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Plato, somewhat of a contemporary of Socrates. One was the pupil of the other, but I don't remember right now which was which....
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They followed a bird that led them to Mr. Beaver.
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"Poetry is finer and more philosophical than history; for poetry expresses the universal, and history only the particular. " -Aristotle
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Yes. Plato authored a number of works, as well as allegedly recording the teachings of his mentor, Socrates.
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Shadows are uncertainty and lack of knowledge.
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When the man is removed from the cave he is brought into the light. That is enlightenment.
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In both the Republic and the Laws, Plato identifies education as one of the most important aspects of a healthy state. He lays out detailed education programs that start with exercises pregnant women should perform to ensure the health of the fetus, and he goes on to explain not only what children should study but also what values they should be exposed to and what kinds of art and physical exercise they should engage in. Plato apparently considered most of his fellow Athenians to be hopelessly corrupt, easily inflamed by hollow rhetoric, and seduced by easy pleasures. One can achieve only so much by arguing with a corrupt soul that a virtuous life is better. Instead, Plato recognizes the need to teach children from a young age to live virtuous lives and to seek wisdom. Plato thinks that a child's education is the last thing that should be left to chance or parental whim, since the young mind is so easily molded. Republican
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"Nature" here means ways of classifying things.
For example, questions philosophers such as Aristotle, Plato and Socrates might ask are:
Great Philosophers began to study Nature (here, meaning, woodlands, trees, leaves, plants) and try to classify things, not only based on type, size, shape, but to explore with their thinking just what defines humans as humans, animals as animals, nature (the scenery around us) as nature, and objects as things.
They began to explore the "nature of...." (everything). What is IT? If IT is described as A, B, C, D, then what about this other IT that seems different from the first IT we studied? What makes a living tree and attached leaves be the same but also different from a felled tree on the ground on top of leaf litter that fell in autumn? These ideas were the beginnings of recognizing the smallest pieces of life: molecules and atoms.
They also studied abstract concepts, things they could see but that needed defined. For example: motion. They saw the wind blow the leaf-- is the wind also a living being? How is something moved, when is it moved, how is it moved? These ponderings helped construct the beginnings of the subject of physics.
The nature of something is classifying it not only by what we see but how it (or a person) functions and behaves, thinks and feels, does (and does not do). The leaf "dances" on the wind as if a living entity, yet it differs from a living human being who also twirls and dances as if he or she is the leaf carried upon the wind!
The levels of classifying humans or things can be as endless as the human or object we are studying, depending how far "in" to the item or person we're studying. As 2 examples, you could classify a person by:
The "nature of something" also contains some mysteries, the things we ASK ourselves about, but do not yet know the answers!
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