Mohandas Karamchand Gandhi Analysis

Mohandas Karamchand Gandhi Analysis Mahatma Gandhi was a ‘nonconsequentialist’ in his beliefs because he rejected consequential philosophy which insinuates that consequences of actions can appreciably justify the means. ‘Nonconsequentialism’ views morality from the actions and not the consequences.Advertising We will write a custom essay sample on Mohandas Karamchand Gandhi Analysis specifically for you for only $16.05 $11/page Learn More According to nonconsequential theory, one’s morality lies in his/her actions and not consequences of his/her actions for nothing good can come from immoral actions. Therefore, actions are ether right or wrong independent of the consequences, as good ends cannot justify any corrupt means. Allen argues that, â€Å"Gandhi is well known for his emphasis on the integral, mutually reinforcing relationship between means and ends because one cannot use impure or immoral means to achieve worthy goals† (3). Gandhi did not believe that an action is right if it promotes greatest good for the greatest number of people; far from it, he believed in moral actions that lead to the greatest good for all and this simple outright belief passes Gandhi for a nonconsequentialist. Deontological theory supports Mahatma Gandhi view of morality for it states that morality depends on the actions or motives of the people. The deontological theory is a nonconsequential theory that does not assess morality from the point of consequences rather it assesses morality from the actions or omissions. According to this theory, actions and rules are primary in determining morality in the society for deontologists argue that, actions are morally right or wrong based on commands from higher power or divine. In this case, Gandhi believed in divine obedience as a way of attaining the highest state of morality. Libertarian theory is also nonconsequential theory that supports Gandhi’s beliefs and arguments concerning morality. The the ory posits that policies are only morally right if they protect life, property and liberty of the people. Libertarians hold that freedom is inherent right of humanity, which guarantees life and property ownership, hence equality. Like libertarian theory, egalitarian theory supports the welfare of all in the society as depicted in the lifestyle of Gandhi when he fought for the freedom of the Indian masses. Gandhi is a virtue ethicist who observed virtues from the nonconsequential perspective. He believed that actions define morality in the society as depicted by his life philosophies. Gandhi informed many people about their rights, advocated for a peaceful society, demanded for equality, taught about goodwill living and divine morals.Advertising Looking for essay on biography? Let's see if we can help you! Get your first paper with 15% OFF Learn More Gandhi argues that, â€Å"if I am accumulating wealth and power, my neighbor is in great need, and I do nothin g to help alleviate the suffering of the other, then I contribute to and am complicit in the violence of the status quo† (Allen 4). In the argument, Gandhi implies that it is immoral to amass wealth in the society without helping the unprivileged for it propagates inequality. In his argument that he does not believe in the doctrine of the greatest good for the greatest number, but greatest good for all, Gandhi depicts that he is a nonconsequentialist. This argument sets him apart from the consequential theorists who argue that any action is morally right if the end justify the means or satisfy greatest number of people. Consequential theories define morality from the consequences emanating from the actions for it does not matter whether the actions are morally right or wrong. Examining Gandhi’s life, he was a man who dedicated his life for the benefit of all humanity because he struggled to instill ethics in all aspects of society such as economic, political, social and spiritual spheres. He believed that ethics are fundamental principles that keep the society together for the benefit of all members. Allen, Douglas. â€Å"Mahatma Gandhi.† Routldge Philosophy. (203): 1-12

Dont Hate the Authors Buy Book Reports Online and See the Light at the End of the Tunnel

Dont Hate the Authors Buy Book Reports Online and See the Light at the End of the Tunnel Dont Hate the Authors: Buy Book Reports Online and See the Light at the End of the Tunnel Have you been assigned to read one of the hard to decipher classics and then write a lengthy detailed book report demonstrating that you read and understood the themes, events and the author’s intention or style? If you begin to read the book and find it too far out of reach you might want to consider the fact that you can buy book reports online.   Why? There are many reasons to consider this option. Classics Teach about the Different and Subjective World of the Past The classics teach about a different from today ´s world that many younger readers know little about. It will be hard for someone who has little experience in life to grasp the themes and ideas behind the classics because they simply do not have the experience to relate to the book. It is challenging for one with limited life experience to appreciate the details and themes of the classics and it may be that they would gain more by reading the classics in maturity as opposed to youth. So, if you struggle with a task to read a â€Å"heavy† novel, think about book reports online. Forced Reading Causes Resentment towards Book Authors and Reading Itself It is indeed a good thing to read the classics as they can give you a perspective, shape your thinking and confirm things you have always suspected. The problem lies in the lack of choice given to students. We naturally resent anything we must do, regardless of the actual quality of the literature itself. It is akin to being forced to eat our vegetables when younger and growing to hate vegetables because of it. When we choose to read for enjoyment or curiosity we are able to relax and appreciate the literature at our own pace. Reading a Book While Never Fully Grasping It Is a Bad Use of Time With all of the other tasks and assignments students have, spending a disproportionate time on a book because it is hard to understand, and then not really gaining anything from reading, as it was likely rushed, is a bad use of time. The time is better spent on fruitful assignments the student will be able to use near term. If you are to really read a classic, really savor it, you must first have the capacity to do so. Second you must have the desire to engage in the activity. Third, you need to have the time, or make the time to fully dig into it, as classics are not light reading. They take time to digest, and you need to chew on them for a while to get the most from them.