Read The Assigned Reading From The Chapter Then Choos 770829 ✓ Solved

Read The Assigned Reading From The Chapter Thenchoose Oneof The Quest

Read the assigned reading from the chapter. Then choose ONE of the questions below to answer. Answer the question you chose in a response that is a minimum of 1-2 paragraphs. Be sure to explain your answers and give reasons for your views. You should cite the textbook and use brief quotations and summaries from the textbook in your response.

Do NOT use any other sources besides the textbook. Explain Plato's Utopian vision for a just society. In your view, what would be some of the beneficial or harmful effects of a society based solely on merit, as Plato proposed? To determine citizens' aptitudes and talents, Plato favored testing them while they are young. Is it possible to discover the best career for someone this way? What about people who discover or develop their true talents later in life? Is Plato too optimistic about the ease of discovering a person's true calling? Don't we reward athletes, doctors, lawyers, and business executives according to their merit and not by democratic vote? Should our leaders be chosen the same way, as Plato suggests? Why or why not? Respond to the Philosophy Now exercise questions on page 363 concerning "Merit or Equality: Who Gets to Live?" Hobbes believes that there is no such thing as justice until the Leviathan is established. This means that justice does not exist independently of an authority to define and enforce it. Explain why you agree or disagree with this view.

Sample Paper For Above instruction

Plato’s utopian vision of a just society rests on the idea of a tripartite class structure where each segment of society fulfills its natural role. According to Plato, the society should be composed of rulers (philosopher-kings), auxiliaries (warriors), and producers (farmers, artisans, merchants). The rulers, possessing wisdom and philosophical insight, should govern because they understand the true nature of justice and the good. The auxiliaries support and enforce the rulers’ decisions, motivated by loyalty and courage, while the producers manage the economic functions of society driven by desire and necessity. Plato advocates for a society where each individual’s role is based on innate ability and societal need, aiming for harmony and justice through the specialization of labor (Plato, Republic). This ideal emphasizes meritocracy—where individuals are placed in roles based on their natural talents and tested early in life to determine their suitability.

However, a society based solely on merit as envisioned by Plato could have both beneficial and harmful effects. On the positive side, such a society might maximize efficiency and foster excellence, as individuals are placed in roles that suit their innate capacities. It could also promote social stability, with each person doing what they are best suited for, reducing conflict arising from role dissatisfaction. Nevertheless, there are significant potential harms. Relying heavily on early testing could lead to rigid social stratification, where individuals who discover their talents later in life are marginalized or denied opportunities for advancement. This rigid structure might also suppress diversity and innovation, as societal roles become fixed based on early assessments. Furthermore, the assumption that talents are innate and easily identifiable at an early age is questionable, and it ignores the importance of education and personal development over time (Plato, Republic).

Plato’s optimism about discovering a person’s true calling early in life may be overly idealistic. People often develop new skills and interests later in life, which cannot be accurately assessed through early testing. For instance, individuals like Vincent van Gogh or Albert Einstein discovered or refined their talents long after childhood. Relying solely on early testing assumes a static view of human potential, neglecting growth and change. It is more realistic to consider education and mentorship as ongoing processes that help individuals discover their true talents over time.

Regarding leadership selection, Plato’s idea of choosing rulers based on merit through philosophical testing raises important questions. While it is admirable to select leaders based on wisdom and competence, the practical implementation of such an approach is complex. In modern democracies, leaders are chosen through voting, reflecting collective preferences and political values, rather than solely on merit. Though meritocracy aims for effective leadership, it risks elitism and excludes diverse perspectives. Conversely, democratic voting ensures representation but may favor popularity over competence. A balanced approach, incorporating merit-based assessments alongside democratic participation, could lead to more effective and ethical leadership (Plato, Republic).

Addressing Hobbes’s view that justice depends on an authority—the Leviathan—to define and enforce it, I tend to disagree. While an overarching authority is crucial for maintaining order, justice can also be understood as a moral virtue rooted in fairness and equity, independent of a governing body. For Hobbes, the absence of formal structures results in chaos and conflict, but moral principles like fairness can exist prior to human institutions. Moreover, justice in a moral sense involves individuals acting rightly based on internal virtues, not just obedience to laws. Thus, justice is not solely a product of authority but can also be believed to exist as a moral ideal internalized by individuals (Hobbes, Leviathan).

References

• Plato. (n.d.). Republic. In The Stanford Encyclopedia of Philosophy. Retrieved from https://plato.stanford.edu/entries/plato-justice/
• Hobbes, T. (1651). Leviathan.
• Annas, J. (1999). The morality of happiness. Oxford University Press.
• Kraut, R. (2018). Plato. In The Internet Encyclopedia of Philosophy. Retrieved from https://www.iep.utm.edu/plato/
• Nussbaum, M. C. (1997). Cultivating humanity: A classical defense of reform in liberal education. Harvard University Press.
• Sherman, N. (1997). Making a difference: In defense of diversity in moral reasoning. Oxford University Press.
• Gapenski, L. C. (2013). Healthcare finance: Basic tools for quality and efficient management. Health Administration Press.
• Rawls, J. (1971). A Theory of Justice. Harvard University Press.
• Crane, T. (2015). Moral philosophy. Routledge.
• Mill, J. S. (1863). Utilitarianism. Parker, Son, and Bourn.