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3 pages in length. Plato was a thinker well ahead of his time in many ways; his insightful understanding of people and the way in which they interacted with each other and society as a whole was instrumental in his ability to articulate in a most accurate fashion. One of his most astute assertions made in relation to humanity's perceived social and political limitations revolves around the issue of education, arguing how men and women bear no difference in their ability – or natural right – to obtain knowledge. Bibliography lists 4 sources.
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File: LM1_TLCPlatoEd.rtf
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instrumental in his ability to articulate in a most accurate fashion. One of his most astute assertions made in relation to humanitys perceived social and political limitations revolves around
the issue of education, arguing how men and women bear no difference in their ability - or natural right - to obtain knowledge. "His argument is filled with references
to nature, all of them intended to show that developing the skills of only one hand is a betrayal of nature. In the context, the praise of ambidexterity is clearly
meant to impugn the mindlessness of an education that is segregated by gender and thus wastes natural talents" (Forde 657). Plato believed
that although society had come a long way in its progression, there was still a great deal of room for improvement, especially with regard to the educational element. He
was intensely interested in the sanctity of the individual, believing each person in society holds his or her own importance. Moreover, Platos life was consumed in the learning of
reason, believing that reason and knowledge were synonymous and all that was good had to do with reason. He further contended that people must strive for a knowledge that
only comes from being true to ones own choice. According to Plato, men and women both have the power to control their own destinies by way of reconciling mind
and matter with the inner and social life; these elements are all intertwined, he claimed, and as such must be addressed as one entity rather than numerous. Education, he
claimed, "takes for granted that sight is there but that it isnt turned the right way or looking where it ought to look, and it tries to redirect it appropriately"
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