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E. B. Dubois's Argument For Valuing Truth

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While Plato presents a broad argument that emphasizes the importance of pursuing truth over eloquent words and oration, W.E.B. DuBois presents an argument specifically to African Americans, urging them to value a higher education that is centered around seeking truth in the face of civil dispute. However, their arguments for valuing truth are similar because they both urge their readers to seek truth over wealth and to not simply follow the opinion of the majority, especially when considering matters that affect the soul. Plato’s argument for pursuing truth begins in the dialogue “Apology” in his famous work known as the Five Dialogues, a series of conversations portraying Plato’s mentor Socrates and his profound philosophical …show more content…

Later in his argument, he asks the jury to excuse his ordinary language and rather to “consecrate your attention on whether what I say is just or not, for the excellence of a judge lies in this, as that of a speaker lies in telling the truth” (Plato 18a). By demonstrating that he does not speak with eloquence or enticement, Socrates proves to speak with honesty and plainness, which shows that he considers truth a virtue. Here he also reveals why it is so important for both a speaker and a judge to focus on the truth; in a court, both are under an oath: the speaker to be honest, and the judge to be just based on the speaker’s actions. By asking the jury to ignore the eloquence of words he uses and focus on the truthfulness of what he is saying, Socrates shows that he is confident that the facts and correctness of his argument will lead the jury to see his innocence and the slander of his accuser’s claim. However, the jury do not seem to adhere to Socrates’ plea and gives its verdict of guilty, and Meletus asks for the death penalty. Here, Socrates begins considering various alternative punishments such as imprisonment, exiles, or fines, but comes to the conclusion that he would rather be put to death because all other options

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However, instead of planning the escape Socrates started the dialog about why he would rather obey the law and be executed. At first, Crito presented two arguments to

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Contrast DuBois to Washington on the issue of education. Which side of the debate is more persuasive for the late 19th century: industrial or higher ed? W.E.B Dubois' approach on the issue of higher education is a more persuasive debate for late 19th century as it provided a radical approach for that era and helped politically charge a race in their fight for equality. Both Booker T. Washington and Dubois were key figures in the advancement of African Americans, yet they had very different approaches in their quest for improving the future of their fellow race.

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Achieving African American Equality Booker T. Washington and W.E.B Du Bois were two of the most influential advocates for African American equality during the nineteenth and twentieth centuries (Blatty, 1). Although both men ultimately had the same goal, their methods for achieving African American equality were remarkably different. To begin, the men had conflicting ideas about what constituted as African American equality. Booker T. Washington argued that the accumulation of wealth and the ability to prove that Blacks were productive members of society would be the mark of true equality for African Americans (Painter, 155).

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W.E.B Du Bois and His Impact on Black America W.E.B Dubois was a man who believed and fought for a cause that changed and revolutionized how some people see racism today. Before Du bois started his civil rights activism he was born in Great Barrington, Massachusetts on February 23, 1868, and in 1884 Du Bois graduated as the valedictorian from his high school class. Soon after he graduated from high school he was accepted into Harvard University in 1888 as a junior and was the first African American to earn a PHD from Harvard University. Shortly after he received a bachelor of arts cum laude in 1890. Later in his life Du Bois began to fight vigorously for lesser status foundations and became an advocate for full and equal rights.

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This he is unwilling to do because he holds it in such high regards and believes that if people did not follow the laws it would cause the fall of Athens. Therefor by him not accepting his punishment he would consider himself one of the highest criminals. This is yet another paradigm of how important the opinion of the majority is because they are the ones who create the laws. By following the laws you are really following the opinion of the majority. Here we see that perhaps Socrates was inconsistent in his reasoning as he places such a great weight on the majority opinion through law.

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733 Words | 3 Pages

Dr. W.E.B Dubois was an educator, writer, scholar, civil right activist, pan-Africanist born on February 23rd as a free man in his small village Barrington, Massachusetts, exactly three years after the American civil war. During generation, the Dubois family were fully accepted in their community. The great grandfather of Dr. W.E.B Dubois fought in the American revolution. In his small town of barely 5,000 people, class and race were totally neglected. However, at a young age, Dubois was warned about his African heritage.

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Washington was born into slavery and experienced things DuBois didn’t. Living in a prejudice world Washington wanted all blacks to be treated the same. Washington felt that it was important for African Americans to have the same opportunity to receive equal education, as others. DuBois felt that it was necessary for blacks to receive a classical education, in order to reach their full potential. He also stressed the importance of educating African American teachers, professional men, minsters, and

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628 Words | 3 Pages

DuBois also argued on the importance of a higher education, he believed that without a higher education, it would be difficult to obtain rights. He also believed that black progress, needed leadership; educated leadership who would guide others and teach them. The Crisis became one of DuBois significant triumphs. As the author of the article states, “The Crisis was a hard-hitting political journal that ran sharp editorial critiques of racists policies and detailed reports on specific cases of racial discrimination alongside proud stories of African Americans’ triumphs in defiance of racism.”

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After slavery was ended in the late 1800’s, many African Americans were tasked with the burden of integrating into a society that most of them only knew as servants. This posed a fork in the road for the common African American. Do they assimilate as quietly as possible and learn how to contribute to the American society and economy as a working man? Or do they continue their everlasting fight for even truer equality in America by fighting for voting rights, civil rights, and a higher education opportunity for them and their children? Booker T. Washington and W. E. B. Du Bois both argued their views on the dilemma that faced their people, with Booker aligning more with the first question and Du Bois associating himself with the second, while refuting Washington’s vision.

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The black folk were freed by the abolition of slavery, yet this new freedom was not so. Ther identity was forever fractured between black and American, and even after they internalized the whites’ perspectives of them, they still wanted to be both without the disadvantages and racism. They were degraded, dehumanize, and shamed for their lack of education and job skills. In 1865, the Freemen’s Bureau was established by Congress to provide them with aid after living in slavery and not owning tools, homes, or land.

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By breaking the law his soul would be ruined and a ruined soul is not worth living with. This goes back to when he said that the really important thing is not to live but to live well. Also, when he dies he would enter Hades as an outlaw and will not be well welcomed. Therefore, he believes that he should stay and face his execution because it is better to die than to live with a ruined soul. Socrates uses all of these points to support his main argument which is that escaping jail would be morally incorrect.

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Socrates was a greek philosopher who found himself in trouble with his fellow citizens and court for standing his grounds on his new found beliefs from his studies about philosophical virtue, justice, and truth. In “Apology” written by Plato, Socrates defended himself in trial, not with the goal of escaping the death sentence, but with the goal of doing the right thing and standing for his beliefs. With this mindset, Socrates had no intention of kissing up to the Athenians to save his life. Many will argue that Socrates’ speech was not very effective because he did not fight for his life, he just accepted the death sentence that he was punished with. In his speech he said, “But now it’s time to leave, time for me to die and for you to live.”

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From 1896 to 1924, America went through a period known as progressivism in which people of all walks of life banded together to oppose conservatism and reform society. Progressives generally believed that government is necessary for change, however; it had to more significantly embody the ideals of democracy. Some of the specific changes that progressives wanted were regulating railroads, a direct election of senators, graduated income tax, limited immigration and eight-hour workdays. By supporting these changes, the progressives hoped to promote and expand democracy and thus give the people more power.

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Socrates believes that justice benefits the just, but also benefits the city (other people) too. He is faced with a seemingly simple choice, escape Athens or remain in prison and be sentenced to death. Socrates’ central argument against escaping his circumstances is twofold. First, Socrates argues that “one must never do wrong.” (49b)

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In Apology, Socrates faces possible execution as he stands trial in front of his fellow Athenian men. This jury of men must decide whether Socrates has acted impiously against the gods and if he has corrupted the youth of Athens. Socrates claims in his defense that he wants to live a private life, away from public affairs and teachings in Athens. He instead wants to focus on self-examination and learning truths from those in Athens through inquiry. Socrates argues that "a [man] who really fights for justice must lead a private, not a public, life if [he] is to survive for even a short time" (32a).

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