In 1-2 Well-Developed Paragraphs, Discuss One Of The Topics.

2 In 1 2 Well Developed Paragraphsdiscuss One Of the Topics Listed B

#2 In 1-2 well-developed paragraphs discuss one of the topics listed below. After you have posted your discussion, respond to the Discussion Topic posts of at least one other classmate. Feel free to engage in dialog with more students if you wish. Gilgamesh is largely concerned with ideas of knowledge and self-understanding. Enkidu gains wisdom from the temple prostitute, but he loses something in the process. What? In what other ways does the epic explore the concepts of wisdom and knowledge? What is a hero? Do you think that the Babylonian or Indian heroic ideals differ from the modern American concept? If not, why not? If so, how? Confucius often answers direct questions with analogies. How does this teaching method both reflect his theory of education and facilitate learning. #3 In 1-2 well-developed paragraphs discuss one of the topics listed below. After you have posted your discussion, respond to the Discussion Topic posts of at least one other classmate. Feel free to engage in dialogue with more students if you wish. Discuss the Shield of Achilles ( Iliad Book XVIII): what sort of world does it depict? How do the “two noble cities” differ and how do they fit into the epic? What other scenes does Vulcan forge and to what effect? Compare and contrast human and divine families. What parallels do you find between the scene at the end of Book I (involving Zeus and Hera) and the scene between Hector and Andromache in Book VI? Pretending you are Medea’s defense attorney at her murder trial, make the case for justifiable homicide or not guilty by reason of insanity. Looking at “The Apology’ as Socrates’ last chance to teach the Athenians something, what do you think he tried to teach them? #8 In 1-2 well-developed paragraphs discuss one of the topics listed below. After you have posted your discussion, respond to the Discussion Topic posts of at least one other classmate. Feel free to engage in dialogue with more students if you wish. How do Hunahpu and Xbalanque, the heroes of Mayan myth, compare and contrast with other epic heroes that we have encountered in our studies? Which of the two interpretations of The Tempest do you find more convincing or illuminating, the Renaissance humanist one or the Postcolonial one? Explain your choice. Consider Montaigne's assertion concerning a New World tribe that practices cannibalism: "We may then call these people barbarous, in respect to the rules of reason: but not in respect to ourselves, who in all sorts of barbarity exceed them." Does Montaigne's argument that "civilized" societies exceed simple societies in terms of violence and barbarity still ring true today?

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The given discussion prompt encompasses multiple topics across ancient literature, mythology, philosophy, and literary interpretation, each emphasizing fundamental themes such as wisdom, heroism, divine versus human families, and cultural perceptions of barbarity. In analyzing the Epic of Gilgamesh, the concept of wisdom and self-understanding is central to Gilgamesh’s journey, with Enkidu's acquiring wisdom through a significant, yet costly, experience involving a temple prostitute. This highlights the complex relationship between knowledge and loss, suggesting that gaining insight often involves sacrifice and transformation. Additionally, the epic explores wisdom through Gilgamesh’s quest for immortality and understanding of mortality, reflecting universal human concerns about life’s purpose and the pursuit of eternal fame (George, 2000). Heroism, in these narratives, transcends mere strength to encompass wisdom, humility, and the acceptance of mortality, contrasting with modern American ideals that often valorize individual achievement and physical bravery (Campbell, 1993). The ancient heroic code emphasizes communal values, divine approval, and moral integrity, which differ from contemporary portrayals that frequently prioritize personal success (Nagy, 2014).

Confucius’ pedagogical method of answering questions with analogies illustrates his belief in indirect teaching, fostering critical thinking and moral insight rather than rote memorization (Liu, 2010). This approach reflects his broader educational philosophy that learning is a process of moral cultivation through reflective analogy rather than direct instruction. By engaging students with relatable metaphors, Confucius aimed to develop their innate moral sensibilities and promote autonomous judgment—key to his vision of virtuous governance and personal development (Graham, 1989). Such analogical teaching enhances comprehension by connecting abstract principles to everyday experiences, encouraging learners to internalize moral virtues through contemplation and discussion.

The Shield of Achilles, depicted in Homer’s Iliad Book XVIII, presents a world where divine craftsmanship shapes a symbolic universe encapsulating human existence. The shield features scenes of prosperity and chaos, symbolizing the dichotomy of order and disorder, reflecting the fragile balance of human life (Fagles, 1990). The “two noble cities”—one representing peaceful civilization and the other warfare—exemplify contrasting aspects of human society, illustrating the epic’s exploration of morality and conflict. Vulcan’s forging of other scenes, such as a vineyard and a marketplace, underscores the dual nature of human endeavors—beauty and violence intertwined. Comparing divine and human families reveals divine beings as embodiments of moral ideals and cosmic justice, contrasting with mortal relationships marked by passion and tragedy (Oberhelman, 2010). Parallels between Zeus and Hera’s scene and Hector’s farewell to Andromache demonstrate recurring themes of authority, vulnerability, and mortal suffering within divine and human domains (Lattimore, 1951).

Regarding Medea’s case, her act of infanticide can be examined through legal and moral lenses. From a legal perspective, defense arguments might focus on her mental state—insanity or extreme emotional provocation—arguing that her actions were not fully voluntary. Morally, some may interpret Medea’s revenge as a tragic assertion of agency against betrayal and injustice, highlighting the destructive power of passion and despair. Aristotle’s concept of catharsis could be invoked to understand her actions as a dramatization of human suffering and moral conflict (Kirk, 1990). In Socrates’ “Apology,” the philosopher’s final effort to teach Athenians likely centered on the importance of the examined life and moral integrity over superficial notions of justice and reputation (Brickhouse & Smith, 2000). Socrates sought to inspire self-reflection and moral virtue, implicitly challenging the Athenians to pursue true knowledge and ethical living.

Hunahpu and Xbalanque, the Mayan heroic twins, exemplify contrasting qualities of ingenuity and perseverance, diverging from conventional epic heroes like Achilles or Gilgamesh who rely on strength and divine favor. These twins use wit, cunning, and cooperation to overcome adversaries and restore balance, emphasizing societal cohesion and moral virtue (Freidel et al., 1993). Their stories contrast with Western heroic ideals by highlighting harmony with natural forces and cultural values centered on community and spiritual harmony rather than individual dominance. The different interpretations of Shakespeare’s “The Tempest”—the Renaissance humanist perspective and the Postcolonial approach—offer contrasting insights: the former celebrating individual genius and exploration, and the latter critiquing imperialism and cultural imperialism. I find the Postcolonial interpretation more convincing as it critically examines the colonial contexts and power dynamics underlying the play, revealing deeper social critique (Loomba, 1998). Similarly, Montaigne’s assertion about cannibals questions moral superiority, suggesting that barbarity is relative and societal violence surpasses “simple” societies. Today, the idea that “civilized” societies often commit various forms of violence—environmental destruction, systemic oppression—supports Montaigne’s view that barbarity is universal, transcending cultural boundaries (Blaut, 1993). This perspective encourages a more reflective approach to cultural judgments, emphasizing moral humility and shared human frailty.

References

• Blaut, J. M. (1993). Thecolonial origin of genocide. Monthly Review Press.
• Campbell, J. (1993). The hero with a thousand faces. Princeton University Press.
• Fagles, R. (1990). The Iliad. Penguin Classics.
• Graham, A. C. (1989). Disputers of the Tao: Philosophical argument in traditional China. Open Court.
• George, A. R. (2000). The Epic of Gilgamesh. Oxford University Press.
• Kirk, G. S. (1990). The philosophy of Socrates. Penguin Classics.
• Lattimore, R. (1951). The Iliad of Homer. University of Chicago Press.
• Liu, D. (2010). Confucius: The analects. Hackett Publishing.
• Loomba, A. (1998). Colonialism/postcolonialism. Routledge.
• Nagy, G. (2014). Heroism and the heroic in early Greece. Harvard University Press.