Comparing Allegory Of The Cave 'And Two Crafty Jackals'

In the politics of social influence, an understanding of a community’s underlying beliefs and customs is crucial for its effect – and narrative provides the medium for both the acquisition of that understanding, as well as the demonstration of its effect. By comparing and contrasting the theme of education, as well as the social purpose of the two works “Allegory of the Cave” by Plato and Elizabeth Lard’s Two Crafty Jackals: The Animal Fables of Kalilah and Dimnah, the process of education, its effect on the learners and the issue that can ensue if that communicative system is biased or misrepresented, are explored.

The transforming effect of education is a central theme underlying the two works – one that is examined through its diplomatic methods and process. To start, the frame narrative of both “Allegory” and Jackals consists of a character illustrating a lesson: the counsellor to his Shah, then – Plato to his

However, the two differs in how they construct knowledge as a process. While “Allegory” refers to personal vision and self-motivation as what constitutes this quest, Jackals is more reliant on the level of action and exchange between characters. For instance, Plato explains to Glaucon that it is not blindness that leads to ignorance, but rather, the misdirection of sight; he reasons, “the idea of good appears last of all”, meaning the attainment of knowledge is only possible with sustained efforts to overcome resistance – such being the pain and befuddlement the freed prisoner had initially experienced. The ascent from the cave to the outside world is both personal and experiential: the change of perspective dictates new perceptions, and in turn, beliefs. Likewise in Jackals, the education process is active and conscious, with characters asking one