As Compared To Learning And Education Essay, Research Paper
The relationship of & # 8220 ; Allegory of the Cave & # 8221 ; to acquisition and instruction.
The & # 8220 ; Allegory of the Cave & # 8221 ; is Plato & # 8217 ; s try to explicate the relationship between cognition and ignorance. Get downing with the image of work forces in hobbles that limit their motion and coerce them to look merely in front, this is the thought that all work forces and adult females are bound by the bounds of their ignorance. Men and adult females are restricted by the bounds of the instruction of their parents and the little sums that can be culled from their environment. Images and shadows are representations of those things environing us that we see but do non understand because of our limited cognition. As we obtain the ability to see things more clearly in the cave that is our ignorance, we start to so loosen the hobbles that bind us and look into the objects and images around us with our freshly acquired mobility. Eyess that have seen nil but darkness for so long are now fine-tuned to see even the smallest gleam of visible radiation, or cognition, in the far reaches of the cave. Constantly traveling and garnering cognition we observe that we are in fact traveling closer to the visible radiation. We start to detect that the desire for cognition leads us towards the oral cavity of our cave of ignorance, we have found the key to our flight.
Upon first go outing the cave we are blinded by the brightest of visible radiation, though we can non acknowledge its beginning, we know that it charts our class. Slowly we begin to detect at first small fluctuations of visible radiation, largely small colour alterations, as if we could non hold perchance have taken it in all at one time. This is the first realisation of instruction ; past truths are either put into position or proved false. Either manner our head is eventually opening up to the thoughts and images that have evaded us for so long. The ability to ground is constructing within us and we start to oppugn all things past we knew to be true. The eyes start to see even more now and the hurting has subsided. We are famished and can non look to acquire plenty of our milieus. The strangest thing starts to go on, it seems that the more cognition we get the more inquiries that presen
T themselves. The same could be said for instruction in two different ways. First, the more cognition that we get, the more ability we seem to hold for the future acquisition of cognition. Its as if we are non limited by the container we use to hive away this information, on the contrary, we now have discovered that its deepnesss are illimitable. Second, the more cognition we get, the more assurance we seem to happen in respects to taking on bigger challenges and undertakings.
Upon go outing the cave and geting an instruction and cognition we are so posed the quandary. Do we re-enter the cave, confronting possible ridicule and twit, in an effort to free others of their bondage? Is this the virtuous thing to make? The hurting we suffered with for so long is still fresh in our heads and can be felt with the mere contemplation of our return to the cave. Are we to be burdened with the undertaking of our return to the ranks of the ignorant simply to take others from their ignorance, will they listen. In order for a society to thrive those that have the agencies with which to accomplish the enlightenment of instruction and cognition are bound by virtuousness and the chase of virtuous workss to do the effort in their strive for flawlessness. What good is the acquisition of cognition if the fruits of the contemplation used are non shared with others. Can one that achieves entire enlightenment genuinely be happy if the society in which he lives is still bound by the hobbles of ignorance? The obtention of cognition is a blest gift so, one that is to be used to better society by the airing of all cognition gained. Would the contemplation & # 8217 ; s of the great masterminds of the past be all that great if they had kept the acquired cognition to themselves? Fantastic finds obtained during contemplation of freshly acquired cognition merely have value when weighed against the thoughts and contemplation & # 8217 ; s of others. Plato considered the sharing of all of 1s cognition and instruction to be the most virtuous act one could carry through in respects to the society in which he lives.
Plato. & # 8220 ; The Republic & # 8221 ; . Bibliography and Index compiled by Plochmann, George K. 1974 Hackett Publishing Co. , Indianapolis, Indiana.
