...Philosophical Dialogue (from Philosophy Pages) Verbal discussion of serious topics is in no way tangential to the practice of philosophy. From Socratic gatherings to the philosophical conventions of today, thinking things through out loud—and in the presence of others—has always been of the essence of the philosophical method. (Most philosophical texts embody this give-and-take, either in explicit use of dialogue form or by a more subtle alteration of proposal, objection, and reply in expository prose.) Your philosophical education demands that you enter into the great conversation of Western thought. A few suggestions may help: Be prepared Productive dialogue presupposes informed participants. This means that during every class session, each of us will have read the material assigned for the day, we will pay careful attention to what others have already said, and we will think carefully before speaking. Of course, each of us will often be mistaken, but none of us should ever speak randomly. Respect others Joint participants in dialogue show a deep, personal respect for each other. We owe it to each other to listen well and to give each other the benefit of doubt in interpreting charitably what has been said, trying always to see the worthwhile point. Although we will rarely find ourselves in total agreement on the issues at stake, we will never attack or make fun of each other personally. Expect conflict Disagreement with an expressed opinion and criticism of its...
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...Great dialogues of Plato—Crito In this chapter, Plato talked about the dialogues between Socrates and Criton, Socrates’ best friend in his whole life. In this time, Socrates had already been put into prison by the unfair adjudgement in the court and he was waiting for the death penalty. When a Greek ship from Delos came back, he needed to get the death penalty. Before this time, Criton had visited Socrates for a few times, and tried to persuade him escape from this prison, but it was not worked. In the beginning of this dialogue, Socrates asked Criton, “Why have you come at this time of day”? He was sleeping and even forgot the time. Criton wanted to convince him leave the prison, and he had already found someone to help Socrates if he could escape. It must be the last time to get out from this prison, because the ship would come soon. However, Socrates refused his suggestion depending on his own opinion about moral and law. Then they began to debate by several aspects. Criton thought that he should leave the prison because he was guiltless. And he used a few ways to persuade him, just like, he let Socrates think of his sons and said “It is your power to bring them up and educate them, and now you will go off and leave them, and so far as you are concerned, they must take their life as they find it”. And they would be in orphan, if you leave them. He appealed by emotion to persuade him not giving up his life. On the other hand, Criton illustrated their friendship. If Socrates...
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...Written by the Greek historian Thucydides, History of the Peloponnesian War is one that tells the story of the war (431-404 BC) which divided the Greek world between Athens and its allies and Lacedaemon. The Melian Dialogue presents two sides and two perspectives that of the Melians neutrality and that of the Athenians’ might. By Thucydides juxtaposing the Athenian’s position to that of the Melians, there is a clear conclusion of which side actions are tactically and morally acceptable. One would argue that the Athenians are immoral for violently plundering the Melian territory because they had the power to do so. However, given the circumstance of trying to defend their empire due to the imbalance of forces, the Athenian actions are not unduly harsh and are justified because they needed to assert their power. The Melians’ senselessness of resistance and logicality of weakness enables Athens’ actions to be more reasonable. Athens is a nation that has demonstrated their power and authority towards other nations in situations of war and imperialism. In tactically trying to gain allies in the war against Sparta, Athens’ main objective is not to appear weak before their enemies and as a result, they needed to assert their power towards Melos. While asking the Melians to submit, the Athenians say to them, “for your hostility cannot so much hurt us as your friendship will be an argument to our subjects of our weakness, and your enmity of our power” (Thucydides 269). Here, the Athenians...
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...Dialogue can be defined as a combination of mindful communication, equitable transaction, empathic conversation and real meeting and is believed “to produce thoughts that neither party in a relationship-nor any participant in a group, team, or network – could have produced alone.” (Eisenberg, et al., 2009, p.50-51). Promoting dialogue in teams will lead to new ideas and open communication, which lead to integrity in workplace. However, it faces challenges like people’s mindless communication, inability to express their opinions and perspectives, people having assumptions of what is “right” and inability to have a genuine communication. In this essay, I will discuss some benefits and challenges associated with promoting dialogue in teams. Dialogue is defined in the Merriam-Webster dictionary as “An exchange of ideas and opinions” (Merriam- Webster.com 2013). In a dialogue, members of the team freely express their assumptions, opinions and perspectives. Thus, a pool of distinctive ideas are formed and lead to new ideas that an individual could not have come up with alone. Consider a team of five with members from five different countries and backgrounds. When they get engaged in a dialogue, the participants would bring very distinct perspectives and opinions to the table, which will make the team members to view the matter from a very different perspective and help the team to think of new ideas. I have personally experienced the wonders of a dialogue in one of my high school...
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...Unlike his mentor Socrates, Plato was both a writer and a teacher. His writings are in the form of dialogues, with Socrates as the principal speaker. In the Allegory of the Cave, Plato described symbolically the predicament in which mankind finds itself and proposes a way of salvation. The Allegory presents, in brief form, most of Plato's major philosophical assumptions: his belief that the world revealed by our senses is not the real world but only a poor copy of it, and that the real world can only be apprehended intellectually; his idea that knowledge cannot be transferred from teacher to student, but rather that education consists in directing student's minds toward what is real and important and allowing them to apprehend it for themselves; his faith that the universe ultimately is good; his conviction that enlightened individuals have an obligation to the rest of society, and that a good society must be one in which the truly wise (the Philosopher-King) are the rulers. The Allegory of the Cave can be found in Book VII of Plato's best-known work, The Republic, a lengthy dialogue on the nature of justice. Often regarded as a utopian blueprint, The Republic is dedicated toward a discussion of the education required of a Philosopher-King. The following selection is taken from the Benjamin Jowett translation (Vintage, 1991), pp. 253-261. As you read the Allegory, try to make a mental picture of the cave Plato describes. Better yet, why not draw a picture of it and refer...
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...The Socratic Method: “The unexamined life is not worth living.” Socrates (469—399bc) Plato (427—347bc) Each of the main Platonic dialogues emphasizes one philosophical theme—for example, the nature of truth, beauty, justice, virtue, courage, piety, or friendship. The typical Platonic dialogue of the early period can be divided into three segments: In the first segment, Socrates meets a young man who claims to know something about one of the aforementioned “big” topics. Socrates flatters the young man and compliments himself on his luck at having found someone who actually knows something that he, Socrates, has been seeking for fifty years. Socrates begs the young man to impart his wisdom to him. When the young man does so, Socrates acts deeply impressed. The young man’s head begins to swell. The second segment of the dialogue begins when Socrates seems to notice some apparently minor problem with the formulation of the youth’s argument. The young man thinks that a simple cosmetic job can cover the blemish, but Socrates’ objection becomes the small thread that, when pulled, unravels the garment. The young man finds himself tangled up in contradictions and paradoxes. The third segment of the dialogue begins when both Socrates and his partner have admitted ignorance. The young man doesn’t know what “X” is (virtue, beauty, truth, etc.), and Socrates does not know either. At this point, Socrates will say to his dispairing companion something like this: “Look...
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...choose system functions by mistake and will need a clearly marked "emergency exit" to leave the unwanted state without having to go through an extended dialogue. Support undo and redo. 4. Consistency and standards: Users should not have to wonder whether different words, situations, or actions mean the same thing. Follow platform conventions. 5. Error prevention: Even better than good error messages is a careful design which prevents a problem from occurring in the first place. Either eliminate error-prone conditions or check for them and present users with a confirmation option before they commit to the action. 6. Recognition rather than recall: Minimize the user's memory load by making objects, actions, and options visible. The user should not have to remember information from one part of the dialogue to another. Instructions for use of the system should be visible or easily retrievable whenever appropriate. 7. Flexibility and efficiency of use: Accelerators—unseen by the novice user—may often speed up the interaction for the expert user such that the system can cater to both inexperienced and experienced users. Allow users to tailor frequent actions. 8. Aesthetic and minimalist design: Dialogues should not contain information which is irrelevant or rarely needed. Every extra unit of information in a dialogue competes with the relevant units of information and diminishes their...
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...B1 DATE May 21st 2014 LESSON TOPIC Experiencing Setbacks SPEAKING ACTIVITY Dialogues SKILL DEVELOPMENT AT THE Macro skill of oral communication: Accomplish appropriate DISCOURSE LEVEL communicative functions according to situations, participants and goals. LEARNING RESOURCES - Video Clip: “A date with Sarah” - Power Point Presentation: Modal Verbs “MENTEFACTO” - Printed material: task sheet. - Web 2.0 tools: Dvolver Movie Maker ESTIMATED TIME OF LESSON 30 minutes PROCESS FOR TASKS TEACHING & LEARNING PROCEDURES LEARNERS - The teacher poses a topic-based question: Have you ever experienced a setback? And makes sure learners understand the concept of setback. - Students read a brief paragraph about two friends who are going RECEIVING INPUT to the movies. THROUGH - Teacher encourages students to watch a two-scene situational OBSERVATION video clip: “A date with Sarah” and have the opportunity to get input through observation. - The teacher checks learners’ comprehension by asking them questions about the video clip. COMPREHENSION TASK (Pre-task) LANGUAGE FOCUS TASK (Analysis – Practice) EXPLORING PREVIOUS KNOWLEDGE & DEVELOPING IMITATIVE SEPEAKING -The teacher explores students’ previous knowledge about Modal Verbs and highlights characteristics through a MENTEFACTO. - The teacher sets a task to get students become aware of language functions when using Modal Verbs. - Students practice the two-scene dialogues in front of the class as the teacher monitors their oral...
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...Tori carpenter 11/29/15 ENg-023 ZIPUSA Understanding the Meaning 1. Using dialogue and personal experience is a great way to keep a reader into what they are reading because for me I really like to connect with what I’m reading and if they use dialogue I always read it as if I was saying it and also I try to connect to what happen to them in the reading. In the reading they use dialogue in paragraph 5, 8, 10, 11 and 14. 2. Dr. Thuy vision of living “The American Dream” was to live with money and not be poor she wanted to have a bigger and better house then she did when she was growing up. Her vision isn’t really different from her parents she isn’t as hard on her children as her parents but her vision is more the same as her parents because she sent her children to become a doctors and her parents wanted her to live a better life that’s why they wanted to become a doctor. That’s why Thuy sent her children as well she wanted them to live a great life when they became older. Group Discussion 1. The authors purpose of this passage is everyone want to have money and life in a nice house and people always say “it the American dream” they want something better for them self. The tone was a strong the author wanted me as a reader to know if you want something you have to work for it because it doesn’t just get handed to you. That why they became doctors so they could make money and get a bigger house and not be poor like they were when growing up. The authors purpose...
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...gave me a ton of certainty which determined me to be the first individual in the administrative field. Forming a group from different cultures and working in a team helped us to achieve our goals by our different ideas. It was bit a challenging task for us but the positive attitude of our team has reached to success by doing survey of an organisation and preparing reports on those survey results. Interviewing managers and employees and getting solved their problems was the main purpose of our team that we should be helpful in some or the other way to the organisation. During survey, communication was an important part to overcome any problem. Schien (1993) recommend that to adjust correspondence and trade data, 'dialogue is not just distinctive type of numerous methods...
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...Discussion Board (DB) is part of the core of online learning. Classroom discussion in an online environment requires the active participation of students and the instructor to create robust interaction and dialogue. Every student is expected to create an original response to the open-ended DB question as well as engage in dialogue by responding to posts created by others throughout the week. At the end of each unit, DB participation will be assessed based on both level of engagement and the quality of the contribution to the discussion. At a minimum, each student will be expected to post an original and thoughtful response to the DB question and contribute to the weekly dialogue by responding to at least two other posts from students. The first contribution must be posted before midnight (Central Time) on Wednesday of each week. Two additional responses are required after Wednesday of each week. Students are highly encouraged to engage on the Discussion Board early and often, as that is the primary way the university tracks class attendance and participation. The purpose of the Discussion Board is to allow students to learn through sharing ideas and experiences as they relate to course content and the DB question. Because it is not possible to engage in two-way dialogue after a conversation has ended, no posts to the DB will be accepted after the end of each unit. Consider the following scenario: Lucy Shafer wants to borrow $100,000 to expand her dog-breeding business...
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...the conflict when named and as for me there is a complex conflict that from the external point depicts the person (a boy – Tom) versus the mob. The second variant of the external conflict I’d work out as more general one: people within the civilization and out of it. The internal conflict goes around the boy being of two minds: to follow the others or to listen to his feelings and aspiration. So, the author tells the story in the third person and just takes a step back to make us interpret the things on our own. He plausibly creates the picture of the atmosphere but leaves the room for the reader’s imagination to create the details of the decorations at the same time. All the settings can be rendered through the dialogues, as most of the story is coming in dialogue form to...
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...Assignment 02: In an essay of about 1200 words conduct a close reading of this dialogue between Julie and Lois; discuss what it reveals about their individual personalities. In particular, consider notable language features that are present in the passage through a conversational analysis that includes aspects such as turn-taking, cooperative principles, implicature, and politeness strategies. You should provide quotations from the passage to substantiate your essay’s argument. Individual personalities {Julie and Louis are sisters who sound and look alike. We are told Louis is a year older and more conservative. The play opens with Julie in the bathtub. There is a window above the tub and Louis’ date Mr. Calkins comes to it and begins talking with Julie. He believes he is talking to Louis as they sound alike. (He can not see in the tub to know it is Julie as this is not a perverted play) The bulk of the dialogue is between Julie and Mr. Calkins. Eventually, however, he realizes he is talking to Julie because Louis walks out the front door. The last line is Julie preparing to emerge naked from the tub and the curtain falls.} Fitzgerald uses Julie and Louis to portray the distinction between the old generation and the youth of the 20’s. Louis, who is older, exemplifies the traditional women who were used to the strict moral code of the early 1900’s. Louis is flabbergasted when Julie tells her that she often walks to the tub naked instead of wearing a towel, “ Why, You little...
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...Plato Paper: Prompt #2 11/3/14 Why does Plato write dialogues? How does that genre fit with and promote his philosophy? Use Examined life to help promote this concept that Plato embodies. ! From what method of teaching can a learner take away a meaningful interpretation of the lesson taught? Upon determining the answer to this question, one might discern between more and less helpful ways to learn. The old Native American saying goes, “Tell me and I'll forget. Show me, and I may not remember. Involve me, and I'll understand”(Inspirational Quotes). This exact idea is embodied by Plato and also by some of the philosophers in The Examined Life. Plato provides examples of stories to help one wrap their brain around a concept due to their own involvement in the learning. The brilliant Plato methodically sends an equally striking and concise impression-making message to both his readers and interlocutors. Unlike Aristotle, who lays down the law of philosophy in absolute non-negotiable terms, Plato paints a sufficiently big picture for the reader in terms of philosophical conclusion through narrative dialogues and allegories in his writings. Plato does this by granting the interlocutor a paintbrush in drawing the “big picture” so that the appropriate details can be sketched in as needed and refutations are made possible in order to distinguish between what is and what is not relevant. This process gives the readers, as well as the interlocutors, a feeling of overall ...
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...Assess the effectiveness of own organisation in measuring team performance against organisational goals and objectives. I will be assessing how the Arla Stourton site measures team performance against goals and objectives and how effective these measures are. In my opinion the site at times struggles to measure team performance against its goals and objectives as I believe that the objectives are too vague and are not always fully understood by the people who are meant to be achieving them. A lot of this I believe is down to the size of the site and the very distinct differences between the different departments. At times, the objectives of one department and another conflict while they are trying to achieve the same goal. All of this makes measuring team performance difficult. There is also a lot of different roles within the same team around the site, some of which I believe would be difficult to manage performance as there aren’t targets against which you could manage. Two vastly different roles but both with similar issues regarding giving targets to are a faciliation technician – the target you could give them is to complete a certain numbers of jobs in a day, but this gives the issue of how you assign times to a job and if a job is going to take longer how you adjust the target and how you can stop abuse of the system. The second example is an communication technician, how do you set a target for them, when their job is about talking to people and using soft skills, both...
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