William Wood
Capstone Course
5th Discussion posting
May 28, 2011
Pride and Prejudice an Essay on Internal Class Division
The 2005 film Pride and Prejudice, based on Jane Austin’s novel by the same title, is a character study of the class divisions prevalent in the non peer landed gentry upper class of The United Kingdom around the end of the 18th century. In this short essay four questions will be addressed. The first question will refer to individual characters and their class rank. The second and third questions will address the issue of the woman’s role in regards to inheritance and social status. The final question will focus on Mr. Bennet’s role as an heirless landed gentry.
The majority of the characters in Pride and Prejudice are a part of the upper class. The upper class in England at the setting of the film, consists of the non peer landed gentry and includes Mr. Bennet, Mr. Bingley, Mr. Darcy, Lizzie’s uncle, and Mr. Collins. The latter, Mr. Collins was also a part of the clergy who had its own class distinction which was being done away with in the late 18th century. The non peer class was the often titled, non nobility. Men in this class were known as Gentlemen or Esquires. Women were considered wife of or daughter of Mr. such and such. One female character in the film held the title of Lady. Lady de Burgh. By title, The Lady de Burgh would be the female equivalent of a Lord which would commonly be a part of the Nobility. However, Barzun points out that titles that include “de” could be purchased or possibly bestowed from the royal sovereignty.
The upper class had internal divisions. Money, titles, status, and land were the basis for this division. The Darcy’s, and the Bingley’s belonged to the top end of the upper class where as the Bennets were at the lower end (one step above middle class). Internal divisions portrayed in the film lead to prejudice amongst the upper class. This was clearly evident when Mr. Darcy, Mr. Bingley, and Mr. Bingley’s sister enter a ballroom in the Village of Longbourn. Status was apparently an important issue too. When the Bennets find out that their daughter Lydia has run off to town, they worry that their reputation will be tarnished should Lydia become involved with a man of a lower class. As we shall see, an upper class woman’s status was all too important to her livelihood and well being.
Throughout the film, Mr. Bennet’s wife is preoccupied with the marrying off of her daughters. Along the same line, Charlotte Lucas accepts Mr. Collins offer of marriage. There are several reasons why these two women feel the way that they do. First, Mr. Bennet has no direct heir to his estate. By way of primogeniture, Mr. Collins would be in line to inherit the Bennet estate and would not be responsible for the outcome of Mr. Bennet’s daughters. Unmarried daughters of a deceased gentleman would become the heirs of nothingness and would lose their status. This motive entices Charlotte Lucas to accept Mr. Collin’s proposal. During this time the order of the day was, marriage first relationship building later (if at all). Status meant everything.
Along the lines of status, a discussion of Mr. Bennet and his short comings should be addressed. Throughout the film Mr. Bennet is portrayed as a man uninvolved with the affairs and obsessions of his wife (most of the time). Mr. Bennet is a caring father but also as a landed gentry who knows his role and place in social affairs. At times it seems as though these two roles conflict with one another. As a father, Mr. Bennet probably wished to scorn the man named Wickham and Mr. Bingley for their treatment of his daughters. However, in keeping with social mores of his class, Mr. Bennet represses his anger. Personally I would have had both men shot. Mr. Bennet’s reluctance serves him well. Wickham inherits a small endowment and Mr. Bingley recants his earlier opinion of the Bennets and proposes to Jane. Mr. Bennet’s reputation and status remain untarnished and his daughters are happy.
In today’s society class distinction, as it was in 18th century England, has lost its significance. However their remains a distinction between the “haves” and the “have not’s”. This discrepancy is blatant in the modern United States. Wealth is the catalyst that creates class division. Solely based on income (wealth) I consider my family part of the middle class. If class distinction were based on culture and education then I would feel a part of the upper class. My question to you as the reader is this. Which class do you consider yourself to be in and what are you basing your criteria on?
Mr. Wood (Esquire)
Saturday, May 28, 2011
Wednesday, April 20, 2011
Death of Ivan Ilyich Essay
Billy Wood
IDST 01H
The Examined Life
Death of Ivan Ilyich Essay
Leo Tolstoy’s The Death of Ivan Ilyich was a wonderful piece of work. The story reminded me of similar events from my own life. In this short essay I will try to cover the questions asked of this assignment. Tolstoy writes that Ivan’s life,"… had been most simple and most ordinary and therefore most terrible." (Tolstoy, 2010). It is a tragedy to live that kind of life.
What is the “authentic life” represented by Gerasim and the “artificial life” represented by most of the other characters in the story?
Authenticity can be defined as the truthfulness of origins, sincerity, intentions, and devotion. The “authentic life” means a life of originality, sincerity, good intentions, devotion, and commitment. Carl Rogers would use the terms unconditional positive regard, genuine (ness), and empathetic. Frankl would describe the “authentic life” in the following way;
“No one can become fully aware of the very essence of another human being until he loves him. By his love he is enabled to see the essential traits and features in the beloved person; and even more, he sees that which is potential in him, which is not yet actualized. Furthermore, by his love, the loving person enables the beloved person to actualize these potentialities. By making him aware of what he can be and what he should become, he makes these potentialities come true” (Viktor, 1959).
In the character of Gerasim, we find an amalgamation of Rogers and Frankl in the form of the “authentic life”. Gerasim portrays the role of a client centered therapist to the dying Ivan Ilyich. Gerasim listens without showing judgment, displays empathy, compassion, and gives a feeling of trust to Ivan. Gerasim’s companionship allows Ivan to find illumination to his conundrum. We see Gerasim helping Ilyich to see his own potential and realize actualization.
The relationship between Gerasim and Ilyich is more than superficial. The authentic life is demonstrated through Gerasim by his joyfulness, connectedness to others, and his altruistic manner. Ivan’s son Vladimir is the only other character who is living the authentic life. Vladimir understands that his father is dying and feels sympathy for him. The majority of the other characters in the story represent the “artificial life”.
Artificial can be defined as false or misleading. Leo Tolstoy characterizes the “artificial life” as a life of self interest, greediness, and superficiality. Tolstoy’s thoughts on the artificial life are revealed though his characters, Praskovya Fedorovna Golovina (Ivan’s wife), Schwartz (Ivan’s peer), and Lisa (Ivan’s daughter). Peter Ivanovich is one of Ivan’s closer peers and appears not to have fully succumbed to the artificial life. Life’s true meaning cannot be revealed through living the artificial life. The artificial life blinds one as to what his full potential could be.
How do people around Ivan Ilyich respond to his death and dying?
Peter Ivanovich, a fellow judge, first thinks of having his brother transferred in to fill the void left by Ivan Ilyich’s death. Peter avoids dwelling on Ivan’s death not because he is remorseful at the loss of a friend, but because he does not want to think about his own empty life and inevitable death.
Swartz is a character that Ivan sees his own self reflected through. Swartz plays down the gloominess of death and tries to remain jovial and unconcerned. Like Ivan and Peter, Swartz evades unpleasant situations.
The wife of Ivan Ilyich, Praskovya Fedorovna Golovina, acts as though she cares that her husband is dead. In reality, she is relieved by his death. Ivan never treated her nicely. As Ivan reelects upon his life, we see that he focused much of his shortcomings and resentment on to his wife. Perhaps her greediness, presented in the story by her asking Peter to help her obtain more money from the state for Ivan’s death, may be a result of the way Ivan treated her.
Lisa and her fiancé, Fedor Petrovich, have little to say about her father’s condition and eventual death. At times it appears that the condition of her father is an inconvenience. This is exemplified by her impatience while visiting her father before going to the play.
What meaning does Ivan Ilyich take from life just prior to his death?
Ivan understands empathy, love, and the importance of human relationships as he dies. He reverses course in his artificial life and steers towards the authentic life. The empathetic human connection happens when Vasya weeps for his father. This change of direction could not have occurred without the love shown through Gerasim. As Frankl stated “No one can become fully aware of the very essence of another human being until he loves him.” (Viktor, 1959). Ivan discovers love for his son which helps Ivan actualize his own potential.
What did you find most meaningful from reading the story?
The most meaningful thing in the story for me is the reality that everyone dies. That being said I want to make sure that I live the most authentic life that I can. I love my family and I see that love reflected back. I must strive to see that my personal ambitions never take me down a road to the artificial life. If I were to succumb to self interest, I fear that I would lead my family into that life too. I do not want to be an Ivan Ilyich.
What experiences or observations from your life are similar to events described by Tolstoy in his story?
In 2006, I was promoted to the rank of Lieutenant. The rank of lieutenant comes with great responsibility and commitment. The position also carries some prestige in the fire service. In the first year of being promoted I found myself completely consumed with self interest. This self interest revolved around striving to be the best lieutenant that I could be. I spent many nights and weekends away from my wife and one year old daughter. I missed so much of her development that year. In my second year of being a lieutenant I began to become infatuated with the job. I worked long hours and continued to work when I got home. Success was number one. Family came second during that year. Finally in my third and final year as lieutenant I came to see the artificial way that I was living. This epiphany came to me through the reality that my mother was dying. Soon I learned that I could save her. On April 20th 2009, after 16 hours of surgery, I became a living organ donor and a different person.
During my recovery I spent three months at home. I had the majority of the day to myself during the weekdays. This was a time of much inflection, soul searching, and discovery. My career was no longer my primary motivation in life. I was able to spend every weeknight and weekend with my family. In my new search for meaning I placed my family and our relationship as my primary motivation in life.
When I returned to work at the end of those three months, I made my intentions known that I would be voluntarily seeking a demotion to fire fighter. Next I enrolled in the SCS Weekend program promising that family would come before school. I made family life my number one goal. So far I met that goal and have still been very successful with my academics.
Now as I think of the road ahead I face the potential to end up like Ivan once again. I am planning to take the LSAT this summer and beginning applying to law school in the fall. If accepted, I will start in the fall of 2012. It was quite a strange coincidence that we had to read The Death of Ivan Ilyich right after my wife and I discussed me seeking a career as a lawyer. That being said, the story of Ivan will always be a reminder for me of what is truly important in life.
William M. Wood Jr.
Works Cited
Tolstoy, L. (2010). The Death of Ivan Ilych. Amazon Digital Services.
Viktor, F. (1959). Man's Search For Meaning. Boston: Beacon Press.
IDST 01H
The Examined Life
Death of Ivan Ilyich Essay
Leo Tolstoy’s The Death of Ivan Ilyich was a wonderful piece of work. The story reminded me of similar events from my own life. In this short essay I will try to cover the questions asked of this assignment. Tolstoy writes that Ivan’s life,"… had been most simple and most ordinary and therefore most terrible." (Tolstoy, 2010). It is a tragedy to live that kind of life.
What is the “authentic life” represented by Gerasim and the “artificial life” represented by most of the other characters in the story?
Authenticity can be defined as the truthfulness of origins, sincerity, intentions, and devotion. The “authentic life” means a life of originality, sincerity, good intentions, devotion, and commitment. Carl Rogers would use the terms unconditional positive regard, genuine (ness), and empathetic. Frankl would describe the “authentic life” in the following way;
“No one can become fully aware of the very essence of another human being until he loves him. By his love he is enabled to see the essential traits and features in the beloved person; and even more, he sees that which is potential in him, which is not yet actualized. Furthermore, by his love, the loving person enables the beloved person to actualize these potentialities. By making him aware of what he can be and what he should become, he makes these potentialities come true” (Viktor, 1959).
In the character of Gerasim, we find an amalgamation of Rogers and Frankl in the form of the “authentic life”. Gerasim portrays the role of a client centered therapist to the dying Ivan Ilyich. Gerasim listens without showing judgment, displays empathy, compassion, and gives a feeling of trust to Ivan. Gerasim’s companionship allows Ivan to find illumination to his conundrum. We see Gerasim helping Ilyich to see his own potential and realize actualization.
The relationship between Gerasim and Ilyich is more than superficial. The authentic life is demonstrated through Gerasim by his joyfulness, connectedness to others, and his altruistic manner. Ivan’s son Vladimir is the only other character who is living the authentic life. Vladimir understands that his father is dying and feels sympathy for him. The majority of the other characters in the story represent the “artificial life”.
Artificial can be defined as false or misleading. Leo Tolstoy characterizes the “artificial life” as a life of self interest, greediness, and superficiality. Tolstoy’s thoughts on the artificial life are revealed though his characters, Praskovya Fedorovna Golovina (Ivan’s wife), Schwartz (Ivan’s peer), and Lisa (Ivan’s daughter). Peter Ivanovich is one of Ivan’s closer peers and appears not to have fully succumbed to the artificial life. Life’s true meaning cannot be revealed through living the artificial life. The artificial life blinds one as to what his full potential could be.
How do people around Ivan Ilyich respond to his death and dying?
Peter Ivanovich, a fellow judge, first thinks of having his brother transferred in to fill the void left by Ivan Ilyich’s death. Peter avoids dwelling on Ivan’s death not because he is remorseful at the loss of a friend, but because he does not want to think about his own empty life and inevitable death.
Swartz is a character that Ivan sees his own self reflected through. Swartz plays down the gloominess of death and tries to remain jovial and unconcerned. Like Ivan and Peter, Swartz evades unpleasant situations.
The wife of Ivan Ilyich, Praskovya Fedorovna Golovina, acts as though she cares that her husband is dead. In reality, she is relieved by his death. Ivan never treated her nicely. As Ivan reelects upon his life, we see that he focused much of his shortcomings and resentment on to his wife. Perhaps her greediness, presented in the story by her asking Peter to help her obtain more money from the state for Ivan’s death, may be a result of the way Ivan treated her.
Lisa and her fiancé, Fedor Petrovich, have little to say about her father’s condition and eventual death. At times it appears that the condition of her father is an inconvenience. This is exemplified by her impatience while visiting her father before going to the play.
What meaning does Ivan Ilyich take from life just prior to his death?
Ivan understands empathy, love, and the importance of human relationships as he dies. He reverses course in his artificial life and steers towards the authentic life. The empathetic human connection happens when Vasya weeps for his father. This change of direction could not have occurred without the love shown through Gerasim. As Frankl stated “No one can become fully aware of the very essence of another human being until he loves him.” (Viktor, 1959). Ivan discovers love for his son which helps Ivan actualize his own potential.
What did you find most meaningful from reading the story?
The most meaningful thing in the story for me is the reality that everyone dies. That being said I want to make sure that I live the most authentic life that I can. I love my family and I see that love reflected back. I must strive to see that my personal ambitions never take me down a road to the artificial life. If I were to succumb to self interest, I fear that I would lead my family into that life too. I do not want to be an Ivan Ilyich.
What experiences or observations from your life are similar to events described by Tolstoy in his story?
In 2006, I was promoted to the rank of Lieutenant. The rank of lieutenant comes with great responsibility and commitment. The position also carries some prestige in the fire service. In the first year of being promoted I found myself completely consumed with self interest. This self interest revolved around striving to be the best lieutenant that I could be. I spent many nights and weekends away from my wife and one year old daughter. I missed so much of her development that year. In my second year of being a lieutenant I began to become infatuated with the job. I worked long hours and continued to work when I got home. Success was number one. Family came second during that year. Finally in my third and final year as lieutenant I came to see the artificial way that I was living. This epiphany came to me through the reality that my mother was dying. Soon I learned that I could save her. On April 20th 2009, after 16 hours of surgery, I became a living organ donor and a different person.
During my recovery I spent three months at home. I had the majority of the day to myself during the weekdays. This was a time of much inflection, soul searching, and discovery. My career was no longer my primary motivation in life. I was able to spend every weeknight and weekend with my family. In my new search for meaning I placed my family and our relationship as my primary motivation in life.
When I returned to work at the end of those three months, I made my intentions known that I would be voluntarily seeking a demotion to fire fighter. Next I enrolled in the SCS Weekend program promising that family would come before school. I made family life my number one goal. So far I met that goal and have still been very successful with my academics.
Now as I think of the road ahead I face the potential to end up like Ivan once again. I am planning to take the LSAT this summer and beginning applying to law school in the fall. If accepted, I will start in the fall of 2012. It was quite a strange coincidence that we had to read The Death of Ivan Ilyich right after my wife and I discussed me seeking a career as a lawyer. That being said, the story of Ivan will always be a reminder for me of what is truly important in life.
William M. Wood Jr.
Works Cited
Tolstoy, L. (2010). The Death of Ivan Ilych. Amazon Digital Services.
Viktor, F. (1959). Man's Search For Meaning. Boston: Beacon Press.
Civilization and Its Discontents
AN EXAMINED LIFE
Civilization and its Discontents
Core Reading Essay
William M. Wood
4/18/2011
Billy Wood
IDST 01H
The Examined Life
April 10, 2011
Civilization and Its Discontents Core Reading Essay – Freud
What is the “oceanic” feeling described by Freud
The first part of Civilization and Its Discontents deals with the ego, the id, and the oceanic feeling. The Oceanic feeling, as described by Freud’s friend Romain Rolland, is a feeling of being intricately tied to the greater world around an individual (Roberts, 2006). Rolland suggests that the oceanic feeling is at the heart of all religions. In Civilization and Its Discontents Freud wrote "I cannot discover this ‘oceanic' feeling in myself" (Freud, 1989). While Freud claimed that he could not experience the oceanic feeling, he also did not deny its existence. Rollins felt that the oceanic feeling “entitled” a person to feel a sense of religion even if they rejected every belief (Freud, 1989). Freud challenged that notion writing that emotions can be difficult to scientifically measure.
Freud suggests that this “oceanic feeling” is subjective and allowed a person to return to an earlier emotional point in their life. The feeling of oneness with the world, as Freud explains, harkens back to infancy before the ego develops. Freud states that in infancy there is a sense of “helplessness” and a need for a “father” (Freud, 1989). In psychoanalytical terms, early in life the ego and the object or outside world are dependent on one another and difficult to distinguish. As a person grows, the two separate and the ego becomes completely internal. Freud also draws the conclusion that the ego and the object can become close to being one during moments of passion. He writes “At the height of being in love the boundary between ego and object threatens to melt away.” In conclusion Freud suggests that there is not enough of a need for this “infantile” feeling to be the source of religion.
Describe the role of Religion according to Freud.
One way that Freud saw role of religion was a way to allow people to escape their everyday worries and fears. In the oceanic feeling, the ego attempts to separate itself from pain while seeking pleasure. Religion, as Freud, saw it was an outlet to alleviate oneself from pain and suffering with the promise of pleasure in the hereafter.
Freud also believed that religion had another role. Sin as Freud saw it, was the term that religions used to address one’s sense of guilt. In Civilization and Its Discontents Freud wrote, "The different religions have never overlooked the part played by the sense of guilt in civilization. What is more, they come forward with a claim...to save mankind from this sense of guilt, which they call sin” (Freud, 1989). The ego would use the sense of guilt against other in society. The superego allows a person to deal with guilt. The super ego, or the internalization of aggressiveness, develops a sense for a need to be punished (Johnston, 1993) . This need to be punished is mans primary source of guilt. According to Freud, religions preach that we are born with this guilt in the form of sin and that adhering to religious principles will help steer us from sin.
Discuss Freud’s definition or view of happiness.
Freud believed that there was only one purpose in life that everyone could agree upon. He wrote that human beings “thrive for happiness” and that “they want to become happy and remain so” (Freud, p. 15). Happiness is used to relieve pain and to avoid experiences that are not pleasurable. At the same time, there is a competing goal of wanting to reach a strong feeling of pleasure. Freud termed this experience as the Pleasure Principle. Freud felt that there was one drawback to satisfying the pleasure principle. If happiness is constantly achieved through sudden pleasure then that pleasure is no longer desired. When this occurs, Freud believed that happiness becomes achievable only from avoiding suffering. This avoidance of suffering he termed as the Reality Principle.
What is the relationship between civilization and individual suffering?
Freud believed that humans suffer in three ways. First we suffer from our weak and feeble human bodies. Second, we suffer from nature’s fury and our inability to control nature. Third, we suffer from social relations which limit our individual achievement of satisfaction. The social world comes with rules, mores, limits, and our inability to control mass happiness. Something that makes one person happy may come at the price of suffering for another. Freud saw this conflict as an extension of the inner struggle, or tensions, played out on a communal stage.
Why does Freud object to “love thy neighbor?”
In regards to “love thy neighbor as thy self”, Freud asks “why should we behave in this way” (Freud, p.57). Freud felt as though this statement imposed duties on him which would require sacafices. Also, Freud believed that if he was to love another person then that person must be deserving of his love. If Freud could find love for himself reflected back from another then that person deserved his love. Sacrifices to someone who an individual saw as an ideal version of themselves was aceptalbe to Freud. To love a stranger in the “universal” way that the statement implies way was unaceptable for Freud. Therefore Freud objected to loving all of his neighbors, or human beings in general, as himself.
According to Freud, how does racism and prejudice emerge?
According to Freud, prejudice and racism emerge from our aggressive nature. This idea also concurs with Freud’s rejection of “love thy neighbor”. Freud believes that man was not made for love, but instead made for aggression. Freud argues that man has proven time and again that he will humiliate, manipulate, exploit, abuse, and kill for his own ambitions. The two biggest ambitions are hunger and love according to Freud. These ambitions transfer to society in the form of groups. As civilization grows, groups will battle each other to achieve meet their needs. Freud was a witness to the horrors of nationalism and racism associated with World War One.
How does civilization control human aggression?
As civilizations develop there is a need to control the individual’s aggressive and sexual tendencies. Freud saw aggression and sexual instincts as intractably intertwined. Freud writes that primitive societies largely ignored this idea. However as primitive societies evolved, rules norms, and laws emerged for the purpose of suppressing the will to indulge in our aggressive nature. Freud believed that this repression leads to unhappiness and that eventually civilization would fail as individuals gave into their instincts.
William M. Wood
Bibliography
Freud, S. a. (1989). Civilization and Its Discontents. New York: WW Norton.
Civilization and its Discontents
Core Reading Essay
William M. Wood
4/18/2011
Billy Wood
IDST 01H
The Examined Life
April 10, 2011
Civilization and Its Discontents Core Reading Essay – Freud
What is the “oceanic” feeling described by Freud
The first part of Civilization and Its Discontents deals with the ego, the id, and the oceanic feeling. The Oceanic feeling, as described by Freud’s friend Romain Rolland, is a feeling of being intricately tied to the greater world around an individual (Roberts, 2006). Rolland suggests that the oceanic feeling is at the heart of all religions. In Civilization and Its Discontents Freud wrote "I cannot discover this ‘oceanic' feeling in myself" (Freud, 1989). While Freud claimed that he could not experience the oceanic feeling, he also did not deny its existence. Rollins felt that the oceanic feeling “entitled” a person to feel a sense of religion even if they rejected every belief (Freud, 1989). Freud challenged that notion writing that emotions can be difficult to scientifically measure.
Freud suggests that this “oceanic feeling” is subjective and allowed a person to return to an earlier emotional point in their life. The feeling of oneness with the world, as Freud explains, harkens back to infancy before the ego develops. Freud states that in infancy there is a sense of “helplessness” and a need for a “father” (Freud, 1989). In psychoanalytical terms, early in life the ego and the object or outside world are dependent on one another and difficult to distinguish. As a person grows, the two separate and the ego becomes completely internal. Freud also draws the conclusion that the ego and the object can become close to being one during moments of passion. He writes “At the height of being in love the boundary between ego and object threatens to melt away.” In conclusion Freud suggests that there is not enough of a need for this “infantile” feeling to be the source of religion.
Describe the role of Religion according to Freud.
One way that Freud saw role of religion was a way to allow people to escape their everyday worries and fears. In the oceanic feeling, the ego attempts to separate itself from pain while seeking pleasure. Religion, as Freud, saw it was an outlet to alleviate oneself from pain and suffering with the promise of pleasure in the hereafter.
Freud also believed that religion had another role. Sin as Freud saw it, was the term that religions used to address one’s sense of guilt. In Civilization and Its Discontents Freud wrote, "The different religions have never overlooked the part played by the sense of guilt in civilization. What is more, they come forward with a claim...to save mankind from this sense of guilt, which they call sin” (Freud, 1989). The ego would use the sense of guilt against other in society. The superego allows a person to deal with guilt. The super ego, or the internalization of aggressiveness, develops a sense for a need to be punished (Johnston, 1993) . This need to be punished is mans primary source of guilt. According to Freud, religions preach that we are born with this guilt in the form of sin and that adhering to religious principles will help steer us from sin.
Discuss Freud’s definition or view of happiness.
Freud believed that there was only one purpose in life that everyone could agree upon. He wrote that human beings “thrive for happiness” and that “they want to become happy and remain so” (Freud, p. 15). Happiness is used to relieve pain and to avoid experiences that are not pleasurable. At the same time, there is a competing goal of wanting to reach a strong feeling of pleasure. Freud termed this experience as the Pleasure Principle. Freud felt that there was one drawback to satisfying the pleasure principle. If happiness is constantly achieved through sudden pleasure then that pleasure is no longer desired. When this occurs, Freud believed that happiness becomes achievable only from avoiding suffering. This avoidance of suffering he termed as the Reality Principle.
What is the relationship between civilization and individual suffering?
Freud believed that humans suffer in three ways. First we suffer from our weak and feeble human bodies. Second, we suffer from nature’s fury and our inability to control nature. Third, we suffer from social relations which limit our individual achievement of satisfaction. The social world comes with rules, mores, limits, and our inability to control mass happiness. Something that makes one person happy may come at the price of suffering for another. Freud saw this conflict as an extension of the inner struggle, or tensions, played out on a communal stage.
Why does Freud object to “love thy neighbor?”
In regards to “love thy neighbor as thy self”, Freud asks “why should we behave in this way” (Freud, p.57). Freud felt as though this statement imposed duties on him which would require sacafices. Also, Freud believed that if he was to love another person then that person must be deserving of his love. If Freud could find love for himself reflected back from another then that person deserved his love. Sacrifices to someone who an individual saw as an ideal version of themselves was aceptalbe to Freud. To love a stranger in the “universal” way that the statement implies way was unaceptable for Freud. Therefore Freud objected to loving all of his neighbors, or human beings in general, as himself.
According to Freud, how does racism and prejudice emerge?
According to Freud, prejudice and racism emerge from our aggressive nature. This idea also concurs with Freud’s rejection of “love thy neighbor”. Freud believes that man was not made for love, but instead made for aggression. Freud argues that man has proven time and again that he will humiliate, manipulate, exploit, abuse, and kill for his own ambitions. The two biggest ambitions are hunger and love according to Freud. These ambitions transfer to society in the form of groups. As civilization grows, groups will battle each other to achieve meet their needs. Freud was a witness to the horrors of nationalism and racism associated with World War One.
How does civilization control human aggression?
As civilizations develop there is a need to control the individual’s aggressive and sexual tendencies. Freud saw aggression and sexual instincts as intractably intertwined. Freud writes that primitive societies largely ignored this idea. However as primitive societies evolved, rules norms, and laws emerged for the purpose of suppressing the will to indulge in our aggressive nature. Freud believed that this repression leads to unhappiness and that eventually civilization would fail as individuals gave into their instincts.
William M. Wood
Bibliography
Freud, S. a. (1989). Civilization and Its Discontents. New York: WW Norton.
Saturday, April 9, 2011
Mors Certa, Vita Incerta-Death is certain, life is not
Billy Wood
IDST 01H
The Examined Life
Discussion Board Week 6
“We live, we die, and the wheels on the bus go round and round.” (Jack Nicholson as Edward Cole)
My Bucket List
Since it has taken me almost 22 years to complete my undergraduate degree, one item on my list would be to graduate. I want my kids to understand the importance of education and commitment. That way they will remember something positive about my death.
I have already made peace with Jesus so in my short three months I would try to do the same with Allah, HaShem, Bhagwaan, Waheguru, and Buddha for starters.
The third, and most important, item on my list is to die before my children die.
Billy
Mors Certa, Vita Incerta-Death is certain, life is not
IDST 01H
The Examined Life
Discussion Board Week 6
“We live, we die, and the wheels on the bus go round and round.” (Jack Nicholson as Edward Cole)
My Bucket List
Since it has taken me almost 22 years to complete my undergraduate degree, one item on my list would be to graduate. I want my kids to understand the importance of education and commitment. That way they will remember something positive about my death.
I have already made peace with Jesus so in my short three months I would try to do the same with Allah, HaShem, Bhagwaan, Waheguru, and Buddha for starters.
The third, and most important, item on my list is to die before my children die.
Billy
Mors Certa, Vita Incerta-Death is certain, life is not
Tuesday, April 5, 2011
Bystander Effect and Diffusion of Responsibility
Bystander Effect and Diffusion of Responsibility
Review your notes on the Bystander Effect and Diffusion of Responsibility. Now, think of a time you had a chance to help someone in need. What did you do and why? Be sure to address the two concepts listed above!
Given what I do for a living one would presuppose that the answer to this question should be self evident. Don’t be too quick to assume. When I am at work my pro-social behavior has an underlying motive. I get paid to help people. At work I also have the equipment needed to do the job.
Many years ago I was a generally altruistic volunteer. I had some self satisfaction out of helping people but mostly I helped people because I thought that I could make them feel better. This carried over to my off duty time as well. However over the years in my off duty time I have found myself falling victim to the bystander effect. The larger the amount of people present the less likely I am to render aid.
I find myself falling victim to diffusion of responsibility, especially if I see a vehicle crash on the side a busy highway. I know that many people will use their cell phones to call in the accident (myself included). I don’t stop because I tell myself that there is very little that I could do without my emergency equipment anyway. I overcome my sense of guilt by assuring myself that it is better for the on duty professionals be responsible for providing emergency care.
I have often asked my colleagues what they would do in the above mentioned situation. Surprisingly about 50% would be affected by the bystander affect and diffusion of responsibility. There is a saying in the fire service. That saying is “a fire fighter is always on duty”. That saying is no longer relative for most of us.
Billy Wood
Review your notes on the Bystander Effect and Diffusion of Responsibility. Now, think of a time you had a chance to help someone in need. What did you do and why? Be sure to address the two concepts listed above!
Given what I do for a living one would presuppose that the answer to this question should be self evident. Don’t be too quick to assume. When I am at work my pro-social behavior has an underlying motive. I get paid to help people. At work I also have the equipment needed to do the job.
Many years ago I was a generally altruistic volunteer. I had some self satisfaction out of helping people but mostly I helped people because I thought that I could make them feel better. This carried over to my off duty time as well. However over the years in my off duty time I have found myself falling victim to the bystander effect. The larger the amount of people present the less likely I am to render aid.
I find myself falling victim to diffusion of responsibility, especially if I see a vehicle crash on the side a busy highway. I know that many people will use their cell phones to call in the accident (myself included). I don’t stop because I tell myself that there is very little that I could do without my emergency equipment anyway. I overcome my sense of guilt by assuring myself that it is better for the on duty professionals be responsible for providing emergency care.
I have often asked my colleagues what they would do in the above mentioned situation. Surprisingly about 50% would be affected by the bystander affect and diffusion of responsibility. There is a saying in the fire service. That saying is “a fire fighter is always on duty”. That saying is no longer relative for most of us.
Billy Wood
Saturday, April 2, 2011
Maslow
I agree with Maslow. Maslow’s Hierarchy of Needs is a brilliant illustration of man’s struggle in life. Maslow’s theory is the evolvement of Frankl’n s theory. Particularly certain aspects of Maslow’s esteem needs (second to the top) and all parts of self actualization (recognizing one’s full potential) echo Frankl’s search for meaning. Each level motivates a person to achieve more (Meyers, 2004). Maslow’s theory is logical and I agree with it. I will give a relative “real world” example to demonstrate why I agree.
I wake up in the morning and satisfy my physiological needs by eating breakfast. This provides energy and motivation. Next as I turn off my house alarm to go start my truck, I begin to think of my rather predictable day. I am motivated by the fact that I have some power over my daily outcome. With my safety needs met I kiss my loving family goodbye and reset the alarm. Their love and compassion energizes my emotional needs. I arrive at work and enjoy the morning camaraderie of my peers. We work together as a team to achieve our goals while demonstrating respect for each individual. My esteem needs are met which motivates me to achieve my fullest potential while delivering service at work. We complete our emergency calls and feel that we lived up to our own potential (sometimes we get a little arrogant with this).
Had one of my lower needs not been met things could have gone awry. If I had not met my physiological needs I would have no energy or focus which might cause me to not reset my house alarm. I would arrive at work being concerned for my stomach and wondering if I set that alarm or not. My irritability would shine through damaging my morning camaraderie and probably make me feel alienated. This would damage my esteem because some people would avoid me and my cantankerous outlook. I would return from calls wondering if I did my best or not.
Billy
Works Cited
Meyers, D. G. (2004). Psychology Seventh Edition in Modules. New York: Worth Publishers.
I wake up in the morning and satisfy my physiological needs by eating breakfast. This provides energy and motivation. Next as I turn off my house alarm to go start my truck, I begin to think of my rather predictable day. I am motivated by the fact that I have some power over my daily outcome. With my safety needs met I kiss my loving family goodbye and reset the alarm. Their love and compassion energizes my emotional needs. I arrive at work and enjoy the morning camaraderie of my peers. We work together as a team to achieve our goals while demonstrating respect for each individual. My esteem needs are met which motivates me to achieve my fullest potential while delivering service at work. We complete our emergency calls and feel that we lived up to our own potential (sometimes we get a little arrogant with this).
Had one of my lower needs not been met things could have gone awry. If I had not met my physiological needs I would have no energy or focus which might cause me to not reset my house alarm. I would arrive at work being concerned for my stomach and wondering if I set that alarm or not. My irritability would shine through damaging my morning camaraderie and probably make me feel alienated. This would damage my esteem because some people would avoid me and my cantankerous outlook. I would return from calls wondering if I did my best or not.
Billy
Works Cited
Meyers, D. G. (2004). Psychology Seventh Edition in Modules. New York: Worth Publishers.
Empathy
Carl Rogers defined empathy as “To perceive the internal frame of reference of another with accuracy and with the emotional components and meanings which pertain thereto as if one were the person, but without ever losing the "as if" condition. Thus, it means to sense the hurt or the pleasure of another as he senses it and to perceive the causes thereof as he perceives them, but without ever losing the recognition that it is as if I were hurt or pleased and so forth” (Koch, 1963).
One concept from Carl Roger’s client centered therapy that has the most meaning for me is empathy. I use empathy on a daily basis. This is no surprise based on my INFJ personality. The Myers Briggs test recommended that I become some form of councilor. I look for empathy from others when I need someone to listen. Below I will detail a few examples of how and why I use empathy.
My wife and I read that empathy would help with making a connection to our children especially during tantrums. We tried it and it worked. Since then I have used empathy with my daughter when she, gets hurt, when she is sad, and when she is excited about something. I can see that she knows when I understand her and her four year old perspective.
In the pre-hospital emergency care setting I use empathy to calm down upset family members of the sick and injured. I try to put myself in their shoes. I try however, to not get caught up in their tragedy but so much. Sometimes I have to remind myself that their problem is not mine and that I am in the role of “as if”.
I served as a deacon for a time at my church. My ability to display empathy enabled many of my counselees to get through trying times. I know this because several people told me that I listened to them well which in turn helped them through their struggles.
I have always been told that I am a good listener. Making eye contact, listening without displaying judgment, and listening without talking means a lot to me and how I relate to other people. I do however have a tough time with remembering the “as if” part of being empathetic.
Billy
Works Cited
Koch, S. (1963). Psychology: A study of science. New York: Mc Graw Hill.
One concept from Carl Roger’s client centered therapy that has the most meaning for me is empathy. I use empathy on a daily basis. This is no surprise based on my INFJ personality. The Myers Briggs test recommended that I become some form of councilor. I look for empathy from others when I need someone to listen. Below I will detail a few examples of how and why I use empathy.
My wife and I read that empathy would help with making a connection to our children especially during tantrums. We tried it and it worked. Since then I have used empathy with my daughter when she, gets hurt, when she is sad, and when she is excited about something. I can see that she knows when I understand her and her four year old perspective.
In the pre-hospital emergency care setting I use empathy to calm down upset family members of the sick and injured. I try to put myself in their shoes. I try however, to not get caught up in their tragedy but so much. Sometimes I have to remind myself that their problem is not mine and that I am in the role of “as if”.
I served as a deacon for a time at my church. My ability to display empathy enabled many of my counselees to get through trying times. I know this because several people told me that I listened to them well which in turn helped them through their struggles.
I have always been told that I am a good listener. Making eye contact, listening without displaying judgment, and listening without talking means a lot to me and how I relate to other people. I do however have a tough time with remembering the “as if” part of being empathetic.
Billy
Works Cited
Koch, S. (1963). Psychology: A study of science. New York: Mc Graw Hill.
Monday, March 21, 2011
Discussion Week Three
Billy Wood
IDST 01H
The Examined Life
Discussion Week Three
Give one personal example of how you have been classically conditioned.
The following example of classical conditioning has happened to me during my career as a fire fighter. This personal example will be in regards to the new fire fighter becoming classically conditioned to respond in certain ways to emergency alert tones. We use alert tones in the fire service to get the attention of fire fighters so that they will listen more closely to their radios for call information and readiness.
New fire fighters are in the first stage of classical conditioning (in regards to tone recognition) the acquisition phase. In the acquisition phase, (Meyers, 2004) the conditioned stimuli (alert tones) leads to an unconditional response (excitement) regardless of the amount of or type of alert tone. This leads to a conditioned response of readiness every time they hear any tone come across the radio.
Next, new fire fighters enter into the extinction phase in which he or she learns that the amount of alert tones is essential and not the alert tone itself. In other words the conditioned stimulus (the alert tone) no longer generates a conditioned response (readiness). The extinction is a result of the fire fighter no longer having the unconditional response (excitement) every time he or she hears the alert tone. However if you remove a fire fighter from service for a while and then return him to service the extinction will spontaneously recover for a short time. This happens when fire fighters move to an administrative role and later return to the field.
Generalization occurs initially for the new fire fighter who does not recognize the difference between alert tones and non emergency information tones. Eventually the new fire fighter learns to discriminate the difference between the two types of tones.
Give one personal example of how you have been operantly conditioned!
My text defines operant conditioning as “a type of learning in which behavior is strengthened if followed by a reinforcer or diminished by a punisher” (Meyers, 2004). Although I am sure that I have been operantly conditioned I would like to use my wife’s parenting skill as an example.
We were having a difficult time getting my four year old daughter Celia to go to sleep at night. Celia would deliberately stall. I believe that her action was learned by an accidental rewarding system that we had been implementing. My wife and I had grown tired of Celia’s refusal to go to bed to the point that we were giving in to her stall tactics. Her reaction was a product of conditioned reinforcement. We played her game and bed time dragged on from 20 minutes of prep time to one hour. Something had to stop this.
My wife suggested a positive reward system that involved a sticker chart. Our goal was to change our daughter’s behavior at bed time. Every night that Celia went to bed without wavering, she would receive a sticker for her chart the next morning. Once a goal of 11 nights of cooperation was reached Celia would earn a new toy. This positive reinforcement reward system worked. It has now been months since we have had any backsliding.
Billy Wood
Works Cited
Meyers, D. G. (2004). Psychology Seventh Edition in Modules. New York: Worth Publishers.
IDST 01H
The Examined Life
Discussion Week Three
Give one personal example of how you have been classically conditioned.
The following example of classical conditioning has happened to me during my career as a fire fighter. This personal example will be in regards to the new fire fighter becoming classically conditioned to respond in certain ways to emergency alert tones. We use alert tones in the fire service to get the attention of fire fighters so that they will listen more closely to their radios for call information and readiness.
New fire fighters are in the first stage of classical conditioning (in regards to tone recognition) the acquisition phase. In the acquisition phase, (Meyers, 2004) the conditioned stimuli (alert tones) leads to an unconditional response (excitement) regardless of the amount of or type of alert tone. This leads to a conditioned response of readiness every time they hear any tone come across the radio.
Next, new fire fighters enter into the extinction phase in which he or she learns that the amount of alert tones is essential and not the alert tone itself. In other words the conditioned stimulus (the alert tone) no longer generates a conditioned response (readiness). The extinction is a result of the fire fighter no longer having the unconditional response (excitement) every time he or she hears the alert tone. However if you remove a fire fighter from service for a while and then return him to service the extinction will spontaneously recover for a short time. This happens when fire fighters move to an administrative role and later return to the field.
Generalization occurs initially for the new fire fighter who does not recognize the difference between alert tones and non emergency information tones. Eventually the new fire fighter learns to discriminate the difference between the two types of tones.
Give one personal example of how you have been operantly conditioned!
My text defines operant conditioning as “a type of learning in which behavior is strengthened if followed by a reinforcer or diminished by a punisher” (Meyers, 2004). Although I am sure that I have been operantly conditioned I would like to use my wife’s parenting skill as an example.
We were having a difficult time getting my four year old daughter Celia to go to sleep at night. Celia would deliberately stall. I believe that her action was learned by an accidental rewarding system that we had been implementing. My wife and I had grown tired of Celia’s refusal to go to bed to the point that we were giving in to her stall tactics. Her reaction was a product of conditioned reinforcement. We played her game and bed time dragged on from 20 minutes of prep time to one hour. Something had to stop this.
My wife suggested a positive reward system that involved a sticker chart. Our goal was to change our daughter’s behavior at bed time. Every night that Celia went to bed without wavering, she would receive a sticker for her chart the next morning. Once a goal of 11 nights of cooperation was reached Celia would earn a new toy. This positive reinforcement reward system worked. It has now been months since we have had any backsliding.
Billy Wood
Works Cited
Meyers, D. G. (2004). Psychology Seventh Edition in Modules. New York: Worth Publishers.
Wednesday, March 9, 2011
Nature versus Nurture which one do you think is most important?
Billy Wood
IDST 01H
The Examined Life
Discussion Board Week Two
Nature versus Nurture which one do you think is most important?
Proponents of the nature theory believe that all behavior is determined by our genetic makeup, or hereditary traits, and that the environment has no effect. Proponents of the nurture theory believe that environment, not genetics; shape a person’s personality and behavior. A third school of thought believes that both nature and nurture work together in affecting human behavior (Meyers, 2004). I will attempt to argue in favor of this third school of thought.
Every human is composed of chromosomes. Chromosomes contain DNA. DNA is the blueprint for our genetic make-up (National Institutes of Health, 2010). Genes or, “the biochemical units of heredity”, make up the chromosomes (Meyers, 2004). Studies conclude that this genetic information is objective and empirical. A theory that closely corresponds with the study of genetics is that of Natural Selection.
One of the principles of natural selection states that certain genes influence behavioral tendencies and informational processing systems. Evolutionary psychologists, via the principles of natural selection, study the relationship of evolution to human behavior. They believe that inherited behaviors allowed for man to adapt, reproduce, and survive. They should consider the impact of human experiences as well.
Experiences are formed from our social and cultural interactions and environment as we progress through life. According to Doctor David Meyers, the effects of genes and experiences are “intertwined” (Meyers, 2004). This intertwining begins at birth. Meyer’s points out that experience(s) in life helps form who we are. Environmental experiences that affect human behavior include; the prenatal environment, parental influences, peer influences, culture, gender roles, and groups. Some experiences are more subjective and difficult to prove empirically.
Sociology delves into the impact that environment plays on human behavior. Sociologists study cultural and social environmental impacts on human behavior. In their approach, they study tendencies based on groups of people versus individuals. Groups can be more objective and empirical. This information can be beneficial to establish a link between heredity and experience.
Nature and Nurture should be viewed as equals. Human behavior is comprised of elements from both schools of thought. Behavioral geneticists study the power and limits of genetic and environmental factors of human behavior. They attempt to determine how much of our behavior is determined by nature and how much by nurture. One day the combination of the two schools of thought may prove valuable in predicting human behavior.
William M. Wood Jr.
2011
Bibliography
Meyers, D. G. (2004). Psychology Seventh Edition in Modules. New York: Worth Publishers.
National Institutes of Health. (2010, June 14). Fact Sheet Human Genome Project. Retrieved 9 4, 2010, from Genome.gov All about the Human Genome Project: http://www.genome.gov/10001772
IDST 01H
The Examined Life
Discussion Board Week Two
Nature versus Nurture which one do you think is most important?
Proponents of the nature theory believe that all behavior is determined by our genetic makeup, or hereditary traits, and that the environment has no effect. Proponents of the nurture theory believe that environment, not genetics; shape a person’s personality and behavior. A third school of thought believes that both nature and nurture work together in affecting human behavior (Meyers, 2004). I will attempt to argue in favor of this third school of thought.
Every human is composed of chromosomes. Chromosomes contain DNA. DNA is the blueprint for our genetic make-up (National Institutes of Health, 2010). Genes or, “the biochemical units of heredity”, make up the chromosomes (Meyers, 2004). Studies conclude that this genetic information is objective and empirical. A theory that closely corresponds with the study of genetics is that of Natural Selection.
One of the principles of natural selection states that certain genes influence behavioral tendencies and informational processing systems. Evolutionary psychologists, via the principles of natural selection, study the relationship of evolution to human behavior. They believe that inherited behaviors allowed for man to adapt, reproduce, and survive. They should consider the impact of human experiences as well.
Experiences are formed from our social and cultural interactions and environment as we progress through life. According to Doctor David Meyers, the effects of genes and experiences are “intertwined” (Meyers, 2004). This intertwining begins at birth. Meyer’s points out that experience(s) in life helps form who we are. Environmental experiences that affect human behavior include; the prenatal environment, parental influences, peer influences, culture, gender roles, and groups. Some experiences are more subjective and difficult to prove empirically.
Sociology delves into the impact that environment plays on human behavior. Sociologists study cultural and social environmental impacts on human behavior. In their approach, they study tendencies based on groups of people versus individuals. Groups can be more objective and empirical. This information can be beneficial to establish a link between heredity and experience.
Nature and Nurture should be viewed as equals. Human behavior is comprised of elements from both schools of thought. Behavioral geneticists study the power and limits of genetic and environmental factors of human behavior. They attempt to determine how much of our behavior is determined by nature and how much by nurture. One day the combination of the two schools of thought may prove valuable in predicting human behavior.
William M. Wood Jr.
2011
Bibliography
Meyers, D. G. (2004). Psychology Seventh Edition in Modules. New York: Worth Publishers.
National Institutes of Health. (2010, June 14). Fact Sheet Human Genome Project. Retrieved 9 4, 2010, from Genome.gov All about the Human Genome Project: http://www.genome.gov/10001772
Sunday, February 27, 2011
Final Exam for Leadership class
Billy Wood
Leadership and Ethical Decision Making
Spring 2011
Final Exam
1. How did Hitler use the political climate after World War I and his prejudice toward the Jews to implement his rise to power and his "final solution"?
2. How were the propaganda techniques of scapegoating and stereotyping used by the Third Reich to condone and even encourage behavior that most German citizens would have considered abhorrent?
The Political Climate after World War One
In 1918, the Germans came to the realization that they had effectively been defeated by the British, French, and the United States. In the Armistice that followed, Germany was allowed to keep its army intact and did not have to admit to defeat. The end of the Great War also marked the end of the monarchy for Germany. This pleased other European nations who envisioned a democratic Germany. The 1919 Treaty of Versailles saw the breakup and decrease of German territory. Blame for the war had been placed on Germany alone. The outcome of the Treaty enraged most Germans and set the stage for retribution and a feeling of nationalism (Ferguson, 2006).
Europe’s Naiveté
For the most part, the great powers of the time believed that Germany would never be a threat again. Many failed to predict that Germany would embolden itself towards nationalism and not towards a democracy. Many in the German Army General Staff believed that the Army could have won the war had they not been betrayed. They felt that the political leadership of Germany had been corrupted by Marxists and Jews, both of which were not favored amongst the Army General Staff. Adolph Hitler was a member of the General Staff and a staunch believer in this theory (Mark, 2008). Hitler believed that many Jewish soldiers who fought in World War One abandoned the military. This enraged Hitler and would later come to light during his rise to power.
How Hitler used this climate and his prejudice towards Jews to rise to power
After World War I, there was a great purge of Germans from Poland and Czechoslovakia. In Poland, the Polish independent state had acquired 90 percent of Prussia. There were approximately one million German speaking people living in Poland at that time. However, Germans living in Poland were seen as second class citizens. German soldiers and Polish troops fought each other in the streets. These German soldiers were known to carry swastikas and Death’s Heads. Weimar (German Chancellor) appointed Manfred Von Killinger, known for his hatred of Jews, Marxists, and Slavic people, to fight off the Poles. Fighting of this nature would continue for a time in Czechoslovakia, Hungary, Poland, Estonia, and Eli Wiesel’s country of birth, Romania (Wiesel, 1955).
Eventually there was a mass exodus of Germans from Poland and other German minority countries. This was due in part to land reform in which former German aristocracies were forced to give up their land. Land reform was also implemented in Czechoslovakia. In Czechoslovakia, Czech was made the official language and German workers had a short period of time to learn the language or lose their jobs (Ferguson, 2006). This was an attempt to destroy German nationalism in these countries. This would be a bitter blow to Germany who would not forget what happened and blamed the mostly Jewish and Slavic peoples of these countries.
On January 30th, 1933 Adolf Hitler was sworn in as Chancellor of Germany. Hitler was the leader of the Nazi, or The German Workers, political party. The Nazi party consisted of former army General staff members as well as non army members who were bitter over how the democratic republic was being run. Several non Nazi political parties in Germany wanted to see a return to an authoritarian rule, which they felt would stabilize their nation and secure their place in Europe as a great power. These parties saw this chance through Adolf Hitler as Chancellor.
Hitler and his Nazis promised to restore Germany to a state of greatness and to provide a unified nationalism. Hitler also promised to take back German land acquired by the Polish. The Nazis nationalism harkened back to the 1870 establishment of the German Republic or The Second Reich (Mark, 2008). This nationalism excluded Jews and Slavic peoples who were viewed as inferior. Most Germans accepted this as retribution for the treatment of Germans throughout Europe, after World War One.
The Nazis also promised that Germany would become a great Aryan nation, or a nation of Germanic pure blood further instilling a sense of nationalism. This anti-Semitism had been widely popular in the nineteenth century and had made a return in part due to Hitler’s book Mein Kampf. In Mein Kampf, Hitler refereed to the Jews as “parasites, liars, dirty, crafty, sly, wily, and clever, without any true culture, a sponger, a middleman, a maggot, eternal blood suckers, repulsive, unscrupulous, monsters, foreign, menace, bloodthirsty, avaricious, the destroyer of Aryan humanity, and the mortal enemy of Aryan humanity...” (The History Place, 1996). This portrayal of Jews was popular, to some degree, throughout Europe as well as the United States. Hitler’s prejudice towards the Jews would result in bringing back a nineteenth century proposed plan for the Jews known as The Final Solution.
The Final Solution and stereotyping
The German Social Reform Party of the late nineteenth century coined the phrase “final solution” (Ferguson, 2006). The Final Solution called for exterminating the Jews the same way that Brittan had “exterminated” dissidents in India (Ferguson, 2006). To some, this Final Solution was the answer to the “Jewish Question”. The Jewish Question arose from fear of losing German bloodlines through intermarriage with Jews. This form of Anti-Semitism was not solely contained to Germany. Throughout predominantly Christian Europe and for at least several hundred years prior too, Jews were seen as a lesser race and a threat to Christianity. However at that time, there were many who disagreed with the idea of extermination particularly in Germany. Unfortunately this “solution” would rear its ugly head once Germany came under control of the Nazis.
Hitler’s use of scapegoating, and propaganda
The Reichstag fire of 1933 would be a turning point in Hitler’s rise to power and the scapegoating of the Jews and other political dissidents. According to History.com, “the Reichstag was the building in Berlin where the elected members of the republic met to conduct the daily business of government”, (The History Place, 1996). The Nazis wanted to have a majority in the Reichstag so that Hitler could carry out his plans unhindered. When Hitler realized that this would not be so, he hatched a plan to burn the Reichstag and take advantage of the incident to implement his dictatorial policies. Hitler’s media immediately blamed the German communist party and their sympathizers as the culprit. Much propaganda was used to make this lie seem true. Communist party members were rounded up and placed in work or “concentration” camps. Through propaganda, Hitler convinced most people that the Communist party was mostly made up of Jews. Hitler used the idea of Trotsky (a Russian Jewish communist leader from the October Revolution) to spread fear of a communist revolt in Germany (Ferguson, 2006). The last thing that the mostly conservative nation of Germany wanted was a socialist or communist way of government.
The Nazis became viewed as heroes for ending the communist threat. Germany held its final free elections in March of 1933 which resulted in Hitler’s Nazi majority plan being put into place. Hitler’s minister of propaganda, Joseph Goebbels, was now able to begin a political campaign of unprecedented proportion which would result in Hitler becoming a dictator and the Jews becoming enemies of the state (The History Place, 1996).
More on Propaganda and Hitler’s Final Solution
Beginning in 1933, Goebbels began a propaganda war that would ultimately move the majority of Germans to put the blame of all of their problems on the Jews. Goebbels accomplished this through newspapers, cartoons, newsreels, speeches, records, exhibits and radio announcements (Mark, 2008). This propaganda made Hitler’s false views in Mien Kampf into accepted truth. Hitler’s beliefs about the Jews were being taught to Germany’s youth, written into textbooks, and instilled into every member of Hitler’s S.S (The History Place, 1996).
Hitler portrayed the Jews of Europe as conspirators attempting world control. The “Jewish Question” of the last century had been brought back to light. Hitler and his inner circle believed that anyone who stood in the way of German progress was an enemy of the state. This proclamation included the Jewish threat conceived by Hitler. Hitler saw the Jews as a road block to progress. According to The History Place, “the initial goal of the Final Solution was to round-up and deport Europe's Jews to the already-established SS-run ghettos in Poland, where many would perish through harsh conditions including brute physical labor”, (The History Place, 1996). This began an intense growth of the already established concentration camps and the rounding up of Jews into Ghettos. This “plan” for the Jews, was carried out in all German occupied territories.
By 1942, Jewish Ghetto’s became places of starvation and death. Soon after, places like Auschwitz, evolved into extermination camps. People deemed unfit for hard labor were eliminated. This included women, children, and the elderly (Wiesel, 1955). At this point the “Final Solution” idea of the nineteenth century German Socialist Party was enacted. The truth of the final solution was kept under wraps. Many Germans had no idea that such atrocities were going on. Many of the Jews outside of Germany, like those in Romania, had their doubts as to what was happening. The idea that “it is not happening to me” became prevalent. Even when escapees would try to enlighten the masses they were not believed and thought of as “mad”. (Wiesel, 1955).
Conclusion
Most non Jewish people were not willing to risk their lives for the plight of the Jews. Aiding an enemy of the state was a guarantee of death. Hitler and his Nazis ruled by fear. Fear, especially fear of death, can be quite a motivator. Hitler’s Final Solution would not truly become exposed until the liberation of camps like Buchenwald by the Allied Forces (Wiesel, 1955). Nazi war criminals did eventually pay for their atrocities. Survivors like Elie Wiesel and, locally, Jay Ipson (who I had the honor of meeting through the School of Continuing Studies) keep the memory of the tragic holocaust alive.
William M. Wood Jr.
Works Cited
Ferguson, N. (2006). War of the World Twentieth Century Conflict and the Descent of the West. London: Penquin Press.
Mark, M. (2008). Hitler's Empire How the Nazis Ruled Europe. New York: Penguin Press.
The History Place. (1996). The Rise of Hitler. Retrieved 2 12, 2011, from The History Place: http://www.historyplace.com/worldwar2/riseofhitler/kampf.htm
Wiesel, E. (1955). Night. U.S: Hill & Wang.
Leadership and Ethical Decision Making
Spring 2011
Final Exam
1. How did Hitler use the political climate after World War I and his prejudice toward the Jews to implement his rise to power and his "final solution"?
2. How were the propaganda techniques of scapegoating and stereotyping used by the Third Reich to condone and even encourage behavior that most German citizens would have considered abhorrent?
The Political Climate after World War One
In 1918, the Germans came to the realization that they had effectively been defeated by the British, French, and the United States. In the Armistice that followed, Germany was allowed to keep its army intact and did not have to admit to defeat. The end of the Great War also marked the end of the monarchy for Germany. This pleased other European nations who envisioned a democratic Germany. The 1919 Treaty of Versailles saw the breakup and decrease of German territory. Blame for the war had been placed on Germany alone. The outcome of the Treaty enraged most Germans and set the stage for retribution and a feeling of nationalism (Ferguson, 2006).
Europe’s Naiveté
For the most part, the great powers of the time believed that Germany would never be a threat again. Many failed to predict that Germany would embolden itself towards nationalism and not towards a democracy. Many in the German Army General Staff believed that the Army could have won the war had they not been betrayed. They felt that the political leadership of Germany had been corrupted by Marxists and Jews, both of which were not favored amongst the Army General Staff. Adolph Hitler was a member of the General Staff and a staunch believer in this theory (Mark, 2008). Hitler believed that many Jewish soldiers who fought in World War One abandoned the military. This enraged Hitler and would later come to light during his rise to power.
How Hitler used this climate and his prejudice towards Jews to rise to power
After World War I, there was a great purge of Germans from Poland and Czechoslovakia. In Poland, the Polish independent state had acquired 90 percent of Prussia. There were approximately one million German speaking people living in Poland at that time. However, Germans living in Poland were seen as second class citizens. German soldiers and Polish troops fought each other in the streets. These German soldiers were known to carry swastikas and Death’s Heads. Weimar (German Chancellor) appointed Manfred Von Killinger, known for his hatred of Jews, Marxists, and Slavic people, to fight off the Poles. Fighting of this nature would continue for a time in Czechoslovakia, Hungary, Poland, Estonia, and Eli Wiesel’s country of birth, Romania (Wiesel, 1955).
Eventually there was a mass exodus of Germans from Poland and other German minority countries. This was due in part to land reform in which former German aristocracies were forced to give up their land. Land reform was also implemented in Czechoslovakia. In Czechoslovakia, Czech was made the official language and German workers had a short period of time to learn the language or lose their jobs (Ferguson, 2006). This was an attempt to destroy German nationalism in these countries. This would be a bitter blow to Germany who would not forget what happened and blamed the mostly Jewish and Slavic peoples of these countries.
On January 30th, 1933 Adolf Hitler was sworn in as Chancellor of Germany. Hitler was the leader of the Nazi, or The German Workers, political party. The Nazi party consisted of former army General staff members as well as non army members who were bitter over how the democratic republic was being run. Several non Nazi political parties in Germany wanted to see a return to an authoritarian rule, which they felt would stabilize their nation and secure their place in Europe as a great power. These parties saw this chance through Adolf Hitler as Chancellor.
Hitler and his Nazis promised to restore Germany to a state of greatness and to provide a unified nationalism. Hitler also promised to take back German land acquired by the Polish. The Nazis nationalism harkened back to the 1870 establishment of the German Republic or The Second Reich (Mark, 2008). This nationalism excluded Jews and Slavic peoples who were viewed as inferior. Most Germans accepted this as retribution for the treatment of Germans throughout Europe, after World War One.
The Nazis also promised that Germany would become a great Aryan nation, or a nation of Germanic pure blood further instilling a sense of nationalism. This anti-Semitism had been widely popular in the nineteenth century and had made a return in part due to Hitler’s book Mein Kampf. In Mein Kampf, Hitler refereed to the Jews as “parasites, liars, dirty, crafty, sly, wily, and clever, without any true culture, a sponger, a middleman, a maggot, eternal blood suckers, repulsive, unscrupulous, monsters, foreign, menace, bloodthirsty, avaricious, the destroyer of Aryan humanity, and the mortal enemy of Aryan humanity...” (The History Place, 1996). This portrayal of Jews was popular, to some degree, throughout Europe as well as the United States. Hitler’s prejudice towards the Jews would result in bringing back a nineteenth century proposed plan for the Jews known as The Final Solution.
The Final Solution and stereotyping
The German Social Reform Party of the late nineteenth century coined the phrase “final solution” (Ferguson, 2006). The Final Solution called for exterminating the Jews the same way that Brittan had “exterminated” dissidents in India (Ferguson, 2006). To some, this Final Solution was the answer to the “Jewish Question”. The Jewish Question arose from fear of losing German bloodlines through intermarriage with Jews. This form of Anti-Semitism was not solely contained to Germany. Throughout predominantly Christian Europe and for at least several hundred years prior too, Jews were seen as a lesser race and a threat to Christianity. However at that time, there were many who disagreed with the idea of extermination particularly in Germany. Unfortunately this “solution” would rear its ugly head once Germany came under control of the Nazis.
Hitler’s use of scapegoating, and propaganda
The Reichstag fire of 1933 would be a turning point in Hitler’s rise to power and the scapegoating of the Jews and other political dissidents. According to History.com, “the Reichstag was the building in Berlin where the elected members of the republic met to conduct the daily business of government”, (The History Place, 1996). The Nazis wanted to have a majority in the Reichstag so that Hitler could carry out his plans unhindered. When Hitler realized that this would not be so, he hatched a plan to burn the Reichstag and take advantage of the incident to implement his dictatorial policies. Hitler’s media immediately blamed the German communist party and their sympathizers as the culprit. Much propaganda was used to make this lie seem true. Communist party members were rounded up and placed in work or “concentration” camps. Through propaganda, Hitler convinced most people that the Communist party was mostly made up of Jews. Hitler used the idea of Trotsky (a Russian Jewish communist leader from the October Revolution) to spread fear of a communist revolt in Germany (Ferguson, 2006). The last thing that the mostly conservative nation of Germany wanted was a socialist or communist way of government.
The Nazis became viewed as heroes for ending the communist threat. Germany held its final free elections in March of 1933 which resulted in Hitler’s Nazi majority plan being put into place. Hitler’s minister of propaganda, Joseph Goebbels, was now able to begin a political campaign of unprecedented proportion which would result in Hitler becoming a dictator and the Jews becoming enemies of the state (The History Place, 1996).
More on Propaganda and Hitler’s Final Solution
Beginning in 1933, Goebbels began a propaganda war that would ultimately move the majority of Germans to put the blame of all of their problems on the Jews. Goebbels accomplished this through newspapers, cartoons, newsreels, speeches, records, exhibits and radio announcements (Mark, 2008). This propaganda made Hitler’s false views in Mien Kampf into accepted truth. Hitler’s beliefs about the Jews were being taught to Germany’s youth, written into textbooks, and instilled into every member of Hitler’s S.S (The History Place, 1996).
Hitler portrayed the Jews of Europe as conspirators attempting world control. The “Jewish Question” of the last century had been brought back to light. Hitler and his inner circle believed that anyone who stood in the way of German progress was an enemy of the state. This proclamation included the Jewish threat conceived by Hitler. Hitler saw the Jews as a road block to progress. According to The History Place, “the initial goal of the Final Solution was to round-up and deport Europe's Jews to the already-established SS-run ghettos in Poland, where many would perish through harsh conditions including brute physical labor”, (The History Place, 1996). This began an intense growth of the already established concentration camps and the rounding up of Jews into Ghettos. This “plan” for the Jews, was carried out in all German occupied territories.
By 1942, Jewish Ghetto’s became places of starvation and death. Soon after, places like Auschwitz, evolved into extermination camps. People deemed unfit for hard labor were eliminated. This included women, children, and the elderly (Wiesel, 1955). At this point the “Final Solution” idea of the nineteenth century German Socialist Party was enacted. The truth of the final solution was kept under wraps. Many Germans had no idea that such atrocities were going on. Many of the Jews outside of Germany, like those in Romania, had their doubts as to what was happening. The idea that “it is not happening to me” became prevalent. Even when escapees would try to enlighten the masses they were not believed and thought of as “mad”. (Wiesel, 1955).
Conclusion
Most non Jewish people were not willing to risk their lives for the plight of the Jews. Aiding an enemy of the state was a guarantee of death. Hitler and his Nazis ruled by fear. Fear, especially fear of death, can be quite a motivator. Hitler’s Final Solution would not truly become exposed until the liberation of camps like Buchenwald by the Allied Forces (Wiesel, 1955). Nazi war criminals did eventually pay for their atrocities. Survivors like Elie Wiesel and, locally, Jay Ipson (who I had the honor of meeting through the School of Continuing Studies) keep the memory of the tragic holocaust alive.
William M. Wood Jr.
Works Cited
Ferguson, N. (2006). War of the World Twentieth Century Conflict and the Descent of the West. London: Penquin Press.
Mark, M. (2008). Hitler's Empire How the Nazis Ruled Europe. New York: Penguin Press.
The History Place. (1996). The Rise of Hitler. Retrieved 2 12, 2011, from The History Place: http://www.historyplace.com/worldwar2/riseofhitler/kampf.htm
Wiesel, E. (1955). Night. U.S: Hill & Wang.
Tuesday, February 1, 2011
Thinking Outside the Box Office
Billy Wood
Leadership and Ethical Decision Making
Spring 2011
Mid Term
Mid term
What was the movie about/story
Columbia Pictures 1962 Lawrence of Arabia is the story of T.E. Lawrence and his role in the Arab Revolt against the Ottoman Empire. The film is set in 1916 during World War One. The film depicts real life characters and events as well as some fictionalized characters. Each of the main characters displays different leadership styles and behaviors. There are also underlying struggles and dilemmas that the main characters must cope with as they struggle to support one another.
Main Characters, struggles, dilemmas, leadership styles
For the purpose of this paper, attention will be focused on five main characters. Most of these characters are factual and some are fictitious amalgamations of real persons or organizations that they represent.
Colonel Brighton
First there is Colonel Brighton. Brighton was Lawrence’s predecessor as liaison between the British Empire and Prince Faisal, leader of the Hejaz Arabs. Brighton represents an ineffective leader who is not achieving the goals of his organization, The British Empire. Lawrence becomes assigned to Brighton to assist with encouraging cooperation from the Arabs in achieving Britain’s egocentric objectives in Arabia.
T.E. Lawrence
Lawrence was a well educated British officer who had a passion for all things Arabic. When first introduced to the audience, T.E. Lawrence is serving as a cartographer working in Cairo, Egypt. The British political wing depicted through a character named Dryden assigns Lawrence to assist Brighton based on Lawrence’s expert and resource power. Lawrence is quick to accept his new assignment.
Lawrence is depicted as a supportive listener who quickly gains favor with Prince Faisal. Faisal persuades Brighton to allow Lawrence to lead a group of Arab fighters on a mission to unite other Arab tribes and take the seaport of Aqaba from the Turks. Lawrence is almost overconfident with the notion that they will be successful. Faisal appoints Sherif Ali, a fictional representation of leaders from several tribes, to assist Lawrence with this task. The only way to take Aqaba is to travel the vast desolate stretch of desert in Jordan and attack it from the desert side. This journey through the dessert is thought to be impossible by Sherif Ali. Lawrence encourages Ali by stating that Moses had traveled this route. This epic reference and Lawrence’s charismatic demeanor, moves Ali and his followers to trust in Lawrence.
Prince Faisal
Prince Faisal has been credited as leading the Arab revolt. At the time of the film, Faisal’s vision of a free and united Arabia has become stalled due to being outgunned and out financed by the Turks. Although Faisal has legitimate power, he is lacking in resource power and expert power in regards to achieving his vision. Faisal sees both of these in Lawrence. Faisal leads his followers in a directive way. This behavior is due to his feudal position. Part of Faisal’s plan involves the taking of Damascus and to incorporate it into his kingdom. The British military, led by General Allenby, prefer that the Arabians not control Damascus for fear that Arabia will become too powerful. This will be a point of contention later in the film.
General Allenby
General Allenby is portrayed as a participative and supportive leader when we first meet him. Allenby is in charge of the British military forces station at the Palestinian front. After Lawrence returns from his victory at Aqaba, Allenby promises to deliver guns and money to the Arab fighters who now control Aqaba under the leadership of Auda ibu Tayi. This show of support is encouraging to Lawrence who sets off to rejoin Ali. We soon learn, however, that Dryden and other military consultants persuade Allenby to renege on his promise. This decision appears to an improper ethically; however Allenby knows that empowering the Arabs with too much autonomy will undermine the perceived greater goodness of the people of the British Empire.
Auda ibu Tayi
Back at Aqaba, the lead from the front, Auda ibu Tayi, awaits his money and guns. Soon after Lawrence returns to Aqaba, Auda ibu Tayi realizes that the British will not be sending any direct support but that they will assist in fighting the Turks indirectly. Although broken by this betrayal, Tayi realizes that the best thing to do for his people and for the Arabs as a whole is to continue to fight for freedom from the Turks. Under strategic input from Lawrence, Tayi retrains his men to adapt guerilla style fighting tactics. Ali and Lawrence join Tayi in his operation of slowly driving towards Damascus.
Conclusion and Summary
At the end of the film the united Arab tribes take Damascus just prior to aid arriving from Britain. With charismatic guidance from Lawrence, Ali and Tayi achieve Faisal’s goal of creating a new Arab Nation. This new Arab Nation is reluctant to concede any power to the British, who also occupy Damascus. After a series of talks, debates, and debriefings the two powers agree to a resolution. In reality power was transferred to the French and the real Faisal traveled to Paris to lobby for his Arab followers. Eventually Faisal took Damascus and was crowned the King of Syria. The French were able to expel Faisal and the British offered the Kingdom of Iraq to Faisal. Faisal accepted (PBS, 0000). After the events at Damascus Lawrence returned to England and later died in a motorcycle crash. Before his death, in real life, Lawrence wrote and published his Seven Pillars of Wisdom in which he recounted his involvement in the Arab Revolt.
William M. Wood Jr.
Bibliography
PBS. Lawrence of Arabia Home. Retrieved 1, 31, 2010, from PBS.org: http://www.pbs.org/lawrenceofarabia/index.html
Leadership and Ethical Decision Making
Spring 2011
Mid Term
Mid term
What was the movie about/story
Columbia Pictures 1962 Lawrence of Arabia is the story of T.E. Lawrence and his role in the Arab Revolt against the Ottoman Empire. The film is set in 1916 during World War One. The film depicts real life characters and events as well as some fictionalized characters. Each of the main characters displays different leadership styles and behaviors. There are also underlying struggles and dilemmas that the main characters must cope with as they struggle to support one another.
Main Characters, struggles, dilemmas, leadership styles
For the purpose of this paper, attention will be focused on five main characters. Most of these characters are factual and some are fictitious amalgamations of real persons or organizations that they represent.
Colonel Brighton
First there is Colonel Brighton. Brighton was Lawrence’s predecessor as liaison between the British Empire and Prince Faisal, leader of the Hejaz Arabs. Brighton represents an ineffective leader who is not achieving the goals of his organization, The British Empire. Lawrence becomes assigned to Brighton to assist with encouraging cooperation from the Arabs in achieving Britain’s egocentric objectives in Arabia.
T.E. Lawrence
Lawrence was a well educated British officer who had a passion for all things Arabic. When first introduced to the audience, T.E. Lawrence is serving as a cartographer working in Cairo, Egypt. The British political wing depicted through a character named Dryden assigns Lawrence to assist Brighton based on Lawrence’s expert and resource power. Lawrence is quick to accept his new assignment.
Lawrence is depicted as a supportive listener who quickly gains favor with Prince Faisal. Faisal persuades Brighton to allow Lawrence to lead a group of Arab fighters on a mission to unite other Arab tribes and take the seaport of Aqaba from the Turks. Lawrence is almost overconfident with the notion that they will be successful. Faisal appoints Sherif Ali, a fictional representation of leaders from several tribes, to assist Lawrence with this task. The only way to take Aqaba is to travel the vast desolate stretch of desert in Jordan and attack it from the desert side. This journey through the dessert is thought to be impossible by Sherif Ali. Lawrence encourages Ali by stating that Moses had traveled this route. This epic reference and Lawrence’s charismatic demeanor, moves Ali and his followers to trust in Lawrence.
Prince Faisal
Prince Faisal has been credited as leading the Arab revolt. At the time of the film, Faisal’s vision of a free and united Arabia has become stalled due to being outgunned and out financed by the Turks. Although Faisal has legitimate power, he is lacking in resource power and expert power in regards to achieving his vision. Faisal sees both of these in Lawrence. Faisal leads his followers in a directive way. This behavior is due to his feudal position. Part of Faisal’s plan involves the taking of Damascus and to incorporate it into his kingdom. The British military, led by General Allenby, prefer that the Arabians not control Damascus for fear that Arabia will become too powerful. This will be a point of contention later in the film.
General Allenby
General Allenby is portrayed as a participative and supportive leader when we first meet him. Allenby is in charge of the British military forces station at the Palestinian front. After Lawrence returns from his victory at Aqaba, Allenby promises to deliver guns and money to the Arab fighters who now control Aqaba under the leadership of Auda ibu Tayi. This show of support is encouraging to Lawrence who sets off to rejoin Ali. We soon learn, however, that Dryden and other military consultants persuade Allenby to renege on his promise. This decision appears to an improper ethically; however Allenby knows that empowering the Arabs with too much autonomy will undermine the perceived greater goodness of the people of the British Empire.
Auda ibu Tayi
Back at Aqaba, the lead from the front, Auda ibu Tayi, awaits his money and guns. Soon after Lawrence returns to Aqaba, Auda ibu Tayi realizes that the British will not be sending any direct support but that they will assist in fighting the Turks indirectly. Although broken by this betrayal, Tayi realizes that the best thing to do for his people and for the Arabs as a whole is to continue to fight for freedom from the Turks. Under strategic input from Lawrence, Tayi retrains his men to adapt guerilla style fighting tactics. Ali and Lawrence join Tayi in his operation of slowly driving towards Damascus.
Conclusion and Summary
At the end of the film the united Arab tribes take Damascus just prior to aid arriving from Britain. With charismatic guidance from Lawrence, Ali and Tayi achieve Faisal’s goal of creating a new Arab Nation. This new Arab Nation is reluctant to concede any power to the British, who also occupy Damascus. After a series of talks, debates, and debriefings the two powers agree to a resolution. In reality power was transferred to the French and the real Faisal traveled to Paris to lobby for his Arab followers. Eventually Faisal took Damascus and was crowned the King of Syria. The French were able to expel Faisal and the British offered the Kingdom of Iraq to Faisal. Faisal accepted (PBS, 0000). After the events at Damascus Lawrence returned to England and later died in a motorcycle crash. Before his death, in real life, Lawrence wrote and published his Seven Pillars of Wisdom in which he recounted his involvement in the Arab Revolt.
William M. Wood Jr.
Bibliography
PBS. Lawrence of Arabia Home. Retrieved 1, 31, 2010, from PBS.org: http://www.pbs.org/lawrenceofarabia/index.html
Monday, January 31, 2011
Are there substitutes for leadership and can you think of three or more?
Billy Wood
Leadership and Ethical Decision Making
Spring 2011
Discussion Question 3
Are there substitutes for leadership and can you think of three or more?
There are several substitutes to traditional theories of leadership. Some of these include; mentor-ship, self leadership, and inactive leadership. The website Business Dictionary defines leadership substitutions as “ factors in a work-setting that encourage common efforts toward achieving organizational goals, and can take the place of active leadership” (Dictionary.com, 2010). These non traditional styles focus on the abilities and willingness of the followers. Steven Kerr and John Jermier developed a theory in which leadership, in the traditional way of thinking, is not needed (Gordon, 1994) . They suggest three situations that can substitute for traditional leadership: the characteristics of subordinates, the characteristics of the task, and the characteristics of the organization.
The characteristic of the subordinates (followers) is a substitution in which group members can work well without leadership. Subordinate traits must include the ability and experience to complete the goals or tasks with little or no supervision. The followers must also have a strong sense of independence.
The task characteristics substitution includes: routineness, availability of feedback, and intrinsic satisfaction/rewards (Gordon, 1994). If the task is rather routine then unneeded leader intervention will decrease moral and motivation. In this type of situation the task itself should provide adequate feedback. Support from the leader is usually unwanted or unneeded in this situation. Intrinsic rewards will come from the sense of accomplishment.
Finally, the characteristics of the organization substitution include: formalization, group cohesion, inflexibility, and a rigid reward structure. Groups must be formal, be able to work well together, and be firm. My wife is a part of a situation that meets the criteria for substitution of traditional leadership. She is part of a team (group) working on a long term data management project. The group was established formally, there is a “hands off approach” from management, and the reward is the possibility of more responsibility (with a pay raise) on future projects.
I also discovered another type of substitute for leadership that may be effective. This type involves the educational system. Author Thomas J. Sergiovanni believes that a well organized community could take the place of the teacher as the primary leader in the classroom (Sergiovanni, 1992). This community approach to leadership sees each individual school as a small community. In this community approach, everyone works together for the common good. This is accomplished by sharing ideas, duties, values, and obligations.
William M. Wood Jr.
Bibliography
Dictionary.com, B. (2010, 0 0). Substitutes for leadership. Retrieved 1 29, 2011, from Business Dictionary.com: http://www.businessdictionary.com/definition/substitutes-for-leadership.html
Gordon, R. F. (1994). Substitutes for leadership. SuperVision , 55 (7), 17.
Sergiovanni, T. (1992). Chapter 4 Substitutes for Leadership. In Moral Leadership: Getting to the Heart of School Improvement (p. 119). San Francisco: Bass.
Leadership and Ethical Decision Making
Spring 2011
Discussion Question 3
Are there substitutes for leadership and can you think of three or more?
There are several substitutes to traditional theories of leadership. Some of these include; mentor-ship, self leadership, and inactive leadership. The website Business Dictionary defines leadership substitutions as “ factors in a work-setting that encourage common efforts toward achieving organizational goals, and can take the place of active leadership” (Dictionary.com, 2010). These non traditional styles focus on the abilities and willingness of the followers. Steven Kerr and John Jermier developed a theory in which leadership, in the traditional way of thinking, is not needed (Gordon, 1994) . They suggest three situations that can substitute for traditional leadership: the characteristics of subordinates, the characteristics of the task, and the characteristics of the organization.
The characteristic of the subordinates (followers) is a substitution in which group members can work well without leadership. Subordinate traits must include the ability and experience to complete the goals or tasks with little or no supervision. The followers must also have a strong sense of independence.
The task characteristics substitution includes: routineness, availability of feedback, and intrinsic satisfaction/rewards (Gordon, 1994). If the task is rather routine then unneeded leader intervention will decrease moral and motivation. In this type of situation the task itself should provide adequate feedback. Support from the leader is usually unwanted or unneeded in this situation. Intrinsic rewards will come from the sense of accomplishment.
Finally, the characteristics of the organization substitution include: formalization, group cohesion, inflexibility, and a rigid reward structure. Groups must be formal, be able to work well together, and be firm. My wife is a part of a situation that meets the criteria for substitution of traditional leadership. She is part of a team (group) working on a long term data management project. The group was established formally, there is a “hands off approach” from management, and the reward is the possibility of more responsibility (with a pay raise) on future projects.
I also discovered another type of substitute for leadership that may be effective. This type involves the educational system. Author Thomas J. Sergiovanni believes that a well organized community could take the place of the teacher as the primary leader in the classroom (Sergiovanni, 1992). This community approach to leadership sees each individual school as a small community. In this community approach, everyone works together for the common good. This is accomplished by sharing ideas, duties, values, and obligations.
William M. Wood Jr.
Bibliography
Dictionary.com, B. (2010, 0 0). Substitutes for leadership. Retrieved 1 29, 2011, from Business Dictionary.com: http://www.businessdictionary.com/definition/substitutes-for-leadership.html
Gordon, R. F. (1994). Substitutes for leadership. SuperVision , 55 (7), 17.
Sergiovanni, T. (1992). Chapter 4 Substitutes for Leadership. In Moral Leadership: Getting to the Heart of School Improvement (p. 119). San Francisco: Bass.
Sunday, January 23, 2011
Leadership and Ethical Decision Making
Billy Wood
Leadership and Ethical Decision Making
Spring 2011
Discussion Question 2
What is it about power and success that creates ethical challenges for leaders? What reasons might leaders use to justify their behavior if they break rules that apply more generally to others?
In a letter written to academic scholar Mandell Creighton in 1877, famous historian Lord Acton wrote “Power tends to corrupt and absolute power corrupt absolutely. Great men are almost always bad men, even when they exercise influence and not authority” (Clausen, Winter2000). Ancient Greek philosopher Plato wrote ““The measure of a man is what he does with power.” The question arises now as it did then, “What is it about power and success that creates ethical challenges for leaders”?
Our textbook suggests ethical issues for leaders revolve around: moral standards, power, moral mistakes, moral consistency, and ethics effectiveness (Howell, 2006). Failure of a leader to center on these sources can lead to: abuse of power, abuse of authority, and corruption. Personal, or internal, factors that can contribute to ethical challenges for a leader include: vanity, greed, arrogance, and the leader’s personal belief system. External factors such the cultural climate and politics can also affect ethics.
Some leaders attempt to justify their poor ethical decisions based on the uniqueness of their position or the situation. Sometimes this justification occurs through cover ups and lies. Adolf Hitler believed that it was his responsibility, in his position as Germany’s leader, to eradicate the Jews. Once Hitler’s concentration camps were liberated his officers attempted to cover up the evidence of their unethical atrocities. Occasionally leaders attempt to justify their actions by making decisions that may be unethical but effective. John F. Kennedy lied to the American public when he excluded certain details of his resolution to the Cuban missile Crisis (a secret compromise was made with the U.S.S.R. in regards to removing missiles from Turkey). His actions probably saved the world from a nuclear war.
Why does power and success create ethical dilemmas for leaders? The answer lies in the values and morals of the individual in the position, the followers, and the culture of the business. Leaders and cultures that do not focus on ethics will set a climate of abuse, unethical practice, and corruptness. Justifications of poor ethical decisions are, more often than not, based on the leader’s perception of their position and/or the situation that the leader is presented with at a given time.
William M. Wood Jr.
Works Cited
Clausen, C. (Winter2000). Lord Acton and the Lost Cause. American Scholar , Vol. 69 (1), p49, 10p.
Howell, J. P. (2006). Understanding Behaviors for Effective Leadership, Second Edition. Upper Saddle River: Prentice Hall.
Leadership and Ethical Decision Making
Spring 2011
Discussion Question 2
What is it about power and success that creates ethical challenges for leaders? What reasons might leaders use to justify their behavior if they break rules that apply more generally to others?
In a letter written to academic scholar Mandell Creighton in 1877, famous historian Lord Acton wrote “Power tends to corrupt and absolute power corrupt absolutely. Great men are almost always bad men, even when they exercise influence and not authority” (Clausen, Winter2000). Ancient Greek philosopher Plato wrote ““The measure of a man is what he does with power.” The question arises now as it did then, “What is it about power and success that creates ethical challenges for leaders”?
Our textbook suggests ethical issues for leaders revolve around: moral standards, power, moral mistakes, moral consistency, and ethics effectiveness (Howell, 2006). Failure of a leader to center on these sources can lead to: abuse of power, abuse of authority, and corruption. Personal, or internal, factors that can contribute to ethical challenges for a leader include: vanity, greed, arrogance, and the leader’s personal belief system. External factors such the cultural climate and politics can also affect ethics.
Some leaders attempt to justify their poor ethical decisions based on the uniqueness of their position or the situation. Sometimes this justification occurs through cover ups and lies. Adolf Hitler believed that it was his responsibility, in his position as Germany’s leader, to eradicate the Jews. Once Hitler’s concentration camps were liberated his officers attempted to cover up the evidence of their unethical atrocities. Occasionally leaders attempt to justify their actions by making decisions that may be unethical but effective. John F. Kennedy lied to the American public when he excluded certain details of his resolution to the Cuban missile Crisis (a secret compromise was made with the U.S.S.R. in regards to removing missiles from Turkey). His actions probably saved the world from a nuclear war.
Why does power and success create ethical dilemmas for leaders? The answer lies in the values and morals of the individual in the position, the followers, and the culture of the business. Leaders and cultures that do not focus on ethics will set a climate of abuse, unethical practice, and corruptness. Justifications of poor ethical decisions are, more often than not, based on the leader’s perception of their position and/or the situation that the leader is presented with at a given time.
William M. Wood Jr.
Works Cited
Clausen, C. (Winter2000). Lord Acton and the Lost Cause. American Scholar , Vol. 69 (1), p49, 10p.
Howell, J. P. (2006). Understanding Behaviors for Effective Leadership, Second Edition. Upper Saddle River: Prentice Hall.
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