Possession of knowledge and ethical responsibility

Introduction Knowledge refers to the acquisition of skills, information, consent and awareness of given happenings in the society. It entails apprehending truth, facts, being learned and familiarisation of oneself with situations through a process of logical reasoning and assessment of circumstances.Advertising We will write a custom essay sample on Possession of knowledge and ethical responsibility specifically for you for only $16.05 $11/page Learn More Whether or not a single perfect process of acquisition of knowledge can be determined is a debatable issue as it remains a mystery as to how exactly people possess knowledge (Raffoul 27-34). According to Raffoul (165-167) and Rest (5-14), acquisition of knowledge involves easily and effectively embracing reality through experience or in thought as it is based on the proven scientific evidence, acquaintance, perception and experience. Different fields of knowledge such as mathematics, science, geography, science, psychology, religion and engineering do exist. Value judgment among people depends on the knowledge they possess. On the other hand, like morality, ethical responsibility demands that a person fulfils certain obligations in the best possible way and for the common good of all concerned (Lucas 36-45). At times, ethical dilemma can compel an individual to choose from a number of ethical principles that adhere to the moral law of doing right. Possession of knowledge and ethical responsibility Whether voluntary or unintentional, existence of praise and blame are major aspects of ethical responsibility for people with a certain level of knowledge. As dictated by normative ethics, application of conduct and acquired knowledge demands that existence of information and its application to decision making and other human practices be effectively employed in making rational decisions. Majority of people use applied ethics and the common societal laws and principles which guide people ’s lives to judge human behaviour (Lucas 41-78). Ethics and morality entail doing what is right and avoiding evil. Knowledge of ethics and morality should be focused on enhancing maturity, benevolence, prudence and rational reasoning in undertaking critical decisions. In view of the fact that acquisition of knowledge has â€Å"nothing† to do with being certain of the prevailing or possible circumstances, moral law dictates that all human acts should be perceived in an objective, realistic, rational, and focused manner with the interest of the majority at heart (Rest 78-112). Withholding knowledge and refusing to act is definitely not a moral act and as it contradicts the concept of undertaking ethical responsibility based on one’s acquired knowledge. For instance, scientists who have the expertise to develop nuclear bombs should often be aware of the possible dangers that could emanate from such â€Å"wonderful† initiatives (Lucas 16-21).Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Arguments that are in line with social and moral relativism are likely to compel people with certain knowledge not to act in a morally upright manner. Unlike in a utilitarian ethical perspective in which the needs and good deeds of an individual are superseded by those of the majority, possession of knowledge dictates that one avoids joining the majority and remain focused on doing what is reasonable and right. According to Lucas (33-42), being in custody of knowledge demands that one acts in an ethical manner. This fact is no longer an issue of concern to most people in the contemporary society. What individuals do with the knowledge they possess is fully dependent on their decisions and will to do exactly that. Ways of acquisition of knowledge are many and varied. Whether or not a person’s knowledge of something should make him or her answerable to certain ac ts is a very contentious issue. It leads to constant confrontation and demands by people to desist from taking responsibility of the different situations they face. It can be argued that awareness, familiarity and apprehension of knowledge carry ethical significances. Human intellect should be employed in analyzing situations and critically assessing the degree to which given acts are ethically correct. History and natural science are vital means of acquisition of knowledge. The two methods enable an individual to learn and accept certain truths that can never be concealed through false and unfounded logic (Lucas 28-46). However, it is vital to ensure that any form of reasoning is neither biased nor is it fully based on mere perception of real life situations or emotions. Portrayal of false image or biasness is equal to being selfish, self centred, uncouth and deceptive to the common moral law. For instance, doctors who possess actual knowledge and intelligent reasoning of patientsà ¢â‚¬â„¢ diseases have the ethical responsibility of ensuring that patients are given the most appropriate diagnoses and that all their medical concerns are addressed in an amicable and informative way (Lucas 79-85). Another indicator of the fact that being knowledgeable requires that one becomes ethically responsible could be demonstrated by a case where an individual witnesses a crime being committed. A crime witness can use his or her knowledge acquisition gained through perception, language and sight in determining what actions to take which may include reporting or ignoring the situation. Like a doctor, driver or a teaching professional, professional ethos, ethics, code of conduct and acquired knowledge demand that one fulfils an ethical act (Rest 147). To what degree would one say that indeed knowledge has an ethical responsibility? Pretence is a likely phenomenon that could dominate people’s lives once they learn that their acknowledgement of possessing knowledge could imply being fully answerable to both negative and positive occurrences that relate to the situation.Advertising We will write a custom essay sample on Possession of knowledge and ethical responsibility specifically for you for only $16.05 $11/page Learn More According to Lucas (138-149), the act of acknowledging the existence of something should never make a person to be ethically responsible. Rest (5-11) argues that people should only be ethically responsible to acts which they have the will, desire and duty of doing. Undertaking an act with the aim of preventing greater harm is crucial. Albert Einstein’s unparalleled knowledge of nuclear physics led to the invention of a nuclear bomb. Einsten’s invention was good because it involved the use of his possessed knowledge. It was not in Albert’s ability to control the degree to which the nuclear bombs would be developed. The invention of nuclear physics by Einstein culminated into mass ive physical destruction and loss of lives such as the case of Hiroshima and Nagasaki in Japan (Rest 6-11). Regardless of the kind of knowledge that one possesses and the process that one undergoes in possessing the knowledge, modern ethical points of view dictate that human beings have a perceived obligation of attempting to create the most possible benefit that would in turn satisfy most people with the least possible harm. A picture of man and lady holding hands could lead to the perception that they could be couples. However, that does not make one ethically responsible for the acts committed by such people. In fact, such a witness would not be contradicting any moral laws by not involving himself or herself in the daily endeavours of the couple. This fact shows that acquisition of knowledge does not always compel one to be ethically responsible in all situations (Raffoul 59-64). It is highly likely that knowleageable people could falter in their decision making process. Certain situations could pose a dilemma. A situation of a dilemma should never be treated as a justification for committing evil. The knowledge that a biologist and a nuclear researcher possess and the manner in which such knowledge could be utilized should never be measured or judged on equal standards but rather be analyzed based on the result of the act, the surrounding circumstances and the intention of undertaking the specific act. A biologist or a nuclear researcher should be highly disciplined. The said professionals should never share critical secrets that pertain to how one can use certain substances for destructive purposes like uranium. Conclusion It is evident from the above analysis that knowledge has an ethical responsibility especially with regard to the manner in which professionals and people that interact with a group of other people carry out their duties and responsibilities. This fact is evident in situations where the responsibility in question is likely to cause harm or offer misleading information to people. Though possessing knowledge would often have little or no effect on people, it is evident that acts and decisions made by people with such knowledge are the ones that need to be undertaken in a conscientious, ethical and reasonable manner. While people have the right to acquire and fully possess knowledge, it is imperative to ensure that the knowledge acquired is utilized in an ethical manner.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Works Cited Lucas, Peter. Ethics and Self-Knowledge: Respect for Self-Interpreting Agents, Preston, UK: Springer, 2011.Print. Raffoul, Franà §ois. The Origins of Responsibility, Indiana, USA: Indiana University Press, 2010.Print. Rest, James. Moral Development in the Professions: Psychology and Applied Ethics, Moral Reasoning in Medicines, New Jersey, USA: Tailor Francis e-Library, 2009.Print. This essay on Possession of knowledge and ethical responsibility was written and submitted by user D1rkAnger 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. You can donate your paper here. Possession of Knowledge and Ethical Responsibility It has been an argument for a long time whether people are supposed to reveal or conceal knowledge that they have gained. It is common to observe situations and events where people have intentionally withheld information which could have been used for the benefit of society.Advertising We will write a custom essay sample on Possession of Knowledge and Ethical Responsibility specifically for you for only $16.05 $11/page Learn More In this regard, it has been argued by many people that possession of knowledge comes with ethical responsibility, especially concerning the use of information gained. However, there is always a conflict of interests when one contemplates on whether to reveal or conceal information he or she has learned. Therefore, it is important to explore the idea as to whether people become ethically responsible by means of possessing knowledge. To begin with, it is paramount to define what is meant by ethical responsibility. Ethics is genera lly defined in society as the ability to choose right from the wrong, and differentiate between good behavior and bad behavior. Some people go further and consider ethical responsibility as the possibility of one to prevent evil from taking place, and nurturing good deeds as being ethically correct. However, ethics does not necessarily mean good and bad; right and wrong, or evil and prosperity. It goes deeper to stress on what can critically be regarded as expected code of conduct in society. In general, ethics entails moral values that are used to define the behavior of a person in society, and thus dictates what is expected of a person. It should be noted that ethics does not only guide behaviors that are peculiar to given societies, but also includes what can be referred to as universal code of conduct. In this regard, ethical responsibility refers to the societal expectation that people will do anything within their power to prevent both themselves and others from harm. Based on the above definition, it follows that possession of knowledge comes with ethical responsibility, though this depends on the kind of information. Firstly, it is the ethical responsibility of every person to make society a better place to live in. In this regard, if by any chance one happens to have knowledge of an event, either happening or about to happen, which can cause destruction to the society, the person is bound to reveal the information. Take for example a person who has knowledge about a criminal gang or a crime that has taken place. If the person keeps quite, the crime will go unreported or the criminal gang will continue with their heinous activities causing harm to members of the society.Advertising Looking for essay on ethics? Let's see if we can help you! Get your first paper with 15% OFF Learn More If the matter is reported, there are more chances that the criminals will be arrested, so there might be less future crimes. Consequently, possessing the inf ormation like this will impose an ethical responsibility on a person to report the matter to respective authorities. Similarly, some knowledge imposes commitment and challenge to the person with the knowledge to react or risk many people’s lives. People with knowledge about some live threatening or live saving ideas are obliged to share the information, or use the information for the benefit of everyone in the society. However, in certain instances there is a conflict of interest between saving one’s live and the society, while putting personal life in jeopardy. If a person finds some food in a hidden place and the whole village is starving, the person will be torn between telling the other members of the village about the food and serving personal interests. Ethics demands that the food is shared among village members. On the other hand, giving the food to the society members means risking personal life since there is no guarantee that food will be found again. The ca se where Daniel Elisberg made public the pentagon papers that contained illegal and unconstitutional issues that were being perpetrated by the president and high ranking officials have been debated for long. Daniel knew that the public was being deceived especially regarding Vietnam War. It should be noted that the whole public was being misguided by the very institution that was supposed to guide the nation. Ethical responsibility calls on any person to prevent any evil in society; lies are part of evil in the society. It was, therefore, Daniel’s ethical responsibility to make the public aware of the correct information. However, there are instances when advantages and disadvantages of ethical responsibility have to be weighed before making any decision. Take the case where scientists discover some new technologies which can help in improving society, but can also be misused by evil minded people.Advertising We will write a custom essay sample on Possession of Knowledge and Ethical Responsibility specifically for you for only $16.05 $11/page Learn More Scientists will be ethically obliged to release the technology to the public to be used in making life easier. On the other hand, conscience will trouble the scientists in case the technology is misused because they will feel responsible for the effects. In this situation, a choice has to be made because the ethical responsibility is two way, namely, aiding the society in making their lives easier and protecting evil from occurring. Ethics requires that a person should always endeavor for happiness not only for himself but also for others. Consequently, scientists have the obligation of ensuring that they use their knowledge to make the society a happy place to live in. Moreover, some roles in the society enable one person to have knowledge about some important issues which either need to be kept secret or made public for the sake of others. Managers of companies usually hav e knowledge of some secret company information which can be used against the firm if enemies find it. Consequently, directors and any other people who happen to have this information are ethically obliged to use the information in a way that is only beneficial to the company. It should be noted that managers and company directors are ethically bound to protect company assets, including information. On the same note, various professionals usually have knowledge that is beneficial to the society. During medical emergencies, doctors are called upon to use their knowledge to save lives. Some of the situations might be risky to the doctors themselves. Under normal circumstances, every human being will choose to protect personal live over society. Nevertheless, doctors have a moral duty of helping people and will thus have to help the situation. The case is the same for other professionals for example, police officers, fire fighters and engineers, to name a few. Therefore, accessing any k ind of knowledge comes with ethical responsibility either to reveal or to conceal the same. It all depends on whether the knowledge can cause harm or reprieve when revealed. All in all, it is upon each and every one of us to make informed choices whenever faced with ethical dilemmas, especially regarding possession of knowledge.Advertising Looking for essay on ethics? Let's see if we can help you! Get your first paper with 15% OFF Learn More This essay on Possession of Knowledge and Ethical Responsibility was written and submitted by user Ben Reilly 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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War On War essays

War On War essays Leo Tolstoys writings inspired Mahatma Gandhi, a 20th century pacifist leader who avoided war and changed the fate of India. On August 28th of 1828, Tolstoy was born in Yasnaya Polyana, Russia, to Nikolay and Marya. His mother died when he two years of age, giving birth to a younger sister who was also named Marya. The Tolstoy brothers included Nikolay, Sergey, Dmitry, and Leo. Tolstoy was extremely sensitive, often called Leo Crybaby (Rowe 2). He was very self-conscious, but also impassioned with imagination from the very first part of his youth. At age eight, or 1837, the family was sent to Moscow to undergo a more rigorous education. However their father died within months of their arrival. Their grandmother died in 1838, so Auntie Alexandra, second cousin of the father, became the legal guardian of all five children. She was an avid supporter of Tolstoys interest in writing. A new tutor, Saint-Thomas, took over family education. He began as an aggressive, often brutal disciplinarian. His anger instilled in Tolstoy a sense of hatred for violence, which later occupied his writings. When previous methods proved unfruitful, Saint-Thomas tried complementing Tolstoy and using positive reinforcement. His attempt must have been trite because historians, such as William W. Rowe, believe that it only created an ambivalence, or paradox of acceptance and rejection, in Tolstoys perception of Saint-Thomas that would disturb him throughout his adult life (3). Tolstoy was thoughtful well beyond his years, despite his poor academic performance. He began to think deeply at the age of twelve, to question the world around him, and even the world inside of him. This gave him a certain inappropriate awareness to his age. His questioning stopped halfway and found neither clarity nor resolution, thus creating even more ambivalence. On one set of days, he would perform tasks to develop his self-discipli...

A rose for emily by Faulkner Research Paper Example | Topics and Well Written Essays - 1250 words

A rose for emily by Faulkner - Research Paper Example Since the story takes place in the 1930s, the government was not very serious in investigating matters affecting the society. Immoral acts took place in the presence of government watch. However, the government has changed its ways of operation since the 1900s. It has included inclusion of the intelligence service that gathers data before an atrocity has happened. The story symbolizes the failure of the society to accept change occurring and uses Emily as he symbol to reveal immorality in the society. According to Faulkner after the war, the Southerners resisted to change by clinging to their past instead of adopting the new ways and techniques of doing things. This led to the reconstruction era in the United Sates history where the rebellious Southerners were helped to get out of slavery. This act reveals many societies in our day-to-day life. Up to date, there are increased populations of the Black Americans in the Southern Sates of the United States increased due to rebellious cit izens. Some communities currently prefer to stick to their outdated ways, cultural beliefs and customs. In the story of â€Å"A rose for Emily,† is a symbol of the ‘inner circle’ of development. ... This is evident when the writer says, â€Å"Only now Miss Emily's house was left, lifting its stubborn and coquettish decay above the cotton wagons and gasoline pump-a eyesore among eyesores" (Faulkner 9). The statement reveals that the south had been living in the dark without technology or new ideas or ways of doing things. The dark moments in the society are reflected in the story of â€Å"A Rose for Emily,† when Emily decides to lock herself inside the house after her fathers death. Emily behaves in a way that surprises her societies members who had come pay respect to her dead father but instead of being in a mourning state she acts as if nothing had happened. She then reveals the dark side moment of the town people when she intentionally refuses to pay taxes and refers people as a man who has been dead for ten years (Faulkner 10). The societies are less concerned about the issue and she does no go to jail. In comparison to the present world, action is taken to the indiv iduals who neglect paying the taxes. The town people do not take any action because is a reflective symbol of society and its old and unenlightened ways of handling issues concerning the society and its economy. These acts reflect how the society is not ready to let go of the wicked old ways. The story also reflects the old day practices by overlooking on the issue of house numbers and mailboxes are being implemented and issued in town. Emily refuses to have them and plans to stick to the old malpractices. Moreover, when the next generation starts ruling over the town with their modern ideas, the issue creates dissatisfaction to some individuals within the society. Some of the southerners stick to the old south ideas. This is evident where Emily is giving China painting lessons to the children most

English Essay Example | Topics and Well Written Essays - 1250 words - 18

English - Essay Example For example, the sibling rivalry in The Eye as Munro narrates her five year old self of how she disliked the idea of having another brother of which any young person with a sibling can relate. The book begun with the story â€Å"To Reach Japan† which involved Greta and her husband Peter. The title actually alludes to a bottle in the sea coming from Vancouver and hoping that it will reach Japan. This story is engaging because it is full of allegory that one has to read between the lines. Munro may not be explicit in narrating that this marriage is about break except by hinting their differences that Greta is sentimental who like to romanticize things while Peter is a pragmatist (being an engineer). Munro was not direct that Greta will leave Peter except that we understand what she intends to do. In the train station, there was this scene that the people there are calling and waiting for her but someone is holding her back. This is basically an allegory of Greta’s struggle to leave Peter. I find this story told in the allegory because there are several sub meanings in the narration that the reader had to read between the lines and not just read the text litera lly. This could be the reason why the novel is very engaging and enjoyable to the readers because there are multiple meanings in the texts. To Reach Japan is then followed by Amundsen which I did not exactly know what it meant until I read the story. It is actually a place associated with a new teacher at a tuberculosis â€Å"san†. It is a strange place because when people do not show up at work, it is expected that something horrible happened to them. Here Alice Munro told us the story of Vivien, Mary and Dr. Alister Fox. The story may sound morbid to me but nevertheless Munro showed her ability to put in stories with complex plot in such a small space of few pages. This may be the least of my

Of Mice and Men Essay Example for Free

Of Mice and Men Essay The Great Depression took place in the United States in the 1930s. Northern California, Salinas Valley was affected by the Great Depression. Many farmers lost their properties and were forced to find other work. Banks were forced to foreclose on mortgages’ and had to collect debts. Hundreds of thousands of farmers packed up their families and few belongings, and headed for California. The Great Depression left many people in poverty and caused them to face unpleasant events. This is how life was like for the characters in Steinbeck’s novel Of Mice and Men. Mostly all the characters in this novel suffered from loneliness. Some of the men desired to come together in a way that would allow them to be like brothers to one another. Given the harsh, lonely conditions under which the men live, it is no surprise that they idealize friendship between other men in such a way. In the novel Of Mice and Men, John Steinbeck uses characterization of dialogue and actions to show that everyone is lonely in some way even if they are surrounded by others. John Steinbeck uses characterization to show that loneliness causes people to reveal their feelings through dialogue. When Curley’s wife walks into the farm, she sees Lennie and begins to talk to him. He tries to avoid her and she says â€Å"‘I never get to talk to nobody. I get awful lonely’† (86). Curley’s wife has no one to talk to, and even Lennie tries to avoid her. Her words reveal that she is very lonely and even though there are so many people around her, nobody wants to talk to her. These words are significant because it shows how lonely she really is and how everyone tries to keep away from her because they know she causes drama and that she is married to Curley. George and Lennie also experience loneliness that they show through dialogue. As George and Lennie walk to the ranch together, George says, ‘â€Å"Guys like us, that work on ranches, are the loneliness guys in the world. They got no family and they don’t belong to no place†Ã¢â‚¬â„¢ (121). In addition, George and Lennie have no real home. They work the season, and then move on. They have no family, no relatives, and no ties except to each other. George’s words reveal that the life style of migrant workers such as themselves gives the way to a lonely life. This dialogue is significant because it shows how George and Lennie are lonely and that even though they travel and meet new people they still possess some kind of loneliness. Even though George was surrounded by many of the men, he sat quietly by himself at on the table all alone. â€Å"George cut the cards and began turning them over, looking at each one and throwing it down in a pile† (27). George is occupying his time by sitting alone at the table and organizing cards. George’s actions show that he is lonely and has nothing better to do then organize a deck of cards. His actions are significant because it reveals how George is lonely and how he spends his time by himself organizing cards. Also, when Crooks experiences loneliness he occupies himself with books. Even though Crooks is surrounded by so many men, he often feels lonely, but he tries to convince himself that he is not lonely. ‘â€Å" S’pose you had to sit out here an’ read books. ’ Sure you could play horseshoes till it got dark, but then you got to read books. ’ Books ani’t no good. ’ A guy needs somebody to be near him†¦ he goes nuts if he ain’t got nobody†Ã¢â‚¬â„¢ (72). Crooks is very lonely and he wishes that he could have someone to talk to, but he tries to be busy by playing horseshoes and reading books. His actions show that he is extremely lonely, and that he occupies himself with little things to keep himself from suffering. Crook’s actions are significant because loneliness cause people to spend their time by themselves. In the novel Of Mice and Men, John Steinbeck uses characterization of dialogue and actions to reveal that one can be surrounded by a group and still be lonely. The use of dialogue proves that the characters are lonely even though they are working closely together. Also, through the characterization of actions the author reveals that most of the men are lonely and that the men occupy themselves even though they are with a group of people. John Steinbeck’s theme applies to the entire would because it proves that loneliness affects everyone at one time or another. It changes the way a person thinks and behaves. When people feel lonely their actions and way of life are affected. Nobody can run away from loneliness even if they live with a group of people. It’s a trait that no one can get rid of.

On the Temporal Boundaries of Simple Experiences :: Philosophy Philosophical Papers

On the Temporal Boundaries of Simple Experiences ABSTRACT: I argue that the temporal boundaries of certain experiences — those I call ‘simple experiential events’ (SEEs) — have a different character than the temporal boundaries of the events most frequently associated with experience: neural events. In particular, I argue that the temporal boundaries of SEEs are more sharply defined than those of neural events. Indeed, they are sharper than the boundaries of all physical events at levels of complexity higher than that of elementary particle physics. If correct, it follows that the most common forms of identity theory-functionalism and dualism (according to which neurophysiological (or other complex) events play key roles through identification or correlation) — are mistaken. More positively, the conclusion supports recent approaches that attempt to explain conciousness by appeal to quantum physics. I. Introduction A methodology that I believe has some chance of providing us with a better understanding of the nature of consciousness – or of how it could be that consciousness does not exist, if the eliminativists are right – is one in which we study our conception or picture of consciousness. Specifically, I am referring to our conception or picture of phenomenal consciousness – what one has in mind who, e.g., "gets" the mind-body problem, understands the inverted spectrum or absent qualia examples, or Nagel’s phrase that it is like something to be conscious, and so on. Such individuals, arguably, are thinking about consciousness in a more or less similar way, exploiting a similar conception or picture, similar conceptual structures. Studying such a conception should be, to a reasonable degree at least, just like studying any other conception in cognitive science. And, as with other conceptions, the effort can be a multidisciplinary one, one to which philosophers can contribute. As I said, I think following this route might lead to progress in our understanding of consciousness itself; but even if it does not, characterizing our conception of phenomenal consciousness has importance at least as a piece of psychology. In any event, it is how I am inclined to pursue the study of consciousness these days. This talk describes a small study within that broader project. In another paper (1) I have argued that our conception of phenomenal consciousness commits us to the idea that there are simple components or elements that in some sense make up our complex phenomenal experience. Actually, it commits us to holding that either there are simples or that our complex phenomenal experience is such that – roughly put – analysis will always continue ad infinitum, no matter how a complex phenomenal experience gets carved up. On the Temporal Boundaries of Simple Experiences :: Philosophy Philosophical Papers On the Temporal Boundaries of Simple Experiences ABSTRACT: I argue that the temporal boundaries of certain experiences — those I call ‘simple experiential events’ (SEEs) — have a different character than the temporal boundaries of the events most frequently associated with experience: neural events. In particular, I argue that the temporal boundaries of SEEs are more sharply defined than those of neural events. Indeed, they are sharper than the boundaries of all physical events at levels of complexity higher than that of elementary particle physics. If correct, it follows that the most common forms of identity theory-functionalism and dualism (according to which neurophysiological (or other complex) events play key roles through identification or correlation) — are mistaken. More positively, the conclusion supports recent approaches that attempt to explain conciousness by appeal to quantum physics. I. Introduction A methodology that I believe has some chance of providing us with a better understanding of the nature of consciousness – or of how it could be that consciousness does not exist, if the eliminativists are right – is one in which we study our conception or picture of consciousness. Specifically, I am referring to our conception or picture of phenomenal consciousness – what one has in mind who, e.g., "gets" the mind-body problem, understands the inverted spectrum or absent qualia examples, or Nagel’s phrase that it is like something to be conscious, and so on. Such individuals, arguably, are thinking about consciousness in a more or less similar way, exploiting a similar conception or picture, similar conceptual structures. Studying such a conception should be, to a reasonable degree at least, just like studying any other conception in cognitive science. And, as with other conceptions, the effort can be a multidisciplinary one, one to which philosophers can contribute. As I said, I think following this route might lead to progress in our understanding of consciousness itself; but even if it does not, characterizing our conception of phenomenal consciousness has importance at least as a piece of psychology. In any event, it is how I am inclined to pursue the study of consciousness these days. This talk describes a small study within that broader project. In another paper (1) I have argued that our conception of phenomenal consciousness commits us to the idea that there are simple components or elements that in some sense make up our complex phenomenal experience. Actually, it commits us to holding that either there are simples or that our complex phenomenal experience is such that – roughly put – analysis will always continue ad infinitum, no matter how a complex phenomenal experience gets carved up.

Successful Leadership Leads to a Successful Business

Quality of leadership has become a major focus of almost every business in America today. Extensive research and analysis of this aspect of management has led to many insightful books on effective leadership. One such book is C. A. O†Conner†s Successful Leadership. O†Conner discusses this complicated subject by breaking it up into seven major areas. These areas are developing awareness, understanding people, power and authority, communication, decision making, creating a vision, and taking charge. Through these seven areas, O†Conner gives valuable skills in becoming an effective leader. Before an individual can begin incorporating the seven major areas of leadership he must first learn followership. Through following, he realizes not only the importance of a leader that looks after the needs of his supporters, but also the need for supporters that contribute to the leader†s success. In any group or team where leadership is present, these two aspects are complimentary. Like wise, the skills of leadership and followership are also complimentary. An individual cannot develop his leadership skills without having developed his followership skills first. Followers learn the importance that teamwork, cohesiveness, and subordination have in the accomplishment of goals. Additionally, when an individual does obtain a leadership position, the experience he gains in following provides a basis to make better decisions. The first major area of leadership is developing self-awareness. In developing self-awareness, one must first obtain the assessment of others. A major source of this assessment is feedback. Careful attention to attitudes, comments and performance of subordinates offer great insight into the effectiveness of a leader. Listening to thoughts and opinions of fellow leaders is another major source. Honesty is the key to both sources of information in that the individual must not disregard negative aspects of his own leadership qualities. He must realize his own faults and shortcomings. The second step in self-awareness is to create a features list. A features list is done by the leader himself and is made up of at least five good leadership traits and at least five bad ones. A leader†s inability to come up with five or more traits in either category means a severe lack of self-awareness. The purpose of the features list is to keep the leader aware of his own qualities. As the individual develops as a leader, he should continuously create new features lists to ensure his own self-awareness. Once the individual has accurately assessed his own qualities, it is then time to implement improvements. A plan of action is the basis of this implementation. The plan should include creating a list of goals that enhance good qualities and make changes to bad ones. The leader must then make strides in realizing these goals. Like the features list, the individual†s plan of action should change as he develops as a leader. The next area of leadership is understanding people. It is essential that a leader understand that each of his subordinates is different, with different drives, dreams, and ambitions. To â€Å"classify† subordinates into a particular group is to deprive them of their individuality and ignore their particular needs. Understanding each subordinate†s needs is the key to motivating them. In assessing the needs of subordinates, a leader must be able to recognize what level each individual is on in Maslow†s hierarchy of needs. The hierarchy of needs is divided into five levels: the need for food, clothing, and shelter; personal safety and a source of income; family, friends, and caring relationships; self-confidence, creativity and individual achievement; meaning and purpose. In determining the level at which an individual is on, the leader can then help that individual in ascending to the next. The outcome is improved performance on the part of the worker. While this is not the only form of motivating people, it is the most effective in long term motivation. Put more practically, a leader can motivate an individual†s performance not only by explaining the advantages to the company, but also the advantages to that individual†s job security and advancement. By nature, humans seek to attain a better quality of life. For this reason, another effective form of motivation is rewarding. Individuals pay attention to doing a job well when they have personal interests as a result of the outcome. The job becomes beneficial to their own profits and not just the company†s. Balancing the use of rewards is very important. Too many offers of rewards result in disappointment and lack of motivation when one is not offered. Leaders must realize that rewards are only temporary forms of motivation that are not successful in long term leadership. The difficult task of managing power and authority is the third area of successful leadership. While understanding the authority of his position, a leader must also be open to the thoughts and ideas of his subordinates. Disregard for opinions is a sign of a weak leader who is afraid of being undermined and therefor hides behind his power. Leaders express leadership through three basic leadership styles: democratic, autocratic, and permissive. The democratic style of leadership is based on a mutual respect and treating everyone equal, regardless of seniority or position. The leader still maintains authority, but others are able to be active participants in finding solutions to problems. Autocratic leadership provides a strong, undisputed style of leadership that is effective when dealing with controversial issues. While clearly defining goals and expectations, the autocratic style of leadership often results in a leader overpowering subordinates which leads to dissension. The permissive style of leadership is described as being a weak attempt at democratic leadership. Subordinates whose leaders have adopted this style of leadership end up with poor coordination, direction, and guidance. In delegating particular tasks, effective leaders will follow a basic format of assignment. Rather then just handing a subordinate a task with the words â€Å"do this† attached to it, a good leader will define the task, discussing in detail the aspects of it, show why it is important and clearly state any expectations. In doing this the worker has a personal commitment and clear understanding of the importance of the task. Finally, the leader will evaluate and discuss the results of the task with that worker, providing feedback for that worker to improve himself. One of the most vital areas in successful leadership is communication. The most basic form of communication is listening and speaking. This involves not only the exchange of spoken words, but also close attention to body language and tone. This attention allows good listeners to sort of â€Å"read between the words† and fully understand the speaker†s message. Effective speakers take time to prepare what they intend to say, giving careful thought to what it is they are attempting to convey. There are five main features to effective communication. These features are often referred to as social skills. The first involves having a purpose for communication. This aids in guiding the exchange of information and avoids useless or irrelevant communication. The next feature is a clear and logical exchange with directness and confidence. The third feature is appropriateness. The presentation of the information must match the needs of the situation. In other words, choosing the format of delivery (i. e. mail, telephone, person-to-person interaction, etc. that is appropriate to the nature of the information. The forth feature is control. The leader must be able to exhibit self-discipline and restrain from over communicating. An example of this is allowing subordinates to learn tasks without intervention, creating an effective learning environment for the worker and not a micro-managed one. The last feature of communication is the ability to learn. Even the best communicators have room for improvement. Leaders must never be satisfied in their communication skills and continuously make efforts to improve them. Decision making is the next area of successful leadership. Leaders can be forced to make several decisions at the same time, making them to prioritize these decisions based on two criteria: future importance and current urgency. Future importance refers to the long term decisions that may seem insignificant presently, but will greatly impact the company in the long run. Making future importance decisions usually requires a great deal of analysis and planning. Current urgency decisions may seem extremely important at the time, but in actuality are not terribly relevant to the success of the company. In either case, future importance or current urgent, an effective leader makes these decisions with confidence and concern for his subordinates. The complications of decision making can often be made easier through good goal setting. In setting a challenging yet attainable goal, the leader gives solid direction to his department and sets clear objectives. From there, many decisions can be based on whether or not the consequences will help in realizing these goals. These goals offer basic guidance, eliminating irrelevant options. Even with the establishment of goals to guide in decision making, tackling a major decision can be very difficult. It is best for the leader to approach these decisions methodically, using a systematic approach of dealing with it. First the leader must establish what the primary and secondary requirements of the decision are and prioritize them. From there, he begins to consider every possible solution and tries to find new ones. Finally, through assessment of the first two steps, the leader chooses the best alternative based what he has come up with. This process can be used by the individual leader or be opened up for use of the entire workgroup in a more democratic leadership environment. The next area in successful leadership is creating a vision. A vision is an ultimate goal, usually rather universal, that gives overall direction to the company and its employees. The result is unified action that steers generally in the same direction. It is the difficult task of a leader to create and maintain this vision as a guiding light in day to day decisions. He must be aware of the sometimes ever changing â€Å"big picture† as seen by the interests of the company and ensure that the vision is in line with that picture. The final area in successful leadership is taking charge. This involves utilizing all of the first six steps and fully applying them to personal leadership development. It also emphasizes the importance of taking charge of leadership qualities that are already there and maximizing their potential. The leader must draw on experience to guide in decisions on how to lead. People are not born leaders. They become leaders through implementing these seven areas into their lives. A good leader must be able to fail and bounce back, learn from experience, and admit their own limitations. This along with a desire to learn and a drive to complete goals create the leader.