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Comparison of Lao-tzu and Machiavelli
Lao-tzu and Machiavelli are political philosophers writing
in two different lands and two different times. Lao-tzu was
an ancient Chinese philosopher from 6th century BC, the
author of Tao-te Ching, and Machiavelli was an Italian
philosopher who lived 2000 years after Lao-tzu’s time,
author of Prince. They are both philosophers but have totally different perspective on how to be a good leader. While both philosopher’s writing is instructive. Lao-tzu’s advice issues from detached view of a universal ruler; Machiavelli’s advice is very personal perhaps demanding. Both philosophers’ idea will not work for today’s world, because that modern world is not as perfect as Lao-tzu described in Tao-te Ching, and not as chaotic as Machiavelli illustrated in Prince.
Perhaps Lao-tzu and Machivelli’s political system will not work for today’s world, but some of their philosophies are still exist in some of modern issues. One of those issues is gun control, which has become a dividing line in America. Lao-tzu advised in Tao-te Ching “weapon are the tools of violence; all decent man detest them. Weapon are the tools of fear; a decent man will avoid them except in the direst necessity and, if compelled, will use them only with the utmost restraint.” On the other hand Machiavelli wrote in Prince, “Francesco Sforza became Duke of Milan from being a private citizen because he was armed; his sons, since they avoided the inconveniences of arms, bec...
Carter, Gregg. Guns in American Society: An Encyclopedia of History, Politics, Culture, and the Law. Santa Barbara, California: ABC-CLIO, 2012. Print.
Although similarities between Machiavelli and Lao-Tzu may be difficult to detect, their views are both very extreme. Machiavelli believes that the prince should have total control and do anything to gain power; however, Lao-Tzu desires a political system in which everything runs its own course.
Throughout history, it can be argued that at the core of the majority of successful societies has stood an effective allocation of leadership. Accordingly, in their respective works “The Tao-te Ching” and “The Prince”, Lao-Tzu and Machiavelli have sought to reach a more complete understanding of this relationship. The theme of political leaders and their intricate relationship with society indeed manifests itself within both texts, however, both Lao-Tzu and Machiavelli approach this issue from almost entirely opposite positions. Lao-Tzu appears to focus the majority of his attention on letting problems or situations take their course and allowing good to prevail. On the contrary, Machiavelli advocates the necessity for a successful leader, or prince, to take control of his endeavors, and the skills or qualities necessary to maintain power, at any cost. Since these thinkers both make an inquiry to what is essentially the same dilemma of effective leadership, it becomes almost a natural progression to juxtapose the two in an effort to better understand what qualities a prosperous leader must possess. In this sense, when we utilize the rhetorical strategy of compare/contrast as a vehicle to transport us to a more enlightened interpretation of Lao-Tzu and Machiavelli’s conclusions, it becomes apparent that Machiavelli’s effort is much more successful as his practicality serves its purpose much more effectively.
With this short essay Sedaris was able to appeal to our emotions as readers. When they got kicked out and they were very and almost “frozen” according to Sedaris, his images made us feel angry towards the mother. From his simply structured essay it makes you feel as an adult and as a child. It is structured in a way that would help the reader to stay with the story and builds the interest to keep reading until the end. Sedaris did a fabulous imaginative pieces that would appeal to the readers and appeals to the reader’s emotions as well. At one point he said, “Dusk approached, and as it grew colder it occurred to us that we could possibly die (Sedaris 73). He keeps his audiences remain emotional throughout the
One of the first major differences between Machiavelli and Lao Tzu’s belief is war... According to Machiavelli, war should be a profession of a prince. He suggested a prince to think about arms than personal luxuries, and he said being disarmed would make him to be despised,
In The Prince, Machiavelli was addressing a monarchical ruler and offering advice designed to keep that ruler in power. He felt that Cesare Borgia was model for the perfect prince. He was able to give actual examples of how princes during his time ruled and how they failed or succeeded in doing so. Plato, in contrast was perhaps unrealistic. His ruler and state could only be used to better understand the meaning of justice. It could never be practiced in real life because he neglects the fact that everyone sins and fails to mention this in his ideal ruler and state.
To be successful, one must have the appearance of virtuousness, but not necessarily be virtuous. At least, this appears to be true according to Niccolo Machiavelli's works. Machiavelli's idea of the virtuous republican citizen may be compared to Hobbes' idea of a person who properly understands the nature and basis of sovereign political power. Hobbes' ideas seem to suggest that most anyone can claim rightful authority as there is a belief in God, and one can under Hobbes, claim legitimate authority rather easily. There are few proofs. Machiavelli, on the other hand, takes a strong position and suggests specific criteria in terms of power. With Machiavelli, there is a sense of righteousness and fairness and while he does not sanction authoritarian rule to save man from himself, it is also true that Machiavelli puts a lot of faith in leaders also. In some respects, one can see that the two theorists agree yet Machiavelli’s proposed Political society is more feasible thus superior to that of Hobbes.
For example, play such as climbing, skipping, running, and hopping assist in the development of the child’s gross motor skills. Similarly, cutting with scissors, and drawing assist in the further development of the child’s fine motor skills (Davies, 2011). In addition, play is instrumental in social development. Preschool children learn values of prosocial behavior such as comforting, helping, controlling aggression, and sharing via cooperative play. For example, turn taking is an important aspect of play that fosters sharing, moral reasoning, control of aggression, and conflict resolution because it is an essential aspect to the child’s establishment friendships and maintenance of relationships (Davies, 2011). Consequently, because friends spend more time playing together, they have more conflicts but are more likely to negotiate a solution. Ultimately, because of the child’s desire to be accepted and valued by peers, conflicts become opportunities for the child to learn how to, control aggression, share, and resolve
The Criminal Justice system was established to achieve justice. Incarceration and rehabilitation are two operations our government practices to achieve justice over criminal behavior. Incarceration is the punishment for infraction of the law and in result being confined in prison. It is more popular than rehabilitation because it associates with a desire for retribution. However, retribution is different than punishment. Rehabilitation, on the other hand is the act of restoring the destruction caused by a crime rather than simply punishing offenders. This may be the least popular out of the two and seen as “soft on crime” however it is the only way to heal ruptured communities and obtain justice instead of punishing and dispatching criminals
An Article by Dr. Leong and Dr. Bodrova (2016) stated that play is beneficial to children’s learning especially when it reaches a certain degree of complexity. When they engage in play activities most of their early years, they learn to delay gratification and to prioritize their goals and actions. They also learn to consider the perspectives and needs of other people and to represent things significantly to regulate their behavior and actions in a cautious, intentional way.
Parten’s idea of child lead stages of play would support JNTCP ‘behaviour that is freely chosen, personally directed’ as when the child is ready to progress they make the personal decision. It could be said that Parten’s job would have influenced the way she views play. Being a psychologist may have led her to believe that child led play is more beneficial for the child’s development as they are able to figure it out for themselves, thus making the child more independent. A teacher idea of play however, would be the opposite to that of a child psychologist, as a teacher would believe that adult led play is more beneficial for a child, as it can have a planned outcome and consequently better the child’s social, emotional and physical development. The Researching Effective Pedagogy in the Early Years (REPEY, 2002) research clearly states that there becomes a point where children need to be supported by an adult in order to further their thinking. Vygotsky theory of proximal development would support the teacher’s idea of child lead play. Proximal development represents the gap between what a child can accomplish alone, and what they can do with the guidance of an adult. Similarly, Bruner’s theory of scaffolding mimics the same idea as Vygotsky, the adult giving a helping hand to the child’s play to better their learning and
Ancient Egypt is considered to be one of the most significant eras in history, due to its lengthy existence and its overwhelming contributions to the development of western civilization. You could say that Egypt provided the building blocks for Greek and Roman culture, and through them, influenced all of Western tradition. Today Egyptian imagery, concepts, and perspectives are found everywhere; you will find them in architectural forms, on money, and in our day to day lives. We are able to distinguish various elements of its culture that played a key role in its development, such as agriculture, architecture, religion, and government to name a few. Egypt 's impact on later cultures was and still is immense.
As Mandela grew more aware of the world, he begins to see the bigger picture. An entire country that belongs to his people, now denied from them, and his race looked down upon by British usurpers.This is what drove “a law abiding attorney” to become a man of rebellion. Filled with a hunger for freedom, and a need to right what has been wronged, simple obstacles like prison and persecution will not get in the way of this man's wish to be free. “When I walked out of prison, that was my mission, to liberate the oppressed and the oppressor both”. Nelson Mandela not only was able to see his people being oppressed, but he could see that the oppressor was not exactly free either. That a man who oppresses his fellow man is trapped in a prison of hatred, and that he, his people, and his oppressors, must be freed from this vicious cycle. This is what led him to become the President of the ANC (African National Congress), and an
Despite all of play’s weird attributes, it is a wonderfully important activity and experience. The lack of play within early childhood programs is impractical and disappointing. American’s are denying their students what they need, so they can measure their student’s academic intelligence, thinking little to none about their student’s social and emotional intelligence, which are just as important. Play is so much more than just play. Play is necessary. Play is learning, engaging, thinking, understanding, caring, knowing, experiencing, and lots more. Play needs to be restored in America’s early childhood
Mandela explains that not being free impacted his life from childhood to adulthood. As a young man he dealt with just finding out he wasn’t free. As a young man he joined the African National Congress, while he realized that it wasn’t just him that wasn’t free, it was everyone that looked like him. His brothers and sisters not free. In the text, Long Walk to Freedom, it states, “That is when I joined the African National Congress, and that is when the hunger for my own freedom became the greater hunger for the freedom of my people.” This quote explains that he wanted everyone he looked like to be free and to be safe again. Mandela talks about how he, as a child, wanted only himself to be free but after he joined the African National Congress, he wanted everyone to be free and equal again. Another quote from the text to support this is, “Freedom is indivisible; the chains on any one of my people were the chains on all of them, the chains on all of my people were the chains on me.” This quote shows that even if one person gains his freedom, another doesn’t and that that one person that is possibly still there, none of them are free. Nelson Mandela tells in great detail that he progresses from a child to help his country, and to free his