Conservation of the Great Barrier Reef: is the Benefit worth the Cost?

Conservation of the Great Barrier Reef: is the Benefit worth the Cost? Introduction The Great Barrier Reef has been an iconic part of Australia’s global image for decades. It is considered one of the seven natural wonders of the world, it has been a world heritage site since 1981 and it is considered a state icon of Queensland. This stunning and complex natural resource draws in more than two million visitors a year, and yet there is immense controversy surrounding the conservation of the reef. The Great Barrier Reef is a sensitive environment that relies on the costal ecosystems surrounding the reef to function. The costal ecosystems provide the aquatic terrestrial link that â€Å"†¦support[s] the physical, biological and biogeochemical process that underpin the ecosystem health of the Great Barrier Reef†¦Ã¢â‚¬  (Great Barrier Reef Marine Park Authority, 2012). The Great Barrier Reef provides Australians and people worldwide many social benefits such as agricultural production, commercial and recreational fishing, tourism, recreation and environm ental values. Total Economic Value of the Great Barrier Reef The Great Barrier Reef provides economic benefits when either preserved or destroyed. Environmental and economic concerns tend to raise controversy, whether it be land rights, natural resources, pollution or any other variety of environmental concerns. Public opinion is heavily divided, some believe that the environment should come first at all costs while others believe the economy is of greater importance. There is no right or wrong answer. The truth is that economic benefits often conflict with environmental and social benefits. This effects the way that policy makers make decisions, therefore it is very important that there is a way to value environmental features within nature in monetary terms. â€Å"Valuing nature in monetary terms can effectively inform policy settings and help industry, government, the science community and the wider public fully understand the contribution of the environment to the economy and society.† (Total economic value of the Great Barrier Reef what you need to know, 2017). In a world that is continually growing more environmentally conscientious it is important that there is a way to assist with mutual understanding of environmental and economic costs and benefits. Using the Total Economic Value (TEV) framework a monetary value can be placed environmental features such as the Great Barrier Reef. The aim of this essay is to provide an analysis of the value of the Great Barrier Reef and provide a case for conserving the Great Barrier Reef and limiting or modifying the main activities or driving forces that are putting pressure of the Reef’s overall health. What is Total Economic Value (TEV)? TEV is a cost-benefit analysis framework used for valuing a natural resource and comparing the cost and benefit of having said resource to the cost and benefit of not having it. As represented in figure 1 below, there are many different types of values, the main two being use values and non-use values. Figure 1: Total Economic Value Framework (Total economic value of the Great Barrier Reef what you need to know, 2017) Putting a monetary value on a natural resource is a complex task and therefore all values must be reviewed and understood. For example the Great Barrier Reef is an iconic Australian image, as an icon the Great Barrier Reef holds icon value which is internationally influential on not only tourism but politics and business as well. Identifying the Costs and Benefits of Great Barrier Reef Conservation Cost Benefit analysis (CBA) is a process that attempts to measure the positive and negative consequences of something. CBA measures externality effects, social benefits and effects on both participants and non-participants. Social Benefits of Great Barrier Reef Conservation The Great Barrier Reef holds a significant number of social benefits that need to be reviewed when considering the TEV or a CBA of the reef. In a report of this size not all benefits can be reviewed, just the most major social benefits and costs will be briefly discussed. The Great Barrier Reef has been an important resource for thousands of years, stretching back to when the indigenous population lived within the coastal areas surrounding the Great Barrier Reef. Today the reef is used and valued as a place for people to visit and enjoy. The reef has provided over 54000 full time jobs for Australians through fishing and tourism (At what price? The economic, social and icon value of the Great Barrier Reef, 2017). The reef is also an important area for culture, recreation, scientific research and defence force training (McCook et al., 2010). Even through indirect use the Great Barrier Reef effects millions of people purely by existing. Having a pristine coastal and marine area to use for recreational activities promotes a healthier lifestyle, this is a social benefit that provides a healthier population and therefore in the long term decreases medical costs. There is a similar situation regarding air pollution. Having a healthy coastal environment and healthy marine environment would help to increase clean air and reduce air pollution, this again would cut medical costs in the long term and promote a healthy lifestyle. Social Costs of Great Barrier Reef Conservation It can be argued that the conservation of the Great Barrier Reef will have a negative effect on jobs due to the fact that reef conservation has a negative effect on coal mining and shipping routes. In order to protect the reef costal development must be regulated and minimised and this will have a significant effect on population growth and will economically effect coastal towns. Conservation of the reef does not necessarily mean removing all profitable practices from the reef. Conservation can mean that economic activity may continue but only in a way that is sustainable. Great Barrier Reef conservation will result in decreased growth rate for jobs within mining, fishing, agricultural and tourism sectors. Although growth rates for jobs would have to slow in the long term picture the jobs that are created would be created to last. As population size will continue to grow it must be determined if the conservation of the Great Barrier Reef will be enough to support many coastal and inland communities in north Queensland. The biggest driving force for the support of development of new coal mines and coastal ports in north Queensland is the promise of new jobs for the people living in proximity to the Great Barrier Reef. Measuring the costs and benefits of Great Barrier Reef conservation Benefits of the Great Barrier Reef Benefit Benefit Type Economic Value Type Valuation Method Recreational Benefits Social Benefit Direct Use Both visitors and residents use the Great Barrier Reef for recreational activities. The travel cost method would be used to determine the amount of money that people spent travelling in order to use the reef for recreational activities.    â€Å"About 60 per cent of recreational visitors visit the Reef between one and 10 times in a year, but a small proportion (about 15 per cent) visit the area more than 50 times a year. Recreational use (including recreational fishing) contributed $153 million to the Australian economy in 2006/07. The exact contribution of the non-fishing component is not known.† (Gbrmpa.gov.au, 2017) Economic Sustainability Private Benefit Direct Use By maintaining the health of the Great Barrier Reef it will continue to be an asset and supply jobs to the local area. Economic Sustainability can be valued using the Damage Cost Avoided, Replacement Cost, and Substitute Cost Methods Cultural Benefits Social Benefit Bequest Value Altruist Value Existence Value Icon Value Many Australians take pride in the natural phenomena within the country and are inclined to protect it for the use of future generations. Hedonic pricing would be used to determine the benefit of the reef in terms of cultural and aesthetic value. Health Benefits Social Benefit Direct Use Cleaner air and promotion of recreational activities will have health issues decrease and money will be saved on Medicare. Health Benefits would be measured using the contingent valuation method. Scientific Research Social and Private Benefit Direct Use The Great Barrier Reef can continue to be used for scientific research that may one day supply invaluable research. Fishing industry Private Benefit Direct use The use of the reef for commercial fishing can be valued using the market price method, as fish can be valued within a commercial market. Tourism Industry Social Benefit Direct Use The use of the reef for tourism can be valued using the productivity method or the contingent valuation method as the reef supplies many products and services within the tourism industry. Costs of the Great Barrier Reef Options for quantifying the costs and benefits of Great Barrier Reef conservation It appears that the best way to determine a monetary value of the Great Barrier Reef is the total economic value (TEV) framework. This framework has been used many times by many different organisations and repeatedly appears to have consistent conclusions. Oxford Economics assessed the TEV of the Great Barrier Reef in 2009 and came to the conclusion that it is worth 51.4 billion dollars (Valuing the effects of Great Barrier Reef bleaching, 2017), and in 2017 Deloitte economists determined that the value of the Great Barrier Reef stood at 56 billion dollars (At what price? The economic, social and icon value of the Great Barrier Reef, 2017). The TEV framework effectively encompasses the greatest range of costs, benefits and values out of all other frameworks. When using cost benefit analysis (CBA) the indirect benefits are not considered in the same way that they are with the TEV approach. It was determined in the Deloitte economists report that the second most valuable aspect of the Great Barrier Reef was indirect or non-use value at 23.8 billion dollars, second to only tourism which was determined to be worth a staggering 29 billion dollars. It is clear that the TEV framework is the best system currently within use. Conclusion The final thoughts on the topic of evaluating the value of the Great Barrier Reef, one of the world’s greatest natural resources, is that currently the best and most effective way to put a monetary value on the reef is to use the TEV approach. This resource must preserved and Australia must not allow this resource to become abused and destroyed, it is one of the country’s greatest resources and is such an iconic image that represents Australia as a whole. The value that this brings through non-use value is irreplaceable and is in no way worth destroying for an economic trade off. References Deloitte Access Economics 2013, Economic contribution of the Great Barrier Reef, Great Barrier Reef Marine Park Authority, Townsville. Ecosystemvaluation.org. (2017). Market Price Method. [online] Available at: http://www.ecosystemvaluation.org/market_price.htm [Accessed 5 Aug. 2017]. Gbrmpa.gov.au. (2017). Coastal development and protecting the Great Barrier Reef GBRMPA. [online] Available at: http://www.gbrmpa.gov.au/managing-the-reef/threats-to-the-reef/coastal-development-and-protecting-the-great-barrier-reef. Gbrmpa.gov.au. (2017). Recreation GBRMPA. [online] Available at: http://www.gbrmpa.gov.au/managing-the-reef/how-the-reefs-managed/Managing-multiple-uses/recreation [Accessed 5 Aug. 2017]. Great Barrier Reef Marine Park Authority (2017). Ports and Shipping information sheet. pp.1-7. Great Barrier Reef Marine Park Authority (2012). Informing the outlook for Great Barrier Reef coastal ecosystems. Townsville: Great Barrier Reef Marine Park Authority, pp.1 18. Great Barrier Reef Marine Park Authority (2009). Coastal development. pp.1-2. Great Barrier Reef Marine Park Authority (2004). Environmental Impact Management Policy. pp.1-10. Great Barrier Reef Marine Park Authority (2014). 2014 Great Barrier Reef Outlook Report. Great Barrier Reef Outlook Report. [online] Great Barrier Reef Marine Park Authority, pp.5-18. Available at: http://www.gbr.qld.gov.au/documents/gbr-outlook-report-2014-full.pdf. Great Barrier Reef Marine Park Authority (2009). 2009 Great Barrier Reef Outlook Report. Great Barrier Reef Outlook Report. [online] Great Barrier Reef Marine Park Authority, pp.1-12. Available at: http://www.gbrmpa.gov.au/__data/assets/pdf_file/0018/3843/OutlookReport_Full.pdf. Greenpeace. (2017). Boom Goes the Reef. [online] Available at: http://www.gbrmpa.gov.au/__data/assets/pdf_file/0019/6607/gbrmpa_EIM_Policy_2010.pdf. McCook, L., Ayling, T., Cappo, M., Choat, J., Evans, R., De Freitas, D., Heupel, M., Hughes, T., Jones, G., Mapstone, B., Marsh, H., Mills, M., Molloy, F., Pitcher, C., Pressey, R., Russ, G., Sutton, S., Sweatman, H., Tobin, R., Wachenfeld, D. and Williamson, D. (2010). Adaptive management of the Great Barrier Reef: A globally significant demonstration of the benefits of networks of marine reserves. Proceedings of the National Academy of Sciences, 107(43), pp.18278-18285. Moore, T. (2017). International concern about LNG industrys impact on Reef. [online] Brisbane Times. Available at: http://www.brisbanetimes.com.au/queensland/international-concern-about-lng-industrys-impact-on-reef-20111106-1n2fx.html. Queensland Department of Environment and Heritage Protection (2013). Draft report on the economic and social impacts of protecting environmental values in Great Barrier Reef catchment waterways and the reef lagoon. Marsden Jacobs, pp.38-117. Total economic value of the Great Barrier Reef What you need to know. (2017). 1st ed. [ebook] Deloitte Access Economics, pp.4 9. Available at: https://barrierreef.org/uploads/Total%20economic%20value%20of%20the%20Great%20Barrier%20Reef%20-%20Need%20to%20know.pdf [Accessed 9 Aug. 2017]. Valuing the effects of Great Barrier Reef bleaching. (2017). 1st ed. [ebook] Saint Aldates: Oxford Economics, pp.1 80. Available at: https://www.oxfordeconomics.com/Media/Default/economic-impact/sustainability-and-climate-change/gbrfoxford.pdf [Accessed 13 Aug. 2017]. Stoeckl, N., Hicks, C., Mills, M., Fabricius, K., Esparon, M., Kroon, F., Kaur, K. and Costanza, R. (2011). The economic value of ecosystem services in the Great Barrier Reef: our state of knowledge. Annals of the New York Academy of Sciences, 1219(1), pp.113-133. At what price? The economic, social and icon value of the Great Barrier Reef. (2017). [online] Deloitte Economics. Available at: https://www2.deloitte.com/content/dam/Deloitte/au/Documents/Economics/deloitte-au-economics-great-barrier-reef-230617.pdf [Accessed 14 Aug. 2017].

Michael Imaginary Friend :: short story

Michael Fritz was a very lonely boy. His parents died in a nasty car crash when he was two, so Michael was sent to live with his Aunt and Uncle. Michael was known as a shut in, and never would he go play with kids his own age. He was content with the inside of his home and that is where he stayed. While Michel’s Aunt and Uncle were at work his nanny, Kendra, would watch after him and take him to the park. On a day that seemed to be as normal as the rest something very abnormal happened. Michael was taken to the park, and like his usual routine; he went off and played by himself. A few hours later Michael went to Kendra, and told her he was ready to go. She agreed and they started to the car. â€Å"Miss Kendra, can I bring a friend home with me,† stated Michael. Kendra replied, â€Å"I can’t see a reason why not.† Kendra looked around for Michael’s friend, but she did not see him anywhere. â€Å"He’s right here,† stated Michael, â€Å"he is very excited to come home with us.† It was at that moment that Kendra realized that Michael had an imaginary friend. She was fine with the idea and thought the concept of an imaginary friend was perfectly normal. â€Å"Oh, now I see your friend. What is his name?† the nanny said. â€Å"His name is Jonny, and he is one year older than me.† The whole car ride home Michael was talking to his imaginary friend. Kendra did not mind; she was acutely very happy to know that Michael made some type of friend. When Michael’s aunt came home that night the Kendra pulled her to the side and told her about Jonny. Kendra also told her that Michael began using very bad words when he spoke with Jonny. Sarah (Michael’s aunt) was very surprised that Michael would ever use swear words, and frankly did not believe what the nanny was telling her. Later that night Sarah pulled Michael to the side and asked him about his friend. Sarah’s first words were, â€Å"Kendra told me that you have a new imaginary friend.† â€Å"He’s not imaginary he is really!† Michael answered angrily. â€Å"Oh, Ok,† Sarah replied sarcastically. â€Å"Well does your friend have a name?† â€Å"Yes, his name is Jonny.† Sarah asked, â€Å"Kendra has brought to my attention that some choice words has slipped out of your mouth.

How to Keep Fit Public Speaking

A very good afternoon to my teacher Sumita & all my classmate. Today I would like to talk about the title â€Å"How to keep fit†. Everyone wants to keep fit, but did u all know what is keep fit & what body is means fit? (showing picture) these all guys is the successful keep fit people. As you see that fit is not means having a thin body. A fit body also can help you get away from disease, what it means you can have a healthy life if you have a fit body, so how you can keep your body fit? Here is some idea I have in my mind to help you keep fit.I have to say first, the most important thing , if you want a fit body, you have to Stay motivated, If you don't, you'll eventually give up. First, The best way to keep fit should be having Exercise. It is a very important part in keep fit. It help you keeps our blood flowing which keeps your heart beating. If you having free time, you also can go in sports or gyms but If you are busy so can’t go to anywhere, you can do exercise in home also, example push up, sit up, bench and jogging is also a major exercise, you should jog at least 1 kilometer to let that fat off.Here a tips for you, If you are overweight, start with something simple like jogging 5 minutes everyday. The next week, go 10 minutes a day. Continue increasing your output until you establish a solid routine. Next, you should give your body fuel. As you become more active, you'll need more food, but not just any food—you need healthy, energy-laden food that'll jump-start the next phase of your day, not weigh it down. Learn how to eat healthfully and drink more water. Normally should drink 8 to 10 glasses of water each day. And remember that you really need to avoid unhealthy snacks.Finally, you have to let your body rest enough. When you're giving your body a run for its money with varied physical activities, you also need to let it recover and renew by getting a sufficient amount of sleep. Determine how many hours of sleep you need in or der to feel refreshed in the morning, then discipline yourself to wake up and go to bed at the same times on a daily basis. In conclusion, a Healthy body is very important for us, so that we have to keep our body fit so we can say goodbye to doctor and hospital. I hope you all can get some useful ways to keep body fit from my speech today. Thank you for lending your ears.

What is the significance of Platos choice of the dialogue form Essay Example

What is the significance of Platos choice of the dialogue form Essay Example What is the significance of Platos choice of the dialogue form Paper What is the significance of Platos choice of the dialogue form Paper Plato is known throughout history as the author of some of the most poetic, lively, interesting and probing dialogues ever written. Not only are they crucial in the philosophical development of the western world, they are also literary classics in their own right. But, to what extent was this success dependent on the form in which Plato chose to convey his teachings: the dialogue form? Why did Plato use the dialogue form rather than straight poetry or prose like his contemporaries? The central character in Platos dialogues was usually Socrates. Despite knowing very little factually about the historical Socrates, academics are largely agreed that he did actually exist. Socrates was a historical figure, famously put to death by the Athenian State for corrupting the young and for trying to introduce new Gods. Although these were the official reasons for his death, it is likely that the real reason was political, due to his relationship with the Oligarchy Party. Even before falling foul of the Athenian State, Socrates was never a popular figure due to his annoying habit of stopping people in the street to question them in detail about philosophy in a style similar to that depicted in Platos dialogues. Socrates himself never wrote a word; however, the philosophy of the historical Socrates seems to have been centred on a search for a definition, particularly in ethical terms, as it was ethics and to some extent language that chiefly occupied the historical Socrates. This tendency to explore philosophy in search of a definition is certainly one that is reflected in Platos early dialogues such as Gorgias or Protagoras. As we have no documented evidence from Socrates himself, when we read the words of Platos character of Socrates, are we reading words said by the historical figure or merely those put into the characters mouth by Plato? Apart from what we can gather from Platos dialogues, which are preserved in their entirety, we know very little of the history of Platos literary career. His purpose in publishing his dialogues is unknown, as well as the dates of both the writing and publication of each of the dialogues. Despite this, scholars have grouped Platos works into those written in the early, middle and late periods of his philosophical career which is thought to have started soon after the death of the historical Socrates, continuing until his death aged around 80 in approximately 348BC1. It is largely in the early and middle dialogues that the influence of the thoughts of historical Socrates can be seen. It is in Platos most famous work the Republic that critics begin to attribute the philosophical ideas to Plato himself rather than to Socrates. Book one of the Republic varies in both style and ideas from the last nine books, leading scholars to suppose it was written separately as an earlier dialogue. It shows Plato to have reached a point in his philosophical career where his use and the scope of the Socratic dialogue style reached an end. Book one is deliberately set up to be unsatisfactory to show this. Plato is using it as a tool to allow him to progress from the early Socratic dialogues into the deeper discussions we see in the latter half of the Republic, particularly in the extended metaphor of the cave, and in the later dialogues such as Parmenides. The dialogue form allows Plato to abandon old ideas in favour of new ones, regardless of their contradictory nature, as his theories change and develop. The historical Socrates held many radical ideas, notably those in favour of totalitarianism and against the Athenian democracy of the time. These views made Socrates unpopular during his life and probably contributed to his death. By using a dialogue form and exploiting irony fully, Plato the author was able to distance himself personally from the views held by his character of Socrates. This was important not only for Platos own safety, but also for the development of his philosophy. Despite distancing himself slightly from the views of Socrates, the character usually suggests ideas that Plato was thought to be personally sympathetic with. It has been suggested that Platos dialogues, due to their form, allowed Plato to argue through and test his arguments in favour of his philosophical theories. This explains why the character of Socrates is occasionally defeated in the debate, showing areas in which Platos philosophical argument was not fully developed. The dialogue, with its account of an open and free debate is a more democratic writing style, which acts as a contrast for the totalitarian views of Socrates. It is less focussed around one person than straight prose. The style in which the dialogues were conducted assumed that there was a higher authority, which was capable of imparting a deeper understanding and knowledge of the absolute truth, and that this authority is equally accessible to all. Knowledge is not elitist if sought in the correct manner2. Another implication of the dialogue form and its inherent democracy is that it allows Socrates a certain element of humbleness. The emphasis is taken away from him directly, allowing the discussions to be more accessible both for the characters present at the discussion and also for the reader. One of the most important reasons behind Platos choice of the dialogue form relates to his ideas about teaching and learning. Plato did not see lecturing as either proper or effective teaching. His pupils, readers and followers were not vessels to be filled with information3. They Socratic Method of dialectic used in his dialogues is concerned with leading the mind to self-discovery and self-realisation. This was supposed to produce students who would be able to continue their pursuit of the philosophical truth on their own, without reliance on their teacher4. In the dialogues, especially the Meno, Plato explains his theory of learning and recollection. The character of Socrates in this dialogue makes his apparently unsupported claim that the soul is immortal and that there is a cyclic reincarnation and rebirth. He claims that in our previous lives and in the other world where our soul is in-between bodies, we have learnt everything there is to know. This is often referred to as the Platonic Theory of Recall. Learning and seeking knowledge are both merely recollection. Socrates counters Menos paradox with his Lazy Argument: we do not have to earn anything new; it is only a matter of stirring old knowledge into recollection. For Plato then, the role of the teacher is not to impart new knowledge, as we already know everything, but instead to ask the appropriate questions to catalyse this recollection of previous knowledge. With his use of the dialogue form, Plato aimed to ask his reader such questions as would stir in them this recollection. He is encouraging the participation and intellectual development of his reader as well as Socrates and his interlocutors. The character of Socrates often considers himself to be like a midwife. Just as a good midwife coaches a pregnant mother on giving birth to her baby on her own, Socrates drew out what was already inside someone in an under developed state. The participation of the reader is therefore crucial to the purpose of both Plato and his mouthpiece, Socrates. Platos desire to involve his reader in the action of the debates can be seen in his use of the dialogue form. Dialogues, if written well as Platos were, can be immensely dramatic. They are staged interactions in which reader and listener like the dialogical participants themselves become immersed, and absorbed in the scene5. Readers and critics throughout history have been unable to prevent themselves from taking sides in the debate. This potential for reader involvement and participation makes the dialogue form so ideal for Platos purpose. In addition, the dramatised and often humorous nature of the dialogues captures the creative, fun side of philosophy, making it attractive for future newcomers to the discipline. The philosophy of the historical Socrates was often concerned with the quest for a definition, be it of Justice, Virtue or Happiness. The quest for a definition of Justice is pursued in several of Platos dialogues. The whole of Republic was written to continue this quest. Consequently, few of the dialogues are brought to a satisfactory conclusion. The dialogue form is flexible in that it allows him to do this without the dialogue seeming incomplete. Platos intension with his dialogues is that he is not only teaching others his philosophical ideas, but also that he equips them with enough knowledge through experience of Socrates questioning method of how to explore and discuss, that they are able to carry on the quest themselves. As David Fortunoff says, the philosopher-teacher has to model for the interlocutor the process of learning in the exhibitive or active mode of judgement, respectively6. He considers it an education in a way of life (agi gi ) for the student, and not only in acquiring specific knowledge7. In addition, due to the dramatic and absorbent nature of the dialogues, the readers interest is excited and maintained throughout. By bringing the dialogues to an unsatisfactory conclusion, Platos aim is to motivate the reader to continue the search alone; giving them the facilities to do so is of no benefit, if he cannot motivate his audience. Socrates uses a similar form of motivation for individual participation in his discussions with his interlocutors. As part of his Socratic dialogue method, Socrates reduces his interlocutors to a state of aporia, or confusion through removing the false beliefs they previously held by exposing the inconsistencies and inadequate nature of their argument. Socrates has been accused of leaving them in this state; however, Plato gives his readers, clues as to how we might continue the search ourselves. In Meno, Socrates explains the importance of this phase in his philosophical teaching8. At the start of the experiment with the slave boy, he was certain that he knew the answer, but he was wrong. With Socrates instruction, by the end, he knew that he was wrong. Initially, he was not perplexed, but he was in fact wrong. By the end of the dialogue, he may be perplexed, but he does not hold any incorrect ideas. He is in a better state than he was before Socrates reduced him to the state of aporia. In addition, he is now motivated to pursue the answer on his own because he now knows that he doesnt already know it. Socrates reduction of both his interlocutors and his readers to perplexity is a crucial tool of Platos to involve them in the debate and most importantly, to give them the motivation to realise what they dont know and to seek to fill the void. Above all, Platos reason for writing his dialogues as he did was to allow him to do philosophy with us, the unknown reader. The dialogue form allows him great flexibility as it leaves the debates open to interpretation. None of the dialogues are closed; there is always the possibility of further debate at a later date. This is important because it makes allowance so that every time you pick up Platos work, it will be different. All the dialogues rely heavily on personal participation and interpretation. These depend on and will change according to a persons experiences, moods, opinions and beliefs. As a persons perspective will never be the same at any two separate points in time, your experience of Platos work and philosophy will change. For Plato, this was crucial. Socrates produced no writings of his own and Plato, despite writing his many dialogues was suspicious of writing to say the least. At the end of the Phi drus, Plato discusses the inferiority of books and writing in general to pure thought9. From 274ff. , Plato explains the history of writing and Theuths story. He argues that writing doesnt help memory or learning, it will only remind people. It is a few sections later on in the Phi drus that Plato explains his main objection to books and to the art of writing: words cant answer your questions, they will always say the same things; with written words; they seem to talk to you as though they were intelligent, But if you ask them anything about what they say, from a desire to be instructed, they go on telling you just the same thing forever10. By using the dialogue form, Plato is trying to overcome this problem. Due to the many interpretations possibly and their flexible nature, the dialogue form has more potential to be able to answer questions or at least instruct the student on how to answer the questions themselves than standard inflexible prose. Despite this, a book will never be able to defend itself or provide further arguments in favour of its point. In the VIIth Letter, Plato expresses views even more anti writing. In section 341c-e, he claims that writers of philosophy can have no real knowledge of the subject. He then goes on to say that; I certainly have composed no work in regard to it, nor shall I ever do so in future, for there is no way of putting it in words like other studies. Acquaintance with it must come rather after a long period of attendance on instruction in the subject itself and of close companionship, when, suddenly, like a blaze kindled by a leaping spark, it is generated in the soul and at once becomes self-sustaining11. Due to the lack of historical evidence ab out Platos writing, it is hard to tell what he meant when he said he had written nothing on the subject of philosophy. Suzanne suggests that it is possible that he wrote all of his dialogues after this letter, in the last ten years of his life12. Regardless of this, it is clear that Platos choice of the dialogue form is closely linked to his mistrust for writing and books that were intended to teach and lecture. Another of Platos objections to the art of writing is that it cannot choose who reads it. For Plato, not everyone was equally fit to do philosophy. Educating the unfit about philosophy would only lead to some unjustified contempt in a thoroughly offensive fashion13. In the Phi drus, as part of his critique of the art of writing, Plato complains that Once a thing is put in writing, the composition, whatever it may be, drifts all over the place, getting into the hands not only of those who understand it, but equally of those who have no business with it; it doesnt know how to address the right people, and not address the wrong14. However, the dialogue form, although it allows the author to overcome many of what he considers problems in writing standard prose, cannot prevent the wrong people from reading it. It is for this reason that Plato and particularly both the historical Socrates, and his character in Platos dialogues would argue that the only true way to do philosophy is on a one-to-one basis. This method of doing philosophy, used by Plato, his character Socrates, and also by the historical Socrates, was often known as elenchus. It involves a one-to-one debate consisting of questions and answers with the debaters not moving on until they have reached an agreement, which if both are intelligent people, should be the truth. The aim of this is for both of them to work together to achieve the truth through agreement. Usually, the questioner has more knowledge than the person being questioned does, and in Platos dialogues, Socrates usually takes this role. The dialogue form is a more accurate way of recording the questions and answers in their entirety, and communicating every stage of the discussion without impeding either its flow or its clarity or its meaning. The dialogue form allowed Plato to show the movement of the discussion and of the human interactions that put it in context. The exact representation of events in the dialogues is perfect to not only show, but also to teach the art of dialectic. The Oxford Dictionary of Philosophy defined Dialectic as most fundamentally, the process of reasoning to obtain truth and knowledge on any topic In the middle dialogues of Plato however, it becomes the total process of enlightenment, whereby the philosopher is educated so as to achieve knowledge of the supreme good15. Thus, dialectic is a very important technique and skill for Plato and his students. Due to its nature, the best way to teach it is through example. It is only due to the dialogue from chosen by Plato that future students see this successfully illustrated. The character of Socrates was accused by interlocutors of using dialectic and manipulating what he was saying to try to outwit them. Indeed, Socrates used irony on a daily basis. Before Platos Socrates, irony was understood as mere mockery and deception. Socrates unique use of irony altered this. It became a tool of the educated and knowledgeable. Irony requires thought and intellect to be both used and understood successfully. For Socrates, this ensured that his interlocutors were worthy of his philosophical teachings. It also provokes discussion and creates interest in pursuit of knowledge. One of the many reasons why the historical Socrates was perceived as irritating by many in Athens was due to his frequent use of irony, which after a while becomes annoying, as many of his interlocutors and readers alike have since discovered. By not stating something clearly, people must come to their own conclusions as to what was meant. This not only means that different people will arrive at different answers, but also that the same person at different times will arrive at different answers. This was a tool used by Plato not only to increase the flexibility of his writing, but also to distance himself from the radical views of the historical Socrates. Socrates had many enemies and Plato was able to use irony to water down his beliefs and merely hint at them rather than stating them openly. In this way, the dialogue form goes hand in hand with Platos use of irony and its political implications. Plato clearly chose the dialogue form carefully and for many reasons. With his great suspicion of writing and books in general, it is almost surprising that he did not follow his mentor Socrates and not write a word. However, of all forms in which to write, the dialogue is without doubt the most successful in conveying his philosophy and his teachings in a manner which is not self-contradictory. The use of the dialogue form significantly has links with, and refers to many areas of his philosophy, particularly those relating to learning and recollection, teaching and the ways in which to conduct philosophy.

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