In A Well-Constructed Philosophical Essay, Answer Two Of The

In A Well Constructed Philosophical Essayanswer Twoof The Following Es

In a well-constructed philosophical essay answer two of the following essays. Choose specific point that you are trying to establish - something that you are trying to convince the reader to accept - together with grounds or justification for its acceptance. Before you start to write your paper, you should be able to state exactly what it is that you are trying to show. This is harder than it sounds. END YOUR FIRST PARAGRAPH WITH A TOPIC SENTENCE. You should be state in a single short sentence precisely what you want to prove. Systematically present your reasons for supporting your standpoint without making it a research paper.

Paper For Above instruction

In this essay, I will explore two philosophical questions that probe the nature of human values, ethics, and self-identity. The first question delves into the meaning behind an ancient anecdote involving Socratic dialogue on the value of a person's education versus material possessions. The second investigates the modern challenge of moral obligation towards others and the conflicting influences of consumer culture on our conception of self-fulfillment and excellence. My aim is to demonstrate that understanding the essence of human purpose and morality requires a reflective engagement with both historical insights and contemporary societal critiques, ultimately advocating for a pursuit of genuine self-actualization rooted in moral integrity and philosophical awareness.

Question 1: The Meaning of the Ancient Passage about the Son and the Fee

The story involving Aristippus, who asked for 500 drachmae as a fee for taking on a pupil, and the father's response that he could buy a slave for that amount, reveals a profound commentary on the relative value of education versus material goods. Aristippus's reply—that if the father prefers to buy a slave, he can have two—serves to highlight the dehumanizing perspective of commodifying human relationships and the importance of education as an investment in personal development. This dialogue underscores that true value in life lies not in material possessions but in cultivating virtue, wisdom, and moral character. The exchange invites us to reflect on how society often equates monetary wealth with human worth, neglecting the intrinsic value of moral and intellectual growth. From an ethical standpoint, it encourages us to consider education as a form of empowerment that elevates human dignity rather than reduces humans to commodities or mere consumers of material goods.

Question 2: Why Should We Do the Right Thing with Regard to Other People?

The ethical obligation to act rightly towards others is rooted in our inherent social nature and the recognition that human beings are interconnected. Philosophers like Kant argue that morality is based on duty and universal principles that respect the dignity of every individual, regardless of personal interests. Doing the right thing not only promotes social harmony but also reflects our moral integrity and authentic selfhood. When we consider others' well-being, we affirm our shared humanity and contribute to a just society. This obligation extends beyond mere self-interest, fostering compassion, empathy, and respect. It challenges us to transcend selfish impulses and recognize that moral actions cultivate our own moral virtues. Ultimately, acting ethically toward others is essential for personal growth and societal stability, forming a foundation for a meaningful human life.

Conclusion

Through examining these two questions, the importance of valuing education over material wealth and adhering to moral obligations toward others becomes clear. Both consider the deeper dimensions of human flourishing—whether in personal development or social responsibility—and emphasize that genuine fulfillment arises from virtues that transcend transient materialism. Recognizing these lessons can guide us towards a life of authenticity, moral integrity, and meaningful contribution, fostering a higher sense of self-actualization that resists the consumerist impulse described by Ernest Becker.

References

• Aristotle. (1999). Nicomachean Ethics. (J. A. K. Thomson, Trans.). Routledge.
• Kant, I. (2002). Groundwork of the Metaphysics of Morals. Cambridge University Press.
• Becker, E. (1973). The Denial of Death. Free Press.
• Rowe, M. (2000). The Philosophy of Education. Routledge.
• Schopenhauer, A. (2004). The World as Will and Representation. Digireads.com Publishing.
• Nussbaum, M. (1997). Cultivating Humanity: A Classical Defense of Reform in Liberal Education. Harvard University Press.
• Socrates. (2014). Dialogues of Plato. Hackett Publishing.
• Haidt, J. (2007). The Happiness Hypothesis. Basic Books.
• Frankl, V. E. (2006). Man’s Search for Meaning. Beacon Press.
• Thompson, J. B. (2006). The Moral Dimensions of Education. Palgrave Macmillan.