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Essays on Socratic Philosophy and Socratic Ideas on Excellence
M3. Assignment: Socrates’ Well-Known Tria
Death of Socrates at the Metropolitan Museum of Art in New York City
Socrates is a hemlock drinker. Flickr is the source of this image.
We want to come to Socrates’ defense as a famous person when deciding whether or not he was guilty of undermining Athenian youth. However, as we saw in the Socrates Lecture, determining his guilt is a difficult task. In the Classic Age, the Athenians developed an extraordinary egalitarian culture based on Homer’s traditions. Socrates and the Sophists questioned those traditions, but they had no alternative to the traditions they were criticizing other than a relativistic, self-
interested way of life. His citizens were enraged by his lack of responses to their criticisms.
The dialogue between Socrates and Meletus, the person who brought charges against him, is the focus of this week’s assignment, which is taken from the section on The Apology, as quoted in our text. Socrates laughs at Meletus and mocks
his defense of his guilt. Do you believe Socrates was guilty of the charges leveled against him, based on what you’ve learned about him from this week’s readings? Give at least three reasons for your point of view, as well as specific examples
from the text to back up your claim.
Submission:
A minimum of 1 1/2 pages in Times New Roman or Garamond font with standard 1-inch margins is required.
Double-spaced text is required.
Critical thought must be applied to the paper’s topic.
In-text citations and references must be formatted in MLA style. There are no outside sources.
Top left: name, course, and assignment.
Make a title for your document.
Part 2: M3. Discussion: No one Does Evil Intentionally
Top
One of Socrates’ most famous beliefs is that “no one does evil knowingly.” Most of us can recall at least one person who, despite knowing full well what an evil deed he or she was committing, went ahead and did it anyway. We could argue this
point, but a better understanding of the Greek mindset leads to a more satisfying answer. To begin with, Socrates didn’t really say “no one does evil knowingly.” Actually, he stated that no one does kakos knowingly. In ancient Greek, kakos
meant something bad; it did not have the same connotation as the word today, which connotes religious evil or human depravity. So, what was he trying to say?
socrat
Socrates. Creative Commons. Source: Flickr.
Socrates’ thinking on the subject starts with his belief that knowledge is virtue. As a result, the more knowledgeable a person is, the better. As a result, it would seem logical to conclude that less knowledge equals less good. However, this
introduces a new linguistic complication. The translation of the word arete as a virtue has become commonplace. In today’s world, it clearly does not imply virtue. It denotes a level of excellence. So, in the end, Socrates suggests that in order to
be an excellent person (wise), one must first understand what it takes to be wise. And in order to do so, one must have some notion of wisdom as excellence. So, if one does not know a better way to live one’s life, one cannot be blamed for
doing the wrong thing. The wise person understands that in order to excel, knowledge must be sought out rather than avoided.
After you’ve finished reading the chapter, draw some conclusions about what qualities you believe a person needs to live a good life today, to be a person of integrity who is respected by his or her family, friends, and coworkers. Don’t automatically associate success with excellence (although excellence might lead to that). Check to see if you’re able to get to the
Essays on Socratic Philosophy and Socratic Ideas on Excellence
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Essays on Socratic Philosophy and Socratic Ideas on Excellence |
Essays on Socratic Philosophy and Socratic Ideas on Excellence