Exam 5: The Philosopher-King: Plato
Exam 1: The Asian Sages: Lao-Tzu, Confucius, and Buddha63 Questions
Exam 2: The Pre-Socratic: Sophos63 Questions
Exam 3: The Sophist: Protagoras63 Questions
Exam 4: The Wise Man: Socrates63 Questions
Exam 5: The Philosopher-King: Plato63 Questions
Exam 6: The Naturalist: Aristotle63 Questions
Exam 7: The Stoic: Epictetus and Marcus Aurelius63 Questions
Exam 8: The Scholar: Thomas Aquinas63 Questions
Exam 9: The Rationalist: René Descartes63 Questions
Exam 10: The Skeptic: David Hume63 Questions
Exam 11: The Universalist: Immanuel Kant63 Questions
Exam 12: The Utilitarian: John Stuart Mill63 Questions
Exam 13: The Materialist: Karl Marx63 Questions
Exam 14: The Existentialist: Søren Kierkegaard63 Questions
Exam 15: The Pragmatist: William James63 Questions
Exam 16: The Anti-Philosopher: Friedrich Nietzsche63 Questions
Exam 17: The Twentieth Century: Ludwig Wittgenstein and Martin Heidegger63 Questions
Exam 18: Philosophy As a Way of Life63 Questions
Exam 19: Introduction-Philosophy-And-The-Search-For-Wisdom63 Questions
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Plato believed that he could give the best lecture on an ideal society.
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You must be a certain age to be the President of the United States.
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Plato's Republic is perhaps the most-read work of Western philosophy.
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In what way is Plato's Republic a meritocracy? Does this make it a more or less appealing way of organizing society in your view?
(Essay)
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Outline two differing ways of understanding Plato's theory of the Forms. Which do you think is most persuasive (a) as an account of what Plato wrote and (b) as an approach to epistemology. Explain your answer.
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What are the differences for Plato between knowledge and opinion? How might Plato's views here influence his view of the value of democracy?
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What did Plato think was the "excellence of function for the whole"?
(Multiple Choice)
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Outline Plato's Allegory of the Cave. What do you think is the main lesson that he wished to communicate through this? Do you agree with Plato's views here? Why or why not? Explain your answer.
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