"Shall we assert that such men arise there as a result of want ofeducation, bad rearing, and a bad arrangement of the regime?"
Here he is exclusively talking about the dishonored man who was born rich, but ultimately due to his drone-like nature becomes criminal or a beggar, either way he is contributing nothing.
"Reflect on this. When such a man was wealthy and was spendingwas he then of any more profit to the city with respect to the functionswe were mentioning just now? Or did he seem to belong to the rulerswhile in truth he was neither a ruler nor a servant of the city but aspender of his means?
Is Plato saying that there are cases in oligarchies where the wealthy and the poor are one and the same? In the sense that in the two extremes both are drone like, either wealthy or poor, but ultimately contributing nothing to society and really are a disease to it. And thus the dronelike nature of the wealthy, the unrestrained desire to spend, culminates in the end of such a life as a beggar or criminal despite a wealthy start, to reflect the state of their soul as a drone who is useless and merely had the likely inherited means to satisfy all their carnal desires but not the necessary virtue of restraint to be a true oligarch.
"And, I suppose, oligarchy would come after such a regime.""What kind of arrangement do you mean by oligarchy?" he said"The regime founded on a property assessment,"^ I said, "ind which the rich rule and the poor man^* has no part in ruling ofBce."
Definition of Oligarchy
And, I suppose, he makes the calculating and spirited parts sit by dit on the ground on either side and be slaves, letting the one neither cal-culate about nor consider anything but where more money will comefrom less; and letting the other admire and honor nothing but wealthand the wealthy, while loving the enjoyment of no other honor thanthat resulting from the possession of money and anything that happensto contribute to getting it."
The soul is ordered for the satisfaction of the eros aspect of the soul, where the thymos and logos are subservient and offer their excellence for the fulfillment of all desires of the eros.
"Allowing one man to sell everything that belongs to him andanother to get hold of it; and when he has sold it, allowing him to livein the city while belonging to none of its parts, called neither a money-maker, nor a craftsman, nor a knight, nor a hoplite, but a poor manwithout means."h "Yes," he said, "it is the first.""Then this sort of thing is at least not prevented in oligarchies.Otherwise some wouldn't be super rich while others are out-and-outpoor."
Nature of extreme division of rich and poor, where the rich have no qualms about exploiting the poor and depriving them of all material gain and ultimately depriving them of participating in society altogether, leaving them to be beggars or criminals.
wound with injections of silver
Not sure why silver? Is it alluding to silver guardian class or...?
"Such a man, therefore, wouldn't be free from faction viithin him-self; nor would he be simply one, but rather in some sense twofold
Twofold, like the city being two, divided between rich and poor, and in the soul divided between moderation and appetite.
"Good," I said. "But consider this. Won't w^e say that due to lackof education dronelike desires come to be in him—some of the beggarc variety, others of the wrongdoing variety—^held dovioi forcibly by hisgeneral diligence
Here Plato is bringing in the analogy of "city is like the man", first we had a picture of the whole oligarchic city, and now we look at how that city reflects the nature of the oligarchic man. First, we establish the inner contentions of desires in the oligarchic man, which is divided between moderation and appetite. Where the moderate and temperate parts rule over the appetitive parts, of which he is constantly at war in within himself, as plato says due to lack of education. Education here meaning the process of ordering the soul to be in a healthy, ordered, and harmonic soul, of which would be analogous to the ideal republic.And of course only the philosopher king or socrates is capable of doing.
Such a city's not being one but of necessity two, the city of thepoor and the city of the rich, dwelling together in the same place, everplotting against each other.
Every city in America is like this, a bustling district filled with 5 star hotels and gourmet food, but take a trip to the opposite side of town and you could be getting mugged or pick-pocketed. And the fact that in the nice part of the city, it has become standard practice to eliminate the beggars from entering and sleeping there comfortably, as evidenced from police escorting them back or even spikes or ridges on benches, designed to prevent them from sleeping comfortably.
Then I suppose these men sit idly in the city, fitted out withstings and fully armed, some owing debts, some dishonored, and someboth, hating and plotting against those who acquired what belongs tothem and all the rest too, gripped by a love of change.
The marxist/communist connotations are quite obvious, alienation and oppression of poor necessarily leads to violent revolution, not necessarily the noble working proletariat, but the classless drones who perhaps in plato's ideal republic could have been a silver guardian, but with poor education have become criminals and gangsters.
"Isn't it by now plain that it's not possible to honor wealth in acity and at the same time adequately to maintain moderation amongthe citizens, but one or the other is necessarily neglected?"
Encouraging unrestrained behavior in the masses, for the benefit of the few. There are only too many examples of such things in modern society, where unrestrained men (and women too) spend their hard earned money on people who prey on their pathology, namely micro-transactions in gaming, pornography ala only fans, etc.
"I suppose that because the rulers rule in it thanks to possessing cmuch, they are unwilling to control those among the youth who becomelicentious by a law forbidding them to spend and waste what belongsto them—in order that by buying and making loans on the propertyof such men they can become richer and more honored."
The 2008 housing market crash was due precisely to such behavior, of giving out loans to people who had poor credit and were unable to pay them off. The bankers who gave out these loans had this exact intention in mind, to exploit the licentious youth in order to become as Socrates says, 'richer and more honored'.
The treasure house full of gold," I said, "which each man hasdestroys that regime. \ First they seek out expenditures for themselvesand pervert the laws in that direction; they themselves and their wivesdisobey them.""That's likely," he said.e "Next, I suppose, one man sees the other and enters into a rivalrywith him, and thus they made the multitude like themselves.""That's likely.""Well, then," I said, "from there they progress in money-making,and the more honorable they consider it, the less honorable they con-sider virtue. Or isn't virtue in tension with wealth, as though each werelying in the scale of a balance, always inclining in opposite directions?"
Reminiscent of Marx's view of how feudalism birthed capitalism. How after the French Revolution, Marx claimed that the real winners were not the nobles, nor the common men, but the bourgois. Also aligned with the analysis of the oligarchic man as characterized by a tendency to be in conflict with each other, due to contention over private property, of which is valued as the means of "exploitation" of the working man to produce capital. Also here, we tacked on the end, we have the main motivation of capitalism to be amoral and only interested in the accumulation of wealth, hating honor and loving wealth. Essentially a classist view of history is what they have in common, and how the series of rebellions explains history much more accurately than traditional history of wars and policies.
great extremes of racial isolation
Classic marxist critique of capitalism as an institutional evil, which promotes alienation and oppression of working class. However, keep in mind WHO Kozol believes is at fault for this injustice of "racial and social class inequality". Is it a group of people intentionally doing it? Or is it systemic?
Also, keep in mind the deeply rooted horror of social and bodily harm as greatest evil for marx, as opposed to say injustice of the soul as greatest evil for plato.
At the same time, the c1ass- and race-specific implementation of this program obviously troubled him. "There's an expressionnow," he said. "'The rich get richer, and the poor get SFA./I,
Here again, Kozol inserts his top-down marxist view of class warfare in the american context of racial segregation into the views of this teacher, who likely had little to no idea of Kozol's true beliefs. And also, it's not like the teacher is implementing it, it's the board, the super-intendents, the higher ups, who systematically implement this system onto schools which fail to meet a basic criteria for competency. And it's unlikely that they are consciously implementing a "class" or "race-specific" program, again Kozol is just using race-baiting to fuel his arguments when in reality it's all just rhetoric to forward his goal of marxist utopia.
Mr. Endicott, like all but two of the new recruits at P.S. 65-there wereabout fifteen in all-was a white person, as were the principal and most ofthe administrators at the school. As a result, most of these neophyte instructors had had little or no prior contact with the children of an inner-cityneighborhood
The horror! White people who don't know the harsh realities of the ghettos teaching poor minorities, how could they ever see eye to eye? What is this argument? It's like the argument Thrasymachus said to Socrates saying that the Just man has no knowledge of the Unjust man, but really it is the Just man who knows more about injustice than the Unjust do precisely because he knows Justice.
He said he believedhis principal had little choice about the implementation of this program,which had been mandated for all elementary schools in New York City thathad had rock-bottom academic records over a long period of time. "This putsme into a dilemma," he went on, "because I love the kids at p.s. 65./1 Andeven while, he said, "I know that my teaching SFA is a charade ... if I don'tdo it I won't be permitted to teach these children./I
The educational hierarchy far expands the poor school district, it's the higher ups who mandate these cruel last-resort policies when academic records plummet. Furthering Kozol's claim that it's institutional, however he never blatantly says it. But to be fair, both Kozol and the hierarchy in school programs both want to end poor education, but for Kozol it has less to do with strategies and more to do with opportunities created by money.
''It's a kind of 'Taylorism' in the classroom," he exreferring to a set of theories about the management of factory employees introduced by Frederick Taylor in the early 1900s. "Primitive utilitarianism" is another term he used when we met some months later todiscuss these management techniques with other teachers from the school.His reservations were, however, not apparent in the classroom. Within theterms of what he had been asked to do, he had, indeed, become a master ofcontrol. It is one of the few classrooms I had visited up to that time in whichalmost nothing even hinting at spontaneous emotion in the children or theteacher surfaced while I was there.
No emotion, max conformity, perfect systems. And the teacher feels some "reservation" about what he's doing to the children. This is the "education reform" promised by legislators to improve test scores and literacy rates. Laughable if it wasn't horrifying, the sad truth is that it will only get worse, because conformity simply can't teach, students will just fake knowledge, they will all seem to have knowledge while having no understanding. Just as society seems to have Justice while really having no Justice, the laws are just letters and guidelines for conformity, while in secret places, people put on the ring of Gyges and show their true corrupt souls, without any knowledge or hope of improving their soul because they are only concerned with seeming Just while really being Unjust.
But Kozol sees this horror as just symptomatic of late stage capitalism, must be hard being the unsung messiah of these poor capitalist people, who unknowingly harm themselves with their love of freedom and desire for equality while still pursuing wealth and free trade.
Mr. Endicott, a man inhis mid-thirties who had arrived here without training as a teacher
Incompetent staff just following orders, perpetuating harmful system in fear of losing his job.
Silent lunches had been instituted in thecafeteria, and on days when children misbehaved, silent recess had been introduced as well. On those days the students were obliged to sit in rowsand maintain perfect silence on the floor of a small indoor room instead ofgoing out to play. The words SUCCESS FOR ALL, the brand name of a scriptedcurriculum-better known by its acronym, SFA-were prominently postedat the top of the main stairway and, as I would later find, in almost everyroom
This is what happens when you go along the path of education is aligned with conformity, the whole idea that you can force education is ridiculous and when you implement it into educational systems you get this monstrous result.
The introduction of Skinnerian approaches (which are commonly employed in penal institutions and drug-rehabilitation programs), as a way ofaltering the attitudes and learning styles of black and Hispanic children, isprovocative,
How many times does it need to be said, memorization is not knowledge or understanding. The why and the how need to be tied together, if you emphasize the how over the why you get skinner box and rote memorization as well as conformity, if you emphasize why over how you get abstraction and over systemization. Only when both are together can you actually have education, and of course the most important factor is genuine understanding driven by curiosity, education should be more like play, and this disgusting over-systematic approach is the polar opposite of that.
pedagogy
the method and practice of teaching, especially as an academic subject or theoretical concept.
As racial isolation deepens and the inequalities of education finance remainunabated and take on new and more innovative forms, the principals ofmany inner-city schools are making choices that few principals in publicschools that serve white children in the mainstream of the nation ever needto contemplate
Kozol shows the consequences of not listening to him, of the dark reality that is being implemented. That the education "reforms" being implemented in public schools in poor areas predominantly black and hispanic are dehumanizing students, treating them like animals with skinner box theory, forcing dogma and rote memorization down their minds, and if they don't conform and struggle to memorize every thing then they are a failure and outcast from the system. I mean, what a monstrosity, it can't even be called education, it's just forcing conformity and fear on children.
castigation
is the infliction of severe (moral or corporal) punishment
stentorian
Loud, powerful, booming, suitable for giving speeches to large crowds.
Perhaps in order to deflect these recognitions
He is going to address the counterarguments to his claim.The main ones being 1. Money isn't enough to solve this issue 2. Even if the money is being spent, is it actually going to improve children and benefit society? 3. Perhaps there is something else other than the money that is a more effective solution? 4. Yes the system is unfair, but money alone can't be the solution.
In the end, all of these questions are doubtful of change, and are hypocritical because they come from rich parents who spend a lot of money on their children's education.
Which of these children will receive the highest scores? The ones who spent the years from twoto four in lovely little Montessori programs and in other pastel-painted settings in which tender and attentive and well-trained instructors read to themfrom beautiful storybooks and introduced them very gently for the first timeto the world of numbers and the shapes of letters, and the sizes and varietiesof solid objects, and perhaps taught them to sort things into groups or toarrange them in a sequence, or to do those many other interesting things thatearly childhood specialists refer to as pre-numeracy skills? Or the ones whospent those years at home in front of a TV or sitting by the window of a slumapartment gazing down into the street?
Yeah, but who left them there? Isn't he just admitting that minority parents are incompetent and just leave their child unattended and abandoned? Society isn't responsible for bad parents, you can't fix that without a radical reconsideration of fundamental principles of public vs private welfare, which is antithetical to american ideals of freedom. As well as pretty much dissolving the family altogether by having all children being raised by the state because Kozol believes minority parents from urban ghettos are incompetent and don't care about their children's well being.
More commonly in urban neighborhoods, large numbers oflow-income children are denied these opportunities and come into theirkindergarten year without the minimal social skills that children need inorder to participate in class activities and without even such very modestearly-learning skills as knowing how to hold a crayon or a pencil, identifyperhaps a couple of shapes and colors, or recognize that printed pages gofrom left to right.
Yeah see how little faith Kozol has in parents competency in raising children, his centralized state approach to education is really built on his cynical nature and perceived incompetency of parents. Children at age 5 can't even hold a pencil or read a book according to Kozol, laughable.
The governmentallyadministered diminishment in value of the children of the poor begins evenbefore the age of five or six, when they begin their years of formal educationin the public schools. It starts during their infant and toddler years, whenhundreds of thousands of children of the very poor in much of the UnitedStates are locked out of the opportunity for preschool education for noreason but the accident of birth and budgetary choices of the government
Now he believes that access to preschool is necessary for raising the youth, as if parents can't raise the children themselves. Parents read to their kids, they read them fairy stories, Tolkien, the bible, all of these splendid and inspiring moral stories for their education, they also play and socialize with others. It's not like they do nothing but watch TV and eat junk food until they reach age 5 or 6 and go into kindergarten. The position of state centralized education even from preschool is itself built on the cynical view that parents are incompetent and don't care about the well being of their child.
Around the time I met Alliyah in the school year 1997-1998, New York'sBoard of Education spent about $8,000 yearly on the education of a thirdgrade child in a New York City public school. If you could have scoopedAlliyah up out of the neighborhood where she was born and plunked herdown in a fairly typical white suburb of New York, she would have receiveda public education worth about $12,000 a year. If you were to lift her up oncemore and set her down in one of the wealthiest white suburbs of New York,she would have received as much as $18,000 worth of public education everyyear and would likely have had a third-grade teacher paid approximately$30,000 more than her teacher in the Bronx was paid.
So then what is he advocating for? What is the solution to economic disparity? Why use Pathos by attributing a dollar of worth to a child? Is he calling for equality of education from a centralized State being the sole arbiter of it? Thereby eliminating the distinction between private and public welfare, so that all children receive the same quality education no matter the background? But this solution requires radical reformation of fundamental principles inherent in american system, which I suppose looks like Kozol's marxist dream state.
how in any case do you begin to measure something sodiffuse and vast and seemingly abstract as having more, or having less, ornot having at all?
Ironic humor, it's a quantitative dispute that could easily be resolved with statistics and counting.
But the fact of economic ups and downs from year to year, orfrom one decade to the next, could not convincingly explain the permanentshortchanging of the city's students, which took place routinely in good economic times and bad. The bad times were seized upon politically to justify thecuts, and the money was never restored once the crisis years were past.
For Kozol he believes the blame lies in racial disparity as opposed to economic reasons, which could be secondary or even the direct result of the former. In essence, the bad economy was used as justification to deprive minorities of resources because they are seen as having less value than white children, according to Kozol at least. But really is that the case? I suppose he is trying to argue later on why minority children are treated inferior due to race and not economic reasons.
"If you close your eyes to the changing racial composition of the schoolsand look only at budget actions and political events," says Noreen Connell,the director of the nonprofit Educational Priorities Panel in New York,"you're missing the assumptions that are underlying these decisions." Whenminority parents ask for something better for their kids, she says, "the assumption is that these are parents who can be discounted. These are kidswho just don't count-children we don't value."
Quote to support evidence that the budget cuts for schools are disproportionately and permanently affecting minority schools. Because the assumption is dehumanization of minorities who are poor.
School physicians also were removed from elementary schools duringthese years
Lack of health care as well, really sounds like wealth disparity in capitalist societies typically create two cities embedded within one city, the rich city and the poor city.
Libraries, once one of the glories of the New York City school system,were either nonexistent Of, at best, vestigial in large numbers of the elementary schools. Art and music programs had also for the most part disappeared.
Not just poor environments in certain heavily "diverse" schools, but also limited expression of desire to express oneself, either in curiosity at a library or in creatively in art classes.
The letter that affected me the most, however, had been written by achild named Elizabeth. "It is not fair that other kids have a garden and newthings. But we don't have that," said Elizabeth. "I wish that this school wasthe most beautiful school in the whole why world.
Pathos, showing why Kozol believes that money can solve the problem of poor environments in certain urban schools in the Bronx. Advocating how children are affected by negligence of not aspiring towards "true" equality as opposed to just a "practical" equality.
Equality itself---equality alone-is now, it seems, the article of faith towhich most of the principals of inner-city public schools subscribe. Andsome who are perhaps most realistic do not even dare to ask for, or expect,complete equality
For Kozol, it seems that he is an advocate for true equality, probably believing that Nurture can override Nature, a more tabula rasa, or blank slate approach. Which explains his frustrations of seeing equality being diminished and classist disparities based on wealth. But I for one believe in a synthesis of Nature and Nurture, and disagree fundamentally with Kozol on this, one needs to account for both, and also account that physical and mental differences are less malleable and more limited inherently based on genetics as opposed to excellences of the soul, which can be genetic, but can also be improved by everyone for the highest goal of virtue. Which Kozol and his ilk of Marxists fundamentally deny as a reality, yet strangely enough desire equality in mental excellence, when that is against the nature of things.
Many educators make the argument today that given the demographics oflarge cities like New York and their suburban areas, our only realistic goalshould be the nurturing of strong, empowered, and well-funded schools insegregated neighborhoods.
What's wrong with this? Isn't the end goal of education to provide a pathway for social integration in adulthood through a career? Whether or not equality of racial statistics in schools is achieved, the whole point of BVB is to provide quality education to all, and in doing so by ending segregation in public schools. However, keep in mind that historically blacks are descended from slaves, and slaves were known to be physically strong and mentally weak, so historically it's no surprise that like begets like, and that the racial disparity is likely due to this genetic foundation of slavery, of which even if you gave them equal opportunity of education as elite students with great physical and mental ability, they likely wouldn't achieve the same outcome. But of course beyond historical slavery causing weaker mental capacity in certain demographics, the inclusion of minorities from abroad if they are competent, is a true reality. For instance, many asians who are foreign to america, participate in the best educational institutions and succeed, and contribute to america by choosing careers that are in high demand and demand high levels of education and competency, so no, I don't believe that racial disparity is an economic or legal issue. It's a genetic one, due to lower natures being inherently incapable of rising beyond their own nature, at least when it comes to mental competency. And the same is true for physically gifted people, yet no one has a problem pointing out that some are more physically gifted than others, but people do find controversial when you point out how people are mentally more gifted than others. But that's okay, because society is built off of this plurality of gifts, and even then, when it comes to the soul, virtue is a universal excellence that everyone can overcome in themselves and be better, and this is what should be focused on as basis of equality and excellence, not material bodily differences in mental or physical competence and capacity.
"It's more like beinghidden," said a fifteen-year-old girl named IsabeJ.l I met some years ago inHarlem, in attempting to explain to me the ways in which she and her classmates understood the racial segregation of their neighborhoods and schools."It's as if you have been put in a garage where, if they don't have room forsomething but aren't sure if they should throw it out, they put it there wherethey don't need to think of it again."
Instance of alienation of minorities that he talked about, he pointed out how children are more willing to confront issues and make a change. Which is classic revolutionary thinking, because all elders are set in their ways and are more conservative and don't want change, but when change is necessary or desired revolutionaries convince their children.
I think that Kozol is in a way corrupting these children, by putting in their heads this idea of racial isolation, when in reality race is just a material way to measure demographics, and doesn't really reflect reality of ethnicities and communities. Historically, for example Dante identified as from Florence, Jesus identified as from Nazareth. People today identify with abstract entities that don't reflect their personal and communal identities, such as identifying with their nation, or identifying with a race.Perhaps Kozol is a victim of this racialist thinking, but either way intentionally or no, he is impacting real harm on these children.
the schoolboard of another district, this one in New York State, referred to "thediversity" of its student population and lithe rich variations of ethnicbackgrounds." But when I looked at the racial numbers that the district hadreported to the state, I learned that there were 2,800 black and Hispanicchildren in the system, 1 Asian child, and 3 whites. Words, in these cases,cease to have real meaning; or, rather, they mean the opposite of what theysay.
Example of how the word "diversity" is really just a blanket term for non-white, and how even when the student population is 99% black/hispanic, that counts as diverse, but for Kozol that's just racial segregation, because there is no "white" people?
whereevery other child in the building is black or Hispanic-are referred to as"diverse."
Interesting that he accuses the term "diverse" as a semantic sweetener for covering up racial segregation. Putting him apart from the typical leftist who advocates for diversity, I suppose he advocates for true "diversity" including rich and poor, white or black, etc.
There is, indeed, a seemingly agreed-upon conventionin much of the media today not even to use an accurate descriptor like "racialsegregation" in a narrative description of a segregated school. Linguisticsweeteners, semantic somersaults, and surrogate vocabularies are repeatedlyemployed.
Again, "racial segregation" implies intent, racial disparity due to wealth inequality and various systemic reasons is not intent. So there is no one to blame, I don't understand his anger, who is he angry at? An institution? All those who participate in the institution?
It stands today as one of thenation's most visible and problematic symbols of an expectation rapidly receding and a legacy substantially betrayed.
Pathos, appealing to failed aspirations of ideals. But is it really? I mean all BVB was advocating for was creation of opportunities and ending state enforced segregation, and I think it was successful in that regard, but apparently that's not enough for Kozol.
a promising effort to integratewhite, black and Hispanic students in a thriving neighborhood that held oneof the city's cultural gems
I don't understand this drive for creating racial integration. Is it the desire for a "classless" society that originates from marxism? If it isn't natural and people don't want it, and it isn't harming society, then why is it harmful? Perhaps because wealth inequality is inherently tied to racial disparity? Which limits social mobility? But even then, you can't expect immigrants to be as successful as people who have lived there for generations, and you can't expect that everyone will perform equally well when given the same education.
of seeing dusters of white parentsand their children each morning on the comer of a street close to the school,waiting for a bus that took the children to a predominantly white school
Pathos, visual representation of segregation by choice and wealth inequality inherent in racial disparity. However, I still wouldn't condemn "white" families of racism or segregation, it's just due to wealth inequality, nothing intentional.
it takes a conscious effort on the part of parents or school officials inthese districts to avoid the integration option that is often right at their frontdoor
Here he is condemning private schools and parents choosing to enroll their kids there over public schools where racial integration is enforced by law of a conscious choice of "segregation", but really it's just parents wanting their kids to avoid LGBT propaganda and inferior education in public schools, in favor of the naturally more selective and competitive college-prep private schools.
deeplysegregated inner-city neighborhoods
I guess the "ghettos'?
In Chicago, by the academic year 2002-2003, 87 percent of public-schoolenrollment was black or Hispanic
The fact that it isn't 100% is a sign that there is no intentional segregation, which is what it was before BVB. Then who is doing the segregating?
Evidence to support his thesis as well.
Even these statistics, as stark as they are, cannot begin to convey howdeeply isolated children in the poorest and most segregated sections of thesecities have become.
Isolation from what? Also a pathos argument using loneliness as a feeling that surpasses "statistics".
public schools today that bear their names, or names of other honoredleaders of the integration struggles that produced the temporary progressthat took place in the three decades after Brown v. Board of Education, and tofind out how many of these schools are bastions of contemporary segregation.
Pathos, using emotions of despair at the irony of schools named after leaders opposing segregation, themselves participating in segregation, not intentionally of course, perhaps because they participate in systemic injustice.
Schools that werealready deeply segregated twenty-five or thirty years ago are no less segregated now, while thousands of other schools around the country that hadbeen integrated either voluntarily or by the force of law have since beenrapidly resegregating.
His Thesis Statement,
Stance: Segregation is still a reality despite efforts to end it
Reason: Public schools in urban areas are still deeply segregated, and other schools "around the country" are resegregating and following suit, due to economic inequality and institution of private schools.
Impact: Inferior education of minorities which leads to rigid class structure and limited social mobility, as well as alienation and oppression of lowest classes.
Americans who live far from our major cities and who have nofirsthand knowledge of the realities to be found in urban publicschools
Either rural people, or rich people people who live abroad in suburban communities, are people who are least impacted by the horror of "racial isolation" and "segregation" ongoing today.
The intent was to challenge racial andsocial class inequality that created inferior classrooms and curricula formany of our nation's children
Establishing from the outset his focus on what to discuss, namely racial and social inequality in education. He uses the BVB case as a springboard for the broader discussion, perhaps as a basis for one side of the dialectic which he uses to show contradiction in core American Capitalist values. IE Separation of private and public welfare.
JonathanKozol examines current racial segregation in American schools 50 years afterBrown v. Board of Education. Kozol, an award-winning writer, visited over 60public schools and interviewed children, teachers, and administrators aboutthe status of education.
Establishes how the issue still isn't resolved yet despite 50 years+ time passing, and Kozol's credibility as a writer and on-field researcher.
It is ridiculous, Socrates, for you to think that it makes anydifference whether the victim is a stranger or a relative. One should onlywatch whether the killer acted justly or not; if he acted justly, let him go,but if not, one should prosecute, if, that is to say, the killer shares yourchearth and table. The pollution is the same if you knowingly keep companywith such a man and do not cleanse yourself and him by bringing him tojustice.
Interesting that Euthyphro believes that who you prosecute doesn't really matter, but rather what the person did was unjust or not, and the "pollution" of sin harms Euthyphro personally when he eats at the same dinner table as him. Which is pretty funny, because you would think he is doing this for the benefit of righting the wrong action that his father did for the justice of his father's soul, however it seems that Euthyphro is personally motivated to not have an unclean and "polluted" dinner table, as if this sin is somehow infectious. I suppose for Euthyphro it's for the benefit of both him and his father to prosecute, but it seems that the consensus is that it's impious to accuse your own relative of a crime, due to acting against loyalty.
I suppose gesturing at the broader conversation of loyalty to your family vs loyalty to the state.
It is indeed most important, my admirable Euthyphro, that Ishould become your pupil,
Socrates usually entertains the people he is talking to by applauding them for their wisdom, almost as if inflating their ego, before popping it when inquiring into the nature of said wisdom.
Yes, by Zeus, Socrates, and, if he should try to indict me, Ithink I would find his weak spots and the talk in court would be about chim rather than about me.
Shows that Rhetoric is dominant in the court system even them, as opposed to simply arriving at the truth, this "finding his weak spots", as opposed to simply stating the truth.
Certainly, Euthyphro, most men would notknow how they could do this and be right. It is not the part of anyone tobdo this, but of one who is far advanced in wisdom
Socratic irony yet again, which Euthyphro doesn't really see.
Perhaps you seem to make yourself but rarely available, andnot be willing to teach your own wisdom, but I’m afraid that my likingfor people makes them think that I pour out to anybody anything I haveto say
Socrates lives a public life, while Euthyphro is more private with regard to his thoughts and teachings.
he says that I am a bmaker of gods, and on the ground that I create new gods while not believingin the old gods
Perhaps due to the Demiurge? Or the Form of the Good? Both of which are greater than the traditional pantheon of gods, while also questioning the poets who interpret the gods in an artistic manner degrading their divinity and seeding moral corruption, such as Hesiod and Homer.
I suppose in a way Plato accuses the Poets of corrupting the youth and creating "new gods", because these new gods who rape, attack their own parents, and prioritize power over wisdom, while also fearing the afterlife, all manner of strange things that Plato doesn't recognize to be of the gods in a coherent principle.
This is because you say that thedivine sign keeps coming to you.
Socrates' Daimon
as long as hedoes not teach his own wisdom, but if they think that he makes others tobe like himself they get angry, whether through envy, as you say, or for dsome other reason
The other reason being, that they get mad because they were educated by Socrates, that Socrates showed how little they know even of their own selves to people such as Meno, who got mad at Socrates and was defended by *, who threatened Socrates for giving him an education. In other words, Socrates is being accused for teaching and making the men of Athens wiser, by the students who don't like the realization of their own ignorance due to shame, embarrassment, etc.
He says he knows how our young men are corrupted and who corruptsthem. He is likely to be wise, and when he sees my ignorance corruptinghis contemporaries, he proceeds to accuse me to the city as to their mother.
Classic Socratic irony, however still in alignment with Socrates' famous "I don't know anything", interesting how Socrates associates corruption with ignorance, and the man who roots out corruption as wise and concerned with all, especially the young first.
aquiline
Hooked or curved nose, usually a quality of nobility
Athenians do not call this a prosecution but an indict-ment
Indictment is accusation, and Prosecution is the stage after where a case is built to support the indictment.
EUTHYPHRO : What’s new, Socrates, to make you leave your usual haunts2in the Lyceum and spend your time here by the king-archon’s court? Surelyyou are not prosecuting anyone before the king-archon as I am?
The last dialogue chronologically before this is the Timaeus, where Socrates leaves to answer the charges of Meletus and others.