Dickens & the French Revolutio essays

Dickens and the French Revolutio expositions A Tale of Two Cities and the French Revolution Dickens, in A Tale of Two Cities, depicted the French Revolution unjustifiably, and not so much totally. I dont feel that Dickens objective recorded as a hard copy A Tale of Two Cities was to depict the strength of England as a country, yet that was the primary message I got from the film. Additionally, a portion of the reasons for the insurgency appeared to blur out of spotlight, leaving a deficient image of the French people groups languishing. Dickens doesn't do equity to the Revolution, as he depicts it as for the most part good for nothing savagery and unpleasant vengeance. As a general rule, the Revolution began a chain of occasions that would improve France. In spite of the fact that it might have taken a few years for this to be completely acknowledged, when Dickens composed the novel, he ought to have realized that the unrests closes some way or another supported the methods. In my view, Dickens made it look as if regardless of what the finishes, the methods couldn't be supported. The Terror was a fierce period, and the facts demonstrate that a great deal of the brutality could have been totally maintained a strategic distance from. I imagine that Dickens trivializes the battle that the Third Estate experienced before they at any point turned to savagery. Britain, in examination, is depicted as the steady country, a spot where all are welcome, and none are judged. This was as valid for England around then as it was for France. I feel that this reality unjustifiably inclinations the watcher, or peruser, of A Tale of Two Cities. Britain had issues of its own at that point, however Dickens decided to overlook that piece of the story. In Dickens present, England was at a delicate time. Some expected that insurgency was coming, and Dickens just weapon against that was his fiction. So as to cause the English to understand that upset was pointless, the French were portrayed as savages and animals. Their savagery was made to look inordinate and pointless. By examination, the British in A Tale were far mo ... <!

Free Essays on Proclamation Line

Declaration of 1763 The finish of the French and Indian War in 1763 was a reason for extraordinary festival in the provinces, for it evacuated a few unfavorable hindrances and opened up a large group of new open doors for the homesteaders. The French had adequately trimmed in the British pilgrims and had, from the point of view of the pioneers, played the Indians against them. The main thing on the brains of homesteaders was the incredible western boondocks that had opened to them when the French surrendered that challenged domain to the British. The imperial declaration of 1763 did a lot to hose that festival. The decree, basically, cut off the wilderness to frontier development. The King and his board introduced the announcement as a measure to quiet the feelings of trepidation of the Indians, who felt that the settlers would drive them from their territories as they extended westbound. Numerous in the provinces felt that the item was to pen them in along the Atlantic seaboard where they would be simp ler to manage. Almost certainly there was an enormous proportion of truth in both of these positions. Anyway the settlers really wanted to feel a solid hatred when what they saw to be their prize was grabbed away from them. The declaration gave that all terrains west of the leaders of all streams which streamed into the Atlantic Ocean from the west or northwest were beyond reach to the pioneers. This prohibited the rich Ohio Valley and all domain from the Ohio to the Mississippi waterways from settlement. The decree additionally settled or characterized four new states, three of them on the mainland legitimate. Quebec, which was obviously effectively very much settled, two states to be called East Florida and West Florida-and off the mainland, Grenada. These realities were built up promptly, however the greater part of the decree is committed to the subject of Indians and Indian terrains. It attested that the entirety of the Indian people groups were from that point under the insurance of the King. It necessitated that all grounds inside t... Free Essays on Proclamation Line Free Essays on Proclamation Line Decree of 1763 The finish of the French and Indian War in 1763 was a reason for incredible festival in the settlements, for it evacuated a few unpropitious obstructions and opened up a large group of new open doors for the pioneers. The French had adequately stitched in the British pioneers and had, from the point of view of the pilgrims, played the Indians against them. The principal thing on the psyches of settlers was the incredible western outskirts that had opened to them when the French surrendered that challenged domain to the British. The illustrious declaration of 1763 did a lot to hose that festival. The announcement, basically, shut off the outskirts to provincial extension. The King and his gathering introduced the declaration as a measure to quiet the feelings of dread of the Indians, who felt that the settlers would drive them from their properties as they extended westbound. Numerous in the states felt that the item was to pen them in along the Atlantic seaboard where they would be s impler to control. Most likely there was a huge proportion of truth in both of these positions. Anyway the settlers really wanted to feel a solid disdain when what they saw to be their prize was grabbed away from them. The declaration gave that all grounds west of the leaders of all waterways which streamed into the Atlantic Ocean from the west or northwest were forbidden to the homesteaders. This avoided the rich Ohio Valley and all region from the Ohio to the Mississippi streams from settlement. The declaration additionally settled or characterized four new states, three of them on the mainland legitimate. Quebec, which was obviously effectively all around settled, two states to be called East Florida and West Florida-and off the mainland, Grenada. These realities were set up promptly, yet the majority of the announcement is committed to the subject of Indians and Indian grounds. It declared that the entirety of the Indian people groups were from that point under the insurance of the King. It necessitated that all terrains inside t...

Parents, Please Read

Parents, Please Read I have finally made it home for the holidays. Let me tell you, theres nothing quite like being at home, even if it is just for two weeks, and even if its so snowy that nobody can leave/come to my house for anything. Home is still wonderful. Being home is a great time for deep, philosophical talks with parents that simply arent possible over the phone. The reason I write for the admissions blogs is because I really like the admissions process, I like helping admitted students learn about MIT before they get here, and I like sharing with everybody the types of things I do here. My dad follows the blogs very closely as well and the two of us often discuss the current admissions gossip. The one thing hell do that I normally wont is explore the bowels of College Confidential (if I had my way, College Confidential would be wiped off the face of the planet), but that just makes him all the more interesting when we discuss admissions. The two of us were sitting down at Rockin Rogers enjoying breakfast and chatting when the topic turned away from normal father-son stuff and drifted towards MIT. We touched on admissions (Hows Matt? Matts fine. Do you ever see such and such? No not really. I really like Yans writing, she uses a lot of adjectives . . . etc etc) and got more onto the topic of current student life, mainly my grades. Grades are especially relevant right now because all of this years freshmen just got their first set of them. Up until now, MIT has been a fun, relatively informal, unofficial learning environment, but the instant grades get written down it becomes serious. I spend a lot of time at MIT very stressed, this semester especially. Fortunately for me, none of that stress comes from my parents. All of my stress is self-imposed, its me telling myself to do well, telling myself to study, and telling myself to not give up. My parents act as wonderful outlets for frustration, concern, complaining, and any other angsty 20-year-old emotion I can throw at them. Through all of it they are supportive and tell me to keep doing what I can. They constantly remind me that Im at the hardest school in the country, the fact that Im even there is astounding, the fact that Im passing classes is ridiculous, and the prospect of As is almost heart-attack-inducing. I dont think its because they have low standards, that passing is acceptable now, I think its because they are extremely realistic and understand the grand scheme of things. They understand that passing a class at MIT with a C doesnt mean youre below average or struggling, it means that MIT has deemed yo u competent enough to proceed and learn more material. It means you passed. What Ive noticed, both from the comments in the admissions blogs and from talking to friends at school, is that many many many parents dont take this approach. Many parents put a lot of additional pressure on their children to succeed and to get As. While its wonderful to want your child to succeed and to encourage them to do well, threatening them and adding unnecessary stress to an already super-stressed MIT student does more harm than good. This is the first year Ive gotten to watch freshmen do MIT and Ive learned a lot about parents just by watching their children. 1) Parents are CONVINCED that unless they call you every day to remind you, you will forget to eat and subsequently die of malnutrition. 2) Parents are scared to death that you are wasting their money. Lets talk about number 2 for a little bit, because thats what really motivated this entry. Ultimately, when it comes straight down to it, parents are the ones who decide whether you attend MIT or not. They pay the bill. End of story. Dont kid yourself or come up with excuses, you dont have $50,000 a year to pay for tuition. As such, parents want to see that they are getting their moneys worth, which is why parents FREAK OUT (caps totally necessary, Ive seen the student end of freak out phone conversations many times) when they hear any of the following: a) I skipped lecture (more than once (for an entire semester)) b) I decided not to do that problem set c) I failed that test (and it doesnt bother me) d) I got a C in physics/chemistry/biology/math Parents will label these as inexcusable. I label these as completely excusable, and I can back up my claim. I skipped lecture (more than once (for an entire semester)) I routinely skipped lecture my freshman year. Why? Because it was more beneficial to skip lecture than to attend. Sometimes (more often than people think) lectures are actually detrimental to your learning. Sometimes its a bad professor, other times its where the lecture fits into your schedule, and sometimes its the way that lecture is taught. I skipped almost every single differential equations lecture I had. Why? Before and after lecture I had a one hour break with no classes. One hour is not a lot of time to get work done and oftentimes I found myself just wandering around, surfing the internet, or bored. What I realized is that if I skipped my lecture and went to the library for 3 hours I could read the chapter out of the book that was going to be covered in lecture, go through online lecture notes, and work on the problem set. I got more work done and learned more NOT going to lecture than I would have if I attended. I ended up getting a B in the class. Another example, I skipped the majority of my freshman chemistry classes. Why? They were early in the morning and videos of the lecture were always posted online. There, honestly, was no need for me to attend lecture in person, so I didnt. I watched the lectures online, took notes, and did fine in the class (I even aced my second test). I decided not to do that problem set Freshmen year is all about trying to figure out a system that works for you. Time management is really important at MIT and a lot of students here struggle with it. The only way to learn good time management skills is to try different things. Try skipping these lectures in lieu of this, try skipping this PSET in order to study for this test, this class is harder than this class so I need to focus more here, etc. Prioritizing and figuring these things out can be difficult and can oftentimes result in skipped PSETS, failed tests, and sleepless nights, BUT ITS NECESSARY. Without experimentation and trying different things, theres no way to find the study method or work schedule that is the most effective. Freshmen year is Pass/No Record (you either get a P or your class never shows up, there are no letter grades) for precisely this reason, to give students a chance to figure out what works for them. Parents, if your child trusts you enough to talk to you and share everything with you, youre going to hear stories of failed tests, missed PSETS, and sleepless nights. Theyve trusted you enough to tell you these things, its up to you not to jump down their throats and scold them for it, otherwise they will simply stop telling you anything. Ask why certain things happened, absolutely, but please dont scold or threaten, you just make our lives more difficult than they need to be. I failed that test and it doesnt bother me This happened to me this year. I studied days for a test, took it, felt great about it, and then scored in the bottom 5% of the class. I failed it. I also didnt mind. When looking back at the mistakes I made and the questions I missed, I realized that it was just one or two algebra mistakes here, a misinterpretation there, and then some questions that were just really hard that I didnt know how to answer. I understood the material, I didnt feel like I could have tried harder or studied more, the test just didnt go well. It happens. There was nothing to change for the next test, I was happy with my preparation, I just happened to have failed. Not letting something get to you is important at MIT. If your child tells you that they failed a test and theyre ok with it, dont flip out. Theyve come to grips with their score and are ready to move on, dont drag them back down into an unhealthy state of sorrow and regret. Theyre ready to do well on the next test and tackle their next problem set, dont encourage them to brood over a bad test, its simply not helpful or healthy. I got a C in physics/chemistry/biology/math Not all sciences are created equal. To be perfectly frank and honest, I hate math, chemistry, and biology. I used to loathe physics but Im slowly warming up to it. MIT forces you to take chemistry, biology, math, and physics, whether you like them or not. Whether you understand them or not. Whether you ever plan on using them or not. AND . . . not only do they force you to take them . . . but they force you to take MIT versions of these classes, meaning youre taking Oh My GOD! This is the hardest thing ever! versions of classes that you may have found difficult in high school. Anybody will tell you, its very difficult to force yourself to study material that you find frustrating and uninteresting, which is why its very important that MIT has Pass/No Record 1st semester. MIT wants you to learn about chemistry, biology, physics, and math, but it doesnt necessarily expect you to excel, it just wants you to understand more about the subject matter. Parents see a report card full of Cs and die a little on the inside. This is premature. Parents, calm down, youre overreacting. Your child just passed some of the hardest intro-level science classes in the country, be proud of them. Show them support. You are getting your moneys worth. The more support you give them now, the better they will do later. Im not a parent so I dont understand parenting, but I am on the receiving end of parenting so I do know whats useful on our end and whats not. The fact of the matter is, when your child gets into their major, their grades will improve greatly. Theyll be learning material that they enjoy, the material that they came to MIT to learn, and theyll want to study and go above and beyond. Be patient and watch your child grow into their school, itll be a process you only get to go through once, and its not something you want to tarnish with constant lecturing and scolding. I guess, in the end, this is what Im trying to say. MIT is hard enough without parents constantly berating us and scolding us and pressuring us to do well. We know whats going on at school, were in the thick of it. Well call you and tell you whats going on with our lives, tell you of our mistakes and our triumphs, but we really dont want to be lectured to. We want support. If you dont give us support and instead pick apart everything we tell you, well simply stop telling you things. Its not that we dont love you, its that youre making things worse and its in our best interest to do what we know needs to be done. Sometimes, by trying to make things better, youre making things worse. If we ask for advice, give it. If we ask for support, give it. If we tell you what weve been up to, enjoy our stories, but please dont make our lives more stressful.

First A Lens For Human Nature - 1050 Words

First a lens for human nature needs to be established. At a basic level there are two ways to view human nature: that all humans are born good, as a blank slate or that humans are for themselves. For the sake of the argument and to stay in line with the texts, let the assumption be that humans are for themselves. To better understand this view, Thomas Hobbes can provide insight. In his The state of Nature, to achieve understanding on what human beings are, he develops the idea of, ‘state of nature’, which is the idea of life without government, states, or laws. This conversely leads to: why have state, is it good, should it be accepted? These questions help to formulate a justification for government and the like. â€Å"For these words of†¦show more content†¦Connecting this to the theme of wealthy and technology, it is easy to get stuck in a cyclic thought: I need to buy technology; technology affords me capital; I need to buy technology. As described earlier, the world of Oryx and Crake is divided. â€Å"Compound people didn’t go to the cities unless they had to, and then never alone. They called the cities the pleeblands. Despite the fingerprint identity cards now carried by everyone, public security in the pleeblands was leaky; there were people cruising around in those places who could forge anything and who might be anybody, not to mention the loose change- the addicts, the muggers, the paupers, the crazies† (Atwood 27). This shows to what extent the people of the compounds separated, segregated themselves. It also reveals how the people in the compounds viewed those in the Pleeblands, as sneaky degenerates. Not to mention how they distance themselves, implying that no one in the Compounds has ever stolen, begged, or have had problems, when that isn’t the case. â€Å"So they’d roll a few joints and smoke them while watching the executions and the porn.† (Atwood p86) It is clear from this scene with Jimmy and Crake that the people inside the Compounds are really no different no better than those they consider to be degenerates. The division between the compound and the Pleeblands extends past the geographical,Show MoreRelatedExtending the Problem of Speaking for Others: Ramsey on Nature1449 Words   |  6 PagesSpeaking for human others can often lead to misunderstanding and harmful results. This can happen even when one believes that they are justified in doing so or believe their intentions are noble. The same harms can occur when speaking for a speechless being or inanimate object such as nature. In Jeffry L. Ramsey’s paper Speaking for Nature?, the author extends the argument of speaking for others as proposed by Linda Alcoff in her work titled The Problem of Speaking for Others to include nature. In thisRead MoreMovie Review : Rear Window1227 Words   |  5 Pagesto sympathize with nearly all of them. More than anything, Rear Window is a film about the audience’s complicity with ethically imperfect characters and their ethically imperfect behavior. This is particularly evident in two cl imactic scenes. The first scene creates a close identification with L.B. Jefferies, the main character and principal voyeur of the film. The second forces viewers, probably unwillingly, to identify with Thorwald, the villain of the film who has seemingly murdered his wife.Read MoreEthics Game1108 Words   |  5 PagesOctober 11, 2012 Ethics Game Dilemma After completing the Ethics game II case, it has been determined that there are two ethical issues presented for management to review, and make the most ethical decision that will not harm the company. The first dilemma deals with the possibility of harassment in the office. There is a chance that an employee named Bill is harassing an employee named Gayle in the office. Gayle is starting to feel uncomfortable and is unsure of the best way to handle theRead MoreOrgan Donation Is An Act1161 Words   |  5 Pages Prior to the car accident Tim fell into the Rights Lens because of the way he lived his life. He was concerned only of worldly possessions, not realizing how fragile and precious life is or what others’ lives have to offer. After the accident Tim’s path changed to the Reputation Lens because his actions were consistent with the betterment of his human nature. Traits he exhibited included â€Å"meaningful reflection, good intentions and noble human virtues† (EthicsGames, 2012). He looked for the trueRead MoreReflective Journal on Ethics Game Simulation Essay1371 Words   |  6 Pagesdecision. My decision was to ask the assigned nurse to call a physician and a chaplain. Make sure that the mother is assessed medically and that the parents are provided a ministerial response. Decision-making Steps Taken to Address Issue #2 My first step in this situation was to figure out exactly what the problem is - what the issue is that I am facing. My issue was how best to assure access for gay partners of Sevas patients on equal footing with straight couples. The next step was to nameRead MoreThe Theory Of Human Nature1723 Words   |  7 Pagestheoretical lens will shift slightly. In addition, developing my therapeutic orientation will help enhance my abilities as a therapist. My theoretical lens as it applies to human nature is discussed in this paper as it relates to the Marriage, Family, and Couple theory I selected. Also, discussed in this paper are techniques, factors, goals, related to the Bowen Family Systems theory. This paper will also provide an overview of the eight concepts of the Bowen Theory. The Basic View of Human Nature as seenRead MoreCouple/Family Theoretical Orientation. As A Future Marriage,1701 Words   |  7 Pagestheoretical lens will shift slightly. In addition, developing my therapeutic orientation will help enhance my abilities as a therapist. My theoretical lens as it applies to human nature is discussed in this paper as it relates to the Marriage, Family, and Couple theory I selected. Also, discussed in this paper are techniques, factors, goals, related to the Bowen Family Systems theory. This paper will also provide an overview of the eight concepts of the Bowen Theory. The Basic View of Human Nature as seenRead MoreWilliam Faulkner s The Bear939 Words   |  4 PagesAfter the Civil War, the American Southerners had a strong trauma that could not be forgotten. Considering that William Faulkner was also one of these Southerners, approaching to his texts through a psychoanalytic lens would be a meaningful work. In fact, Faulkner is one of the rare writers who faced Southern racial ‘taboo’: the miscegenation. In addition, a Southern Renaissance that what Faulkner does with the South through his novels are very similar with what Freud did with the European civilizationRead MoreWilliam Faulkner s A Southern Renaissance Essay952 Words   |  4 Pages The American Southerners after the Civil War are known to have had strong trauma that could not be forgotten. Considering that William Faulkner was also one of these Southerners, approaching to his texts through a psychoanalytic lens would be a meaningful work. In fact, Faulkner is one of the rare writers who faced Southern racial ‘taboo’: the miscegenation. In addition, Richard King said in his book, â€Å"A Southern Renaissance† that what Faulkner does with the South through his novels are very similarRead MoreThe, New Jersey City Essay905 Words   |  4 Pagespicture waiting for the storm. The taking picture was in the atmosphere and the use of the special soft focus lens that is called the lens of the atmosphere. The Stieglitz wants to use the camera detective cameras that capture the photo for real. The mood was required took take the photograph of the scenery. Thus, the mood of the photo taken is made. The naturalism used because of earth human eye seeing the photographs. The weather of the atmosphere was the notion of the picture. The camera lenses

Kants Categorical Imperative Essay - 1537 Words

Kants Categorical Imperative Deontology is the ethical view that some actions are morally forbidden or permitted regardless of consequences. One of the most influential deontological philosophers in history is Immanuel Kant who developed the idea of the Categorical Imperative. Kant believed that the only thing of intrinsic moral worth is a good will. Kant says in his work Morality and Rationality â€Å"The good will is not good because of what it affects or accomplishes or because of it’s adequacy to achieve some proposed end; it is good only because of it’s willing, i.e., it is good of itself†. A maxim is the generalized rule that characterizes the motives for a person’s actions. For Kant, a will that is good is one that is acting by†¦show more content†¦There are two ways to we can will inconsistently, either the generalized maxim is logically impossible or that what we will contradicts another of our wills. An example of a maxim which would not pass the Categorical Imperat ive test would be : â€Å"Whenever anyone wants money they will make a false promise, borrow the money and never pay the lender back.† This generalized maxim cannot be universalized because it is self defeating for if it was adopted by everyone no one would lend out money. If there is no one that will give you money, there will be no false promises that can be made and hence the maxim cannot be universalized. Another example of a maxim that does not pass the Categorical Imperative test is : â€Å"Whenever anyone is better off than others, they will never give to the less fortunate†. This maxim in itself does not contradict itself but it cannot be consistently willed. If the agent was to imagine himself at that moment to be a homeless person they would will that others who are better off would aid him. However this second will is in direct contradiction of his previous will. In this way, the agent is engaging in inconsistent willing and thus the maxim cannot be universa lized. An example of a maxim which passes the Categorical Imperative test is never tell a lie. The generalised maxim would be: â€Å"Whenever anyone is asked a question, they will always tell the whole truth†.Show MoreRelated Kant’s Categorical Imperatives Essay978 Words   |  4 Pagesevaluate whether one’s actions are moral, we use many moral dilemmas. One of them is Kant’s categorical imperative. This essay presents Kant’s project of categorical imperative. Then, I will explain that rulers should appeal to Kant’s categorical imperative when making foreign policy decision. In order to support my point of view, I will give importance to the reasons of why rulers appeal to categorical imperative when making foreign policy, so I have two reasons for this. One of them is that statesRead Moreanalysis of Kants Categorical Imperative Essay2170 Words   |  9 PagesAnalysis of Kant’s Categorical Imperative in Metaphysics Grounding for the metaphysics of morals is a foundation of Kant’s philosophy, in this book, Kant wants to build up a moral kingdom of metaphysical. At first, Kant extracted categorical imperative from the concepts of goodness, will and obligation and enacted some rational principles, then, he plans to map out moral metaphysic through categorical imperative. However, he failed to do so owing to that his theory is founded on purely idealismRead MoreExamples Of Immanuel Kants Categorical Imperative1543 Words   |  7 PagesJordyn Elston Ethics Paper 2 JRN 6640 Immanuel Kants categorical imperative is a theory that basically relays the same message that most mothers teach their kids, and that is to do the right thing. The categorical imperative could be easily explained by the Golden Rule about treating others as you would like to be treated. Kant dives a little deep with his theory, however, and breaks the categorical imperative into three formulations. The first formulation is about essentiallyRead MoreUtilitarianism and Kants Categorical Imperative Essay1371 Words   |  6 PagesUtilitarianism and Kant’s Categorical Imperative The issues of morality are most clearly expressed through examples of different methods of analyzing a situation. The case of Holmes, an officer in charge of a sinking ship, shows the striking differences between philosopher Immanuel Kant’s beliefs and those of the Utilitarians. After Holmes’ ship sinks, there are twenty passengers in a lifeboat that is only meant to hold fourteen people. There was no time to send out a signal for help beforeRead More The Deontological Views of Capital Punishment Through the Works of Kant’s Categorical Imperative2071 Words   |  9 PagesPunishment has been used in the United States justice system for many years now, yet one must question whether or not it should be used at all. This paper will look at the Deontological views of capital punishment through the works of Kant’s categorical imperative. Arguments such as the unethical misuse of medical practice by physicians, who swear an oath to do everything in their pow er to save the lives of the people they care for, while using their expertise on an individual for an execution. AnotherRead MoreKant s Categorical Imperative Of Universal Laws And Humanity1440 Words   |  6 PagesKant’s Categorical Imperative of Universal Laws and Humanity People have an intrinsic worth above mere things or possessions. In order for people to cohabitate peacefully and respectively, there’s a need for universal laws based on good will and absolute moral beliefs. It is this moral belief which is based on reason and must be uniformly abided by. This allows humanity to function as an amicable society; an amicable society that is achieved by treating ourselves and others with respect andRead MoreKants Moral Theory and Utilitarism Comparison Essay1166 Words   |  5 PagesKant’s moral theory and utilitarianism are two very different moral theories. Kant’s moral theory works off of the categorical imperative. Utilitarianism works off of the greatest happiness principle. Morality and right action are very different within these two theories, and the idea of slavery is a good example of the differences. Utilitarianism can allow slavery, whereas Kant’s moral theory cannot allow slavery. Kant’s moral theory uses the categorical imperative as its basis. The categoricalRead MoreKant And The Categorical Imperative1177 Words   |  5 Pagesbehavior, a need which still remained. It was in this context that Kant came up with the idea he called categorical imperative, which are commands you must follow, regardless of your desires. In Kant’s view, the categorical imperative is the voice of our rational selves, it’s what we all truly believe when we’re thinking sensibly, it’s the rule of our own intelligence gives us. We will discuss two of Kant’s formulations; The Universalization Formulation and The Formula of Humanity and the problems attachedRead MoreKant s View On Ethics Essay1362 Words   |  6 Pageschallenged Kant’s firm stance by challenging it with theoretical situations in which lying might be the only right thing to do. Kant’s Principle of Humanity falls short by not recognize the possibility of a situat ion wherein the harm caused by one person’s use as a means outweighs that of another and is therefore an insufficient moral theory. In this paper, I will start by explaining Kant’s view on ethics through his use of categorical imperatives. I will detail what each of the imperative requiresRead MoreKant‚Äà ´s Deontology1071 Words   |  5 PagesReligion Philosophy Essay a) What are the central features of Kant’s deontolgy? Immanuel Kant believed that to live a good life is to lead a life of happiness. This is not saying that people should only live a life that brings them pleasure and satisfaction, as is often argued in Utilitarianism. Rather it is saying that to live a moral life is to live in a state of peace. For Kant, the Summum Bonum (highest good) describes the ideal, where there is both virtue and happiness. In The

Knowledge and Power Free Essays

Knowledge is power – or is it?   The assertion that knowledge is power has been variously attributed to Sir Francis Bacon and Albert Einstein, as well as many other notable and obscure figures.   But perhaps Eudora Welty, Flannery O’Connor, and Richard Wright all know otherwise, as demonstrated in their respective stories:   â€Å"The Worn Path,† â€Å"A Good Man Is Hard To Find,† and â€Å"The Man Who Was Almost A Man.† These stories each show that knowledge is not an absolute bestower of power; that power does not logically and necessarily follow once one possesses knowledge. We will write a custom essay sample on Knowledge and Power or any similar topic only for you Order Now    Neither are the terms knowledge and power mutually exclusive, but, as can be seen in the following analysis of the short stories mentioned above, the power resulting from knowledge only comes if the person possessing the knowledge knows how to use it, and if the person then also feels powerful.   The power gained from knowledge is not an absolute power, but is, to a certain extent, subjective. Let us first look at Phoenix Jackson, the central character in Eudora Welty’s â€Å"A Worn Path† and perhaps the most powerful character in any of the three stories.     Phoenix has gained knowledge, and therefore power, from years of quietly studying human behavior, from paying close attention to her surroundings, and from her own self-awareness of how she affects others in the world.   Phoenix Jackson might appear at first glance to be lacking any power: she is an elderly, frail-looking woman whose eyesight is failing. Phoenix is also a very poor woman with few valuable possessions; poor people in her position are virtually always seen as lacking power.   However, upon closer observation the reader can see that Phoenix is a very powerful woman indeed.   Phoenix uses her knowledge of her physical surroundings to enable her to move about in a rather dangerous world, full of obstacles both animate and inanimate.   On her journey into town Phoenix encounters many potential dangers, but because she is knowledgeable about their existence, she avoids harm.   This capacity to keep herself safe is one trait which makes her a powerful woman. Phoenix even appears to use visualization to help her get across the creek; her ability to visualize the log and her safe passage is another form of knowledge which makes her powerful.   Phoenix has â€Å"body knowledge† – she has developed the capacity to remember where her body should go, even as her eyesight fails her.   The reason this body knowledge makes Phoenix powerful is that she is conscious of the knowledge and of how to use it; for example, when Phoenix reaches the city and â€Å"depended on her feet to know where to take her.† (Welty, p. 5).   Later in the story we see Phoenix walking up the steps of her destination, â€Å"until her feet knew to stop.† (Welty, p. 6) Phoenix Jackson has also gained power during her long life with her knowledge about human behavior.   Phoenix knows how to use both her own self as well as others’ reactions for her own purposes.   Phoenix is seen manipulating the white hunter so that she can put his fallen money into her own pocket.   Phoenix knows, after only a very brief encounter, that the hunter’s ego can be easily manipulated for her own purposes.   The hunter wishes to appear strong and in control, which Phoenix knows as she reminds the hunter that she needs to be â€Å"rescued† from the cur which ahs knocked her over.   Phoenix is able to pocket the money while the hunter is occupied with ridding her of the dog. One cannot manipulate others without possessing some sort of power, and powerful Phoenix is seen manipulating others at least twice more as the story proceeds.  Ã‚   Phoenix knows, almost instinctively it seems, who she can stop on the street to ask for assistance with her shoes.   But this small gesture is full of knowledge; Phoenix could have stopped any number of people on the busy street, but consciously chose to stop a certain woman.   Perhaps Phoenix knew that this particular woman would be more inclined to help her, as she appears to be a â€Å"nice lady† (Welty, p. 6) full of Christmas spirit, heavy as her arms are with presents. Phoenix again uses her knowledge about human behavior in order to manipulate the attendant at the clinic, who feels compelled to give a pitiful old woman some money.   It is not clear whether Phoenix is manipulating the nurse in order to get medication for herself or whether she does indeed have a grandson waiting at home, but the nurse is manipulated by Phoenix nevertheless, as she uses her age as an excuse for memory loss. The grandmother in Flannery O’ Connor’s short story, â€Å"A Good Man Is Hard To Find,† is not so self-aware as Phoenix and it is her failure to use her knowledge powerfully which gets her killed in the end.   The grandmother does indeed have knowledge but somehow is unable to use it to her advantage. It is an interesting side-note that the grandmother, the mother, and Red Sam’s wife are the only characters in O’Connor’s story who are not given names; even the cat has a name.   Perhaps O’Connor used this as a subtle indicator of who did and did not have power.   Indeed, neither the grandmother nor the mother appear to be very powerful characters in this story; and Red Sam’s wife, though not a central character, is portrayed as simply chattel for her husband, who orders her around and treats her dismissively. John Wesley’s and June Star’s grandmother knows from her years on earth that a good man is indeed hard to find; she knows that truly trustworthy people are rare treasures among the human race.   The grandmother’s discussion with Red Sam shows us that she is aware of just how devious people can be.   The grandmother knows that people are inherently untrustworthy. However, the grandmother’s knowledge does not then result in her having power, for she does not use the knowledge correctly.   The grandmother gave up the potential power of her knowledge when she revealed what she knew during the encounter with the Misfit.  Ã‚   When the grandmother recognized the Misfit, she could have used this knowledge to protect her family. Perhaps Eudora Welty’s Phoenix Jackson would have used the grandmother’s knowledge in some cunning way to manipulate the Misfit.   But O’Connor’s grandmother is not as powerful as Welty’s character, simply because she fails to cultivate her knowledge into a powerful tool.   The grandmother was knowledgeable but still powerless to save her own and her family’s lives. The third character who shows us that knowledge is not necessarily power is Dave, in Richard Wright’s â€Å"The Man Who Was Almost a Man.†Ã‚   Dave shows us that the power from knowledge is partially subjective and not an indisputable fact.   The reader sees very quickly that Dave feels â€Å"small,† not only in his physical stature but in his standing among his peers in the community.   This feeling of smallness is what makes Dave feel virtually powerless. Dave appears to have very limited knowledge of human behavior and of himself as a developing man.  Ã‚   Fear is a large factor in Dave’s twisted perception of what will give him power.   Dave is scared of other boys who are all bigger than him; he has also been raised to be scared of the adults in his life.   This fear has given Dave the â€Å"knowledge† that, if one is feared, one has power.   Of course this knowledge is flawed. But Dave’s knowledge is not a mature, conscious knowledge; it is a knowledge born of his own very limited backwoods experience in the world.   Dave sees that, if he can scare others as others have scared him, he will become a powerful man.   Once Dave has knowledge of how a gun makes him feel, he thinks he has discovered an important part of becoming a man.   Perhaps the most important discovery made by Dave is that his actions have consequences; once Dave kills the mule, he sees that something he has done has made a difference, albeit a negative difference, but a difference in the world all the same. Although Dave’s knowledge has the potential to give him power, it is not well developed and is based in fear.   Therefore his knowledge may make him an even less powerful person.   Dave does not know how to use his new-found knowledge.   Instead of making him a powerful person, his knowledge may be turning him into a dangerous person as the flawed knowledge becomes more entrenched into his personality. Knowledge is power†¦.the central characters in the stories analyzed above each show us, in their own way, that this statement is very over-simplified and not necessarily true.   Power can indeed come from having knowledge.   But that knowledge must be carefully cultivated and used appropriately in order to then provide power.   And there are occasions when we can have knowledge but lack the awareness to use that knowledge to our advantage, or power. Last, if we have knowledge but lack the conviction that we have power to use our knowledge in useful ways, we are still left as powerless as if we did not have the knowledge at all.   So power resulting from knowledge must also include self-awareness, awareness of others, and the ability to adapt our knowledge to particular situations.   Only then can we say that knowledge is power. How to cite Knowledge and Power, Essay examples Knowledge and Power Free Essays â€Å"Scientia Potentia Est†, a famous aphorism that is otherwise translated as â€Å"For also Knowledge itself is Power†, was conceptualized during the late 16th century by the world-renowned Philosopher and Statesman of that time, Sir Francis Bacon. Indeed, Sir Bacon developed an understanding of the idea that by accumulating knowledge, one is able to exert, impose or influence power (as can be inferred) towards another. For instance, a person who has accumulated knowledge can withhold himself or herself from sharing this knowledge to others. We will write a custom essay sample on Knowledge and Power or any similar topic only for you Order Now Thus, a sort of personal advantage develops between those who have knowledge and those who want knowledge. The former, if desired, can ultimately influence the actions of the latter if the existing desire for knowledge is used against them. Otherwise, the same result could also be inferred from the opposite: once knowledge is shared by the person who has accumulated them, power is reflected in the sense that the person who has shared it had the privilege of sharing it. Such an example only perpetuates the idea of ambiguity of the concept of power. Indeed, power, in all its forms and contexts, is a concept that has been contested my many scholars and philosophers alike for decades, even centuries. Some relate power in the form of having the ability of exercising coercion. Others relate the concept with the possession of material wealth. Still further, others profess that power is somehow related to social class. Unfortunately, these credible attempts at establishing links to the concept of power only express supplementary ambiguity to the term. For example, even though power can be somehow related to the ability of using force (coercion), the term can also be associated with the ability of persuasion – a rather mild version of quasi-coercion that does not involve the usage of force.   The same thing goes with the idea of power as equaled to the possession of material wealth and as represented by social class. Contrary to the latter statement, intangible or incorporeal wealth can also be associated with power as a substitute for material wealth. Also, behind social class lie the idea of power as related to personal or group charisma and expertise. In other words, a person belonging to the highest social class in society cannot be more powerful over those that are below his social class if those individuals under his class are more charismatic and more adequate and excellent in terms of abilities and skills. Having identified the cumbersome and volatile nature of power, is it still plausible to conclude that knowledge is indeed power? Is there a relevant connection between the two concepts? If none, can a relevant connection be established; no matter how arguable or refutable? Basically, does the possession of knowledge represent the possession of power? To answer this question, let us first understand how scholars and philosophers of the past have identified and/or defined power during their time. The great 19th century philosopher, Sir Friedrich Nietzsche, often described the concept of power as something that expresses one’s domination over other human beings. If so, then knowledge could indeed be a source of power since the ignorance of knowledge denotes inferiority in logical thinking and skillful know-how; thus, disavowing the ability or opportunity of the individual to dominate others who do possess knowledge. However, another dilemma may arise from the latter statement. If knowledge is truly a source of power, how come individuals who do possess knowledge are not powerful? The answer, of course, is that knowledge in itself is not power. In order for knowledge to become a source of power, the individual must be able to aptly apply or exercise his or her knowledge in the form of actions for the purposes of achieving or producing results. As some scholars have put it, â€Å"knowledge is power only if one knows how to use it†.   Truly, if one individual possesses a myriad amount of knowledge but does not know how to translate it into action, then power is not represented. This concept, however, does not stray away from the concept of knowledge as a source of power nor does it emanate from the idea of action as a source of power rather than the mere possession of knowledge. It must be understood that actions are determined by the individual’s mind. If a certain amount of knowledge is absent within the individual’s cognitive processes then the action executed may not produce tremendous results that are reflective of the representation of power. However, if knowledge is indeed present, chances are that actions executed may produce excellent results that would be quite superior to actions that are conducted without knowledge. Simply said, actions augmented by knowledge reflect power on the part of the individual (superiority). In order to make the preceding points more plausible, let us try establishing the concept in a certain field or study. In this instance, let us put the concept of power as knowledge into the workplace – in this case a corporation. Most corporations possess similar theories of organization ranging from the classical theory of organization to the more systematic (systems) theory of organization. And with these models comes a set of different levels, styles or concepts of hierarchy and/or bureaucracy (formal and informal, orthodox or unorthodox). In other words, corporations always try to establish a â€Å"division of power† among its leaders and workers. Now, let us try to apply the concept of knowledge as power in a leader-worker relationship. Leaders of corporations, in all intents and purposes, are the decision-makers of the entire system. Workers, on the other hand, have more of a hands-on approach compared to their respective leaders. As far as the relationship goes, it is the leader who will decide how the workers will act. Now, the question is, is this a simple form of exercising power? Is the authority of the leader over the workers a concrete example of power in the form of knowledge? The answer, of course, is no; it is not a simple form of power illuminated by knowledge – at least not completely. One possible reason why this is so is because the relationship between the two actors reflect two issues as can be inferred from the general concept of power. First, the source of power as reflected from the leader can mostly likely be originating from his or her given authority. In other words, it is the granted authority of the corporation that is providing the leader his or her own personal power and not his or her own possession of knowledge. Second, the worker cannot be subject to inferiority since the worker is aware that his or her job is to simply follow orders. For power to be present, one must be able to persuade or force an individual to do what he or she wishes. Otherwise, if the worker decides not to follow the orders of the leader, then it can be inferred that the worker is expressing power over the leader (charisma or personal ability). But that is another issue. If so, how is knowledge as a source of power reflected in a leader-worker relationship? One possible explanation could be found from the personal histories of both actors. Respective or high positions in most corporations require excellent abilities or practical know-how. As such, no normal individual can just apply or be promoted to such a position if the individual does not possess the necessary skills or abilities that the position requires. Simply said, leaders are on their respective positions simply because they possess the required skills and as a result, are thoroughly capable of fulfilling its functions. Workers, on the other hand, may not possess these prerequisites or capabilities. However, this does not imply that workers are not knowledgeable. This merely implies that workers are yet on the verge of acquiring or developing the necessary knowledge for fulfilling the functions that are required by the position. And where can a worker acquire this necessary knowledge? The answer, definitely, is quite reflective of the answer to the whole problem of where can the idea of knowledge as power be inferred from a leader-worker relationship – from the leader. Indeed, if a worker wishes to achieve the same position as that of his or her own leader, then that worker must first develop knowledge based from his or her work and eventually acquire knowledge from his or her own leader. If recognized (or desired), the leader who possesses the knowledge that is required by the worker can now express or exercise power over the worker in the sense that the leader now has the choice of whether or not to impart his or her own knowledge to the worker. Going back to the previous points, if an individual withholds his or her own knowledge from sharing it to others, then power is gained in the form of an advantage; thus, producing a sense of superiority. As one head of a corporation has put it, â€Å"Knowledge is power and you do not share power.† The worker, however, can try to acquire knowledge of the same context from others and that action might change the idea of power in a leader-worker relationship. However, it is very unlikely that this is to happen for if the worker decides to gather power outside of his or her own corporation that knowledge may well be different from what the corporation may require or need. As mentioned earlier, power is a concept that has been contested my many scholars and philosophers alike for centuries. To suddenly come up with a personal explanation of power in the form of the possession of knowledge is something not new in the world of power.  As demonstrated, power is a really ambiguous term, let alone be defined in terms of knowledge. However, one cannot deny the fact that knowledge is indeed a source of power; for if knowledge is absent, one will not be able to exercise the myriad forms of power over others. In conclusion, if knowledge (in any form) is present within an individual and that that individual’s counterpart possesses a certain amount of ignorance of over the same type of knowledge, then the former is most likely to be more powerful over the latter. Simply put, the possession of knowledge is superiority over those who do not possess knowledge. Works Cited: Caruso, Denise. â€Å"Knowledge is Power only if you know how to use it.† March 2007 The New York Times 21 November 2007, http://www.nytimes.com/2007/03/11/business/yourmoney/11frame.html?_r=1oref=slogin Wimmer, Sandra. â€Å"For Illinois Agency, Knowledge is Power – and Promise.† August 2005 Government Procurement 21 November 2007, http://www.allbusiness.com/government/government-procurement/1162860-1.html Lloyd, Bruce. â€Å"The Paradox of Power.† May 1996 The Futurist 21 November 2007, http://www.allbusiness.com/human-resources/employee-development-leadership/553463-1.html Grant, Beau. â€Å"Knowledge is POWER.† October 2005 Government Procurement 21 November 2007, http://www.allbusiness.com/management/928236-1.html How to cite Knowledge and Power, Essay examples

Knowledge and Power Free Essays

Knowledge is power – or is it?   The assertion that knowledge is power has been variously attributed to Sir Francis Bacon and Albert Einstein, as well as many other notable and obscure figures.   But perhaps Eudora Welty, Flannery O’Connor, and Richard Wright all know otherwise, as demonstrated in their respective stories:   â€Å"The Worn Path,† â€Å"A Good Man Is Hard To Find,† and â€Å"The Man Who Was Almost A Man.† These stories each show that knowledge is not an absolute bestower of power; that power does not logically and necessarily follow once one possesses knowledge. We will write a custom essay sample on Knowledge and Power or any similar topic only for you Order Now    Neither are the terms knowledge and power mutually exclusive, but, as can be seen in the following analysis of the short stories mentioned above, the power resulting from knowledge only comes if the person possessing the knowledge knows how to use it, and if the person then also feels powerful.   The power gained from knowledge is not an absolute power, but is, to a certain extent, subjective. Let us first look at Phoenix Jackson, the central character in Eudora Welty’s â€Å"A Worn Path† and perhaps the most powerful character in any of the three stories.     Phoenix has gained knowledge, and therefore power, from years of quietly studying human behavior, from paying close attention to her surroundings, and from her own self-awareness of how she affects others in the world.   Phoenix Jackson might appear at first glance to be lacking any power: she is an elderly, frail-looking woman whose eyesight is failing. Phoenix is also a very poor woman with few valuable possessions; poor people in her position are virtually always seen as lacking power.   However, upon closer observation the reader can see that Phoenix is a very powerful woman indeed.   Phoenix uses her knowledge of her physical surroundings to enable her to move about in a rather dangerous world, full of obstacles both animate and inanimate.   On her journey into town Phoenix encounters many potential dangers, but because she is knowledgeable about their existence, she avoids harm.   This capacity to keep herself safe is one trait which makes her a powerful woman. Phoenix even appears to use visualization to help her get across the creek; her ability to visualize the log and her safe passage is another form of knowledge which makes her powerful.   Phoenix has â€Å"body knowledge† – she has developed the capacity to remember where her body should go, even as her eyesight fails her.   The reason this body knowledge makes Phoenix powerful is that she is conscious of the knowledge and of how to use it; for example, when Phoenix reaches the city and â€Å"depended on her feet to know where to take her.† (Welty, p. 5).   Later in the story we see Phoenix walking up the steps of her destination, â€Å"until her feet knew to stop.† (Welty, p. 6) Phoenix Jackson has also gained power during her long life with her knowledge about human behavior.   Phoenix knows how to use both her own self as well as others’ reactions for her own purposes.   Phoenix is seen manipulating the white hunter so that she can put his fallen money into her own pocket.   Phoenix knows, after only a very brief encounter, that the hunter’s ego can be easily manipulated for her own purposes.   The hunter wishes to appear strong and in control, which Phoenix knows as she reminds the hunter that she needs to be â€Å"rescued† from the cur which ahs knocked her over.   Phoenix is able to pocket the money while the hunter is occupied with ridding her of the dog. One cannot manipulate others without possessing some sort of power, and powerful Phoenix is seen manipulating others at least twice more as the story proceeds.  Ã‚   Phoenix knows, almost instinctively it seems, who she can stop on the street to ask for assistance with her shoes.   But this small gesture is full of knowledge; Phoenix could have stopped any number of people on the busy street, but consciously chose to stop a certain woman.   Perhaps Phoenix knew that this particular woman would be more inclined to help her, as she appears to be a â€Å"nice lady† (Welty, p. 6) full of Christmas spirit, heavy as her arms are with presents. Phoenix again uses her knowledge about human behavior in order to manipulate the attendant at the clinic, who feels compelled to give a pitiful old woman some money.   It is not clear whether Phoenix is manipulating the nurse in order to get medication for herself or whether she does indeed have a grandson waiting at home, but the nurse is manipulated by Phoenix nevertheless, as she uses her age as an excuse for memory loss. The grandmother in Flannery O’ Connor’s short story, â€Å"A Good Man Is Hard To Find,† is not so self-aware as Phoenix and it is her failure to use her knowledge powerfully which gets her killed in the end.   The grandmother does indeed have knowledge but somehow is unable to use it to her advantage. It is an interesting side-note that the grandmother, the mother, and Red Sam’s wife are the only characters in O’Connor’s story who are not given names; even the cat has a name.   Perhaps O’Connor used this as a subtle indicator of who did and did not have power.   Indeed, neither the grandmother nor the mother appear to be very powerful characters in this story; and Red Sam’s wife, though not a central character, is portrayed as simply chattel for her husband, who orders her around and treats her dismissively. John Wesley’s and June Star’s grandmother knows from her years on earth that a good man is indeed hard to find; she knows that truly trustworthy people are rare treasures among the human race.   The grandmother’s discussion with Red Sam shows us that she is aware of just how devious people can be.   The grandmother knows that people are inherently untrustworthy. However, the grandmother’s knowledge does not then result in her having power, for she does not use the knowledge correctly.   The grandmother gave up the potential power of her knowledge when she revealed what she knew during the encounter with the Misfit.  Ã‚   When the grandmother recognized the Misfit, she could have used this knowledge to protect her family. Perhaps Eudora Welty’s Phoenix Jackson would have used the grandmother’s knowledge in some cunning way to manipulate the Misfit.   But O’Connor’s grandmother is not as powerful as Welty’s character, simply because she fails to cultivate her knowledge into a powerful tool.   The grandmother was knowledgeable but still powerless to save her own and her family’s lives. The third character who shows us that knowledge is not necessarily power is Dave, in Richard Wright’s â€Å"The Man Who Was Almost a Man.†Ã‚   Dave shows us that the power from knowledge is partially subjective and not an indisputable fact.   The reader sees very quickly that Dave feels â€Å"small,† not only in his physical stature but in his standing among his peers in the community.   This feeling of smallness is what makes Dave feel virtually powerless. Dave appears to have very limited knowledge of human behavior and of himself as a developing man.  Ã‚   Fear is a large factor in Dave’s twisted perception of what will give him power.   Dave is scared of other boys who are all bigger than him; he has also been raised to be scared of the adults in his life.   This fear has given Dave the â€Å"knowledge† that, if one is feared, one has power.   Of course this knowledge is flawed. But Dave’s knowledge is not a mature, conscious knowledge; it is a knowledge born of his own very limited backwoods experience in the world.   Dave sees that, if he can scare others as others have scared him, he will become a powerful man.   Once Dave has knowledge of how a gun makes him feel, he thinks he has discovered an important part of becoming a man.   Perhaps the most important discovery made by Dave is that his actions have consequences; once Dave kills the mule, he sees that something he has done has made a difference, albeit a negative difference, but a difference in the world all the same. Although Dave’s knowledge has the potential to give him power, it is not well developed and is based in fear.   Therefore his knowledge may make him an even less powerful person.   Dave does not know how to use his new-found knowledge.   Instead of making him a powerful person, his knowledge may be turning him into a dangerous person as the flawed knowledge becomes more entrenched into his personality. Knowledge is power†¦.the central characters in the stories analyzed above each show us, in their own way, that this statement is very over-simplified and not necessarily true.   Power can indeed come from having knowledge.   But that knowledge must be carefully cultivated and used appropriately in order to then provide power.   And there are occasions when we can have knowledge but lack the awareness to use that knowledge to our advantage, or power. Last, if we have knowledge but lack the conviction that we have power to use our knowledge in useful ways, we are still left as powerless as if we did not have the knowledge at all.   So power resulting from knowledge must also include self-awareness, awareness of others, and the ability to adapt our knowledge to particular situations.   Only then can we say that knowledge is power. How to cite Knowledge and Power, Essay examples Knowledge and Power Free Essays â€Å"Scientia Potentia Est†, a famous aphorism that is otherwise translated as â€Å"For also Knowledge itself is Power†, was conceptualized during the late 16th century by the world-renowned Philosopher and Statesman of that time, Sir Francis Bacon. Indeed, Sir Bacon developed an understanding of the idea that by accumulating knowledge, one is able to exert, impose or influence power (as can be inferred) towards another. For instance, a person who has accumulated knowledge can withhold himself or herself from sharing this knowledge to others. We will write a custom essay sample on Knowledge and Power or any similar topic only for you Order Now Thus, a sort of personal advantage develops between those who have knowledge and those who want knowledge. The former, if desired, can ultimately influence the actions of the latter if the existing desire for knowledge is used against them. Otherwise, the same result could also be inferred from the opposite: once knowledge is shared by the person who has accumulated them, power is reflected in the sense that the person who has shared it had the privilege of sharing it. Such an example only perpetuates the idea of ambiguity of the concept of power. Indeed, power, in all its forms and contexts, is a concept that has been contested my many scholars and philosophers alike for decades, even centuries. Some relate power in the form of having the ability of exercising coercion. Others relate the concept with the possession of material wealth. Still further, others profess that power is somehow related to social class. Unfortunately, these credible attempts at establishing links to the concept of power only express supplementary ambiguity to the term. For example, even though power can be somehow related to the ability of using force (coercion), the term can also be associated with the ability of persuasion – a rather mild version of quasi-coercion that does not involve the usage of force.   The same thing goes with the idea of power as equaled to the possession of material wealth and as represented by social class. Contrary to the latter statement, intangible or incorporeal wealth can also be associated with power as a substitute for material wealth. Also, behind social class lie the idea of power as related to personal or group charisma and expertise. In other words, a person belonging to the highest social class in society cannot be more powerful over those that are below his social class if those individuals under his class are more charismatic and more adequate and excellent in terms of abilities and skills. Having identified the cumbersome and volatile nature of power, is it still plausible to conclude that knowledge is indeed power? Is there a relevant connection between the two concepts? If none, can a relevant connection be established; no matter how arguable or refutable? Basically, does the possession of knowledge represent the possession of power? To answer this question, let us first understand how scholars and philosophers of the past have identified and/or defined power during their time. The great 19th century philosopher, Sir Friedrich Nietzsche, often described the concept of power as something that expresses one’s domination over other human beings. If so, then knowledge could indeed be a source of power since the ignorance of knowledge denotes inferiority in logical thinking and skillful know-how; thus, disavowing the ability or opportunity of the individual to dominate others who do possess knowledge. However, another dilemma may arise from the latter statement. If knowledge is truly a source of power, how come individuals who do possess knowledge are not powerful? The answer, of course, is that knowledge in itself is not power. In order for knowledge to become a source of power, the individual must be able to aptly apply or exercise his or her knowledge in the form of actions for the purposes of achieving or producing results. As some scholars have put it, â€Å"knowledge is power only if one knows how to use it†.   Truly, if one individual possesses a myriad amount of knowledge but does not know how to translate it into action, then power is not represented. This concept, however, does not stray away from the concept of knowledge as a source of power nor does it emanate from the idea of action as a source of power rather than the mere possession of knowledge. It must be understood that actions are determined by the individual’s mind. If a certain amount of knowledge is absent within the individual’s cognitive processes then the action executed may not produce tremendous results that are reflective of the representation of power. However, if knowledge is indeed present, chances are that actions executed may produce excellent results that would be quite superior to actions that are conducted without knowledge. Simply said, actions augmented by knowledge reflect power on the part of the individual (superiority). In order to make the preceding points more plausible, let us try establishing the concept in a certain field or study. In this instance, let us put the concept of power as knowledge into the workplace – in this case a corporation. Most corporations possess similar theories of organization ranging from the classical theory of organization to the more systematic (systems) theory of organization. And with these models comes a set of different levels, styles or concepts of hierarchy and/or bureaucracy (formal and informal, orthodox or unorthodox). In other words, corporations always try to establish a â€Å"division of power† among its leaders and workers. Now, let us try to apply the concept of knowledge as power in a leader-worker relationship. Leaders of corporations, in all intents and purposes, are the decision-makers of the entire system. Workers, on the other hand, have more of a hands-on approach compared to their respective leaders. As far as the relationship goes, it is the leader who will decide how the workers will act. Now, the question is, is this a simple form of exercising power? Is the authority of the leader over the workers a concrete example of power in the form of knowledge? The answer, of course, is no; it is not a simple form of power illuminated by knowledge – at least not completely. One possible reason why this is so is because the relationship between the two actors reflect two issues as can be inferred from the general concept of power. First, the source of power as reflected from the leader can mostly likely be originating from his or her given authority. In other words, it is the granted authority of the corporation that is providing the leader his or her own personal power and not his or her own possession of knowledge. Second, the worker cannot be subject to inferiority since the worker is aware that his or her job is to simply follow orders. For power to be present, one must be able to persuade or force an individual to do what he or she wishes. Otherwise, if the worker decides not to follow the orders of the leader, then it can be inferred that the worker is expressing power over the leader (charisma or personal ability). But that is another issue. If so, how is knowledge as a source of power reflected in a leader-worker relationship? One possible explanation could be found from the personal histories of both actors. Respective or high positions in most corporations require excellent abilities or practical know-how. As such, no normal individual can just apply or be promoted to such a position if the individual does not possess the necessary skills or abilities that the position requires. Simply said, leaders are on their respective positions simply because they possess the required skills and as a result, are thoroughly capable of fulfilling its functions. Workers, on the other hand, may not possess these prerequisites or capabilities. However, this does not imply that workers are not knowledgeable. This merely implies that workers are yet on the verge of acquiring or developing the necessary knowledge for fulfilling the functions that are required by the position. And where can a worker acquire this necessary knowledge? The answer, definitely, is quite reflective of the answer to the whole problem of where can the idea of knowledge as power be inferred from a leader-worker relationship – from the leader. Indeed, if a worker wishes to achieve the same position as that of his or her own leader, then that worker must first develop knowledge based from his or her work and eventually acquire knowledge from his or her own leader. If recognized (or desired), the leader who possesses the knowledge that is required by the worker can now express or exercise power over the worker in the sense that the leader now has the choice of whether or not to impart his or her own knowledge to the worker. Going back to the previous points, if an individual withholds his or her own knowledge from sharing it to others, then power is gained in the form of an advantage; thus, producing a sense of superiority. As one head of a corporation has put it, â€Å"Knowledge is power and you do not share power.† The worker, however, can try to acquire knowledge of the same context from others and that action might change the idea of power in a leader-worker relationship. However, it is very unlikely that this is to happen for if the worker decides to gather power outside of his or her own corporation that knowledge may well be different from what the corporation may require or need. As mentioned earlier, power is a concept that has been contested my many scholars and philosophers alike for centuries. To suddenly come up with a personal explanation of power in the form of the possession of knowledge is something not new in the world of power.  As demonstrated, power is a really ambiguous term, let alone be defined in terms of knowledge. However, one cannot deny the fact that knowledge is indeed a source of power; for if knowledge is absent, one will not be able to exercise the myriad forms of power over others. In conclusion, if knowledge (in any form) is present within an individual and that that individual’s counterpart possesses a certain amount of ignorance of over the same type of knowledge, then the former is most likely to be more powerful over the latter. Simply put, the possession of knowledge is superiority over those who do not possess knowledge. Works Cited: Caruso, Denise. â€Å"Knowledge is Power only if you know how to use it.† March 2007 The New York Times 21 November 2007, http://www.nytimes.com/2007/03/11/business/yourmoney/11frame.html?_r=1oref=slogin Wimmer, Sandra. â€Å"For Illinois Agency, Knowledge is Power – and Promise.† August 2005 Government Procurement 21 November 2007, http://www.allbusiness.com/government/government-procurement/1162860-1.html Lloyd, Bruce. â€Å"The Paradox of Power.† May 1996 The Futurist 21 November 2007, http://www.allbusiness.com/human-resources/employee-development-leadership/553463-1.html Grant, Beau. â€Å"Knowledge is POWER.† October 2005 Government Procurement 21 November 2007, http://www.allbusiness.com/management/928236-1.html How to cite Knowledge and Power, Essay examples