Plato and Lockes Views on an Innate Idea Essay - 2118 Words

Plato and Lockes Views on an Innate Idea What is an innate idea? This can be defined as some idea or mental representation that is produced by outside perception or created anew by our imagination. It exists in the mind in virtue of the nature of the human mind. According to Plato most if not all of our knowledge is innate. However, John Locke feels that we do not have any innate ideas. Then the question arises of who is right or are they both wrong. In this paper I will attempt to examine the conflicting views of Plato and Locke. The problem that I will be dealing with involves the different views of Locke and Plato. The main focus of the paper will be to deal with†¦show more content†¦Like many others Meno believes he knows what the virtues are. However, Socrates is not pleased by Menos response to the question. Meno states that, it is easy to say that a mans virtue consists of being able to manage public affairs and in so doing to benefit his friends and harm his enemies and to be careful that no harm comes to himself. [Meno 71e] This is not pleasing to Socrates because Meno also finds that women have different virtues than a man. This topic alone would need an entire paper to finish therefore, I will move ahead with innate ideas of beings. Meno wants to know whether virtues can be learned or simply known. Can they be taught to people or do we just acquire the virtues? Socrates believes that ones soul or minds knows what one thinks he learns. As this question arises Socrates uses the slave boy example to explain. In this example Socrates has a slave boy look at a mathematical problem. After the boy looks at the problem he cannot work it. However, after being showed the problem and having it broken down the boy is able to give the right answer. Socrates begins by guiding the slave boy by drawing out the ideas that the slave boy already knows or are present in him. From this the slave boy uncovers that he has ideas that he did not know he had before the encounter with Socrates. Socrates shows that the boy has neverShow MoreRelatedPlato, Locke, And The Question Of Innate Ideas1829 Words   |  7 PagesPlato, Locke and the Question of Innate Ideas Plato and Locke have opposite opinions on the matter of innate ideas. Plato argues that the recognition of truth in reality is derived from the recollection of truth in the soul. A necessary part of Platos argument is that recollection of Truth depends upon the existence of an immortal soul. Locke, on the other hand, rejects Platos argument by stating that the recognition of truth is not dependent on recollection but is rather self-evidentRead MoreThe Philosophy of John Locke Essay1221 Words   |  5 PagesJohn Locke, Johnathan’s knowledge did not come from innate ideas or principles, but rather from experiences and sensations. Although John Locke’s thoughts were monumental, flaws exist in the rejection of innate ideas. John Locke begins his argument with a weighty dismissal. Contending innate, or inborn, ideas do not exist. In essence, Locke claims that humans set out as empty cabinets. As time progresses human sensations fill the emptiness with ideas that are then named. Furthermore, Locke continuesRead MoreTwo Other Philosophers, John Locke, And George Berkeley1569 Words   |  7 Pagestheories to the discussion from the ideas presented by Plato. Unlike Plato who argues that we cannot determine what is true or real based on experience, Locke argues that all knowledge which we use to determine what is true or real comes from experience. And similar to Plato, Berkeley argues that only our ideas are the only thing that is real. Locke also argues in his essay that knowledge is not something people are born with. Locke differs from Plato, because Plato believes we do not know the trueRead MoreThe Greatest Philosophers Of History2051 Words   |  9 Pagesthat while it may be one of the most complica ted notions we will ever face, there are innate truths that cannot be contravened. Perhaps one of the most influential discussions of humanity to have ever taken place was that of Plato’s city, a hypothetical place of dwelling meant to be a philosophical speculation of the mannerisms of human beings as Plato and his fellows saw them to be. As a great philosopher, Plato knew that human beings are naturally social beings, and need companionship like theirRead MoreThe Principles Of Empiricism And The Spirit Behind It2295 Words   |  10 PagesEmpiricism with particular reference to Locke’s theory of ideas – the basic principles of empiricism and the spirit behind it; Locke’s theory of the origin and types of ideas and the problems it gave rise to. Locke, John, An Essay concerning human understanding, Everyman, 1961: Book 1, of Innate ideas, Book 2, chapter 1, of ideas in general and their original, Berkeley, George, A treatise concerning the principles of human knowledge. Empiricists endorse the idea that we have no source of knowledge inRead MoreThe Views of Locke Essay733 Words   |  3 PagesThe Views of Locke The life-blood of philosophy is argument and counter-argument. Plato and Aristotle thought of this as what they called dialectic discussion. D. W. Hamlyn JOHN LOCKE (1632-1704) Locke was the first of the British empiricists who held that our concepts and our knowledge are based on experience. He forms his system of knowledge with empiricist idioms, namely: all knowledge comes to us through experience. No mans knowledge here can go beyond his experience. There isRead MoreModern Psychology : The Scientific Study Of Mind And Behaviour1637 Words   |  7 Pagesphysical mind, leading philosophers such as Plato and Aristotle to ask questions, which are still relevant to the understanding of the mind today. Plato a philosopher that dismissed the scientific approach had many psychological insights for example; mental health, suggesting that it depends on the body and the mind. Regardless of his views on mental health, Plato insisted that there was a significant distinction between mind and body. In contrast to Plato s beliefs, Aristotle had an early scientificRead MoreUse Of Metaphysical Constructs : Explanations Of Human Thought And Behavior From The Ancient World1506 Words   |  7 Pagesphilosophers had key ideas of metaphysical constructs. A key idea was proposed by Parmenides, who was a rationalist, believed that knowledge comes only through reason. Ones thoughts must then be make sense before they are to act upon them. In early Greek medicine, Galen, hypothesized personality in which he explained that Hippocrates four humors must be associated by four temperaments. During the Ancient Greece times the idea of the Relativity of Truth began to rise. This idea such that truth depen dsRead MoreChomsky s Theory Of Human Language1362 Words   |  6 PagesIn the 1960s, Empiricism and Behaviorism reigned, yet these views are now commonly mostly considered absurd due to Chomsky. Noam Chomsky, a prominent cognitive linguist and a great contributor to analytical philosophy, is in awe of the concept of human language. The properties of language enable humans to combine individual concepts together in indefinitely many ways, making the range of human thought virtually unlimited. Chomsky is fascinated that language enables humans to say virtually anythingRead MoreMachiavelli, Hobbes, And Locke1791 Words   |  8 Pagesthinkers believed politics should be. There are many topics both modern and ancient thinkers discuss in their writings, such as the purpose of politics, the science of politics, human nature, as well as the ideal regime. By doing so, these thinkers’ views on political topics such as these illuminate how they thought politics should work and who s hould be able to participate in the activity of politics. Purpose of Politics To begin with, an important theme to discuss is what the modern thinkers

The Allegory Of The Cave Essay - 828 Words

Each culture has a different set of rules and norms. Sometimes, we as individuals, use our culture’s norms as a guideline of how to behave and how we think people should behave. These enable to have a specific perception and a way of thinking. We stay in our comfortable way of living and never acknowledge that there is more than our regular lifestyle. In today’s modern world, we depend too much on technology. Most of us spend most of the day using our cellphones, playing video games or on our laptop, never taking a glimpse of the world around us. Especially, those who use the whole day to watch television or play video games since they are participating in a fantasy and never realizing they are missing out of reality. Such as Aristotle, a philosopher who is the student of Plato, explains in his allegory of the cave. In Plato’s Republic, Socrates uses the allegory of the cave to explain that knowledge and education are the solution to free people of ignorance. In a conversation, Socrates asked Glaucon to image prisoners kept in a cave. These prisoners have been in the cave since birth, they are oblivious to the world outside the cave. Each prisoner is chained so their legs and necks are immobile. They are forced to look at the wall in front of them; they cannot look to either side. Behind the prisoners, there is a fire and behind the fire, there is a partial wall, on which people can walk. These people are puppets, they carried artifacts in the shape of human and animalShow MoreRelatedThe Allegory Of The Cave1086 Words   |  5 PagesExplain the allegorical significance(s) of the cave in Plato’s Republic. How is the cave an allegory of Plato’s philosophy? How is the allegory of the cave an allegory for enlightenment or philosophical education? How and why are most human beings like prisoners in a cave? Who are the puppeteers? What does the world outside the cave represent? What does the sun represent? Etc. What is Platoâ€⠄¢s Theory of the Forms? What is a Form? How does the allegory of the cave express Plato’s Theory of the Forms? HowRead MoreThe Allegory of the Cave907 Words   |  4 Pagesman follow the law, and how do implications of society affect our behavior. The most interesting topic from the Republic is from Book VII, the allegory of the cave. With the allegory of the cave Plato gives us the power to break the chains that bind us down and leads us to see the light. In the allegory of the cave Plato sets the scene with humans in a cave that have been chained since childhood so they are restricted from moving and looking around the room. These people only see the shadows castedRead MoreThe Allegory Of The Cave1382 Words   |  6 Pageshis most intricate, yet his most important figure: the Allegory of the Cave. Socrates calls on the interlocutors to imagine a dimly lit cave in which a group of prisoners are chained behind a wall in such a way that they cannot move and are forced to stare at a wall all day. Thanks to a small fire, the prisoners are able to see the shadows of their imprisoners and images their imprisoners projected on the wall. Having always been in the cave, the prisoners believe the shadows are true; similarlyRead MoreThe Allegory Of The Cave Essay2021 Words   |  9 Pagesrecognizable image of Plato’s Republic, the message of the allegory of the cave is present not only in Book VII, but throughout the entire dialogue. P lato-as-Socrates uses the allegory to express his views on philosophy’s role in his city of speech which is later shown more deeply with the five regimes in Book VIII. The cities in the five regimes undergo a degradation as philosophy moves further and further away from the ruler; which also mirrors the cave. Plato reveals his belief that the city and philosophyRead MoreThe Allegory Of The Cave1307 Words   |  6 Pagesthe Allegory of the Cave there are prisoners are chained up together in which they are all facing the back wall. There is a firing behind the prisoners and the only thing that they can see are the shadows of the people behind them. The fire casts shadows on the wall so this is the only thing that they see. Their entire lives have been based on these shadows on the wall. These prisoners have been chained up since birth, so what they see on the walls is all they know. In the Allegory of the Cave, theyRead MoreThe Allegory Of The Cave Essay975 Words   |  4 Pa gesof philosophy in Brooklyn College, once said â€Å"The only thing we know for certain is that nothing is certain.† This is the main philosophy behind both Plato’s â€Å"The Allegory of the Cave†, and the renowned sci-fi movie â€Å"The Matrix.† Both works deal with escaping a false reality while unveiling a real one. In Plato’s â€Å"The Allegory of the Cave†, the escaped prisoner synonymous to the character Neo in â€Å"The Matrix†, exhibiting a shared theme behind both plots. Socrates suggest that with effort, all that isRead MoreThe Allegory Of The Cave905 Words   |  4 PagesIn the allegory of the cave Plato tries to show us two scenarios where the prisoners experience emotional and intellectual revelations throughout their lives. Plato’s theory was that the ones who truly understand knowledge should guide the ignorant people out of their unenlightened states of being and into true knowledge. The cave symbolizes the pe ople who think that knowledge come from what they see and hear in the world. It also indicates people that make assumptions about life based on the substantialRead MoreThe Allegory Of The Cave Essay1660 Words   |  7 Pages 3. Explain how the Allegory of the Cave represents Plato’s views about the nature of knowledge and the nature of reality. In the Allegory of the Cave there are chained prisoners in cave who can only stare at the cave wall in front of them. At the back there is a long entrance with a staircase the width of the cave and a fire burning in the distance. They see only shadows projected in front of them from a raised platform and hear an echo that they attribute to what they observe. They talk aboutRead MoreThe Allegory Of The Cave1619 Words   |  7 PagesIn his allegory of the cave, Plato describes a scenario in which chained-up prisoners in a cave understand the reality of their world by observing the shadows on a cave wall. Unable to turn around, what seems to be reality are but cast shadows of puppets meant to deceive the prisoners. In the allegory, a prisoner is released from his chains and allowed to leave the cave. On his way out, he sees the fire, he sees the puppets, and then he sees the sun. Blinded by the sunlight, he could only stare downRead MoreThe Allegory Of The Cave Essay718 Words   |  3 PagesThesis Allegory of Cave First what is perception and ignorance? Let us define perception as one’s view of life through rationalization of the external world and ignorance as an assumption without proof and contemplation. In the â€Å"Allegory of The Cave†, Plato uses Socrates to explain different types of people, one who sees the physical realm accepting ideas as they form and one who lives in knowledge realm by questioning those ideas. People of the knowledge realm are obligated to helps those in the

Metacognition Essay Example For Students

Metacognition Essay Metacognition has been defined as having knowledge (cognition) and having understanding, control over, and appropriate use of that knowledge (Tei and Stewart; as cited by Collins, 1994, p. 2). Wellman (as cited by Berk, 1997) refers to metacognitive knowledge as being made up of four interrelated component : knowledge of self, task, strategies and interaction. The conscious control over and use of these knowledge components emerges through the application of metacognitive skills (or strategies), which include all those methods learners employ to think, study and solve problems (Slavin, 1997). Unlike some other areas of child development, there is no one theorist credited as heralding and mastering thought on metacognitive development. Rather there have been numerous researchers who have made considerable contributions towards a better understanding of how students study strategies change as they become older. In their study of students from fifth grade through tertiary education, Fleming et al. (1993) found a developmental trend for increasing differentiation of lower-level (rote memory) strategies and high-level (being-based and self-regulatory) strategies during the high school and university years. Flavell (as cited by Warton, 1998) attributes much of this differentiation to greater metacognitive knowledge of self and task, in that as students mature they are far more accurate in estimating their memory capacity (or changing their strategies and predictions for the next time of they over-estimated). They are also likely to learn the gist of the material (the general id ea) as opposed to verbatim memory input, which is common to children up to eight years of age. Rafoth, Leal and Defabo (1993) also argue that as students develop they are less likely to use rehearsal as a study routine and more likely to acquire sophisticated learning strategies (p.26) such as semantic organisation of material, self-testing and elaboration Creating visual or verbal connections that add meaning to material (Rafoth et al, 1993, p.25). With specific attention to self-testing, Loraner (1994) argues that more mature students are more efficient monitors of their learning, and therefore more active, purposeful and flexible in their strategy use. Hagan, Reed, Wicker, Schallert and Wiehe (1992), have similarly noted the developmental nature of metacognition and study strategies. However, they are cautious not to underrate the considerable importance of effective influences on study activities and their efficacy, highlighting that:The psychological process of being immersed , or involved in what one is studying has an important relationship to the study outcome goals a nd affect that either promote or hinder involvement may influence a students orientation toward studying (for example, the decision to comprehend vs. memorise). (p. 2). Key insights have been made into the relationship between development and study activities, with very distinct changes noted as students mature (Murray-Harvey Keeves, 1994). While much research has also focused on particular age or schooling level groups with regards to metacognitive, and in particular, study skills strategies for example, Hermans (1996) study of undergraduate multiple choice test strategies, and Williams (1997) research into the study strategies of rural at-risk high school students. The aim of the present study was to explore the relationship between development and study strategies, particularly changes that occur between the senior school years and studies at university. Specifically this study focused on how students prepare for a test, monitor and review their progress and how dependent this monitoring and awareness of ones cognition is affected by age or subject area. In line with the reported research it is hypothesized that a university student will make greater use of meaning based and self regulatory study skills than senior high school students, who have less knowledge about the own learning, across all subject areas. Two males participated in the study. One attends a Catholic High School in a large country town whilst the other attended a Catholic High School in a small Capital city. They are both from similar socio-economic backgrounds. Michael (pseudonym) is 18 years of age and studying for his HSC and achieving above average results. John (pseudonym) is 22 years of age and studying for a Masters degree in Chiropractic Science. He achieves well above average results in his university studies. Although the results John has achieved in his academic career are better it is Michael who comes from a more scholarly background. Due to the striking similarities between the two subjects in gender, schooling institutions and socio-economic status the two main variables were development and personality differences. The only materials used in the study were a tape recorder for recording the subjects responses to the researchers questions (see Appendix 1 and 2), and a pen and paper for recording non-verbal responses. A case study was used to gain qualitative research into the relationship between developmental and study variables in two individuals. After consideration of past research on development and metacognition, subjects were chosen to examine the relevant points of equivalence and contrast between a late high school students and a university students study strategies. Both the subjects were well known to the researcher and as such they were spoken with casually regarding their participation in the study. They were informed about the purpose and nature of the study and questions they would b required to answer. They both consented to participate and signed the consent forms (Appendix 3 and 4). A suitable time for interviewing the subjects was arranged. When the interview started the tape recorder was turned on and the subjects were then questioned regarding their academic careers. A number of questions were posed to investigate their performance on academic tests or exams and their preparation for them. Table 1: Comparison between a university students and a school students responses on study skills. History: Open Book Test (Cheat Sheet) vs EssaysOrthopaedics: True / False vs Essays or Short AnswerHistory: Read textbook. Summarize notesMaths: Read. Learn formulas. Do practice questions. Orthopaedics: True / False Read notes. Doesnt try to memorizeShort Answer Rewrite. Summarize. Elaborate to make meaning. ReadChiropractic Skills: Read. Practice. Does subject use different strategies for different types of exams?Have subjects study strategies changed over time?Does subject recognize the role of environment and motivation on study?Does subject have the ability to self-regulate?Reasonable. Does practice questions for maths but not for interpretative subjects. Excellent varies strategies according to progress, time constraints, exam type and subject. How does subject deal with problems in exams?Leave it and come back if there is time. Leaves it and comes back. Knows own recognition patterns (eg if I know it Ill recognize it). Uses other questions as a springboard for thinking about the Question. Table 1 highlights the significant differences and similarities between the two subjects metacognitive abilities. Johns responses to questions were far more detailed than were Michaels. Michael required far more prompting and gave less precise answers. John on the other hand is well aware of his study strategies and was able and willing to discuss them. Michael responded that he applied the same study skills to groups of subjects regardless of the examination type whereas John recognized that he studied differently for different exam formats. He said that psychologically or perhaps unconsciously he recognizes the difference in the way he studied for a True / False test as opposed to a test which required him to write his own responses. Differing again was the way in which John prepared for a practical examination. Each of the subjects replied that for theoretical and to some extent Johns practical, exams , they read over and summarized their notes and / or their textbooks. Each of them found this process of rewriting and rereading their notes to be the most beneficial to their study. The concept for Johns practical exam was the same, to read the notes and then practise them regularly. Both subjects recognized the role of motivation and environment on their study. Each was aware that they found it difficult to study when there were distracting factors around, such as Michaels example of food, or Johns example of noise. John is far more able to change the way he studies as exams come closer and recognizes the need to do so. He has a good ability to self-regulate in that he is able to reasonably confidently predict his results in examinations. Hamlet: Growing Pains EssayR:Thats great! Thanks for your help!Transcript of Researchers Questions and Johns ResponsesR:For my studies in education I am doing some research into study skills. There are no right or wrong answers and all the data will remain completely confidential. You can stop the interview at any time. Okay?R:You dont mind if I tape record the interview?R:Can you think about an exam you have had recently for me?R:How did you actually study for it?J:Well .. I went through all my lectures to start with and in the first few weeks when I wasnt so busy I came home and rewrote my notes. I use blue and red pen to highlight the important facts. So I rewrote all my notes and then when it came closer to the date I started writing them onto cue cards so I had all the salient points on the cue cards. So I basically keep putting them onto cue cards and once I have finished all my exam notes and yeh Ive got it all on cue cards and I keep reading them. And every time I read the m I remember some more and more and so I take those cue cards out and dont read them again and eventually Im left with 10 or so cue cards. I go through them and decide if they are likely to be in the exam questions and I have quite mastered it and I keep reading through them until Im ready to sit for the exam. R:Okay, so how do you actually go about actually remembering the information?J:Like I said if Ive got time I like to rewrite my notes but that takes a lot of time. Closer to the date I stop that and just keep reading and putting them onto cue cards .. um.. and basically keep reading and .. reading my lecture notes .. I go through the text book and some past paper.. and I prepare my lecture notes and I try and expand on them so I can understand what I am going to have to write about. R:So you dont actually have any tricks for remembering the stuff? You dont make patterns out of the words or anything like that?J:With Orthopaedics its basically a lot of facts and its just remembering and rewriting the facts and sometimes I might use a pneumonic but its not that easy to use a pneumonic because basically, you know A patient presents with. And youve got to know what the facts are. R:Okay can you think of another exam you have had recently?R:Okay. So did you have to prepare for it differently?J:So it was a practical exam. It wasnt a theory exam. Apart from reading lecture notes it was basically practising with friends. R:How to you manage to remember practical information as opposed to the theoretical information?J:I think I read somewhere that it takes two weeks to form a ingrain so basically we get together twice a week and draw a name out of a hat and try and remember the name and the name gives you a clue and youve got to remember all your contacts are and youve just got to keep practising. Yeh basically you see that name of the adjustment and your brains got to think okay and just before you do the adjustment take a deep breath and think of all the things you have gone through with your friends. And thinking what are the important points and hopefully you have done enough practice that it becomes automated. R:Um.. Do you think motivation affects your ability to study?J:Definitely, I think doing 10 or so Masters subjects if you are not motivated I think it becomes tough to sit there and rewrite your lecture notes and to try to remember so many facts. Motivation plays a big part. R:Do you think there is anything else that affects your study?J:Definitely the environment you are studying in and how you are feeling, lack of sleep, I suppose relationships all play a partR:Right. In an exam if you get stuck on a questions what do you do?J:Um, it all depends on if it is a theory or a practical. If it is say a theory question Ill think about it but Ill only think about it for say 30 secs cause if I know it Ill know t straight away. So if Im in a theory Ill just leave it and if Im doing another question and I think of something that answers the question I have left Ill come back to it but basically Ill leave it and try to get marks elsewhere and come back to the question. In a practical exam I suppose try and reread the question take a deep breath and you should know it and hopefully it will come back to you and if it doesnt ask the examiner if I can come back to it and hopefully it come back to me. R:Do you think there is anything that happens in an exam that reminds you of anything that you have forgotten? You know do you think there is anything .. Oh.. I was studying that on a Wednesday after.. Do you try and make a process of your study so that you can try and remember it?J:Not so much days but I read my notes a few times and I think I can almost pinpoint what lecture it was at, who gave the lecture and what his emphasis was. Sometime I can remember what cue card it was on and I try to visualize what I was remembering. Sometimes it is difficult when youve got fact after fact but at least if you cant remember the whole of it you can get some marks. R:Right okay. Are you generally pleased with the results you get?J:Practical more so than theory. Im one of the only ones who hasnt failed a practical station so Im pretty happy with that. Theory sometimes I do really well other times not so well. R:If in one theory subject you have different sorts of exams say multiple choice versus essays. Do you prepare differently?J:Yeh. We have some True / False exams and you know.. with them you think that you dont actually have to remember it .. psychologically.. you just think that you will have to recognize it .. so you dont tend to study it as well. Whereas with other sorts of tests you know you have to know the facts so you actually remember them. R:Well thats it! Thanks for your help!Berk, L.E. (1997). Child Development. (4th ed.). Boston: Allyn and Bacon. Collins, N.D. (1994). Metacognition and Reading to Learn. (Report No. EDO-CS-94-09). Washington, DC: ERIC Clearinghouse on Reading, English, and Communication, Bloomington, in Office of Educational Research and Improvement (ED). (ERIC Document Reproduction Service No. 376-427)Fleming, S.P., Cornwell, J.M., et al. (1993, April). Developmental Changes in the Factor Structure of a A Self-Report Measure of Study Activities. Paper presented at the Annual Meeting of the American Educational Research Association, Atlanta, GA. Hagan, A.S., Reed, J.H., et al. (1192, April). Motivational and Cognitive Factors Affecring Involvement in Goal Pursuit: A Reconfirmation of Extension of Research. Paper presented at the Annual Meeting of the American Educational Research Association , San Francisco, CA. Murray-Harvey ; Keeves, J.P. (1994, April). Students Learning Processes and Progress in Higher Education. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA. Rafoth, M.A., Leal, L. De Fabo, L. (1993). Strategies for Learning and Remembering: Study Skills Across the Curriculum Washington, DC: National Education Association. Slavin, R.E. (1997). Educational Psychology : Theory and Practice. (5th ed.). Boston: Alleyn and Bacon. Warton, P. (1999). Metacognition. Lecture presented at Macquarie University, Sydney. Williams, J.E. (1995, April). Use of Learning and Study Skills among Students Differing in Self-Regulated Learning Efficacy. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA. Williams, J.E. (1996, April). Promoting Rural Students Academic Achievements: An Examination of Self-Regulated Learning Strategies. Paper presented at the Annual Meeting of the American Educational Research Association, New York, NY. Williams, J.E. (1997, March). Relating Affective and Cognitive Study Strategies to Self-Regulated Learning for Rural At-Risk Students. Paper presented at the Annual Meeting of the American Educational Research Assocation, Chicago, IL. Bibliography:

The Analysis of Wal

Wal-Mart is one of the largest multinational retailing corporations operating in North America and globally. The company was founded by Sam Walton in 1962. Today, the company’s headquarters are located in Bentonville, Arkansas. The corporation developed from a small chain of stores in Arkansas, and now Wal-Mart operates more than 7,000 stores which are located round the world (Ingram, Yue, and Rao 55; â€Å"Walmart†).Advertising We will write a custom case study sample on The Analysis of Wal-Mart’s Retailing Strategy specifically for you for only $16.05 $11/page Learn More Wal-Mart’s operations are organized in a specific way to cover the needs of such divisions as the US stores, Wal-Mart Sam’s Club, and international stores located globally (â€Å"Walmart†). Wal-Mart stores propose a variety of food products, drugs, and general goods. To analyze the corporation’s retailing strategy and to state the perspe ctives for the corporation’s future development, it is necessary to focus on examining the Wal-Mart strategy’s strengths, weaknesses, threats, and opportunities. The Analysis of the Industry and Wal-Mart’s Strategy The retailing industry in the United States is highly competitive, and Wal-Mart has to compete with such rivals as Kmart, Target, Meijer, and Safeway directly. The most challenging competition is observed in the sphere of general retailing where supermarkets compete in proposing a range of goods, stating low prices, and developing discounting strategies for customers. However, Wal-Mart also competes with Costco in the sphere of warehouse club activities (Pradhan 567). To compete within the industry effectively, Wal-Mart developed a successful retailing strategy which should be discussed with references to the concepts of target market and retail positioning (Levy and Weitz 110). Wal-Mart’s target customers are diverse in their needs and interes ts that is why the company orients to satisfy the demands of the different population’s categories, including women, elder persons, and children. Wal-Mart’s retail positioning depends on the ways of how the company can be differentiated from the other retailers within the industry. Wal-Mart chooses to attract different customers while proposing them a variety of products and innovative approaches to researching and analyzing their preferences (â€Å"Walmart†). To provide customers with the products which are interesting for them while following the low-cost strategy, Wal-Mart also develops the strong relations with suppliers, and these relations are beneficial for both the retailer and customers. This approach should be discussed with references to the company’s retailing mix which includes the focus on product, price, place, and promotion. Wal-Mart establishes strong relations with suppliers to provide customers with a variety of products satisfying thei r demands and meeting their local preferences.Advertising Looking for case study on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The great assortment in Wal-Mart stores provides customers with the opportunity to make the right choice. Moreover, Wal-Mart pricing policies are based on the principle of low-cost retailing, and stores propose different discounts daily and weekly to cover all the groups of customers. It is important to note that Wal-Mart stores are located not only in the US metropolitans but also in small towns in the country’s states. In addition, the retailer focuses on addressing the customers’ needs that is why Wal-Mart stores located globally are developed to respond to the local expectations (Ingram, Yue, and Rao 60; â€Å"Walmart†). The company’s promotion strategy is based on declaring the principle of proposing better products for lower costs, and it is modified regardin g the needs of the local public globally. Wal-Mart Strategy’s Strengths and Weaknesses Wal-Mart remains to be one of the most successful multinational corporations in the sphere of retailing because of a range of strengths associated with the company’s strategy. The first strength is the effective pricing policy. The company is the price leader within the industry because of proposing lower prices basing on the cost-effective relations with suppliers. The next strength is the focus on the wide assortment proposed to customers. Selling a range of products which customers need, Wal-Mart stores address all the customers’ daily demands. Furthermore, concentrating on using technologies to collect the data about the customers’ needs, Wal-Mart develops the most effective distribution and delivery systems (Pradhan 567). In addition, Wal-Mart opens stores in many cities in the USA and in many foreign countries, and the company operates as one of the largest retail ers in the world while developing the brand image and customers’ loyalty (â€Å"Walmart†). Wal-Mart responds to the modern trends and uses social media and mobile technologies to meet the customers’ interests and to develop the work with customers’ orders. However, there are also weaknesses in the retailer’s strategy which are the focus on traditions rather than on changes; the lack of the effective differentiation strategy to compete within the industry; and the focus on monopolistic strategy to develop the business within the industry. Having become the largest and most recognizable retailer within the industry, Wal-Mart concentrates on supporting the image rather than on expanding the areas for meeting the customers’ interests (Pradhan 568). Opportunities for Wal-Mart’s Further Progress The opportunities for Wal-Mart’s further successful competition within the market depend on the effective use of the strengths related to th e corporation’s strategy. Operating internationally, Wal-Mart can focus on the further expansion of the corporation’s presence in the global market. Moreover, focusing on the use of technologies and innovation, the company can also pay more attention to the opportunities of online retailing.Advertising We will write a custom case study sample on The Analysis of Wal-Mart’s Retailing Strategy specifically for you for only $16.05 $11/page Learn More Today, the company uses different mobile apps and develops strategies to operate in the sphere widely (â€Å"Walmart†). Thus, the focus on online retailing and using digital strategies is a good opportunity for a company to attract more customers. In spite of the fact that Wal-Mart as the retailer is attractive for customers during the decades, more attention should be paid to improvement the retailer’s brand image because it is necessary to focus on new approaches to formulat ing the company’s mission and vision to reflect the customers’ values. The Threats Challenging for Wal-Mart Although Wal-Mart employs more than two millions of people globally and its revenues are more than $450 billion, there are several threats which the company can face within the industry because of the increasing competition among the rivals (Pradhan 569). Wal-Mart management strategies and policies do not attract employees, and these strategies are often discussed as discriminating in terms of payments and conditions. Negative feedbacks related to the company’s policies regarding Wal-Mart employees also influence the customers’ attitude to the retailer, and they can be discussed as challenging for the brand image and customers’ loyalty. As a result, more attention should be paid to improving the company’s corporate strategies to affect the corporation’s development and public’s visions positively (â€Å"Walmart†). The other threats are associated with retailer’s international operations. In spite of the fact that Wal-Mart proposes a wide range of products for customers globally, local competitors can also become a threat to the retailer’s activities because of their focus on responding to the market latest tendencies. More attention should be paid to the strategies followed by Wal-Mart stores globally. Wal-Mart’s Performance, Position within the Market, and Prospects for the Future The effectiveness of the retailer’s performance depends on many factors which include the retailing strategy and the positive image as the employer (Levy and Weitz 24). If Wal-Mart’s retailing strategy focused on the customers’ needs and brand image is rather effective to increase the retailer’s competitive advantage, the company’s image as the employer is not effective to contribute to the customer’s loyalty because of the ineffective management strate gies and policies. Nevertheless, Wal-Mart aims to follow the strategy of the sustainable development to respond to the communities’ needs globally (â€Å"Walmart†). High levels of sales support the idea that Wal-Mart’s performance is based on the effective fundaments, and the chosen retailing strategy to meet the local customers’ needs globally contributes to the retailer’s strong position within the market.Advertising Looking for case study on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More That is why, the prospects for the future of Wal-Mart stores can be discussed as rather positive because of the customers’ recognition of the brand and Wal-Mart’s effective operation of the retailing mix. To provide strong financial returns in the future, it is necessary for the company to focus more on expanding the international segment and on improving the relations with suppliers in the United States and round the world. These actions are necessary to expand operations and to increase revenues because it is the way to increase advantage in the situation of the new rivals’ entry. Being one of the largest multinational retailing corporations in the world, Wal-Mart focuses on responding to the interests of all the customers in the United States and globally. The company’s strategy is rather effective to contribute to the future development of the retailer because Wal-Mart develops its leadership cost strategy, expands the assortment of products, and focu ses on opening more stores meeting the demands of the local customers. Works Cited Ingram, Paul, Lori Qingyuan Yue, and Hayagreeva Rao. â€Å"Trouble in Store: Probes, Protests, and Store Openings by Wal-Mart, 1998–2007†. American Journal of Sociology 116.1 (2010): 53–92. Print. Levy, Michael, and Barton Weitz. Retailing Management. USA: McGraw-Hill Education, 2011. Print. Pradhan, Swapna. Retailing Management: Text and Cases. USA: Tata McGraw-Hill Education, 2009. Print. Walmart. 2014. Web. https://www.walmart.com/. This case study on The Analysis of Wal-Mart’s Retailing Strategy was written and submitted by user Sara L. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. 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