I. Ethics: General Introduction

• Why is Ethics Necessary?

  • To Control/Regulate Human Conduct
  • Provides Answers to Deep Questions about Life
    • What is the Objective of Life?
    • How to Live a Good Life?
  • Helps in the Development of an Ideal Society
  • Helps to Understand Right and Wrong

• Why Ethics in Administration?

  • Ethical Decision-Making is Essential
  • To Prevent Misuse of Power
  • To Curb Corruption
  • Effective and Efficient Discharge of Duties
  • Ensuring Public Welfare
  • Administrator as a Role Model
  • Resolving Ethical Dilemmas
  • Self-Satisfaction
  • Achieving Constitutional Objectives

• Branches of Philosophy

  • Metaphysics (Tattva Mimansa): Fundamental elements of the universe, their nature.
  • Epistemology (Gyaan Mimansa): What is knowledge? Sources of knowledge? Validity of knowledge?
  • Ethics (Niti Mimansa/Niti Shastra): Ultimate objective of life, how to live a good life, what is right and what is wrong.

• Origin of the Word "Ethics"

  • Ethica: Greek word meaning "customs."
  • Morality: Similar word Mores in Latin, also meaning "customs."
  • Interchangeable Use: Ethics (theory) and Morality (practice) are often used interchangeably.

• Definition of Ethics:

  • Normative Science: Ethics is a branch of science evaluating what should be.
  • Moral Evaluation: Focuses on the moral evaluation of the voluntary conduct of normal human beings.
  • Social Context: Those living in society, following social customs and philosophical principles.
  • Outcomes: Determining right and wrong, good and bad; establishing social standards.

• Exclusions from Ethical Study:

  • Actions of Birds and Animals
  • People Not Living in Society (e.g., isolated tribes)
  • Children Below 7 Years Old
  • Mentally Disturbed Individuals
  • Involuntary Conduct
  • Acts Performed Under Pressure

• Non-Moral Actions:

  • Neither moral nor immoral.
  • Example: Sunrise

• Pre-Assumption of Ethics: Freedom of Will

  • Individuals are Free to Make Decisions: This is crucial for holding them responsible.
  • Rejects Determinism: The belief that everything is pre-determined.
    • Determinism Definition: Everything in the world is pre-determined; no free will exists.
  • Conditions for Freedom of Will:
    • Availability of Alternatives
    • Capacity to Perform the Action
    • Awareness of Consequences

II. Values

• Definition: Values refer to importance. The higher the importance, the higher the value.

• Types:

  • Human Values (Manaviy Mulya): Deeply held beliefs that influence conduct; can be right or wrong.
  • Moral Values (Naitik Mulya): Deep ideals of society, established through customs and traditions.

• Characteristics of Values:

  • Intangible
  • Subjective and Objective
  • Different across Societies (e.g., Individualism vs. Family Values)
  • Generally Stable (but can change)
  • Hierarchical (some values are more important)
  • Not Innate (learned from family, society, education)
  • Exist as Ideals (not completely achievable)

• Classification of Values:

  • Based on Objectives:
    • Values as a Mean (Instrumental Values/Sadhan Mulya): Subordinate values used to achieve higher values.
    • Values as an End (Ultimate Values/Sadhya Mulya): Ultimate objectives of life.
  • Based on Viewpoint:
    • Positive Values: Helpful for societal development; encouraged.
    • Negative Values: Obstacles to societal development; discouraged.

• Important Values for an Administrative Officer:

  • Empathy, Compassion, Courage, Objectivity, Integrity, Honesty, Transparency, Leadership Qualities, Accountability, Selflessness, Tolerance, Liberalism, Constitutional Values, Dutyfulness, Democratic Values, Impartiality, Dedication to Public Service, Justice, Wisdom, Non-Partisanship

III. Role of Family, Society, and Educational Institutions in Inculcating Values

• General Framework: Each section (Family, Society, Educational Institutions) will be analyzed by:

  • Importance
  • Methods
  • Problems

• A. Role of Family

  • Importance:
    • Most Important Role: Family is the first school; mother is the first teacher.
    • Process of Socialization Starts Here
    • Core Values are Developed in the family
    • Continuous Process of Value Development
    • Different Family Members Teach Different Values
      • Mother: Love, Affection, Kindness, Sacrifice
      • Father: Discipline, Courage, Leadership, Dutyfulness
      • Siblings: Brotherhood, Sharing, Cooperation
      • Grandparents: Religious Values
  • Methods:
    • Child Rearing Practices: Traditional (strict), Liberal (love-focused), Hybrid
    • Role Models: Family members serve as role models.
    • Observational Learning: Imitating family members
    • Reward and Punishment: Reinforce good behavior
    • Customs and Traditions: Festivals and rituals
    • Teaching Through Stories and Instructions
    • Social Influence: Relatives, friends, neighbors
  • Problems:
    • Learning Negative Values (e.g., Superstition, Gender Discrimination, Blind Obedience)
    • Weakening of the Family Institution
    • Reduced Real Contact Due to Technology
    • Difference Between Practice and Preaching
    • Contradictory Values Taught by Different Members

• B. Role of Society

  • Importance:
    • Increased Contact after 8-10 years
    • Friends Play an Important Role
    • Exposure to Diversity
    • Desire for Social Acceptability: Learn values that are appropriate for society
    • Society Serves as Role Model:
    • Learn Professional Values
  • Methods:
    • Observational Learning
    • Media Influence
    • Local Community, Social/Religious/Political Organizations
    • Social Gatherings
  • Problems:
    • Learning Negative Values (e.g., Gender and Caste Discrimination, Communalism, Extremism)
    • Reduced Real Contact Due to Technology
    • Difference Between Practice and Preaching by Social Leadership
    • Contradictory Values from Different Social Groups

• C. Role of Educational Institutions

  • Importance:

    • Formal Value Development Starts Here
    • Role:
      • Remove Negative Values from Family and Society
      • Develop Values Not Available Elsewhere (Scientific Approach, Democratic/Constitutional Values, Secularism, Environmental Conservation)
    • Primary Education: Important Role in Developing Core Values
    • Professional and Political Values.
    • Teachers Play the Most Important Role
    • Teachers Serve as Role Models

  • Methods:

    • Curriculum
    • Extra-Curricular Activities
    • Educational Tools (Boards, Charts)
    • Educational Tours
    • Debates and Discussions
    • Reward and Punishment
    • Student Groups

  • Problems:

    • Education Not Available to All
    • Low Quality of Education
    • Result-Oriented/Rote Memory Based: Not Value-Oriented
    • Commercialization of Higher Education
    • Education Reduced to a Means of Getting Employment
    • Failure to Remove Negative Values
    • Focus on Rote Learning