How does living an examined life lead to living the ‘good life.’
It is said in Salinas (2018) that Socrates challenged others to explore their inner self,
discovering that, sometimes, we know less than we think. Today, his words are still valid and
represent a sound advice on how to start the path for self-actualization. Living the examined
life requires us to apply reasoning, have goals and plans which will lead to peace and stability.
For many it can take some time to truly begin understanding who were are and what it means
to truly recognize that we are not going to be alive for a while and we have to always be of
contribution to something bigger, it’s almost like we are under the Stockholm disease where
life tries to suppress us but we are all natures creatures and we have to learn to adapt as Mary
Midgley (2002: 46-50) has forcefully reminded us if we had no nature there would be nothing
to nurture. Despite this, this essay will be based on the examination of what it really means
to live the benefits and disadvantages of a “good life” whilst applying it to the examined life
through critically allowing ourselves to go through change.
Crocker (1995: 183: Sen 1989:77) will also draw insight arguing that “The concept of positive
freedom is important because it marks out how a person is actually able to act , live, function
or achieve positive freedom is “what a person is actually able to do or to be” . With this, Watts
(2002) can certainly provide evidence of the statement, in fact giving us a basic view on a
foundation which we must base the of lifestyle or rather I say the way we allow ourselves to
treat life itself. It is not only dependent on what you do but also how you go about conducting
yourself. Crocker also explains that as humans we need to develop a power of choice. The
ability to individually come of up with new methods, ideas and concepts will exercise the
power that a person may have over their own choice. We live on autopilot often, recollecting
our past and attempting to anticipate what's to come. As opposed to being available, we
frequently incline toward meandering through life and anticipate that things should go okay;
it resembles having a vessel and anticipating that the current should guide you to port. To be
available in a minute is to consider it. Given that we are not used to doing this is may is not
anything but difficult, to begin with. Our brains may oppose it as too should exertion with
flawed outcomes.
Arendt (1958) argues the idea that to come into a world is to involve ourselves in worldmaking activities. This normally comes about by means of a connection or relationship, be it
in our control or based purely on the power of the unknown. For starters, this may include
the suppression on that which is below us, as humans to thrive and survive over the course
of our lives. A very good way to put this would be the “banality of evil”. Moreover, it is said
by Arendt that as one is in pursuit of something greater there will always be a level of evil
rising amongst the cracks in the process. Therefore, as we continue to steadily make an
approach towards that which is positive, we are “trespassing” which can produce some
negative side effects. Seemingly, Holowchack (2009) states “the stoic cosmopolitanism
entails the examined life as a critical reflection on oneself and the traditions that require
logical reasoning skills, consistent test, always having factual evidence as well as rightful and
accurate judging. Holowchack elaborates by mentioning a very important point: “Logic
teaches the intellect what is naturally suite to do”, in other words to correctly make strongly
reinforced decisions or conclusions. For this to about Stoics believe that we must hinder
ourselves from the notion of what is true from what is false so that we may be able to assert
under that which is true only to be in place as a guide to the “good life”. According to Lingard
(2003) the model of Socrates practices is based on one fact: Productive Pedagogy, an
instructional method of the craftsmanship (and study) of educating. Powerful educators
utilize a variety of showing techniques since there is no single, all-inclusive methodology that
suits all circumstances. Various techniques utilized in various mixes with various gatherings
of understudies to improve their learning results. Furthermore, it would later tie into the how
we can recognize ourselves through the concern of other people. A persons critical thinking
is based on how that can purely understand themselves physical and socially whilst
incorporating the appropriate actions as a path to normality. As humans, we experience
everyday situations in two ways: Through a positive or negative.
The way of critically thinking in accordance to the “good life” can help us engage a part of
our mind which is related to smart thinking. Despite our thinking process, we must reason
which is involuntarily happening according to Allen (1997) as he makes the idea of effectively
applying ourselves in areas where we can find solutions very much possible. Relating to a
situation is one of the ways which the brain can understand what goes on around as it collects
information. As one can sense the signs of a good life ahead, the factors which allowed us to
activate our “Smart thinking” only better our understanding what is required of us. At
University it is highly beneficial to exercise smart thinking as a means for having the Examined
Student life all checked out. This not only allows a student to adapt, but also help them to
take on responsibility of being in control of their actions which give us insight to how truly
complex we are towards living a life on pure happiness. Test our abilities, not only physical
but primarily mentally and academically, its important that the growth needed to pass out of
one phase and into a new one is adamant. Just as Alasdair MacIntyre (1990: 222) “its
demanded of university community to justify itself by specifically what is peculiar and
essential function is” and just like that statement we must also truly know what is our function
regarding being put in the system and still having to follow rules and regulations put in place
before us whilst still under the impression that the “good life” can still be achieved. Despite
all of this, we still need to analyze the bigger picture that still forces us to be a sub-ordinate
to the systematic procedure of the life as a university student. Always being up to date with
assignment and Tutorials whilst retaining and ever-increasing amount of knowledge together,
at the same time, maintaining a decent social life is not all allowing us to have time to take
breath and try to enjoy the fruits of the hard work. All of this can put them mind in a state of
stress which gives way to fear and that is a trait we all can’t fully function properly with and
can even lead to our down spiral putting us in fear of the only obstacle holding us back: The
Academia. Fear is the minds way of hiding us from the reality that one can look past the
illusion and smoke screens allowing themselves to return to normal state. Therefore, critical
thinking involves a sort of reflective angle to the concept, evidently, if our perspective can be
altered by an experience, the exploration of new understandings will be revealed, slowly
manifesting the desired dream.
George Hanford once said “A comprehensive and effective blueprint for getting one’s
thoughts on straight through the application of a proven intellectual concept to the
practicalities of daily living. A critical thinking classic”. This is just to say that even at our worst
we can still strive to be our best. The desired life is not all for one but instead a more
convincing one for all, we all want a good life but is it possible to achieve a state if all we do
is focus on the invaluable things in life? Our mindset needs to be critically adjusted to what is
really happening around us. At the end of the day, we just need to try to place basic deduction
without hesitation into our lives. It is possible to learn it and even utilize it. Once self-realizing
that our distinct values, behaviors and our social arrangement are designed by who we are,
the same way our sub-conscious fills our consciousness with ideas we may begin to value and
respect the lessons by accepting the responsibility of practicing the act of living the good way
which will produce a good life. Accepting the examined life through critically thinking and
discerning allows us to experience a good life the way we are supposed to be. By engaging
ourselves completely, we can apply the finishing touches to our lives in the hopes that the
attended life would be guaranteed for us in the future.
Resources
Allen, M. (1997) “Smart thinking”, Smart Thinking: Skills for Critical Understanding and
Writing, Oxford: Oxford University Press: 1-8.
Arendt, H. (1958). The Human Condition, Chicago, University of Chicago Press.
Brookfield, S. (1987) Developing Critical Thinkers: Challenging Adults to exploring Alternative Ways of
Thinking and Acting, Milton Keynes: Open University Press: 3-14.
Crocker, D. (1995), “Foundations of Development Ethics”.
Lingard, B,. & Mills, M., (2003), “Teachers and School reform: Working with productive pedagogies
and productive assessment”, Melbourne Studies of Education, 44(2) 1-18
Holowchak, M. (2009) “Education as training for life: Stoic teachers as physicians of the
soul”, Educational Philosophy and Theory, 41 (2): 166-184.
MacIntyre, A. (1990), Three Rival Versions of Moral Enquiry. Notre Dame, University of Notre Dame
Press.
Midgley, M. (2002). Heart and Mind, London, Routledge.
Paul, L. E. (2013). 30 Days to Better Thinking and Better Living Through Critical Thinking. In L. E. Paul,
30 Days to Better Thinking and Better Living Through Critical Thinking (p. 10). New Jersey: FT Press.
Salinas, D. (2018). 4 Pieces of Socratic Advice to Live an Examined Life and supercharge your road to
mindfulness. Thrive Global. Retrieved from https://thriveglobal.com/stories/4-pieces-of-socraticadvice-to-live-an-examined-life/
Shusterman, R. (2008). The Good Life, The Examined Life, and the Embodied Life. Human Affairs. 18.
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Watts, R. (2004). “Socrates at the tech’: On higher education in the age of the mass
university”, Melbourne Studies in Education, 45 (1): 41-66.