Euthyphro †Plato Essay Example for Free

Euthyphro – Plato Essay On his way to his trial, Socrates runs into his friend Euthyphro, there to prosecute his own father for the murder of a slave. From this state of affairs, Socrates engages Euthyphro in a dialogue that begins with questions regarding piousness and ends up unsatisfactorily attempting to come to a true answer. In the course of this discussion, definitions of concept of holiness emerge, only to be picked apart by Socrates. Ultimately, Socrates’ goal is a new definition of piety and subtle rejection of the very idea of gods, paving the way for Plato’s defense of his wrongly accused teacher. Socrates is shocked to learn that Euthyphro is prosecuting his own father. Euthyphro defends his actions, believing that it is just to do so even though his acquaintances maintain that â€Å"it is impious for a son to prosecute his father for murder† (Plato, 8). Quickly, Socrates gets to the heart of the matter. Euthyphro is positive in his belief, therefore Socrates asks him directly: â€Å"what is the pious, and what the impious? † (9). Euthyphro’s first definition of piety is simple: â€Å"the pious is to do what I am doing now, to prosecute the wrongdoer† (9). Socrates is quick to show Euthyphro that such an explanation is but an example. â€Å"I did not bid you tell me on or tow the many pious actions but that form itself that makes all pious actions pious† (10). This lies at the heart of Plato’s philosophy: that all things have an ideal form, and that one can gain knowledge of that form through examination. The argument being refined, Euthyphro delivers his second definition: â€Å"what is dear to the gods is pious, what is not is impious† (11). Socrates points out that â€Å"different gods consider different things to be just,† noting how in Greek mythology, the gods are as quarrelsome and fickle as human beings. â€Å"Try to show me a clear sign that all the gods definitely believe this action to be right,† Socrates demands (13). Euthyphro cannot, and so Socrates presses him to further refine his definition. Therefore, Euthyphro delivers his third definition: â€Å"the pious is what all the gods love, and the opposite, what all the gods hate, is the impious† (14). Socrates must quickly turn this definition on its head: â€Å"Is the pious loved by the gods because it is pious, or is it pious because it is loved by the gods? † (14). There is a circular reason here that Socrates traps Euthyphro in. By seeking to attach piety to the desires of the gods, one cannot separate the effect and cause. Does piety exist in some form, that the gods maintain and uphold, or is piety defined by the agreement of the gods? â€Å"It is not loved by those who love it because it is being loved,† Socrates asks, â€Å"but it is being loved because they love it? † (15). Now Euthyphro must admit that there is a difference between what is â€Å"god-beloved† and what is pious. Since what the gods love and piety are different ideas, Socrates puts for the connection between justice and piety. â€Å"Is then all that is just pious? † he prompts (17). Concerning piety and the gods, Socrates eventually sums Euthyphro’s beliefs as â€Å"piety would be a knowledge of how to give to, and beg from the gods† (20). In establishing this premise, Socrates is driving towards the very notion that got him indicted by Meletus: corrupting the youth and not believing in the gods. Of course, when pressed in a court, Socrates will maintain that he believes in the gods. He later states that his public career was at the behest of the gods, who challenged him to find one wiser than he. However, Socrates’ line of reasoning suggests that he does not actually believe in the gods. â€Å"What benefit do the gods derive from the gifts they receive from us? † he asks (21). Socrates is constantly pointing out to Euthyphro that piety and the notion of the gods are two separate notions. For example, when he asks: â€Å"Would you agree that when you do something pious you make some one of the gods better? † it appears that he is reducing the notion of what a god supposedly is to that of a changing and corruptible being (19). If the gods are what they are supposed to be, how can they be improved by a pious action of a mortal? It would seem only that some god-delivered idea of piety would transform the mortals, and not the other way around. Piety, then, my dear Socrates, is that which finds universal approval as a good among human beings. If we remove the gods from the equation, then piety becomes an idealized notion of goodwill between human beings. If we are to seek out a form of piety, then there cannot be infallible gods who change their minds and respond differently to different situation. Socrates: Yes, my friend, perhaps there is indeed a form of piety, as we have been seeking. However, by what measure do you define universal approval? Simple majority? Are we to vote on a common definition? If a majority of people go to war, and sanction the killing of others, is it pious to do so? If the cause is just, one must say yes. Socrates: If war can be pious, then what cannot fall under this definition? What is just and what are pious must be two different notions, as we have already discussed. Indeed you are correct, Socrates. Piety is fidelity to the truth. Perhaps if there is indeed a form of it somewhere, then we have instinctive knowledge of piety without being able to define it in human language. If Euthyphro has â€Å"no clear knowledge of piety and impiety† despite his convictions, is it possible that each one of us defines such morality on our own (22)? Perhaps, then, there is no form in the universe, and each one of grasps at straws attempting to satisfy an inner desire to make sense out of the chaos that is life. References Plato. Five Dialogues: Euthyphro, Apology, Crito, Meno, Phaedo. Translated by G. M. A. Grube. Indianapolis: Hackett Publishing Company, 1981.

Capital Punishment Essay - Death Penalty as a Deterrent to Crime :: Argumentative Persuasive Essays

The Death Penalty as a Deterrent to Crime Brutally murdered by a man no one would have suspected, an innocent twelve-year old girl was taken from her mother. Although, this poor girl's mother was stricken with grief and anger, she did not wish for this murderer to die for her own sake, but to protect other innocent girls like her own. She sat and watched, staring into the eyes of the man who had killed her daughter. She watched as they inserted the needle containing the fluid that would take his life. Is it morally unjust to execute criminals after they have committed a certain horrific crime upon another innocent victim? Until mid-twentieth century, this had been the tradition of practice, dating back to ancient times. In the United States especially, capital punishment is a hot topic of discussion and controversy. It is a difficult issue with many different points of view. Some are pro death penalty, others against the death penalty, and yet others with mixed feelings. So many different questions originate when the topic of the death penalty arises. Some of these are cost, sentencing equality, religious beliefs, the possibility of executing the innocent, and deterrence. These are just a few of the heated issues to consider. The death penalty is deterring crime, showing that individuals in the United States will be held responsible for their actions. Some of the first death penalty laws can be dated as far back as the Eighteenth Century. This was a time when death was the only punishment for all crimes. These death sentences were done by means of beheading, drowning, beating to death, and burning alive, among others. From 1823 to 1837, the death penalty was eliminated, in Britain, for over 100 of the 222 crimes punishable by death. In 1967, after many legal challenges through the courts, executions were stopped in the United States. Finally, the Supreme Court placed a suspension on capital punishment in 1972, although later allowed it in 1977, under certain conditions (Changes). Cost plays a major role in the death penalty. Opposing views say that it is far more expensive to execute someone than to give them life without parole. On the other hand, many others disagree. It has been estimated that life without parole cases will cost 1.2 million to 3.6 million dollars more than that equivalent to using the death penalty. On average, a life without parole sentence lasts thirty to forty years, while the annual cost of imprisonment is 40,000 to 50,000 dollars for each prisoner or more, each year (Lowe).

Cold War Essay

How was the Cold War fought? †¢ Directions: The following question is based on the accompanying documents in Part A. As you analyze the documents, take into account both the source of the document and the author’s point of view. Be sure to: 1. Carefully read the document-based question. Consider what you already know about this topic. How would you answer the question if you had no documents to examine? 2. Now, read each document carefully, underlining key phrases and words that address the document-based question. You may also wish to use the margin to make brief notes. Answer the questions which follow each document. 3. Based on your own knowledge and on the information found in the documents, formulate a thesis that directly answers the question. 4. Organize supportive and relevant information into a brief outline. 5. Write a well-organized essay proving your thesis. The essay should be logically presented and should include information both from the documents and from your own knowledge outside of the documents. Question: How did the Cold War begin and what â€Å"weapons† were used to fight this war? Part A:–The following documents provide information about the Cold War. The offensive missiles could destroy most cities in the Western Hemisphere. Consequently, he demanded that the Soviet Union remove these missiles from Cuba and â€Å"end this dangerous arms race. † Document 9 Premier Khrushchev agreed to remove the missiles because he said they were only put there to defend and protect Cuba from an attack. Since the U. S. had promised that Cuba will not be attacked by any country in the Western Hemisphere, the missiles were no longer needed. The threat of nuclear was lifted and the world stepped back from the brink of war. 127 Additional Information Beyond the Documents

Wolfgang Amadeus Mozart ( 1719-1787 ) - 1542 Words

Joannes Chrysostomus Wolfgangus Theophilus Mozart better known as, Wolfgang Amadeus Mozart (1756-1791) was born in Salzburg, Austria to Leopold and Anne Marie Mozart. Leopold Mozart (1719-1787) was a violinist, composer and the Vice-Kapellmeister to the court of the Archbishop of Salzburg. His elder sister Marie Anne also nicknamed â€Å"Nannerl†, and are the only two to survive out of seven children. He and his sister were both child prodigies in music. At the age of three, Mozart would watch and mimic his elder sister as she played the harpsichord. Mozart’s father gives up composing and eventually becomes a teacher when he recognizes his children’s talents, he spent a lot of time with them on music and othe subject at which they also exceeded in these areas as well. Leopold teaches Mozart how to play the clavier, organ, and violin. At the age of four, he had already mastered some of the works his father had him play and by the time he was five, he had already composed a small andante and an allegro. In 1762, Mozart and his family traveled across Europe on a long tour that took three years to the courts of Paris, London, Munich, Mannheim, The Hague, and back to Paris, home and then Zurich, and Donaueschingen were they performed for the imperial court and nobles. In some of the cities they visited on tour Mozart would play, and sometimes his sister would improvise or play in courts, public, or church. In Paris, Mozart’s first music was published, sonatas for violin andShow MoreRelated Mozart Essay examples2056 Words   |  9 Pageswealth of serious and comic operas as well as vocal religious music also appeared during this time†(Ferris, 231). One of the best composer of this time was Wolfgang Amadeus Mozart. In this paper I will go through his childhood, his friends and family, and of course his music. Enjoy!!! Child of the Enlightenment The world that Wolfgang Amadeus Mozart entered ceremoniously in 1756 was brimming in change. Historians refer to this era as the Ag e of Enlightenment, one of unparalleled scientific, philosophicalRead MoreWolfgang Amadeus Mozart Essay1335 Words   |  6 Pagesof Leopold Mozart and Anna Maria Pertl, Wolfgang Amadeus was born in Salzburg on January 27, 1756. Considered by many to be one of the greatest musical prodigies in history, by the age of three he was already a keyboard-player and violinist. By five he was composing symphonies. Leopold Mozart (1719-1787), his father, undertook complete responsibility for the tutoring of Wolfgang and his elder sister Maria Anna (Nannerl), an extremely gifted keyboard player in her own right. Mozart spent fromRead MoreThe SUmmer of a Jupiter Symphony Essay2410 Words   |  10 PagesThe Summer of a Jupiter Symphony The year is 1788 as Wolfgang Amadeus Mozart began to work on his last three symphonies during a time of strife for musicians as the Austro-Turkish War continues to war on in Austria. Tired from moving his family from central Vienna to the suburbs of Alsergrund all while in debt to his ears as he continued to borrow money from friends including a fellow mason, Michael Puchberg, Mozart finished his final symphony on August 10, 1788. This piece, nicknamed the â€Å"JupiterRead MoreWolfgang Amadeus Mozart4740 Words   |  19 PagesWolfgang Amadeus Mozart (German: [ˈvÉ”lfÉ ¡Ã‰â€˜Ã…‹ amaˈdeus ˈmoË tsaÊ t], English see fn.[1]), baptismal name Johannes Chrysostomus Wolfgangus Theophilus Mozart[2] (27 January 1756 – 5 December 1791), was a prolific and influential composer of the Classical era. He composed over 600 works, many acknowledged as pinnacles of symphonic, concertante, chamber, piano, operatic, and choral music. He is among the most enduringly popular o f classical composers. Mozart showed prodigious ability from his earliest childhoodRead MoreGeorge Frederick Handel Essay967 Words   |  4 PagesRiver Thames in 1715, during which the F major suite from Handels Water Music was probably played. Under the sponsorship of the duke of Chandos, he composed his oratorio Esther and the 11 Chandos anthems for choir and string orchestra (1717-20). By 1719 Handel had won the support of the king to start the Royal Academy of Music for performances of opera, which presented some of Handels greatest operas: Radamisto (1720), Giulio Cesare (1724), Tamerlano (1724), and Rodelinda (1725). In 1727 Handel became