1. The most dramatic philosophical conflict emergingfrom the texts of Heraclitus and Parmenidesoccurs in metaphysics (i.e., accounts of the nature of reality). Briefly(in a paragraph) describe thisconflict. Then assume that true realityconsists in a judicious blend of bothHeraclitus andParmenides. Develop this assumption by (A) identifying one dimension of reality[this dimension must be specified and described; also, whatconstitutesa dimension in this sense is left to thephilosophical imagination of the respondent]. Then (B) state properties or characteristics of thedimension chosen in such a waythat the reader can recognize in your account the influence of bothHeraclitus and Parmenides. Note: this question is NOT for the philosophically faint of heart! 2. Facts are public; values are private. This view is firmlyembedded in modern consciousness. Bycontrast, the position developed in Plato’s Republicdoes not recognizea dichotomybetween publicand private, especiallywith respect to (what are now called) “moral values.”Discussthis radicaldifference between ancient and contemporarythought byEITHER: (1) arguingthat a given moralvalue hasa“private” sphere of influence and actualization which cannot in anysense be found inanypublic context; OR(2) arguingthat a given moral value (assumed bythe contemporarymind tobe “private”) necessarily and ineradicably includes public (or political) considerations. 3. Accordingto the Republic’s epistemology, belief and knowledge differ because their respectiveobjects differ. Brieflydescribe this difference. Assume that the relevant contrast between belief andknowledge in the Platonic account is correct. Select eitherknowledge orbelief (but not both!) anddescribe what a human beingexperiences when he or she is functioningin the epistemological stateyou have selected. [N.B. Reflection on this “psychological” aspect of the Platonic epistemologywillclarifyand reinforce the legitimacy of the distinction between knowledge and belief.]4. The “Allegoryof the Cave” [Republic, VII]works on a number of levels–metaphysical (degreesof reality), epistemological (how we know degrees of reality),and derivable implications for ethicaldecisions and choices with respect to the above. However, the primarystated purpose of the allegoryis educational–it displays the human condition with respect to how we should educate ourselves.Criticallyevaluate the relevance and force of the Allegoryfrom th perspective–isolate oneelementof your major field (or analyze anycourse of interest) and discuss how implications from theAllegoryaffect either the content or the teachingof this course. [Note: the most effective responsewill integrate the Allegory’s metaphysics at the highest level of its depiction of reality.] REQ. Text :Reginald E. Allen ed., Greek Philosophy Thales to Aristotle. 3rd ed. paperback.