Plato’s idea of a beauty, elegance and gracefulness.

 

1.      Plato’s idea of a beauty, elegance and gracefulness.

Beauty

Plato came up with a theory that combined both mathematical system and one that could be comprehended (immutable to change). He brought the ideas of Pythagoras and Heraclitus who said that our minds cannot know as the world was in constant flux. Plato recognized that beings can know through the intellect which is illuminated by the immutable which many attribute to God. The forms represent the immutable and intelligible that our minds can grasp.   The world according to Plato is divided into two namely sensible which represents the lowest and in constant change hence unreliable as source of knowledge and the intelligible (highest) which is the world of forms that represents the intelligible and knowable world. We can see the correlation with Augustine, who said that through contemplation of eternal truths we can know. The two portends that the intellect is the highest knowing faculty in man but needs illumination from above if it has to know in the proper sense.  For Plato not every mind can know except those who have contemplated and their intellect has been illuminated by the light from above. A person who has been illuminated can grasp the eternal forms which are immutable hence closer to God. 

People no longer recognize the beauty of the social organization, but detest it as a hindrance towards a preset of self ideal.  Art has become a creation and not a mimesis as it was in the ancient and middle ages. Whatever one creates has become a self discovery process which is termed authentic hence each person has to become creative to attain recognition which results in self fulfillment. There is confusion between originality and creativity as the latter is not constrained by any rules. We can see the slide to relativism on what constitutes authenticity in art. So when people claim they are authentic what they mean is that, they are living their lives in a way in which they deem fit and in an atmosphere of freedom from societal demands. Each person should make his own life an ideal and live it that way

Elegance

Elegance can be defined as simplicity, though some authors says there can are no simple theorems.  Plato says that an elegant life is one characterized by the pursuit of justice, virtue and salvation as a personal responsibility. To attain this it means we have to practice temperance and self control especially in the satisfaction of our sensual pleasures. He gives an example of sobriety which means simply not to abstain from alcohol but partake in moderation. Elegance means the ability to forge bonds in social set ups and leading a life worth emulating by others.

Gracefulness

Graceful means to be humble in our undertakings and avoid pride and arrogance. He says that mimesis will largely be restricted to auditory and visual likeness of a good person behaving steadfastly and sensibly. Someone who is gracefulness is reflection of a harmonious soul. Soul which has recognized the forms especially beauty which is in harmony with a graceful person.

It means knowing the truth of things in every sphere and drawing inspiration to greatness, in emulation of predecessors. This shows that a graceful person recognizes in humility the greatness of other men especially heroes hence imitate.  But he places a caveat that they should not imitate any unworthy character, let alone a whole variety of them. They should imitate only characters they wish to emulate in their own lives.

The Tanner Lectures on Human Values’ by M.F. Burnyeat and it's bearing of these lectures in the education of the humanities

 

1.      What is the bearing of these lectures in the education of the humanities?

First we have to attempt to interpret what mimesis is and we shall go with what Christopher Janaway that “at most general level it tends to mean something which is like something else in some way. Often, though not always, this will be a copy or likeness which is less real than an original of which it is the likeness”. For Plato he allowed some form of poetry in his ideal state such that dramatic characterization was deemed necessary  as it was beneficial in enabling one behave  like a good person and in so doing imbue the soul with gracefulness.  This understanding already establishes some sort of difficulty in education in humanities since the person who is the best imitator is deemed the best.  In book 3 he is against poetry that appeals to the senses as its impersonation and never attends to the individual actors souls. There is no motivation to be good as what is important is pleasure. This is what Plato sets out by banishing tragic poets such as Homer in his ideal state.

In book 10 he says that mimetic art is a dim reflection of the truth. As he states in 595b8: “Mimetic art is far removed from the truth and that is why …..It can make everything because it touches only a small part of each thing, and that an image. Mimesis comprises of some forms poetry and paintings. Modern day artists make a representation of arts, in which the artists represents something by making appearance of it. In education of humanities Plato would accept that future artists can be taught to make an appearance which by the intention resembles things of some kind but is not really one of them. This understanding means that there is disconnect between the artist and art.  Artists can produce something which is a representation and they far removed from the produced item. This is what is prevalent in the education of arts such that musicians produce music that is just imitation of certain western cultures and have no bearing to them.

The mimetic art is concerned with what delights their eyes and ears but the philosopher is concerned with beauty itself. This is the situation we find ourselves that modern buildings by architects is defined by what is appealing to the eyes and not beauty in itself. This situation can be related to the education in humanities which calls for redefining what art as a philosopher is would do. For Plato people who are not able to comprehend the Forms mistake the likeness for the real and have no knowledge but belief. As we know belief is what shaky and has no philosophical grounding hence everyone can produce anything and call it art.

Reasoning leads philosophers to the highest principles, and from it shall be able to deduce the relationship between a thing and its likeness.  Anyone who is unable to understand the Forms cannot have knowledge. Likeness is contrasted with their originals as being mere shadows and reflections of them. Forms cannot be viewed as likeness of something as they are the real thing itself. In education of humanities we have to strive for students to know the Forms as they are most real and proper objects of knowledge. Allowing students to dwell on likeness will be propagating falsehoods or counterfeits.

 While discussing painting of the couch, he says the carpenter does not produce a couch but something in the likeness of a couch. The couch is a likeness of a couch made by the carpenter which in turn is a likeness of the Forms. From this we can conclude that the painting is at the third level in reference to reality.  He is concerned with what kind of person is the practitioner of mimesis is. There is some sort of hierarchy in his understanding of various persons who practice mimesis. The originator of Forms and in our context is God has to be recognized within the education of humanities, that all mans creations are nothing but imitations of God’s creation. The recognition of this hierarchy means students of humanities of humanities have to be humble and submit that their works is a reflection of the real thing who is God. The more they imitative the closer they will be to God, but can never replace God. Likewise for scientists who want to play God, and forget that their art is nothing but mimesis of Forms or could be at second level (what has been made by others).

 

Plato in 598b6-8 alludes to his contention that mimetic art is far removed from  truth, and that’s why it can make everything , because it touches only  a small part of each thing, and that an image.  Such an understanding can be applied in education of humanities in that the education can pretend to offer everything but in reality could just be touching only a small part of each thing. Rarely do schools offer holistic education though there could be some allusions to it since it tries to mimic the truth about reality. Such an education presents the way an educated person should appear, as its viewed differently. The eternal realities cannot be represented hence within the realm of educationist to judge point at possible direction where its students can find the truth.  Forms don’t have an appearance; since they belong to the realm of the intellect, not sensible hence cannot subject it to the rules of science which requires sensible proofs. The painters do not make something which has substance but is an imitation of something hence important for students of humanities to have a clear distinction of this phenomenon otherwise they will live in a world of illusions.

In conclusion mimesis can give the impression of comprehensive knowledge and lead people astray with regard to what is good. The danger is to allow mimesis those masqueraders falsely as knowledge and corrupts moral judgments by the appeal it makes to emotions.

A teacher's reflection on learning styles

Understanding of how learning occurs and its application in my lecturing

Learning is a way of preparing students with adequate knowledge, skills and attitudes for the long and complex life lying ahead of them especially in the 21^st century that is quite dynamic.  This calls for classroom competence with the ability to understand what is involved in learning something and then to be able to act intelligently on that understanding.  Both teaching and learning consist of favored strategies that become embedded in our most deeply rooted internal structures, for there is no time to rethink every single move in a busy classroom.

Ridding and Cheema (1991), comments that learning style can be conceived as a structure, process and a combination of the two. Under structure he espouses that there is a presumed structure that remains long after schooling is over. The onus is with the teacher to determine which learning style is suitable in a given environment. During lectures the attention span of students is basically twenty minutes hence need to incorporate active learning activities like discussion.  For process there is recognition that learning is a constant change which is upon the teacher to decipher this change so as to adopt teaching method.  Learning encompasses the following components:

·         Environmental learning style; some students prefer morning lecturers others mid morning while others late afternoon.

·         Emotional learning style; this learning refers to responsibility, structures, persistence and motivation.

·         Sociological learning style; some students learn best under a group especially when grouped with their friends.

·         Physiological learning style; students have physiological needs which if not attended to can affect learning and teaching during my lectures. I strive to give a break during a two hour lecture and allow some minutes for lateness. This enables students to be at ease.

Students do develop learning styles of which they are unaware of unless asked to reflect upon. What about teachers? When we go to class what is our teaching style? Is it in tandem with the students learning style? Does it take into consideration the various individual learning styles in class? All these are pertinent questions which a teacher can reflect on practice alone or with colleagues, which allows teachers to think about what approach they have towards teaching and learning.  The curriculum that students are exposed to can either is narrow or broad of which the latter applies to my situations. I teach students across faculties and the toughest task is for them to find relevance in humanities within their degree programme.

A skillful teacher capitalizes on curiosity, as it’s a powerful driver of students learning. In my case I always start off my semester by a series of videos and cases in the current affairs so as they can relate. Once I have pricked their curiosity there is always eagerness to learn since they now find relevance of a unit like Anthropology within an IT degree course. My main concern is to avoid switching off their learning switch. I always have to devise various ways of delivering various topics and relate it to their level. I love cracking jokes with everyday experiences that they can relate with. Sustaining their curiosity is a task throughout the semester is tasking that am more willing to take.

Giving them a flying start and laying a firm foundation for what will be many years of solving personal and societal problems is my mission every time me I step into a lecture room.  My students should be able to contribute to the increment of knowledge and development of human race. They should become independent and able to study on their own as well as be humble to learn from others. Teachers are role models and students learn a lot from us. If I am sincere, honest and fair in my dealings with the student then they will be at ease. There is nothing bad as being in a class of full of worried faces. I have to constantly reassure them that they will make it .  I have to live what I teach and if I don’t know something I should not fumble with an answer or issue threats since its going to end up closing their minds.

When teaching and learning work in harmony the results are far more impressive than when conflict exists. Students are sensitive to the kind of language a teacher uses hence the teacher has a way of explaining successfully rather than be simplistic and baffle students with unnecessary abstract concepts.  There is a consolation in that even the highly proficient teacher can improve what they do, because nobody will ever reach a state of perfection that would render further improvement impossible.  

It’s a great assumption that learners are aware of their learning styles. There are those who will just come to class to write notes, others to listen while others just wait for exams to read the materials.  Also there are teachers who follow a syllabus and tick off completed while some free wheel.  Its good to know what is the effect of such on students learning. Students like order and predictable classes. I strive to be organized and posted weekly materials so that student can make follow up after class.  Students need to be convinced that its worthwhile to reflect on how they learn, so as to find out what works best for them. Students have to be proactive and extend their learning beyond the allocated three hours per week.

Bennet  (1990)defines a learning  style as a consistent  pattern of behavior and performance by which an individual approaches educational experiences. It is the composite of the characteristic cognitive, affective, and physiological behaviors’ that serve as relatively stable indicators of how a learner perceives, interacts with and responds to the learning environment. (Bennet, 1990, p.40).

We can conclude that improving learning effectiveness calls for strategies that try to match learning styles with instructional approaches. It will be imperative to teach students how to learn using skills such as active notes taking , active participation etc.