the young (Euthyphro, p.2Show MoreRelatedAristophanes Making Fun of Socrates in His Plays: An Analysis1039 Words   |  5 PagesSome of the earlier works by Plato called The Republic, in the piece there are conversations between characters Socrates and Glaucon, Aristophanes, Adeimantus where they try and explain ideas and views of justice and what a truly just man and/or just state would appear How we come to the decisions as human beings that would be for the greater good of a man and/or state. One conversation between the parties was that of how a truly just state would look like and Socrates answers by declaring thatRead MoreThe Trial of Socrates: an Analysis and Construction of Socrates Defense2369 Words   |  10 PagesThe Trial of Socrates: An Analysis and Construction of Socrates Defense Understanding the decisions made by the jurymen in Socrates trial will always be a mystery, but one can perceive why some would have voted the way that they did. Politically and historically Athens was a thriving place of innovation and philosophical advancements. Athens could very well be divided, morally on various aspects, one of them being which â€Å"political† affiliation Athenians related themselves with. Some choicesRead MoreSocrates : Not Guilty1610 Words   |  7 PagesSocrates: Not Guilty Intro (138) In 399 BC, when he was seventy years old, Socrates was called into court by three men: Meletus, a poet, Anytus, a politician, and Lycon, an orator. The specific charges were impiety (namely that he did not believe in the gods of Athens, and instead had introduced new gods), and corruption of the youth of the city. The account of Socrates’ trial is preserved in the Apology by Plato, a dialogue that ought not to be considered a verbatim report of Socrates’ defenseRead MoreSocrates Summary2196 Words   |  9 PagesAccusations made against Socrates:†¨corrupting of youth, allowing them to question authority not respecting traditional gods introducing new gods He was ugly so people thought he was evil Socrates Life: 469BC- 399BC Born: 469 B.C. Birthplace: Athens, Greece Died: 399 B.C. (execution by poison) Best Known As: The great Greek philosopher who drank hemlock Socrates is the ancient Greek thinker who laid the early foundations for Western philosophical thought. His Socratic Method involvedRead MoreSocrates and Properties Essay3228 Words   |  13 Pages Socrates and Properties By Characterizing himself –Socrates- as both ignorant and wise, he presents us with one of the most striking paradoxes. Like so many of the other philosophers, is provocative in that its apparent self-contradiction hides an important idea for us readers to discover. Though out this text Socrates ignorance results from his belief that he has no knowledge of moral idea, or moral properties, such as justice, virtue, piety, and beauty. He asserts that, if only he knew theRead MoreEducational Theory of Socrates4392 Words   |  18 Pagesinsight into the educational theories of Socrates. It is rather difficult to gain any information from first hand written accounts of Socrates work as he hardly ever took down notes and the only accounts that have stood the test of time are those that were documented by Plato, a student of Socrates. In actual fact most of what we know is from later people such as Aristophanes, Xenophen, Plato and Aristotle. These accounts are what have been formula ted into Socrates theories. This poses some questions