Pre Reading Questions for the Allegory of the Cave

Lesson Plan #: AELP-PLT0200
Submitted by: Patty Zuccarello
E-mail: pzuccarello@deborahsplace.org

Date: May 30, 2001

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Grade Level: Vocational Education, Adult/Continuing Instruction

Subject(southward):

• Philosophy/Platonism

Duration: ii hours

Clarification: Students are introduced to Plato's Allegory of the Cave. Later on listening to a re-telling of the story, students work in groups to analyze various parts of the apologue.

Goals: Students will be able to identify situations and problems where they have fabricated changes and demand to make changes, peculiarly surfacing bug effectually why we choose to change or non to alter.

Objectives: Students will be able to ascertain philosophy, apologue, and the images in The Allegory of the Cavern as they pertain to their lives.

Materials:

• The Allegory of the Cave in The Republic , by Plato
• flashlight
• flipchart
• markers
• pens
• tape
• an assistant to hold the flashlight
• Give-and-take Sheet and Class Evaluation Class

Discussion Sheet and Course Evaluation Form in .pdf format; requires gratuitous Adobe Acrobat Reader.

Click the icon to obtain the free Reader.

Procedure:
Before you teach, you will need to read a biography about Plato, read The Allegory of the Cave, and do re-telling the story. You lot volition also need to gather the following supplies: flipchart, markers, tape, and copies of The Allegory of the Cave. In addition, enlist the help of some other staff person to be the "burn down" (belongings a flashlight at the back of the room ) while you re-tell the story.

Lesson Outline: What is philosophy?

• live your life according to ideas and assumptions about what the world is like — that's your philosophy
• the give-and-take means, beloved of wisdom

Which begs the question, "What is wisdom?" What do y'all think? Facilitate chat answering this question.

Why do you think nosotros written report philosophy? In that location are many reasons to study philosophy and humanities. ( Writer'southward Note: here are my 3 favorite reasons):

• The unexamined life is not worth living. (Socrates 400 BC)
• Vocational training is the preparation of animals or slaves. It fits them to become cogs in the industrial automobile. Free men need liberal instruction to set them to make a expert apply of their freedom. (John Dewey, 1916 Advertisement)
• Know yourself. (Plato, 387 BC)

Today we're learning about Ancient Greek philosophy. Three famous men in Aboriginal Greek philosophy were Socrates, Plato, and Aristotle. All three lived in Athens most of their lives, and they knew one another.

Socrates 469-399 BC

• Father was a stone carver; female parent was a midwife
• Father claimed to be descendent of the god Poseidon
• Father died when Socrates was a boy
• Female parent remarried her uncle; they raised Socrates
• Tried his hand as a rock sculptor and was very bad by all accounts
• Known for pedagogy through discussion of ideas, using questions to challenge students' assumptions near the world
• Learning how petty nosotros know is how nosotros acquire
• Never wrote anything down, so we have no written works past him; also no pictures (although they say he was quite ugly)
• Sentenced to death by hemlock for non recounting his atheist beliefs and for corrupting the young men he taught

Plato 428-348 or 347 BC

• Socrates pupil
• Wealthy family unit
• Started out with career in politics, but left when he realized that politicians weren't truthful — didn't think clearly
• Started his own university, The Academy, in 387 BC
• Was all nigh ideas every bit truth — ideas be in perfect truthful country in our minds
• Physical globe is misleading, and therefore not what you should base truth upon
• Constant struggle for humans is discovering the reality of the world while balancing what yous know to exist true, and what the physical world is showing you to be true
• People born with knowledge in their heads; knowledge gathered as moved from life to life
• Recalling knowledge from previous life called anamnesis — it'due south how you tin can know something without having start hand experience of it
• Point of education is to draw out the knowledge that'due south already in your head; employ dialogues to do this
• Prolific writer – approximately 24 books; wrote in dialogues so it's easy to read, and he had a humour, likewise

Aristotle

• Plato's student — nosotros volition exist discussing Aristotle in a future class (meet this web site for introductory information near Aristotle: http://www.historyforkids.org/learn/greeks/philosophy/aristotle.htm ).

Today we're looking at Plato's piece of work, The Allegory of the Cave, from his book, The Republic

What is an allegory?
A story where the things in the story represent other things (also think parable, metaphor). Can you think of an allegory you know? Plato's apologue is about a cavern. Whole Grouping Activity: Allegory of the Cavern

• Ask students, "What practise you know about caves?" Use the flipchart to document their brainstorming.
• Inform students that you are going to share Plato'southward Allegory of the Cave. Plough off the lights, shut the blinds, and welcome them to Plato'south cavern.
• Have your "burn down" person at the back of the room (using a flashlight every bit burn) when you requite her the sign. (This should be while you're telling the first part of the Allegory, describing the cave.)
• Re-tell the apologue; use questioning to tell the story with input from the group. For example, when you lot are telling the role where some of the prisoners re-enter the cave ask, "What happens when they come dorsum downwards into the cave?"
• At the end of the allegory, plough the lights on and open the blinds.
• Enquire students to tell you what things in the story could represent other things. Write students' responses on the flipchart.
• Ask for a volunteer to tell what each of these items could represent and write them on the flipchart next to each item. For example: "Prisoners – people, Shackles – addiction," etc.

Small Group Activity:
Distribute a give-and-take sheet to each pupil, and ask the participants to work in pairs or groups of three, thinking nigh the cave in our worlds. Students should write their responses on the give-and-take sheets.

Whole Grouping Sharing:
After 10 or 15 minutes, ask the groups to report back to the whole group on what their things represented. Write these on the flipchart. Make sure to annotation that we do non spend unabridged days in or out of the cavern. We will probably spend time in both places during our workday. The cardinal to coming out of the cave is to exist aware we're in the cave, and to work on moving toward the calorie-free. Ask participants for ways they've learned to "Come out of the cave" in their worklife.

Time permitting:
In pairs, have students write their own allegory. Journal Question:
Plato said, There volition exist no end to the troubles of the state or indeed of humanity itself until philosophers become kings or until those we now call kings really and truly become philosophers. Do you lot agree? Why or why non?

Assessment: Observe students' participation throughout the lesson. Collect students' journal writings and/or allegories. At the end of grade, the teacher tin ask students to complete the class evaluation class. The instructor can employ the information on this course to make changes/adjustments/improvements to future lessons.

Useful Cyberspace Resource:
* Greek Philosophy
http://world wide web.historyforkids.org/learn/greeks/philosophy/alphabetize.htm

* General Educational activity vs. Vocational Education
past Mortimer J. Adler
http://radicalacademy.com/adlervoceducation.htm

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Source: https://eduref.org/lessons/philosophy/plt0200

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