Morality In Ayn Rand's Analysis

In Plato’s Republic, Plato challenges the question of what defines morality. Morality is a subject that delineates Ayn Rand’s notion of the “sense of life.” Rand elucidates, “You have no choice about the necessity to integrate your observations, your knowledge into abstract ideas, ie., into principles (Thomas, p. 1).” It is explained in the article by William Thomas that a sense of life is something that all humans have. A sense of morality is also something that all humans have within them (we like to hope). Morality or lack there of, determines how one responds emotionally and physically to outside forces. It affects decision-making and the sense of life. Although Rand explains that the “the sense of life” is subconscious, it is also important to remember that one’s sense of life is developed from an early age and not without rearing from environmental factors, such as education, and parental guidance.
Before one develops a sense of life, he or she is just a child, a blank canvas. The blank canvas becomes art (good or bad) depending on how the child is raised. The good art versus bad art would be a moral child compared to an immoral
child. The art that is created would be that child’s sense of life. A moral sense of life would be a life driven toward logical decision-making and ethical/correct thinking. During Plato’s era, it was not the mother and father who raised the child, but a caregiver. The caregiver would often read the child stories and explain what it means to be good in that particular city. “Now, do you appreciate that the most important stage of any enterprise is the beginning, especially when something young and sensitive is involved? You see, that’s when most of its formation takes place, and it absorbs every impression that anyone wants to stamp on it (Plato p.144-145).” A child develops a sense of life by how it is raised.
A wise college professor once told her class of eager philosophy students, “Education is a factor that determines a person’s subsequent direction in life.” This notion agrees with Plato’s idea that a good education makes one moderate. A moderate man or woman is one who has virtue, character, self-disciple, knowledge and a solid moral background. Education, as well as, a proper upbringing promotes habits. Habits are how one presents him to society. Exposing children early to good habits, promotes lawful and moral character.
Although children are unaware that they are surrounded by ethics, these are the things that shape his or her sense of life.
“We don’t want to do evil, and we would like to do good if we can. But to do that, we need to know what it means to be good, and what kind of actions tend to achieve it (Thomas, page 4).” The actions of good and evil were often depicted in the stories told by the caregivers during Plato’s time. Ayn Rand says, “Your only choice is whether these principles are true or false, [and] whether they represent your conscious… (Thomas, page 1).” After absorbing good versus evil, and taking in education throughout life, one develops a sense of self. Having a personal sense of self is how one determines how he or she will think, why he or she believes certain things, and what will motivate one to make important life
choices.