UHV MergedPDF

Universal Human
values
Anita Joshi
New education policy- NEP 2020
Union Minister of Education at Government of

India—
The purpose of the education system is to develop

good human beings who are capable of rational
thoughts and action. Today, we have eulogized (Praise)
machines and are moving away from a Culture where
the focus was on human values.
To build an equitable, inclusive, and plural society,

the life skills are critical. This New Education Policy
is based on essential and important life skills.
Dr K. Kasturirangan, chairman of the drafting
committee for NEP 2020
Efforts are to identify the unique capabilities of each student, from a
young age and teach them ethics and human & Constitutional values like
• Empathy,
• Respect for others,
• Cleanliness,
• The spirit of service,
• Respect for public property, scientific temper,
• Liberty with responsibility,
• Pluralism,
• Equality and
• Justice.
Swami Vivekananda always used to say that energetic youth will
change the picture of India.
Today we have the vision to make India a global superpower and the
mission is to prepare world citizens. The vision is to instill among the
learners a deep-rooted pride in being Indian, not only in thought, but
also in spirit, intellect, and deeds.
The New Education Policy will develop knowledge, skills, and values
to make a generation who has a commitment to human rights,
sustainable development and living, and global well-being, thereby
reflecting a truly global citizen.
Atmanirbhar Bharat
Atmanirbhar Bharat
• On May 31, 1893, these great personalities met for the first time on a
steamer going from Yokohama to Vancouver. Swami Vivekananda Ji
narrated to Jamshedji the experiences he had gained as a monk
wandering all over India in search of the truth. He also discussed Japan's
unprecedented progress in technology. Jamshedji also pointed out that he
searched for equipment and technology to transform India into a strong
industrial nation. Swami ji enthusiastically supported this vision but asked
Jamshedji that instead of importing machines from Japan, he should build
them in India and provide a livelihood to poor villagers.
• Jamshedji and Swami Vivekananda never met after that encounter.
However, his remarks gave a direction to Jamshedji. It gave rise to an idea
which came to light in 1909 as the Indian Institute of Science was
established in Bangalore. I think this was the first inception of the concept
of Aatmanirbharta, which brought together academics and industrialists
from India.
Why human values? (Sanskar)
Human Being Co- Existence of Self and Body
Two Units submerged in space
Consciousness Material
Purpose Continuous happiness and Prosperity

(Happiness is to be in a state of harmony)
Program To understand and to live in harmony

(at all levels of being – human being, family, society,
nature/existence)
Swami Vivekananda Principle about
Education
Education should develop a child in all respects

• Physical
• Mental and
• Spiritual
Value education should start at home
NEP insists now that value education should be a part

of education also
Need for Value Education
All human beings aspire for a happy, fulfilling life.

For a human being, there are two important
questions pertaining to this:
• What is my aspiration? (What to do?)

• How to fulfil my aspiration? (How to do?)
What is Value Education
The purpose of education is to facilitate the development of

clarity on the aspiration and adequate competence to actualize
it.
It is essential to understand what a happy, fulfilling and
successful life is – what is really valuable for human being; what
is our purpose as a human being?
What is Value Education
Understanding human aspiration or, what is really valuable

for human being, is the value domain.
The subject which enables us to understand this domain is
called ‘Value Education’ (VE).
VE addresses the issues related to ‘what to

do?’.
What are we learning?
It is also necessary to learn the skills to actualize our

aspirations. This is the skill domain.
The subject which enables us to learn the skills is called ‘Skill
Development’ (SD). It enables us to learn the science,
technology, management and other skills for fulfilling our
aspiration.
SD addresses the issues related to ‘how to do?’.
Values and skills go hand in hand. Both values and skills are
required.
What are we learning?
• The present education system has largely become skill-
biased. For developing skills, the prime emphasis is on science
and technology, without a base of values.
• The consequence of skill-biased education is clearly visible in

the form of serious crises at the individual, societal and
environmental level.
Thus, there is a strong need to rectify this situation. Value
education is a crucial missing link in the present education
system.
Value Education
The prime need of value education is

• To understand human aspirations,
• To discover what is truly valuable in life
and
• To work out the program for its
fulfillment.
Guidelines for Value Education
Universal: It has to be universally applicable to all human beings for all
time and all places. This implies that values should not change
according to sect, creed, nationality, gender, etc.
Rational: It has to appeal to reasoning; and not be based on blind

beliefs. It has to be open to address the related questions. It cannot be
a set of sermons or do’s and don’ts.
Natural and Verifiable: It has to be 'naturally acceptable' to the human

being and there needs to be every provision in nature for its
fulfillment. It needs to be experientially verifiable, and not based on
dogmas, beliefs or assumptions. It is not merely an intellectual
exercise or information transfer.
Guidelines for Value Education
All Encompassing: It needs to cover all dimensions

(thought, behavior, work and understanding) and
levels (individual, family, society and nature/existence)
of human life.
Leading to Harmony: It ultimately needs to promote

harmony within the individual, among human
beings and with the entire nature.
What is value education?
Value of a unit is its participation in the larger order

Value of a unit is definite
Example of water- It quenches your thirst

Does the value remain same?
Every time
At different places
For different people
Explore and compare between value and price*
Value of a human being

Your participation in a family/society determine your value
What is valuable to you?
Feeling of respect or disrespect?*
• You feel happy when others respect you
• Others feel happy when you express respect to them
Living in accordance with human values leads to mutual
happiness i.e. you happiness and happiness of other
human being.---This leads to understanding a concept of
harmony
In case of human interaction and in case of human-surrounding
interaction living in accordance to human values leads to
mutual prosperity.
Happiness and prosperity*
Happiness:
“ To be in a state of liking is happiness.”
“ To be in a state of harmony is happiness.”
Prosperity: Feeling of having more than required physical
facility. To live with continuous happiness and prosperity, the
program is 'to understand & to live in harmony at all levels of
our living / existence'.
Individual : My value for
myself
Ensuring happiness in self and
health in a body
Family: My value in my
family
Feeling of relationship and
prosperity
Society: My value in society

To participate in social
systems for justice, peace
and harmony
Nature: My value in nature/existence

Mutual fulfilment
To live with happiness human beings have to understand
human values i.e. their participation, their role in larger order
Without understanding human values they may assume
something about their participation, role which may not be
fulfilling
*Explore
Role of son/daughter in family
Role of student in classroom
Decide our values

Do you want to decide of your own rights? Or
Do you want somebody to decide for you?
If I lack understanding then I may accept what others say

Parents
Teachers
Doctors
Lawyers
If you are not able to decide for yourself then
1. somebody else will decide for you what is valuable for you
and what is not.
2. Unconsciously you keep accepting these things as values
3. You get busy with how to implement them, how to realize
them, materialize them
Like– deciding what to wear, what to eat, what to study and

many more.. Even deciding which water is good for your health
Basic Human Aspirations
Whatever we think, whatever we do is with some end state in
mind. That end state is our basic aspiration.
When you ask yourself:

• Do I want to be happy?
• Do I want to be prosperous?
• Do I want the continuity of happiness and prosperity?
We have a natural acceptance for continuity of happiness and

prosperity.
Basic requirements for fulfilling Human
Aspirations
There is always a gap between our basic aspiration and our state
of being. Are we happy?
Where are we putting all our efforts?
 To accumulate wealth, physical facilities..
Is the unhappiness in my family
▪ More due to lack of physical facility or
▪ More due to lack of fulfilment in relationship?
For human being physical facility is necessary, but relationship is

also necessary.
Aspirations
In relationship, what is generally happening today is something
like this:
Every time when there is fight, we want to resolve it. We start the
next day with the thought that, we don’t want to fight today; but a
fight takes place again (sometimes by the end of the same
day). Does this happen with you, with your brother, sister, father,
mother, spouse, children, with your friends, co-workers, etc.?
From the preceding discussion, it may be concluded that for
fulfilment of human being– physical facility, relationship and right
understanding – all three are necessary.
Aspirations
While physical facility alone may suffice for animals, it is not
adequate for human being to be fulfilled. Under this condition, one is
living with ‘animal consciousness’.
There are generally two kinds of people today:

1. Those lacking physical facility, unhappy and deprived
2. Those having physical facility, and yet unhappy and deprived
Try to find out where you are – at 1 or at 2?

Whereas we really want to be is in the following state, i.e.
3. Having physical facility, happy and prosperous.
Through right feeling in relationship, based on right understanding, we
can ensure mutual happiness –
happiness for ourselves as well as happiness for others.

Understanding Relationship
1. Relationship is – between one Feelings (values) in
me and other person relationship:
2. There are feelings in 1. Trust (foundation value)
relationship- between one me
and other person 2. Respect
3. These feelings can be
3. Affection
recognized with right 4. Care
understanding 5. Guidance
4. Fulfilment of feelings in 6. Reverence
relationship and their 7. Glory
evaluation leads to mutual
happiness 8. Gratitude
9. Love (complete value)
ES1053
Universal Human values
Anita Joshi
Basic systems of Human society
Shift in education philosophy
Private circulation only ASJ 2

What is value?
Definitions:
A value is defined as a principle that promotes well-being or
prevents harm. Values are our guidelines for our success--
our paradigm about what is acceptable.
(Paradigm-- a very clear or typical example used as a model
आदश )
Personal values are defined as: “Emotional beliefs in

principles regarded as particularly favorable or important for
the individual.”
Our values associate emotions to our experiences and guide
our choices, decisions and actions.
What is value?
“Values are the scales we use to weigh our choices for
our actions, whether to move towards or away from
something.”
Not all values have the same weight or priority. Some

are more important than others and must be satisfied
before others can be addressed.
Dr. Abraham Maslow’s hierarchy of human needs.
Survival,
security,
social acceptance,
self esteem

Types of Values
The five core human values are:

1. Right conduct,
2. Peace,
3. Truth,
4. Love
5. Nonviolence

Types of Values: Right conduct
(A) Self help skills:
Care of possessions, (Health, physical
belongings
Diet,
Hygiene,
Modesty,
Posture,
Self reliance

(B) Social skills
Good behavior,
Good manners,
Good relationships,
Helpfulness,
No wastage and,
Good environment

(C) Ethical skills:
 Code of conduct  Initiative,

Courage Perseverance
 dependability Punctuality
duty Resourcefulness
efficiency Respect for all
ingenuity Responsibility
Types of Values: PEACE
Attention, Calmness Patience, Reflection
Concentration, Satisfaction,
Self-acceptance,
Contentment
Self-confidence,
Dignity, Discipline Self-control,
Equality , Equanimity Self-discipline
Faithfulness, Focus Self-esteem
Self-respect
Gratitude, happiness, Sense control
Harmony, humility Tolerance and
Inner silence, optimism, Understanding

Types of Values: TRUTH
Values related to TRUTH are:
Accuracy, curiosity, discernment, fairness, fearlessness,
honesty, integrity (unity of thought, word, and deed),
intuition, justice, optimism, purity, quest for knowledge,
reason, self-analysis, sincerity, sprit of enquiry, synthesis,
trust, truthfulness, and determination

Types of Values: LOVE
Values related to LOVE are:
Acceptance, affection, care, compassion, consideration,
dedication, devotion, empathy, forgiveness,
friendship, generosity, gentleness, humanness,
interdependence, kindness, patience, patriotism,
reverence, sacrifice, selflessness, service, sharing,
sympathy, thoughtfulness, tolerance and trust

Evolution of Human Values
The human values evolve because of the following factors:
1. The impact of norms of the society on the fulfillment of
the individual’s needs or desires.
2. Developed or modified by one’s own awareness, choice,
and judgment in fulfilling the needs.
3. By the teachings and practice of Gurus or Saviors or
religious leaders.
4. Fostered or modified by social leaders, rulers of
kingdom, and by law (government).

Means to live peacefully/(happily)
Nurture
1. Order in one’s life (self-regulation, discipline, and duty).
2. Pure thoughts in one’s soul (loving others, blessing
others, friendly, and not criticizing or hurting others by
thought, word or deed).
3. Creativity in one’s head (useful and constructive).
4. Beauty in one’s heart (love, service, happiness, and
peace).

Means to live peacefully/(happily)
Get
5. Good health/body (physical strength for service).
Act
6. Help the needy with head, heart, and hands (charity).
Service to the poor is considered holier than the service
to God.
7. Not hurting and torturing others either physically,
verbally, or mentally

Objectives of value education
Creating
ethically
grounded
Nurturing leaders
well- Developing
rounded moral
individuals reasoning
Objectives
of Value
Education
Encouraging
civic Building
engagement Character
Promoting
social
cohesion

Guidelines for Value Education---
Values should be ----
1. Universal
2. Rational
3. Natural and Verifiable
4. All Encompassing all dimensions of human
society and all levels of existence
5. Leading to Harmony

Guidelines for Value Education--- Values
1. Universal:
It has to be universally applicable to all human beings
for all time and all places.
This implies that values should not change according to
sect, creed, nationality, gender, etc.
2. Rational:
It has to appeal to reasoning; and not be based on blind
beliefs. It has to be open to address the related
questions. It cannot be a set of sermons or do’s and
don’ts.
3. Natural and Verifiable:
It has to be 'naturally acceptable' to the human
being and there needs to be every provision in
nature for its fulfillment.
It needs to be experientially verifiable, and not
based on dogmas, beliefs or assumptions. It is not
merely an intellectual exercise or information
transfer.

4. All Encompassing: Content of value education
should be all-encompassing i.e. it needs to cover
All dimensions of All levels of existence-

human being--- • Individual,
• Thought • Family,
• Behavior, • Society and,
• Work and, • Nature/existence of
• Understanding human life.

Value Education—levels of existence
Individual : My value for myself
Ensuring happiness in self and
health in a body
Family: My value in my family

Feeling of relationship and
prosperity
Society: My value in society

To participate in social
systems for justice, peace
and harmony
Nature: My value in nature/existence ,

Mutual fulfilment 20
Private circulation only ASJ
5. Leading to Harmony:
Value/value education ultimately needs to promote
harmony within the individual, among human
beings and with the entire nature.

Value of a human being
What is value of a human being? (मु य/ कमत)
Your participation (contribution in a family/society)
What is valuable to a person?
• You feel happy when others respect you
• Others feel happy when you express respect to
them
Living in accordance with human values leads to
mutual happiness i.e. you happiness and happiness of
other human being.---This leads to understanding a
concept of harmony
Happiness and prosperity*
In case of human-human interaction and in case of
human-surrounding interaction living in accordance
to human values leads to mutual prosperity.
Happiness:
• To be in a state of liking is happiness
• To be in a state of harmony is happiness
Prosperity: Feeling of having more than required
physical facility. To live with continuous happiness
and prosperity, the program is 'to understand & to
live in harmony at all levels of our living / existence’
Value Education--- A journey
Co- Existence of Self and Body

Human
i.e. Consciousness and Material(Physical
Being body)
Purpose Continuous happiness and Prosperity

(Happiness is to be in a state of harmony)
of our
being
Program To understand and to live in harmony
(at all levels of being – human being, family,
(Plan) society, nature/existence)

What do we want in reality?
Do we really need
the physical
facilities?
We need to
explore.

Value Education—self exploration

Moving towards Value Education
Decide our values
• Do you want to decide your values of your own
rights? Or Do you want somebody to decide for
you?
• If I lack understanding then I may accept what
others say –Parents, Teachers, Doctors, Lawyers
Whether to accept as it is or with knowledge is a choice.
So Right understanding is the most important value.

Moving towards Value Education
If you are not able to decide for yourself then
1. somebody else will decide for you what is
valuable for you and what is not.
2. Unconsciously you keep accepting these
things as values
3. You get busy with how to implement them,
how to realize them, materialize them
Like– deciding what to wear, what to eat, what to study and

much more….
Commercials do have a lot of impact on us..
Whatever we think, whatever we do is with some end
state in mind. That end state is our basic aspiration.
Having physical facility
Being Happy
Being Prosperous
Through right feeling in relationship, based on right
understanding, we can ensure mutual happiness.
Happiness for ourselves as well as happiness
for others.

Ask yourself:
• Do I want to be happy?
• Do I want to be prosperous?
• Do I want the continuity of happiness and
prosperity?
We have a natural acceptance for continuity of
happiness and prosperity.

We have a natural acceptance for continuity of
happiness and prosperity.
Natural acceptance—
• Natural acceptance is process to understand
ourselves first. Natural acceptance implies
unconditional and total acceptance of the self,
people and environment. It also refers to the
absence of any exception from others.
• Natural acceptance is way to accept the good
things naturally.
Natural acceptance—
• Naturally acceptable human values
include respect, honesty, fairness,
responsibility, compassion, and equality.
• One of the most significant factors that
contributes/influences to the natural
acceptance of human values is culture.

There is always a gap between our basic aspiration
and our state of being.
Are we happy?
Where are we putting all our efforts?
• To accumulate wealth, physical facilities..
Is the unhappiness in my family
▪ More due to lack of physical facility or
▪ More due to lack of fulfilment in relationship?
For human being physical facility is necessary, but relationship is also
necessary.
While physical facility alone may suffice for animals,
it is not adequate for human being to be fulfilled.
Under this condition, one is living with ‘animal
consciousness’.
There are generally two kinds of people today:
1. Those lacking physical facility, unhappy and
deprived
2. Those having physical facility, and yet unhappy
and deprived
Try to find out where you are – at 1 or at 2?
In relationship, what is generally happening today is
something like this:
Every time when there is fight, we want to resolve it.
But a fight takes place again.. Why?
We can conclude that for fulfilment of human being–

Physical facility, Relationship and Right-understanding
– all three are necessary.
What are the skills required to fulfil the aspirations?----
--- Private circulation only ASJ 35
Relationships
• Great relationships are not great because they
have no problems.
• They are great because people care enough
about the others to make relationship work.
• Every individual needs to be mature enough to
nurture the healthy relationship

Maturity--- need of healthy relationship
What is Maturity? (Rumi –a 13th century philosopher)
1. It's when we stop trying to change others and
focus on changing ourselves.
2. It is when we accept people as they are.
3. It is when we understand that everyone is
correct according to their own perspective.
4. It is when we learn to “let go”.

5. It is when we are able to not have

"expectations" in a relationship, and we give of
ourselves for the pleasure of giving.
6. It is when we understand that what we do, we
do for our own peace
7. It's when we stop showing the world how smart
we are.
8. It's when we stop seeking approval from others.

9. It's when we stop comparing ourselves to

others.
10.It is when we are at peace with ourselves.
11.It is when we are able to distinguish between
"needs" and "wants" and we are able to let go
of that want.
12.Spiritual maturity is gained when we stop
attaching "happiness" to material things!

Objective of value
education is this
transformation

Thank you

UHV 4
Concerns at individual level and
Harmony with Self --
For private circulation only Ref UHV SIP course AICTE 1

Aspirations and Concerns
at the Individual level
Review of Home Assignment
You must have completed your home assignment – to classify your
aspirations and concerns into 4 categories:
1. At the individual level ( वयं के तर पर)
2. At the level of family (प रवार के तर पर)
3. At the level of society (समाज के तर पर)
4. At the level of nature ( कृ त के तर पर)
Let us get some of them on the board

We will focus on the aspirations and concerns at the individual level in
this session
Aspirations and Concerns at the Individual Level
Coming out of stress
To be happy (सुखी होना)
Managing pressure of academics
To be healthy ( व थ होना)
Time management
To be prosperous (समृ ध होना)
Time lost due to illness
Knowledge – quest for knowledge
Entertainment
( ान – सह जानने क को शश करना)
Sensual desires
Ability to decide properly on my own,
independently Domination of females by males
(अपने अ धकार पर वतं होकर नणय ले Pressure of placement
पाने के का बल होना)
Overcoming –ve thinking
Purification of the mind (मन क शु धता)
Attending classes
Controlling the mind (मन को नयं त
Peer pressure
करना)
Temptations
Self confidence (आ म व वास)
For private circulation only 4
Anger
Depression
Aspirations Fulfilment of Aspirations
Our basic aspirations are fulfilled by
To be happy
1. Right understanding(सह समझ)
To be healthy in the self
To be prosperous 2. Living with fulfilment in
Knowledge – quest for knowledge relationship(स ब ध) with human
beings and
Ability to decide properly on my own,
independently 3. Ensuring more than required
physical facility(सु वधा) in
Clarity in thoughts surrounding
Self confidence…etc
Should education help us to ensure right

We want to fulfil our aspirations understanding?
Should education help us to ensure right
For private circulation only skills? 5
Concerns Resolution of Concerns
• Coming out of stress
• Managing pressure of academics
• Time management
Generally, we try to address these piecemeal.
• Time lost due to illness
We make effort for personality development,
• Entertainment stress management, memory enhancement,
• Sensual desires anger management and so on.
• Domination of females by males

• Pressure of placement
• Overcoming –ve thinking Are these concerns independent issues or
they are interlinked?
• Attending classes
• Peer pressure
Are there many issues or is there a basic root
• Temptations issue?
• For private circulation only
Anger, Depression
6
• We want to resolve our concerns

Basic Issue / Root Cause
Proposal ( ताव): The basic issue is “lack of right understanding”
When we do not understand a reality, we are not able to live with fulfilment
with that reality. So, if we do not understand human being, we are not able to
live with fulfilment within.
We want to explore the outcome of understanding the reality “human being”:

 Will we be able to live with fulfilment within?
 Will our concerns at the individual level get resolved?
So, let us try to understand human being

(and then find out if our concerns can be resolved)
Understanding Human Being

Co-existence
Human Being Self (I) Body
Who makes decisions?
Who enjoys food, music, movies…?
Who feels high, elated, low, depressed…?

Co-existence
Need Happiness (e.g. Respect) Physical Facility (e.g. Food)
In Time Continuous Temporary
Qualitative (is Feeling) Quantitative (Required in

In Quantity
Limited Quantity)
 Are these needs of different types or of same type?
 Are both types of needs important / Do we want fulfillment of both types of

needs?
 Are we working to fulfill both types of needs?
 What is the priority between the needs of the Self (I) & the needs of the
Body?
Co-existence
Quantitative (Required in
In Quantity Qualitative (is Feeling)
Limited Quantity)
Fulfilled By Right Understanding & Physio-chemical Things

Right Feeling
 The needs of the Body can not be fulfilled by Right Understanding,

right feelings alone
 The needs of the Self can not be fulfilled by Physio-Chemical Thing

Co-existence
Limited Quantity)

Right Feeling
 Both type of needs have to be understood separately

 Both type of needs have to be fulfilled separately
In living, what is the priority?

How much time & effort is spent for right understanding & right feelings?
How much time & effort is spent for physical facility?
Human Being Self (I) Co-existence Body
Limited Quantity)
Fulfilled By Right Understanding & Right Physio-chemical Things

feeling
Imagination (Desire, Thought,

Eating, Walking…
Activity Expectation), …

Does understanding human being make a difference in living?
While selecting and eating food, what is desirable?
Body is nourished + Self is happy
Body is nourished + Self is unhappy
Body is not nourished+ Self is happy
Body is not nourished + Self is unhappy
Find out what happens at the level of Self and Body, when:
 Someone is forcing you to eat when you are not hungry
 You are eating “junk food”
 You select nutritious and tasty food to eat
 While serving, the plate is pushed to you “take – eat (ले –खा)”
When do you tend to make more mistakes ?

– when you (Self) are disturbed within ? or
– when you (Self) are comfortable within ?
Does a small child also need respect?

What about - an old woman? A rich man? A sweeper? A well-dressed
person? A beggar? Someone who speaks fluent English? . . .
Everyone?
Do we interact with respect in all cases or is it conditional?

What is the outcome?
 Are the needs same for all human beings or are they different for different
people?
 Is the program for fulfilment of needs the same for all human beings or is it
different for different people?
 For men-women, young-old, students-teachers, Indians-Americans, rich-
poor etc.?
Sum Up
Human being is the co-existence of the Self and the Body
 The Body needs physical facility

 It is fulfilled by physio chemical things from rest of nature
 Happiness is the need of the Self
 It is fulfilled by right understanding and right feeling in the Self
 (It can not be fulfilled by physical facility)
 (it can not be fulfilled by getting feelings from others)
Home Assignment

Home Assignments
1. From your exploration of human being as the co-existence of

Self and Body, could you see that you have two types of needs:
• A continuous need (like need for respect)

• A temporary need, which is required from time to time
(like the need for food)
Make a list of your needs. Mark those that are required

continuously and those that are needed from time to time.
Home Assignments
2. If you feel happy when someone pays attention to how you look,
your clothes, your way of speaking etc., find out if you can get
continuous happiness from the attention of others.
Home Assignments
3. Do an experiment to find out if you can get continuous
happiness from eating food. Take a large quantity of
your favourite sweet. Start eating the sweets one by one
and keep observing how you feel. What is your
conclusion from this experiment?
Note: you could take any sensation that you consider as

a source of happiness for you instead of tasty food for
this experiment
Questions?

Related to Need of the Self Related to Need of
Body
1
RIGHT UNDERSTANDING
Both needs must be satisfied for
in the self human-being to be fulfilled
2 3
Feelings
RELATIONSHIP PHYSICAL
- Trust
- Respect with human FACILITY
-…
beings with rest of nature
MUTUAL HAPPINESS MUTUAL PROSPERITY

Document prepared by UHV Team (uhv.or.in) and adopted by AICTE NCC-IP Sub-
committee for Mentor Manual and related Materials for UHV-I
Suggestions for improvement are welcome

All Rights Reserved
UHV-I
Session 4
Aspirations and Concerns

at the Individual level
2
You must have completed your home assignment – to

classify your aspirations and concerns into 4 categories:
1. At the individual level ( वयं के तर पर)
2. At the level of family (प रवार के तर पर)
3. At the level of society (समाज के तर पर)
4. At the level of nature ( कृ त के तर पर)
Let us get some of them on the board

We will focus on the aspirations and concerns at the
individual level in this session
3
To be happy (सु खी होना) Coming out of stress
To be healthy ( व थ होना) Managing pressure of academics
To be prosperous (समृ ध होना) Time management
Knowledge – quest for knowledge Time lost due to illness
( ान – सह जानने क को शश Entertainment
करना) Sensual desires
Ability to decide properly on my Domination of females by males
own, independently
Pressure of placement
(अपने अ धकार पर वतं होकर
नणय ले पाने के का बल होना)
Attending classes
Purification of the mind (मन क
शु धता) Peer pressure
Controlling the mind (मन को Temptations
नयं त करना) Anger
Self confidence (आ म व वास) Depression
Suicidal thoughts
4
Aspirations Fulfilment of Aspirations
To be happy Our basic aspirations are fulfilled
To be healthy by
To be prosperous 1. Right understanding(सह
समझ) in the self
Knowledge – quest for knowledge
2. Living with fulfilment in
Ability to decide properly on my relationship(स ब ध) with
own, independently human beings and
Clarity in thoughts 3. Ensuring more than required
Self confidence…etc physical facility(सु वधा) with
rest of nature
We want to fulfil our aspirations
Should education help us to
ensure right understanding?
Should education help us to

ensure right skills?
5
Coming out of stress Generally, we try to address these
Managing pressure of academics piecemeal. We make effort for
Time management personality development, stress
management, memory
Time lost due to illness enhancement, anger management
Entertainment and so on.
Sensual desires
Domination of females by males
Pressure of placement Are these concerns
Overcoming –ve thinking independent issues or they are
Attending classes interlinked?
Peer pressure Are there many issues or is
Temptations there a basic root issue?
Anger
Depression
We want to resolve our concerns
6
Basic Issue / Root Cause
Proposal ( ताव): The basic issue is “lack of right understanding”
When we do not understand a reality, we are not able to live with

fulfilment with that reality. So, if we do not understand human being, we
are not able to live with fulfilment within.
We want to explore the outcome of understanding the reality “human

being”:
 Will we be able to live with fulfilment within?
 Will our concerns at the individual level get resolved?
So, let us try to understand human being

(and then find out if our concerns can be resolved)
7
Co-existence
Who makes decisions?
Who enjoys food, music, movies…?
Who feels high, elated, low, depressed…?
9
Co-existence
Qualitative (is Feeling) Quantitative (Required in

In Quantity
Limited Quantity)
 Are these needs of different types or of same type?
 Are both types of needs important / Do we want fulfillment of both types of

needs?
 Are we working to fulfill both types of needs?
 What is the priority between the needs of the Self (I) & the needs of the
Body?
10
In Qualitative (is Feeling) Quantitative (Required in

Quantity Limited Quantity)
Fulfilled Right Understanding & Physio-chemical Things

By Right Feeling
The needs of the Body can not be fulfilled by Right Understanding, right feelings alone
The needs of the Self can not be fulfilled by Physio-Chemical Things
Both type of needs have to be understood separately

Both type of needs have to be fulfilled separately
In living, what is the priority?

How much time & effort is spent for right understanding & right feelings?
How much time & effort is spent for physical facility?
11
Co-existence
Limited Quantity)
Fulfilled By Right Understanding & Right Physio-chemical Things

feeling
Imagination (Desire,
Activity Eating, Walking…
Thought, Expectation), …
12
While selecting and eating food, what is desirable?

Body is nourished + Self is happy
Body is nourished + Self is unhappy
Body is not nourished + Self is happy
Body is not nourished + Self is unhappy
Find out what happens at the level of Self and Body, when:
 Someone is forcing you to eat when you are not
hungry
 You are eating “junk food”
 You select nutritious and tasty food to eat
 While serving, the plate is pushed to you “take – eat
(ले –खा)”
13
When do you tend to make more mistakes ?
– when you (Self) are disturbed within ?

or
– when you (Self) are comfortable within ?
Does a small child also need respect?

What about - an old woman? A rich man? A sweeper? A well-dressed person? A
begger? Someone who speaks fluent English? . . . Everyone?
Do we interact with respect in all cases or is it conditional?

What is the outcome?
 Are the needs same for all human beings or are they different for different
people?
 Is the program for fulfilment of needs the same for all human beings or is it
different for different people?
 For men-women, young-old, students-teachers, Indians-Americans, rich-poor
etc.?
14
Sum Up
Human being is the co-existence of the Self and the Body
 The Body needs physical facility
 It is fulfilled by physio chemical things from rest of nature
 Happiness is the need of the Self
 It is fulfilled by right understanding and right feeling in the

Self
 (It can not be fulfilled by physical facility)
 (it can not be fulfilled by getting feelings from others)
15
Home Assignment
Home Assignments
4.1. From your exploration of human being as the co-existence of Self
and Body, could you see that you have two types of needs:
• A continuous need (like need for respect)
• A temporary need, which is required from time to time (like the need for
food)
Make a list of your needs. Mark those that are required continuously and
those that are needed from time to time.
4.2. If you feel happy when someone pays attention to how you look,
your clothes, your way of speaking etc., find out if you can get
continuous happiness from the attention of others.
4.3. Do an experiment to find out if you can get continuous happiness

from eating food. Take a large quantity of your favourite sweet. Start
eating the sweets one by one and keep observing how you feel. What is
your conclusion from this experiment?
Note: you could take any sensation that you consider as a source of
happiness for you instead of tasty food for this experiment
17
Questions?
Related to Need of the Self Related to Need of Body
1
RIGHT UNDERSTANDING
Both needs must be satisfied for
in the self human-being to be fulfilled
2 3
RELATIONSHIP
Feelings
- Trust PHYSICAL FACILITY
- Respect with human
-…
beings with rest of nature

19
UHV-I
Session 5
Peer Pressure
The Concern and its Resolution

All Rights Reserved
Continuous happiness from feelings from others?
(like attention from others – family, friends, etc.)
We seem to have a deep desire to belong. We want to be accepted and

respected by our peers
In this session, we want to explore how we go about this.
2
Concern How we go about it
We want to be accepted by others 1. Copying (नक़ल) – we give in to
peer pressure
– We copy their do’s and don’ts
We think that we will be accepted (appearance, language, lifestyle,
when we are like them or better etc.)
than them – in how we look, how – We let the other decide for us
we dress, how we talk, what we (though we may or may not be
eat, what we drink, etc. comfortable with their choice)
– We keep accepting wrong notions
(based on preconditioning), because
So, there is a pressure to be like we don’t have the practice, self-
them or better – in appearance, confidence of verifying things
(notions) on our own right !
clothes, language and expression
(e.g. English), etc.
2. Arbitrariness (मनमानी) – we
This is part of the peer pressure rebel ( व ोह)
– We do our own things, do whatever
Even the other is in the same state we like
Asking for being accepted by you! – We reject the other
3
Resolution – Explore if This is What you Really Want
There is a third option: Verify on your own right:
3. Right Understanding (सह Language is only a means of
समझ) communication (what is
Verifying things on your own right: communicated is more important
than language, expression)
•On the basis of your natural
acceptance and Speaking in a particular language
ensures your respect?
•On the basis of validating by Continuously, with all?
living accordingly
(experiential validation) Clothes are for the protection of
the Body
If our sense of belongingness is Can you get respect by wearing a
on the basis of understanding certain type of clothes?
(human being…), then it is Continuous, from all?
permanent and with all Rather. wearing exclusive clothes
(we feel comfortable with all) may lead to jealousy
4
Human Being = Co-existence of Self(I) and Body
Human being is a co-existence of If we assume that happiness may
Self (I) and Body be ensured by favourable
feeling from others, we try to
get these feelings from them
Need of the Self (I) is happiness by way of:
• which is fulfilled by Right 1. Being ahead of others - (in
Understanding & Right Feelings terms of appearance, clothes,
(like feeling of respect) language & expression-
Need of the Body is physical English, money etc)
facility 2. Seeking alikeness -
• which is fulfilled by Physio- belongingness with a specific
chemical things (like food) group (because others are
Both needs have to be fulfilled doing it/ having it, so should I)
separately
Today, we seem to be neglecting These two become the major
the need of the Self sources of peer pressure
5
What is Naturally Acceptable to You? What is the Solution?
Copying – adopting Arbitrariness Right Understanding
 Living Living Living
on the basis of others on the basis of on the basis of
(some do’s & don’ts) one’s own natural acceptance
likes-dislikes
 Indefinite Indefinite Definite

conduct conduct conduct
 Sometimes “happy” Sometimes “happy” Always happy

Sometimes “sad” Sometimes “sad” ( नरं तर सु ख)
Decided by other Rebel Self-organised

“Peer Pressure” “Reaction”
(परतं ता) (परतं ता) ( वतं ता)
6
Coming out of stress Generally, we try to address these
Managing pressure of academics piecemeal. We make effort for
Time management personality development, stress
management, memory
Entertainment enhancement, anger management
Sensual desires and so on.
Domination of females by males
Attending classes Should education help us to
Peer pressure resolve our concerns?
Temptations
Anger • One concern at a time?
Depression or
Suicidal thoughts • Holistically by ensuring right
understanding + right skills?
We want to resolve our concerns
7
Similarly, we can explore all our aspirations and concerns
To be happy Overcoming –ve thinking
To be healthy Attending classes
Knowledge – quest for knowledge Peer pressure
Ability to decide properly on my Temptations
own, independently Anger
Purification of the mind Depression
Controlling the mind Suicidal thoughts
Self confidence
Coming out of stress We will explore if right

Managing pressure of academics understanding can help us to
Time management fulfil our aspirations and
Entertainment resolve our concerns at the
level of family, society and
Sensual desires nature in subsequent sessions
8
Home Assignment
Home Assignments
5.1. Explore if ensuring right understanding and right feeling within could
be a holistic, long-term solution to concerns like peer pressure, self-
confidence etc.
5.2. How, in your opinion, does understanding help in clearly identifying

the meaning of full human potential (Hint: right understanding and
right feeling in the Self + a healthy body)
10
Questions
Assuming Human Being = Body  Focus on Physical Facility
? RIGHT UNDERSTANDING
(le>)
in the self
? RELATIONSHIP 1 For animals:

PHYSICAL FACILITY necessary & largely
(laca/k) adequate
(lqfo/kk)
with human For human beings:
being with rest of nature necessary but not
adequate
UNHAPPINESS DEPRIVATION
Making others Unhappy Exploiting and
Depriving others
12
Explore if This is What you Really Want
1 RIGHT UNDERSTANDING
(le>)
in the self
2 3
RELATIONSHIP
PHYSICAL FACILITY
Feeling
(laca/k)
(lqfo/kk)
- Trust
- Respect
-… with human
being with rest of nature

(mHk; lq[k) (mHk; le`f)) 13
Peer Pressure in the New Environment
When students join college, they are mostly on their own, without
parental oversight and have to fit in with the new environment
 They may be comfortable with their mother-tongue, but students
who talk in English are given more attention
 They may be used to speaking without expletives, but senior
students freely use abusive language
 Similarly with clothes, hairstyles and so many things…
There is a perceived pressure to conform (peer pressure)…
14
UHV-I
Session 6
Understanding Health
(Part 1 of 2)

All Rights Reserved
To be happy Coming out of stress
To be healthy Managing pressure of academics
Knowledge – quest for knowledge Time management
Ability to decide properly on my Loss of time due to illness
own, independently Entertainment
Purification of the mind Domination of one gender by the
Controlling the mind other
Self confidence Pressure of placement
At this age, I do need to Overcoming –ve thinking
understand the program to Attending classes
ensure good health Peer pressure
A. Strongly agree
B. Agree
Temptations
C. Neither agree nor disagree Anger
D. Disagree Depression
E. Strongly disagree
Suicidal thoughts
2
Aspirations Issues
• To be healthy • Infections (environment)
• Non-communicable disorders
• Want to eat tasty but healthy like obesity
food
• Want a healthy, peaceful • Tension, depression
environment • Inefficient use of time
There is loss of time due to illnesses • Time loss due to illnesses

A. Strongly agree
B. Agree
C. Neither agree nor disagree
D. Disagree
E. Strongly disagree
Let us explore how understanding human being can help us in:

realising our aspirations and also resolving the issues holistically
3
Recalling…
Ekkuo eSa lgvfLrRo “kjhj
vko';drk lq[k ¼tSls lEeku½ lqfo/kk ¼tSls Hkkstu½
dky esa fujUrj lkef;d
In Quantity Qualitative (is Feeling) Quantitative (Required in
ek=k esa xq.kkRed ¼Hkko gS½ Limited Quantity)
Ekk=kRed ¼lhfer ek=k esa½
iwfrZ ds fy, Right Feeling lgh le>] lgh Hkko HkkSfrd&jklk;fud oLrq
Activity Imagination (Desire, Eating, Walking…

fØ;k Thought, Expectation), … [kkuk] pyuk---
dYiuk”khyrk ¼bPNk] fopkj] vk”kk½] ---
dky esa fujUrj lkef;d
5
Ekkuo eSa lgvfLrRo “kjhj
vko';drk lq[k ¼tSls lEeku½ lqfo/kk ¼tSls Hkkstu½
iwfrZ ds fy, Right Feeling lgh le>] lgh Hkko HkkSfrd&jklk;fud oLrq
Feeling of Self- Health ( वा य)

regulation(संयम)
Feeling of responsibility 1. The Body acts according
toward the body – for to the Self
Nurturing, Protection and 2. Parts of the body are in
Right Utilization of the Body harmony (in order)
Health problems today are more due to

1. Problem with the body
2. Problem with the Self
3. Neither body nor Self
6
Feeling of Self-regulation(संयम)  Program for it  Health in the Body
The Body is an orderly system (a harmony). It has definite conduct -

All the cells in the body work together, in harmony with each
other, participating in the larger order to form tissues, organs and organ
systems.
I (Self) have to ensure the continuity of that harmony (not disturb it).
If I have a feeling of responsibility toward the body, I will

do what is required for fulfilling that responsibility.
This will ensure health in the Body.
Out of self-regulation and health, what holds the higher priority for
you
Answer 1: Having the feeling of Self-regulation
Answer 2: Having a healthy body to start with
Next we will explore program to ensure health …..
7
Program
(A) For Staying Healthy
1 Intake and Daily Routine (Lifestyle)

2 Labour and Exercise
3 Postures for regulating internal & external body organs
and Regulated Breathing
(B) For bringing (C) Dependence on
body back to drug / machine to
harmony from perform a body
temporary function
disharmony
4 Medicine and Treatment
I can
1a. Intake see that
includes air,allwater,
the four programs
sunlight, are(food
food important for my health
is nutritious, digestible & tasty and
A. is Strongly
waste agreeall intake through our senses (sound, sight, smell etc)
excretable),
B. time,
1b. Rising Agree
sleeping time, eating time…
C. Neither
2a. Outcome of labouragree nor disagree
is production of physical facility
D. Disagree
2b. No physical facility is produced by exercise
E. Strongly disagree 8
Intake(आहार)
Intake includes all that we take in through our sense organs – air, water,
sunlight, food…
Along with this, we also have feelings and thoughts in response to
outside events/circumstances etc.
To maintain health:
 Intake of food that is not only tasty but also nutritious and digestible and
rich in fibre (making its waste easily and efficiently excretable)
 Intake of water in the right amount and at the right time
 Daily exposure to fresh air and sunlight
 Awareness of choice of food as above and how much to eat (sensation of
fullness)
 Avoiding distractions by other intake through our senses and the thoughts
they generate in us, especially while eating.
e.g. what we are seeing (focusing on the meal or watching TV, playing games
on the mobile etc) and hearing/being a part of (?arguments with others),
9
Daily Routine ( वहार) – in Harmony with Nature (Circadian Rhythm)
Do I follow the circadian rhythm?

A. Always
B. Most of the time
C. Only sometimes
D. Never
10
Labour म Exercise यायाम
Ensure adequate movement of the Ensure adequate movement of

Body + production of physical the Body
facility
Examples:
• Sweeping and swabbing your
room / house / hostel
• Kitchen gardening
• Cycling to your college and
back…
11
Postures for regulating internal and external body organs
Regulated Breathing
Examples:
• Yoga (योग)
• Pranayam ( ाणायाम)
12
Medicine Treatment
For bringing body back to Using a drug / machine to perform

harmony from temporary a body function (dependence)
disharmony
Home remedies Examples:

• Insulin
Integrated systems of medicine • Dialysis
13
Priority
1 1a
2 Labour and Exercise 1b

2 body back to 3 drug / machine to
temporary function
disharmony
What is my take on the ‘priority’ for programs for health?

A. Strongly agree
B. Agree
C. Neither agree nor disagree
D. Disagree
E. Strongly disagree 14
Home Assignment
Home Assignment
6.1. When we assume that Human Being = Body, happiness is sought
through sensation (through the body) or
 getting the right feeling from the other
As a result,
 The body is harmed due to excessive consumption or over indulgence to
get favourable sensation
Over eating, consumption of "junk food" etc. is common
A large number of diseases are psychosomatic in nature
 Continuity of happiness can not be ensured by feeling from other
Many of the complaints are related to the lack of feeling, proper behaviour
 There is a major impact on family, society, nature…
What is a holistic solution to address these issues?
16
Questions?
UHV-I
Session 7
Program for Health

(Part 2 of 2)

All Rights Reserved
Recalling the Program for Health
1 1a
2 Labour and Exercise 1b

2 body back to 3 drug / machine to
temporary function
disharmony
1a. Intake includes air, water, sunlight, food (food is nutritious, digestible & tasty and
waste is excretable)…
1b. Rising time, sleeping time, eating time…
2a. Outcome of labour is production of physical facility
2b. No physical facility is produced by exercise
2
Program for Health – Individual level
Feeling of self-regulation
Intake
Daily Routine
Labour
Exercise
Postures for regulating internal and external body organs
Regulated Breathing
3
Looking at Health holistically
Health of the Human being = Health of the Self  Health of the
Body
The family has an impact on the health of the individual

A family that keeps “an early to rise and early to bed” schedule is healthier
A family with internal strife, fighting etc. may be more prone to illness
Like that, in the society and nature
Holistic
Health Health of the Self 1 Health of the Body 2
Health of the Environment 3 = Health of Family, Society, Nature
4
Discussion: Health of the Family, Friends Circle…
Food habits
Daily routine
Collective labour
Collective exercise…
Home remedies…
5
Discussion: Health of the Society (Institution…)
Hostel – Timings for healthy lifestyle (sleeping time, waking time…)
Mess – Options for tasty and healthy food, giloy kadah…
Canteen – Tasty and healthy options
Juice stall – fresh fruit and vegetable juice
…
6
Discussion: Health of the Natural Environment
Clean and fresh air
Water
Free of viruses
…
Natural Farming Club – In campus production by way of labour
7
Home Assignment
Home Assignments
7.1. What is your key takeaway from the discussions on health?
What kind of intake would you like to take now?
Revise your daily routine
7.2. What are your expectations from and your responsibility towards:
Your family, friends, classmates…
The college, systems in the society…
The air, water, sunlight… the natural environment (nature)
Level Expectations Responsibility

Family
Society
Nature
9
Questions?
UHV-I
Session 8
The Foundation of Relationship

– Trust

All Rights Reserved
Introduction
Just to recall, in previous sessions we had explored:
 For human being, physical facility is necessary but relationship is also
necessary
 To live with fulfillment in relationship, right understanding of
relationship is also necessary
 Human Being is co-existence of Self and Body

 The need of the Self is continuous happiness which is fulfilled by right
understanding and right feeling.
 Physical facility is required only for the nurturing, protection and right
utilisation of the body
We will start our exploration on relationship (right understanding of

feelings in relationship) in this session
2
Relationship
The family is the basic unit or building block of human
organisation. It extends beyond the blood relationships – to
friends, classmates and teachers in school, and now batch
mates and faculty in college.
How do we want to live with them? With mutual fulfilment,

mutual happiness or some other way?
The harmony in the family has primarily to do with the

fulfilment of relationship between one human being and the
other human being.
In order to fulfil relationship, it is necessary to understand

relationship
3
Relationship
These are the four aspects to understand about relationship:
1. Relationship exists
– Relationship is already there (whether we recognise it or not)
– Relationship is between one self (I1) and another self (I2)
– The Body is used for expression
2. There are feelings in relationship

– in one self (I1) for the other self (I2)
3. These feelings can be recognized
– they are definite
4. Their fulfilment leads to mutual happiness
4
Feelings in Relationship
What is naturally acceptable to us?
Feeling of trust or mistrust?
Feeling of respect or disrespect?
Feeling of affection or jealousy?
Feeling of gratitude or ingratitude?
Feeling of love or hatred?
When we have(own) these feelings in us, does it lead to our

happiness?
When we express them to the other, does it lead to happiness of
the other?
Can we see that our complaints in relationship are due to the

absence of one or more of these feelings?
&
We try to compensate with physical facility… Does it work?
5
Analysis of Current State
Today we are unhappy because we have not understood
these feelings and we assume that they are not in us
We only expect the other to express these feelings to us.

If the other expresses these feelings to us, we feel
happy. If the other does not express these feelings to us,
we feel unhappy
In this situation, to get respect, we try many things

 e.g. we relate respect(feeling) with physical facility
 e.g. we copy appearance, language, lifestyle, etc.
opted by others
6
Analysis of Current State
Today, people are not able to express feeling of

respect to others (because they don’t have it),
but they are trying hard to get it from others
It is like everyone is begging for respect and

everybody’s bowl is empty
7
The Way Forward
The most fundamental thing is to understand

these feelings.
In this way, understanding the feeling, ensuring

the feeling, expressing the feeling and the right
evaluation of the feeling leads to mutual
happiness
We will try to understand the feeling of TRUST

first (as foundational feeling)
8
Trust
(FOUNDATIONAL VALUE)
Trust (fo”okl)
Trust = to be assured (vk”oLr gksuk)

= to have the clarity that the other wants to make me
happy & prosperous
= nwljk esjs lq[k] le`f) ds vFkZ esa gS] ,slk Li’V gksuk
10
Exploring Trust – Between 2 Individuals
About our Natural Acceptance About our Ability
1a. I want to make myself always √ 1b. I am able to make myself

happy always always happy ?
2a. I want to make the other √ 2b. I am able to make the other
always happy always always happy ?
3a. The other wants to make 3b. The other is able to make
herself/himself always happy √ herself/himself always happy ?
always
4b. The other is able to make me
4a. The other wants to make me ? always happy ??
always happy always
Intention – Natural Acceptance Competence

What is Naturally Acceptable to You What You Are (Imagination)
11
Doubt on Intention: Mistrust

herself/himself always happy √
herself/himself always happy ?
always
4a. The other wants to make me ? always happy ??
always happy always

What is Naturally Acceptable to You What You Are (Imagination)
12
About the Other About Myself
The other broke a glass The glass broke by accident
If the other makes a mistake even Even if I make the same mistake
once… 100 times…
– I doubt his intention – I never doubt my intention
– He makes mistakes intentionally – I make mistakes by accident
– I have a feeling of opposition, get – I have a feeling “I am special”
irritated, angry… – I reinforce “I am good”. I do not
– I reinforce “The other is bad”, can make effort to improve my own
not improve competence
Doubt on intention is a major reason for problems in relationships
I may not speak to the other for days… or even breakup the
relationship… One may have lost many good friends like this…
13
Self Reflection
If you have unconditional, continuous trust on intention (natural
acceptance) of the other and if the other is lacking competence, what
will you do:
a) Try to improve his competence If Trust on Intention  Response
(and also improve my competence)
b) Get irritated
c) Get angry If Doubt on Intention  Reaction
d) Have a feeling of opposition
How many persons do you have trust on intention (natural acceptance)

– unconditional, continuous?
This is fundamental. Trust on intention is the foundation of
relationship
You can get an idea of the state of your understanding about

relationship from this exploration…
Feeling born out of understanding can be definite, unconditional, continuous…
14
Trust: To have the clarity that the other intends to make me happy

herself/himself always happy √
herself/himself always happy ?
always
4a. The other wants to make me √ always happy ??
always happy always

What is Naturally Acceptable to You What You are (Imagination)
15
About the Other About Myself
The glass broke by accident The glass broke by accident
Even if the other makes the same When I make a mistake even
mistake 100 times… once…
– I am clear about his intention – I am clear about my intention
– I know the mistake is due to lack – I know the mistake is due to lack
of competence, not a lack of of competence, not a lack of
intention intention
– I make effort to help improve his – I make effort to improve my own
competence with a feeling of competence (I am willing to learn)
affection
I know they have difficulty in If the other is lacking in
understanding… and also, I may competence, I am committed to
have difficulty in explaining…” help the other to improve his
competence, without becoming
irritated…
Trust on intention is the starting point for mutual development
16
Anger – Reason Anger – Solution
Anger arises, when we are not If I understand the human being
able to differentiate between the correctly, then am able to see-
intention and competence of the “The other is a human being like
other. Based on lack of me (self and body)”
competence of the other, we doubt
over their intention
The other self has the intention,

Once, we have a doubt on the i.e. natural acceptance (to be
intention of the other, then instead happy and make other happy) just
of relating to the other, we feel in like me
opposition to the other
The other may be lacking in

Thus, any small unfavourable competence to fulfil their intention,
incidence may lead to irritation or just like I am lacking in
even anger competence
17
Anger – Reason Anger – Solution
When our desire does not get If I can see that the other has the
fulfilled and we perceive that it is right intention, but lacks
due to the other, then we get competence, then instead of
irritated or angry getting angry, I re-examine my
desire/expectation and action:
– Is my expectation right or not?
– Is the program to fulfill the desire
correct or not?
– Have I developed the necessary
competence in myself ?
– What effort have I made to help
the other in improving his/her
competence?
18
Trust
Trust is to have the clarity that the other wants to make me happy & prosperous
If I have trust on intention, I accept the other (I am assured of the other) and we
are able to make effort for mutual development
I make a program with the other based on right evaluation of our mutual
competence
 In case the other is lacking in competence
 I make effort to assure the other
 I make effort to improve his competence once he is assured in
relationship (and not before that)
 If I lack competence, I become ready to take help from the other to improve
my competence
If I have doubt on intention

 I evaluate myself on the basis of my intention and others on the basis of their
competence
 I have a feeling of opposition with the other which shows up as irritation or
anger (and it further leads to fighting, struggle and war)
19
Home Assignment
Home Assignments
8.1. How many persons, in your family and friends, do you have trust on
intention (natural acceptance) – unconditional, continuous?
You always make effort to improve mutual competence
(your own competence as well as the competence of the other)
rather than getting irritated, angry or having a feeling of opposition
(even for a moment)
8.2. In case you get angry/irritated:

- Do you feel happy when you get angry? And when you express your
anger?
- What is the outcome when you express your anger? Is it mutual
happiness?
- What is the reason for your anger? Is it the other or you?
8.3. Talk to 2 close friends you may have lost, due to lack of trust. Tell
them you have realised the difference between intention and
competence… and that you want to reconnect. What is their response
or reaction?
21
Questions?
UHV-I
Session 9
Respect
– Right Evaluation of Intention and Competence
(Issues: Self-confidence, Peer Pressure)

All Rights Reserved
Introduction
We have explored the feeling of trust.
• My natural acceptance (intention) is to be happy and make the other happy.
• The natural acceptance of the other is also the same.
• However, we both may be lacking in competence.
• So, we make a program with each other, essentially on the basis of our
present level of competence, with trust on the natural acceptance (intention).
We have also seen (while discussing peer pressure) that we try to get
respect from others through clothes, language-English, money etc.
But it doesn't seem to work most of the time

Let us try to understand what is the reason
Let us explore if understanding respect is a solution................
2
Respect (lEeku)
Respect = Right Evaluation
lEeku ¾ le~ $ eku
lE;d~ ekiuk
Bhd Bhd vkadyu djuk
3
Common Mistakes
Over evaluation – to evaluate for more than what it is

vf/kewY;u vf/kd vkaadyu djuk
Disrespect
Under evaluation – to evaluate for less than what it is
vieku
voewY;u de vkaadyu djuk
Otherwise evaluation – to evaluate for other than what it is
vewY;u vU;Fkk vkaadyu djuk
Whenever the evaluation is not right, it is disrespect
Check for yourself in every interaction with others whether it is respect

or disrespect. i.e.
 It is right evaluation or
 It is over / under / otherwise evaluation
4
Self Confidence, Ego & Depression
Right (अहंकार) Ego (अहंकOver
 Ego Evaluation ार) Evaluation Under / Otherwise
Evaluation
Self Confidence Ego Depression
I am self referential The other is my The other is my
¼Lora=rk½ reference ¼ijra=rk½ reference ¼ijra=rk½
Definite Conduct Indefinite Conduct Indefinite Conduct
Ego (अहंकार) Assumptions…

Ego
(अहं कार) Disharmony within
Tension
Frustration
Depression
Depression ( ड े शन
Depression
( ड ेशन)
Suicide etc.
5
Respect: Right Evaluation
Will the right evaluation be on the basis of the Self (I) or the Body?
6
Respect: Right Evaluation – on the basis of the Self (I)
1. Purpose (y{;)
 I want to live with continuous happiness & prosperity
 The other also wants to live with continuous happiness & prosperity
Our purpose is same (on the basis of Natural Acceptance)
2. Program (dk;ZØe)
 My program is to understand and to live in harmony at all 4 levels
 The program of the other is also to understand and to live in harmony at all 4 levels
(Individual, family, society and nature/existence)
Our program is same
3. Potential ({kerk)
 Imagination (Desire, Thought & Expectation) ¼bPNk] fopkj] vk”kk½ is continuous in
me. I am endowed with Natural Acceptance
the other. The other is also endowed with Natural Acceptance
Our potential is same
MINIMUM CONTENT of RESPECT
The Other is Similar to Me nwljk esjs tSlk gS

7
Differences
So there are similarities at the level of the self(I)
There are also differences between one human being and another:
a) On the basis of the body
b) On the basis of the self, i.e. how much of the potential has been realised
In living, are we:
Trying to accept the other as being similar to me

or
Trying to show that we are different from the other?
8
Differentiation Hksn
Differentiation
Hksn
Body Physical Facility Beliefs
“kjhj lqfo/kk ekU;rk
Age Gender Race Physical Wealth Post Isms Sects Info

vk;q fyax oa”k Strength /ku in okn laiznk; lwpuk
cy
Evaluation on the basis of Body, Physical Facility or Beliefs (preconditioning) turns out to be
differentiation and therefore disrespect
Differentiation like this has led to resentments and protests.

eg. Women's Liberalization, Generation Gap, Black vs White, Powerful vs Oppressed, Rich-
Poor, Communism-Capitalism, Hindu-Christians-Muslim and so on
Differentiation(भेद) = Disrespect(अपमान)
Not Naturally Acceptable…
9
1. Purpose (y{;)
 I want to live with continuous happiness & prosperity
 The other also wants to live with continuous happiness & prosperity
Our purpose is same (on the basis of Natural Acceptance)
2. Program (dk;ZØe)
 My program is to understand and to live in harmony at all 4 levels
 The program of the other is also to understand and to live in harmony at all 4 levels
(Individual, family, society and nature/existence)
Our program is same
3. Potential ({kerk)
me. I am endowed with Natural Acceptance
the other. The other is also endowed with Natural Acceptance
Our potential is same
MINIMUM CONTENT of RESPECT
The Other is Similar to Me nwljk esjs tSlk gS

10
1. Purpose – Our purpose (Natural Acceptance) is same
2. Program – Our program is same
3. Potential – Our potential is same
The Other is Similar to Me
4. Competence – On the basis of right evaluation of our mutual
competence, I recognize our complementarity and fulfill it:
• If the other has more understanding, is more responsible than me,
a. I am committed to understand from the other
• If I have more understanding, I am more responsible than the other
a. I live with responsibility with the other, unconditionally,
unperturbed by the behaviour of the other
b. I am committed to facilitate understanding in the other (once
the other is assured in relationship, and not before that)
COMPLETE CONTENT of RESPECT
The Other is Similar to Me. We are complementary to each other

11
Differentiation Respect – on the basis of Self (I)
I evaluate on the basis of body, 1. Our purpose (Natural Acceptance)
physical facilities or belief (pre is same
conditioning). I compare, 2. Our program is same
compete, differentiate… 3. Our potential is same
I am different from the other The other is similar to me
We are competitors We are complementary to each
other
I make effort to accentuate the If the other has more
difference, to manipulate, exploit understanding than me
the other - I am committed to understand from the
other
If I have more understanding
1. I live with responsibility with the other
2. I am committed to facilitate
understanding in the other (once the
other is assured in relationship, and
not before that)
12
Peer Pressure
When we try to get respect from the other, we have to conform to their
way of looking things and doing things their way – such as their
language, clothes etc.
This becomes a major source for peer pressure
When I have the feeling of respect on the basis of understanding of

human being, as discussed in this session, I will have the feeling of
respect for everyone including myself
Therefore, I don’t have to be dependent on getting feeling from the other

and hence will not be under pressure to conform to the other
13
Sum up (Respect)
When we try to get respect from the other, we have to conform to their
way of looking things and doing things, this becomes a major source
for peer pressure
When we have the feeling of respect on the basis of understanding of
human beings, we will have the feeling of respect for everyone
including myself
Therefore, I don’t have to be dependent on getting feeling from the other
and hence will not be under pressure to conform to the other
Respect is right evaluation (it is possible only with a feeling of trust on

intention)
Under evaluation, over evaluation or otherwise evaluation is disrespect

Differentiation is disrespect
Respect on the basis of Self(I) – The other is like me and we are

complementary to each other
14
Home Assignment
Home Assignments
1. Do you interact the same way with
 a person from your region, sect, speaking in your language and
 a person from another region, sect, speaking a different language?
 a person from wearing a dhoti and

 a person wearing a suit;
 a person speaking in English and

 a person speaking in Hindi?
Explore the reason. When you differentiate, do you feel comfortable within?
2. Are you special, unique, different from the others or similar to others? Do you
tend to compete or collaborate with your classmates? When are you more at
ease?
3. What is naturally acceptable – to differentiate or to relate, to be

complimentary?
 Other students (including those from other states, other countries than your own)
 Faculty
 Staff
16
UHV-I
Session 10
Reverence for Excellence

(Issue: Competition or Cooperation)

All Rights Reserved
Introduction
We want to win, be the best, be successful, to excel
Let us understand excellence –

-is it about being better than another in a particular area of life or
something else?
We will also explore the program for it

– is it through competition or through collaboration?
2
Excellence ¼Js’Brk½
Understanding Harmony at all levels of being
and 1. As an individual human being
2. As a member of the family
Living in Harmony 3. As a member of society
4. As a unit in nature/existence
Continuous Happiness
Excellence and competition are not similar.

In excellence, one helps to bring the other to her/his level
In competition, she/he hinders the other from reaching to her/his level
Self Reflection:
How many students in the class can understand? All can achieve excellence
How many students can come first in class? Only 1 (can be special)
3
Excellence To be Special
The other is like me – Not anyone else – only me
we are complementary I am different/ better than the other
• Helps the other to come to his level • Stops the other to come to his level -
effort to accentuate the difference, to
dominate, manipulate, exploit
• Operates on the basis of his Natural • Operates on the basis of his
Acceptance (that is definite) assumptions (that may change)
• Self driven (by clarity of human • Driven by others (based on reward /
purpose) fear of punishment)
• Right evaluation of oneself • Over-evaluation of oneself & under-
evaluation of other
• Prosperous, shares, nurtures • Deprived, hoards, exploits
• Absolute (definite completion point) • Relative (no definite completion point)

4
Competition and Collaboration/Cooperation
Adverse impact of feeling of Competition:

• On our own happiness and prosperity
• On other human beings with whom we are interacting
• On the society and nature
• We feel unhappy, whenever we have a feeling of competition within
• Hinders the growth of others and make them unhappy
• Promotes struggle, war etc in the society
• Over-consumption and therefore exploitation of natural resources
Collaboration/Cooperation
 When we feel related to each other, we cooperate
 Our natural acceptance is for relationship and cooperation
5
Competition and Collaboration/Cooperation
Our perception depends upon our world-view ( ि टकोण)
In today’s world view ( ि टकोण), what do we assume ?

- There is “Struggle for survival and survival of the fittest”
or
- There is relationship of mutual fulfillment in nature.
Just ask yourself- When does our mutual growth/ competence

becomes better ?
– When we help each other wherever needed
– When we work separately in isolation
– When we oppose/ misguide each other
6
Reverence (J)k)
The feeling of acceptance for excellence
Js’Brk dh LohÑfr dk HkkoA
Excellence ¼Js’Brk½ at all levels of being

Understanding Harmony & 1. As an individual human being
2. As a member of the family
Living in Harmony 3. As a member of society
4. As an unit in nature/existence
Continuous Happiness
7
Glory ¼xkSjo½ Gratitude ¼d`rKrk½
Feeling for those who have made Feeling for those who have made
effort for excellence effort for my excellence
ftUgksaus Js’Brk ds fy, iz;kl fd;k gS] ftUgksaus esjh Js’Brk ds fy, iz;kl fd;k
muds izfr HkkoA gS] muds izfr HkkoA
I can see that the other has a
feeling of care, affection, trust..
in behaviour with me. I can see
that the other
a) Has helped me in developing right
understanding & right feeling
b) Has provided me with the
necessary physical facility
Gratitude is significant in the

development of relationship
8
Respect, Reverence, Glory and Gratitude
Basic human aspiration = Continuous happiness
= To achieve excellence
Excellence ¼Js’Brk½
Understanding Harmony &
at all 4 levels
Living in Harmony 1. In the Human Being
2. In Family
Continuous Happiness 3. In Society
4. In Nature/Existence
Respect – For all (It is the right evaluation
(of potential and competence)
Reverence – For those who have achieved excellence
Glory – For those who have made effort for excellence
Gratitude – For those who have made effort for my excellence

9
Base of any relationship
To make a successful program with the other, it is essential to rightly
evaluate oneself and the other
We have seen that right evaluation is respect
Respect (right evaluation) is essential for recognizing those who are

making effort for excellence or have achieved excellence
In fact, Trust (assurance) and Respect (right evaluation) are at the base
of any relationship
10
Self Reflection
 You want to be excellent or to be special, different from the other?
 The other wants to be excellent or the other wants to be special?
 You want to jointly make effort for excellence or to compete to be

special ?
 Which feelings are essential for teamwork to take place?
 Which feelings are essential for taking help in understanding from

others?
11
Home Assignment
Home Assignments
1 Make a list of people that you take inspiration from.
 Can you see that they are living in harmony or making effort to do so?
 Can you see the feeling you have for them?
 Can you see that they are helping others to live in harmony?
 What would you like to learn from them?
 What effort do you need to make?
13
UHV-I
Session 11
Gratitude and Love

All Rights Reserved
Gratitude ¼d`rKrk½
Feeling for those who have made effort in terms of providing help in the
process of my development (excellence)
ftUgksaus esjh Js’Brk ds fy, iz;kl fd;k gS] muds izfr HkkoA
I can see that the other has a feeling of care, affection, trust.. in
behavior with me. I can also see that the other
a) has helped me in developing right understanding & right feeling in

me
b) has provided me with the necessary physical facility
GRATITUDE is significant in the development of relationship.
2
Gratitude for all the Help we Receive
Let us list down the help we are receiving from family, friends, teachers,
society (related to food, shelter etc..) and nature
 Make a list of needs (e.g. food) that you are using throughout the day.
See, the people and natural environment which are immediately
responsible to fulfill this need (e.g. cook)
 In the next level, make the list of people who have helped in growing
the food, processing it, transporting it to your place etc.
 A similar thread could be seen for the utensils in which we are eating,
machines which are used for cooking, furniture on which we sit while
eating, construction of the dining hall etc.
 Can you count the total number of people who are directly or indirectly
involved in ensuring just one meal for you?
 Can money provide it, if these people involved do not participate in the
process?
3
Gratitude for all the Help we Receive
So, now we can see that
We are anyway related to the environment (human being as well as rest

of nature) and dependent upon them to fulfill our basic needs of
 Knowledge (सह समझ),
 Right Feelings (सह भाव),
 Physical facilities (सु वधा) etc.
4
Self Reflection
Check whether you have a feeling of gratitude for those who have
made effort for you in your life…
1. Are you able to appreciate both –”what has been done” as well
as ”what has not been done” (the complete picture)?
or
Are you mostly focused on “what has not been done”?
2. Do you have a feeling of gratitude for the other – continuous

or
The feeling of gratitude comes and goes?
3. Are you making effort for “ensuring the right feelings in yourself
and expressing them to the other”
or
Are you “expecting these feelings from the other”?
5
Self Reflection
If you are mostly focused on “what has not been done”, then,
• You need to broaden your vision to see the entire reality, and to
evaluate both “what has been done” and “what has not been done”
If the feeling of gratitude comes and goes, then

• If the other has shared right understanding, right feeling as well as
physical facility and you are not able to see that, then you need to
pay more attention on your own understanding and your own feeling.
Then your expectations will also be set right
• If the other has primarily shared physical facility and is expecting
gratitude in continuity, then that expectation may not be fulfilled – is
an over expectation
If you are “expecting these feelings from the other”, then

• You need to make effort to ensure right understanding and right
feeling in yourself. Then you would be able to live with responsibility
with the other
6
Love ( ेम)
Verify on the basis of your natural acceptance,
if you want to be related to:
X None  The feeling of being related to none – in opposition to all
√ One  Many  Everyone - The feeling of being related to all Love
Love ¼izse½ – The feeling of being related to all (Complete Value)

¾ gj ,d dks laca/kh ds :i esa Lohdkjus dk HkkoA
7
Preconditioning Related to Love
This is certainly not Love!
Is it important to understand the

feeling of love?
8
Preconditioning Related to Love – Common Misunderstandings
Excitement (from sensation, preconditioning) is confused for feeling
Natural
Sensation – Imagination
Acceptance
Lust, getting from the other (in the Self) Love
Continuity not possible
Preconditioning
Preconditioning –
Infatuation
Sensation
Infatuation, Lust
1. Love at First Sight?
2. By this age, I must have GF/BF?
3. The other has 4 GF/BF; I have only one?
Continuity not possible
Right understanding (natural acceptance) –

Love ( ेम) = feeling of being related to all, responsible towards all, giving to all
Continuity
Once trust, respect, affection, care, guidance… are ensured within, then
the feeling of being related to all follows naturally
9
Love ( ेम)
Love ¼izse½ – The feeling of being related to all (Complete Value)

¾ gj ,d dks laca/kh ds :i esa Lohdkjus dk HkkoA
The feeling of Love is the foundation of Undivided Society
10
Home Assignment
Home Assignments
11.1. Make a list of people in your family, in the college and in the
larger society who are directly and indirectly responsible to fulfill
your needs.
11.2. What is your feeling for them, what is your interaction with
them, what is your contribution (in terms of understanding, feeling
and physical facility) to them?
12
Questions?
UHV-I
Session 12
Society
(Institution, Community…)

All Rights Reserved
Introduction
In the previous sessions, we saw that -

 The feeling of Love is the foundation of Undivided Society
 We have the same goal – to be excellent
 We have the same program – to understand harmony and to live in
harmony
If we understand this, then we make effort for it – individually, in the

family and in the larger society
In this session, we want to explore the goal of human being living in

society, so that desirable systems required for it may be developed and
effectively implemented (to be explored in subsequent UHV courses).
2
Common Goal of a Human Society
Human Goal
Right Understanding Prosperity Fearlessness Co-Existence
& Right Feeling (Trust)
Happiness
In Every Individual In Every Family In Society In Nature/
Existence
Is this indeed our collective aspiration?

Are all 4 required, desirable or we can leave something out?
If all 4 are achieved, would anything else be required?
Are we working for all 4 in the society? What about in the family?
3
What are we Actually Making Effort for?
For Human Goal (in Family… in Society)
Right Understanding Prosperity Fearlessness Co-Existence
& Right Feeling (Trust) (mutual enrichment)
Happiness
In Every Individual In Every Family In Society In Nature/
Existence
or
Just for Managing in the Current System
Assumptions (eg. Accumulation Domination , Mastery &
Money is everything) By Any Means Exploitation, Fear Exploitation
In Every Individual In few Individuals In Society Over Nature
Obsession for Consumption Terrorism Resource Depletion

“ for Profit War Pollution
“ for Sensual Pleasure
4
Home Assignment
Home Assignment
12.1. How do you want to live in your institution / hostel?
• With a common goal and a common program of action; and everyone in the
institution/hostel does a part of the common program
• With everyone having their own goals and own programs
Make a “code of conduct” for your hostel which will help everyone in the
hostel to realise the common hostel goal.
12.2. Today, there is struggle, competition… terrorism and war. The

frustration leads to many problems like alcoholism. Make a list of these
problems. Are these natural phenomena or due to lack of understanding
in human being? What can be done to address the problems about it in
your hostel?
12.3. List the avenues of participating meaningfully in the society, right

where you are. e.g. in your family, in the hostel, in the institution, in the
community around you. Include related clubs and schemes like Shiksha
Sopan, NSS and SPIC-MACAY. Articulate your commitment.
6
Tutorials and Practice Sessions
Hiware Bazar
Hiware Bazaar
Watch the video "Hiware Bazaar" (23 Minutes)
It is a documentary about a progressive village in Maharashtra, India. It

is about how good governance and people have made significant
change in society
Source: https://www.youtube.com/watch?v=cb0Qvh9BJ0s
8
UHV-I
Session 13
Natural Environment

All Rights Reserved
Introduction
So far we have explored -

As individual human beings, we want to live with happiness and
prosperity in continuity. Collectively, we want to live in a humane
society.
Now, we will explore -

If there is a provision in nature for living in harmony
• Is nature by way of harmony?
or
• Is nature by way of struggle, survival of the fittest etc.?
2
Nature
Nature = Collection of Units
Air
Water Trees
Soil
Animal body
Birds Animals Human body

Self(I)
Human Beings
Earth Sun
Moon Metals
4
Nature = Collection of Units = Four Orders
All units can be classified into 4 orders
Bio Order
( ाण अव था)
Plants, Trees,
Herbs etc.
Physical Animal Order

Order (जीव अव था)
(पदाथ अव था) Animals, Birds
Air, Water, Soil, etc.
Metal etc.
Human Order
( ान अव था)
Human Being
5
Relationship of Mutual Fulfillment
Between Physical Order and Bio Order
Mutual fulfillment
1. Cyclic, interconnected, interdependent
2. Every unit is enriched
Bio Order
Plants, Trees,
Herbs etc.
Physical
Order
Air, Water, Soil,
Metal etc.
And there is abundance of Physical order for the Bio order to thrive
6
Between Physical Order, Bio Order and Animal Order
Mutual fulfillment
1. Cyclic, interconnected, interdependent
2. Every unit is enriched
Bio Order
Plants, Trees,
Herbs etc.

Order Animals, Birds
Metal etc.
And there is abundance of Physical order and Bio order for

Animal order to thrive
7
Physical Order, Bio Order and Animal Order are fulfilling for Human
Order, but Human Order (without right understanding) is not fulfilling
for any of the 4 orders
Human beings have Bio Order

Plants, Trees,
natural acceptance Herbs etc.
to be mutually fulfilling

Order Animals, Birds
Metal etc.
√
?
√? √?
Human Order
Human Being
With right understanding,

human beings can understand
the mutual fulfilment and be fulfilling for all 4 orders...
8
Interdependence and Abundance in Nature
Nature is organised in such a manner that the physical facility required
for any order is available in abundance
Dependence of any order is on all previous orders

e.g. Bio order is dependent on physical order
e.g. Human order needs the most conducive
environment. Human order depends on Human
Order
animal order, pranic order as well as
physical order
Animal Order
Quantity of units
Physical >> Bio >> Animal >> Human
Bio Order
Physical Order
9
Have we Understood Nature?
What do problems like global warming and climate change indicate?
10
Harmony in Nature
1. Physical order – air, water, soil, metals etc.
Nature = Collection of Units
2. Bio order – trees, plants, herbs etc. = 4 Orders
3. Animal order – animals, birds etc.
4. Human order – human beings Relationship of mutual
fulfilment (harmony)
There is a relationship of mutual fulfilment (harmony) amongst these 4 orders.

The first 3 orders are mutually fulfilling for each other. They are fulfilling for
human being also. It is naturally acceptable to human beings to be fulfilling for
all the orders
The role of human being is to realize this mutual fulfilment – For this, all that
human beings need to do is:
1. To understand that mutual fulfilment (harmony) is inherent in nature
– we do not have to create it
2. To live accordingly – then the mutual fulfilment amongst the 4
orders will be realised
and there is provision in nature for living with mutual fulfilment (harmony)
11
Home Assignment
Home Assignment
13.1. Global warming and resource depletion are two problems of the
current time. Are these natural occurrences or are they due to lack of
right understanding of nature?
13.2. Do we, human beings, have a role to play in nature?

• To further develop the harmony in nature (at least not to disturb the
harmony in nature)
• To make right utilisation of the physical facility (after all it comes from the
rest of nature)
• To evolve a way of living in harmony with nature
13.3. What are some of the activities you can do in contributing to the
harmony in nature?
13
Video Discussion
An Inconvenient Truth
An Inconvenient Truth
Watch the video An Inconvenient Truth
It is a 2006 documentary about global climate change presented by
Former US Vice President Al Gore. He raises the question
“What were you doing when you had the time to do something?”
Source: http://an-inconvenient-truth.com/
Observe:
1. State of the Planet
2. Root Cause of the Problems
Population, old habits, our way of thinking? Or
Inhuman conduct on the part of human being?
(exploitation of nature, domination… are only the
symptoms)
What is a holistic solution?
15
Current Approach Holistic Solution
1. Clarity of All Encompassing
Solution
2. Effort for All Encompassing
Solution
Human Education,
Human Conduct,
Human Constitution,
Human Order
Problem – Population, old habits, 3. Root Cause –
Our way of thinking Inhuman Conduct
(exploitation of nature,
(or only symptom?)
domination… are only the
symptoms)
Action taken to get rid of it – 4. Effort for getting rid of problem
Technology – Ensure Human Conduct
(or symptomatic relief – Temporary?) through Human Education
16
UNIVERSAL HUMAN VALUES
AND PROFESSIONAL
ETHICS
JESHNA GOEL
Universal Human Values
and Professional Ethics
Universal Human
Values and Professional
Ethics
Jeshna Goel
THE INFO
L I B R A R Y
Published by The InfoLibrary,
4/21B, First Floor, E-Block,
Model Town-II,
New Delhi-110009, India
© 2022 The InfoLibrary
Universal Human Values and Professional Ethics

Jeshna Goel
ISBN: 978-93-5496-620-0
This book contains information obtained from authentic and highly regarded sources. All chapters are published with permission
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Table of Contents
Chapter 1 Human Values 1
Chapter 2 Engineering Ethics 19
Chapter 3 Engineering as Social Experimentation 40
Chapter 4 Engineers’ Responsibility for Safety and Risk 53
Chapter 5 Engineers’ Responsibilities and Rights 66
Chapter 6 Global Issues 91

1
Human Values
Morals, Values and Ethics – Integrity – Work Ethics – Service Learning – Civic Virtue – Respect for
others – Living Peacefully – Caring – Sharing – Honesty –Courage – Value time – Co-operation –
Commitment – Empathy – Self-confidence – Spirituality- Character.
1.1 Morals, Values and Ethics

(i) Morals
Morals are not qualities. They are the attributes of a person, but outside his or her control. It is
understood to be those, that makes a person purely “good”.
The discipline dealing with what is right or wrong or with moral duty and obligation are,
a) A group of moral principles or set of values.
b) A particular theory or system of moral values.
c) The principles of conduct governing an individual or a profession, standards of behavior.
Moral is concerned with the principles of right and wrong behaviour. Very often the terms 'morality'
and 'ethics' often used interchangeably and closely related, but it is essential to identify the
differences between these two with respect to the study of ethical matters. Morality tends to be
more general and prescriptive. Because of this, the notions about manners, tastes, customs and
even laws, may be considered ethical beliefs, but they are not always part of a moral code. When
ethical views contradicts with moral beliefs, morality must prevail, because moral beliefs are
generally far more general and basic.
Being immoral is completely different than being unethical. A person may behave unethically on
occasions and certain circumstances, but to be immoral is to posses some fundamental, if not
permanent character flaws, that render one untrustworthy in most of the occasions.
There are ways and means to acquire moral beliefs. The following six ways are helpful in acquiring
moral beliefs.
2 Universal Human Values and Professional Ethics
1. Authority
2. Logic
3. Sense experience
4. Emotion
5. Intuition and
6. Science.
If anyone is directed to obey parental authority in one's childhood ages, he/she will generally feel it
convenient to accept other authorities in later years. As far as majority of the people are concerned,
parental authority is their first exposure to subordinating personal desires to some other's
influence. If anyone learns to control the desires of somebody else, he further can substitute other
influences for parental authority in later periods. Other ability to respond to any kind of moral
guidance is relying upon their ability to control their own actions.
Moral development need not be linear in nature. Moral philosophers are in a view that moral
theories and moral actions are the necessary parts to be a human.
(ii) Values
Value or worth seems to have its origin in economics, eventually it was applied analogously to other
aspects of life, human values as such.
Value makes actions, characters, traits and objects of anyone good or bad. Evaluating the moral
qualities of people or actions and their non-moral characters enviably raises the qualities of the
nature or source of those value.
It consists of two possible forms: The first and the simplest one provides a list of values, such as
courage or beauty, honesty and compassion. The second tries to answer what exactly is known by
beauty or courage or friendship. It may seem to be relatively easy to compile a list of different
values, but difficult to answer the second part of the question. Because, the list of values may
change from time to time and culture-to-culture. One cannot estimate whether the particular
values are useful or not, if not one knows the nature of value in general.
Values are taken from life, environment, from self, society and culture and, beyond all, from the
ideal, transcended dimension of human existence and experience. As per the opinions of
psychologists and social scientists, values are mere preferences and aversions as, desirable goals,
emotions and interests.
The unity and transcendence of the value system, grounded in both human actualities and human
possibilities, are seldom envisaged by the sciences of man, society and culture. Values and the
process of valuation and development of the value system are analyzed in strikingly divergent and
Universal Human Values and Professional Ethics 3
piecemeal manner by the various psychological, social and philosophical studies according to their
image of man and their conception of human nature and destiny.
With the aid of values, man delays his satisfactions and sets his mind and behaviour to distant and
sometimes unrealizable goals, strivings and ideals. His value judgment enables him to select
between alternative courses of behaviour and solve chronic inner tensions and conflicts by
accepting standards and demands that control him from beyond.
Human values emerge due to two factors.
• The impingement of society and its meanings and norms on the fulfillment of the individual's
needs or drives.
• The introduction of his own awareness, choice and judgment.
These two processes are interdependent. Values are essentially social products and at the same
time involve the Individual's assumption of certain common goals and purposes of the milieu that
have become a part of him.
Thus values may be defined as stable, regulative, future-oriented patterns of expression of

formalized social life in its relations to man, society and world.
Individuality or integrity, openness or affiliation, integration or unity of transcendence of freedom

are the polar attributes of human nature and development which characterize all human values.
The process of valuation starts at the biological dimension of health, efficiency, well-being and
security. Here the generic values are life-maintenance and enhancement and the values are wealth,
status, equality and justice. It then reaches out and fastens upon potential wholeness, balance and
serenity and the realization of being at the ontological or transcendent dimension and the values
here are truth, beauty, love, harmony and holiness.
The principal branches of human learning are biology, psychology, social science, ethics and
metaphysics which can show multi-dimensional frames of human values. Their findings and
explorations now need to be organized into a coherent, general theory of values for the guidance of
man, society and civilization.
Values are indispensable, encountered by man everywhere and in all thoughts, relations and
actions, no matter what he thinks or believes or how he responds to his fellowman, society and
cosmos. Values are subjective, laden with feelings and flexible and at the same time objective,
rational and regulative.
'Ethics' generally refers only to professional behaviour.
'Morality' refers to any aspect of human action very often.
`Values' are principles of some one's being good or bad.

Giving respect to others, good listening, sincerity, admiring good actions of others, understanding
the responsibility, expressing views, projection of individuality are the values which help any
individual to come up in life.
Universal values
• Responsibility
• Commitment
• Integrity
• Patriotism
One of the most important characteristics of moral judgments is that they express human values.
Not all expressions of values are moral judgments, but all moral judgments do express the value of
human beings. Thus, understanding morality requires investigating what people value and why.
There are three principal types of values which humans can have.
• Preferential values
• Instrumental values and
• Intrinsic values
Each plays an important role in lives of people, but these values don't play equal roles in the
formation of moral norms and moral standards.
Preference value, the expression of preference is the expression of some value people hold. When
people say that they prefer to play sports, they are saying that we value that activity.
Instrumental values are values like politeness, persistence, courage, ambition etc. They are not the
end but a mean of achieving terminal values.
Intrinsic value—Something which has intrinsic value is valued purely for itself - it isn't used simply as
a means to some other end and it is not simply "preferred" above other possible options.
This is a concept which regards the subject under consideration, as having some value in its own
right, independent of any value placed on it by humans.
(iii) Ethics
Ethics is a set of moral principles. Ethics is the scientific involvement and demonstration of morality.
Some universally accepted ethical standards are as follows.

a) Ethical standards are helpful in understanding and resolving moral determines.
b) They are useful in justifying professional obligations and ideals.
c) They are useful in expressing everyday moral experience and justifying the professional morality.
The word ethics is derived from the Greek word 'ethos', referring to the philosophical science that
deals with the rightness and wrongness of human actions. Ethics refers to most important beliefs
and values of an individual and/or a society. These beliefs help to shape the character of the people
in that society, teaching them what is good and bad.
In general, ethics refers to an activity an area related to inquiry. It is the task of understanding
moral values, resolve moral issues and justify moral judgments. It may also be referred as discipline
or an area of study dealing with good or bad with moral duty and obligation. Ethics is the study of
codes of conduct and moral judgment: it is the study of the moral characteristics; the system or
moral codes of a particular person, religion, group or profession.
The study of ethics can offer some understandings of basic ethical principles and strategies of moral
reasoning that can be used in debate in support of moral issues positions.
Universally accepted ethical principles
Honesty, integrity, fulfilling commitments, abiding by agreements, being fair and open minded and
willing to admit mistakes, being varying and compassionate, having respect for human dignity,
response be pursuit of excellence and being accountable for one's decisions and their consequences
are called ethical principles.
It is concluded that ethics have got several meanings which are given below.
• Ethics is an activity and area of inquiry.
• When ethics is referred to some ethical problems, issues and controversies, it tries to distinguish
them from non-moral problems.
• Ethics refers to the particular kind of beliefs, attitudes and certain habits that any group can
exhibit with moral concerns.
• Ethics can be used as synonyms for "morally correct" often at the very outset.
Moral values
Moral values are personal, not only because a person has them, but also because they are the
expression of each one’s unique personality in the innermost center of one’s being.
Example: Two husbands have wives afflicted with a lingering and in a disease. Both families are
alike, five children, moderate income, no hope of remedy.
One husband does his best to be both father and mother to the children, works overtime to pay for
his wife’s care and spends what time he can be with her to brighten her days.
The other man decides that he has enough, deserts wife and children, gets work in a distant city
and is not heard of again.
We make our judgment, we have to approve the first husband and we condemn the action of the
second as morally wrong.
1.2 Integrity – Work Ethics – Service Learning

Integrity
Integrity is one of the most important virtue terms. Integrity relates to general character or quality
of a person.
A number of accounts of integrity being,
• Integrity as self integration.
• Integrity as maintenance of identity.
• Integrity as standing for something.
• Integrity as moral purpose.
• Integrity as a view.
Work ethics
The work ethics is a cultural norm that advocates being personally accountable and responsible for
the work that one does and is based on a belief that work has intrinsic value.
Elements of work ethics are,
• Interpersonal skills
• Initialize
• Being dependable
Work ethics is the discipline aimed at understanding the moral values that ought to guide all
professional practices including engineering, medicine, law and other practices. But the engineering
ethics refers to the set of specific moral problems and issues related to engineering profession only.
Various disciplines of work ethics are,
(1) Personal ethics:
• Personal ethics is concerned with the rules by which an individual lives his or her personal life.
• It also clearly explains how we treat others in our day-to-day life.
(2) Business ethics:
• Business ethics is concerned with truth and justice and has a variety of aspects such as the
expectations of society, fair competition, advertising, public relations, social responsibilities,
consumer autonomy and corporate behavior.
• It involves choices on an organization level rather than a personal level.
(3) Engineering ethics:
• Engineering ethics is concerned with the rules and standards governing the conduct of engineers
in their role as professionals.
• It is a body of philosophy, guiding the ways that engineers should conduct themselves in their
professional capacity.
(4) Medical ethics:
• Medical ethics is concerned with the rules and standards governing the conduct of doctors and
other medical practitioners in their role as professionals.
(5) Legal ethics:
• Legal ethics is concerned with the codes that guide the professional conduct of lawyers, judges,
etc.
(6) Accounting ethics:
• Accounting ethics is concerned with the codes that guide the professional conduct of accountants.
Service learning
Service learning is a teaching and learning strategy that integrates meaningful community services
with instruction and reflection to enrich the learning experience, teach civic responsibility and
strengthen communities.
1.3 Civic Virtue – Respect for others – Living Peacefully

Civic virtue
Civic virtue is morality or a standard of righteous behavior in relationship to a citizen’s involvement

in society. An individual may exhibit civic virtue by voting, volunteering, organizing a book group, a
public-oriented meeting.
Civic virtue helps people understand their rights to the community and their responsibilities with it.
In many ways, an educated citizen who possesses civic virtue is a good public.
Types of virtues:
The various specific virtues can be grouped into four categories.
1. Self-direction virtues
2. Public-spirited virtues
3. Team-work virtues
4. Proficiency virtues
Self-direction virtues:
These virtues are those, that are fundamental in applying moral autonomy and responsibility.
Examples: Self understanding, humility, courage.
Public spirited virtues:
These virtues are those that are focused on the benefit of clients and the society. These virtues are
commanded by the needs of the community. Three important public-spirited virtues are,
1. Justice
2. A server of community
3. Generosity
Team-work virtues:
These virtues are those, that are very essential in performing one’s professional work successfully
with others.
Examples: Collegiality, co-operativeness, loyalty to employers.
proficiency virtues:
They are also known as intellectual virtues, that are due to one’s mastery over the profession
through knowledge and technical skills.
Examples: Competency, diligence, creativity.
Respect for others
In general, respect means valuing one’s colleague for their professional expertise and their devotion
to the social goods.
Living peacefully
Living peacefully is not only individual but collective. Living in peace is collectively essential if
something meaningful is to be achieved out of meetings, gatherings and organizational and
institutional activities.
1.4 Caring – Sharing – Honesty

Caring
Caring means feeling and exhibiting concern and empathy for others. It also means feeling or
showing care and compassion to others. Caring is the essence of moral life. Caring involves feelings,
relationship, contends with other persons and protecting others and causing least damage to
others.
• Having or showing warmth or affection.
• Feeling and exhibiting concern and empathy for others.
• Caring is a process and product which incorporates sharing, supports and respect. It encompasses
the unity of mind, body and spirit of the holistic person with the broader content of one's
environment.
As a normal human being when an individual is dealing or moving with neighbours, friends,
colleagues, even with their family members, they must have some interests about the welfare of
the other persons at least to some extent. This type of caring is essential in the work place too.
Caring for others and having interest in the solution of their grievances will definitely bring in a
good work environment. This type of adjustment among the workers or between the executives
and subordinates in the work spot is also necessary for the successful implementation of the
workload assigned. This type of morality of care, leads to concentration rather than impartiality and
justice. The individual with justice orientation and caring in any dispute will be interested only on
the fair thing to do and then proceed to follow up the course of action without bothering about the
impact on others. But the individual with care orientation will try to identify the best course of
action that preserves the interest of all those people involved.
Even actions taken by such care-orientated people will have least amount of damage to the
relationships among the persons.
Sharing
Sharing means sharing of feelings, ideas, profits, resources and thoughts. Sharing is always mutually
beneficial. Sharing morally acceptable feelings, resources and materials is a value.
Knowledge sharing is an activity through which knowledge (namely information, skills or expertise)
is exchanged among people, friends, families, communities or organizations.
Organizations have recognized that knowledge constitutes a valuable non-physical asset for
creating and sustaining competitive advantages. Knowledge sharing activities are generally
supported by the knowledge management systems. However, the technology constitutes only one
of the many factors that affects knowledge sharing in organizations such as organizational culture,
trust and incentives.
The sharing of knowledge constitutes a major challenge in the field of knowledge management
because some employees tend to resist themselves without sharing their knowledge with the rest
of the organization.
Honesty
Honesty means expressing one's true feelings. It is all emotional intelligence, which gives the ability
to accurately identify our feelings. A society in which people are totally honest with each other
would be difficult to tolerate.
The requirement of total honesty would mean that the people would have to be mutually frank
with one another about their opinions and be unable to exercise the sort of tact and reticence that
we associate with polite and civilized society.
Honesty is the human quality of communicating with a truthful, direct and complete intent. It is
related to truth as a value.
Honesty means simply, stating facts and views as best one truly believes them to be. It includes
both honesty to others and to oneself and about ones own motives and inner reality.
Engineering profession resembles with the construction process of a structure or building-honesty

being its foundation. The value of the engineering services depends on honesty. Unreliable
engineering judgment will be the worst. Rather it is better to be with none at all. Honesty also
refers to the maintenance of truth or not to misuse the truth. Misuse of truth may indicate failing to
communicate the truth also. Communicating the truth when actually they are not supposed to be
informed and allowing the judgment with respect to the truth to be corrupted are also an act of
misuse of truth.
(a) Lying:
Honesty means to avoid lying also. Lying may be of any type, for instance, an engineer by mistake
communicates some test results on a sample testing. Actually lying means a person happened to be
intentionally with less knowledge or less awareness, communicating wrong or misguided
information. But of course, even in such incidents complications may arise. To be honest, an
individual should not give information that he believes to be false even though it is actually true.
Even gestures and nodding and some other indirect statements may also bring false statement or
meaning during conversation, even though the individual has not said any lie.
(b) Deliberate deception:
Sometimes an engineer may discuss some matters on technical aspects in such a way implying
knowledge, which he does not have to impress an employer or a customer. In that case, that
engineer is definitely engaging in deliberate deception though he is not lying.
(c) Withholding the information:
Sometimes people hide certain information in conversation. Although it is not a matter of lying, it is
another type of deceptive behaviours. Suppose an engineer during the proposals to his executive,
fails to indicate some of the negative aspects of the project, he gets involved in serious deception,
even though he is not lying. So dishonesty may be considered as a form of omission if anyone fails
to pass on the information that his superior or his subordinates would reasonably expect; and such
information should not be omitted.
(d) Adequate promotion of dissemination of information:
Sometimes an engineer may involve himself in planning for protection of the public health and
safety. In such cases the obligation of the engineer is to ensure the maximum possible effect to
disseminate the information regarding safety and health of the public. For instance, in situations
like earthquake, tsunami, fire hazard, infectious diseases. Affected people in those areas must
receive the information well in advance for the purpose of avoiding a disaster. Failing to develop
the dissemination of such communication is also a false and dishonest.
(e) Seeking of the truth:
The most honest engineer is the one who is involved in searching and locating the truth not merely
to avoid dishonesty. It would not be fair to assume that lying is a serious mistake than deliberate
dissemination, withholding information, not adequately promoting the dissemination of
information or failing in search of truth.
(f) Maintaining confidentiality:
Engineers should not get interested in disclosing or discussing some confidential information
without the knowledge or consent of the clients. Mostly such confidential information may be
either, information to the engineer by client or findings by the engineer during the process of the
work carried out by the client.
(g) Permitting any judgment leading to corruption:
Professional judgment is an important part of any type of professional services. At times, these
judgments may be corrupted or unduly influenced by certain conflicts of interest or some
extraneous factors. This attitude is also another kind of misuse of truth. Some occasions, engineers
in the design process may submit specification of minute equipment. Though the equipment is of
good quality some later developments and innovations related to that equipment might actually be
better for the effective functioning. But when the engineer makes use of an idea of a company
proposed by any particular individual who is known for so many years by the company, the
engineer may be correct and honest in certifying the company but he is not giving his employer the
benefit of the latest innovations. Thus he makes unbiased professional judgment. This may also be
considered as a form of dishonesty.
Truthfulness and trustworthiness are the two major aspects of honesty. Each one relies on the
other or in other words, truthfulness is most essential to being worthy.
Honesty normally includes the activities like—not liking, not stealing, not involving in bribes and
kickbacks. In simple words, it refers to paying respect to the property of others.
1. Honesty in beliefs: It denotes intellectual honesty i.e., forming of one's beliefs without self-
deception.
2. Honesty in speech: It refers to the action of not deceiving or not intentionally misleading others.
For instance, acts like pretending, manipulating somebody's attention, intentionally lying,
misleading and withholding some pertinent information which someone or the client has to know.
3. Honesty in act: It means that the individual should not steal or manipulate accounts or get bribes
and kickbacks.
4. Honesty in discretion: It means that an employee should not interfere with the decisions of the
employer or the client. He should not interfere with the confidential matters.
Thus, honesty being the basic virtue for those people who engage themselves in the relationships
with other employers and clients.
Honesty on campus
Similarly honesty on campus is also an important matter to train the students on the study of ethics.
They must be very cautious in making use of the literature survey, which they have made for thesis
presentation or fabrications of products or models. New ideas and reports can also be heard that
there has been substantial increase in the most serious types of cheating, during examinations. It is
found out that the experience of the students in engineering colleges is basically a training period
for their professional careers. So part of this training programme must be in the area of professional
honesty and ethics.
In general the dishonest attitudes expected from the professional students are forgery, trimming
data; plagiarism and multiple authorship in publications could raise, particularly sensitive issues,
with regard to honesty in scientific and technological work.
1.5 Courage – Value time – Co-operation – Commitment – Empathy

Courage
Courage is the ability and willingness to confront fear, pain, danger, uncertainty or intimidation.
Physical courage is the courage in the face of physical pain, hardship, death or threat of death.
Courage implies self respect and governs confrontations with danger and risk. It is not excessive
rashes or cowardice but it is the middle ground.
Taking risks and being bold in facing crises are the hallmarks of courage as a human value. It defines
the mental make up of an individual in taking bold decisions even under adverse situations.
Valuing time
The first step in good time management is to understand the value of our time. If we are employed
by someone else, we must understand how much the employer is paying for our time and how
much profit he or she expects from us.
If we are working for ourself, we should have an idea of how much income we want to bring in after
taxes. By working out these figures back to an hourly rate, this gives us an idea of the value of our
time.
By knowing the value of our time, we should be able to tell what tasks are worthwhile to perform
and also which tasks give a poor return. This helps us cut away the low value jobs or argue for help
with them.
A short speech about valuing time:
This quote which is attributed to Bryan Dyson – Ex CEO of Coca Cola.
“Imagine life as a game in which we are juggling some five balls in the air. They are family, health,
work, friends and spirit; and we’re keeping all of these in the air. We will soon understand that work
is a rubber ball. If we drop it, it will bounce back. But the other four balls such as friends, spirit,
family, health - are made of glass. If we drop one of these, they will be irrevocably scuffed, marked,
damaged, nicked or even shattered. They can never be the same. We must understand that and
strive for it. Work efficiently during office hours and leave on time. Also spend the time with our
family, friends and have good rest. Value has a value only if its value is valued.”
Co-operation
Man cannot make his living all by himself. He has to depend on others for many things which is to
be referred as the co-operation for successful completion of work assigned.
Co-operation is known as extending help to others for a good cause. Co-operation may be through
an idea, an assistance, a suggestion or physical work which extends to others for common benefit.
Commitment
Every individual when grown up has to perform their duty, not only for his livelihood but also for
the betterment of social and national condition. This is referred as commitment.
Empathy
The ability to imagine oneself in their place and understand the others feelings, desires, ideas and
actions.
In another words, empathy is the ability to mutually experience the thoughts, emotions and direct
experience of others. The capability to understand another person’s circumstances, point of view,
thoughts and feelings is empathy. When experiencing empathy, we are able to understand
someone else’s internal experiences.
1.6 Self-confidence – Spirituality- Character

Self-confidence
Self-confidence is very necessary for undertaking and completing any worthwhile job. It is very
essential to complete the task easily.
Some factors that would shape the self confidence in a person are,
• Valuing oneself
• Perceptional traits
People with self-confidence feel that they are equal to others, even in the situations when others
are in a position with better and greater formal power. The people with self-confidence also
recognize the value of building the self-confidence of others and normally would not be threatened
by doing it so. Thus self-confidence in everyone develops a sense of partnership, respects and
accountability and helps the company to get maximum effort and ideas and guidelines from
everyone.
Self-confident people have the following qualities,
(a) Have a self assured bearing
(b) Flexibility and willingness to change
(c) Easily giving others credit
(d) Not being afraid to tell the truth
Self-confidence is being referred to as an attitude, which permits individuals to have somewhat

positive but realistic view of themselves with respect to the situations in which they get involved.
Self-confident people trust their own abilities and have a general sense of control in their lives. They
believe with reasonable limits that they can do what they wish, what they decide, like and plan with
certain requirements.
Of course, it never means that self-confident people will be able to do anything or everything. Self-
confident people have some expectations, which are realistic; even when such expectations are not
met satisfactorily, they will continue to be positive.
But on the other hand people who are not having self-confidence rely more on the approval of
others even in order to feel about themselves in good angles. As far as possible, they will avoid to
take risks, as they are afraid of failures. Mostly they will be ideal or tend to ignore compliments
given to them. But in contrast, self-confident people will definitely come forward to take up risks, as
they generally trust their own capabilities.
The self-confidence need not be a general characteristic, which pervades in all aspects of a person's
life. Some typical individuals like sportsmen, scholars and educationists will have certain areas
where they feel quite confident. But at the same time, they may not feel quite confident in other
areas like social services, public relationship and so on.
There are factors, which affect the development of self-confidence, like parents and elders attitudes
to the feelings of children about themselves. Normally when elders give acceptance to the youth's
emotions, they get a solid foundation of good feelings and recognition about themselves. But on
the other hand, if the elders are critical or demanding and are over protective by discouraging the
moves towards independence, youth may come to a belief that they are incapable or incompetent.
This leads to inferiority complex. So to develop self-confidence, the elders should encourage the
movements of the youngsters towards self-reliance, so as in jobs too.
It is an interesting factor that, lack of self-confidence is not exactly related to lack of ability. It is the
result of emphasizing too much on the unrealistic expectations of others particularly elders and the
society. At times, the influences of friends/colleagues can be much more powerful than those of
parents and society in bringing feelings about one's self in the proper shaping, especially, like the
college students who develop their own identities by the influence of their friends.
Strategies for developing confidence
Emphasize strengths:
For all attempts, credit must be given without emphasizing the end results. One should appreciate
and applaud for the efforts taken and not emphasizing on the results of the end projects.
Taking risks:
It's better to enter onto new experiences as opportunities are given to learn and better rather than
occasions to win or lose. This will open the new possibilities to increase "sense of self acceptance".
Self-talk:
It's better to use self-talk, taking it as an opportunity to counter harmful assumptions. For e.g.,
when any one wants to attain the expected perfections, it is better to remind himself that he
cannot do everything perfectly well and it is only an attempt in trying to do the things and so in
trying to do them well. This trial permits one to accept himself while still striving for improvement.
Self evaluation:
In order to develop confidence one should evaluate himself independently. This makes oneself to
focus on how he feels about his own behaviour, work, etc. and will give him a stronger "sense of
self" and will thus prevent him from giving away his personal power to others.
Spirituality
Spirituality refers to the way of living. It emphasis a constant awareness of the spiritual dimension
of nature. It is a sense of meaning and purpose a ‘sense of self’.
Spirituality can be of two kinds.
1.Religious spirituality
2.Workplace spirituality
Spirituality raises a man above the materialistic world into a realm where he finds peace and real
happiness.
• Spirituality is, in a narrow sense, a concern with the matters of spirit, however that may be
defined; but it is also a wide term with many available readings. It might include belief in
supernatural powers, as in religion, but the emphasis is on personal experience. It may be an
expression for life perceived as higher, more complex or more integrated with one's worldview, as
contrasted with the merely sensual.
• Devotion to metaphysical matters, as opposed to worldly things." Another is "activities which lift
up, renew, heal, comfort and inspire both ourselves and those with whom we interact."
• An inner sense of something greater than oneself. Recognition of the meaning to existence that
transcends one's immediate circumstances.
This way of living also practices like meditation and bonding rituals, which support identity and
relationship. Spirituality may also include certain beliefs in supernatural powers as referred to in
religions. It is necessary to understand the meaning of religion and spirituality and their difference.
Spirituality carries the connotations of the believer's faith, which is more personal and less
dogmatic. Moreover spirituality is open to new ideas and myriad influences. But in work spot,
spirituality is not the same as religion. Religion is something, which people can select as a choice or
in other words, people can change religions later or in future. By so, people can even be non-
religious.
If spirituality is properly understood and applied in a profession or work situations, then the
profession becomes an ethical practice. This will not force any prescribed rules and regulations for
the workers of an organization because the workers follow spirituality in their profession. They will
normally carry out their duties and know their responsibilities and dedicate themselves for the
betterment of the organization. Therefore, spirituality in the work spot is a feeling at home and
similar to the works that people have to do as a daily job with a greater level of comfort. Spirituality
is something that people carry within themselves or sense for self-respect.
Character
Character is defined as “The combination of mental characteristics and behavior that distinguishes a
person or group.”
• A distinguishing feature or attribute, as of an individual, group or category.
• The inherent complex of attributes that determine a person's moral and ethical actions and
reactions.
• Moral or ethical strength.
• A description of a person's attributes, traits or abilities.
It is a known fact that people are not born with a character. Because character is a obtained by
learning. A good character emerges due to the practice of proper behaviour and discipline. The
combination of qualities like integrity, honesty, courage reflects the values and level of maturity of
people. Hard work is also essential to build a sound character. Moreover the character of the
people decides the quality of the organization.
2
Engineering Ethics
The History of Ethics-Purposes for Engineering Ethics-Engineering Ethics-Consensus and Controversy
–Professional and Professionalism –Professional Roles to be played by an Engineer –Self Interest,
Customs and Religion-Uses of Ethical Theories-Professional Ethics-Types of Inquiry – Engineering
and Ethics-Kohlberg’s Theory – Gilligan’s Argument –Heinz’s Dilemma.
2.1 The History of Ethics - Purposes for Engineering Ethics - Engineering

Ethics
The known history of pure ethics or ethics theories began with ancient Greek philosophers and
after them it was recovered by early English positivists and has been the main topic of discussions in
the Medieval times in Europe.
As the scholastic doctrines are by-passed, we come to the illuminated times after the Medieval and
continue with Hobbes, the Father of Modern Ethics. This kind of ethics is known by two logical
methods: criticism and comparison.
After Hobbes, English and German schools of ethics have been differentiated. These led to English
intuitionists followed by Utilitarians against Kantian ethics.
Throughout the 19th Century these ideas have been discussed very fiercely throughout Europe. Then
Darwin, Comte and finally Spencer followed by Green came in, who set the evolution concept into
physical sciences as well as the development of ethics. Thus at the beginning of 20th century ethics
was more powerful with evolutionary concepts but still divided between Utilitarians and Kantians.
Immanuel Kant (1724-1804)
• Immanuel Kant is the most important name in modern ethics. He is a follower of both the
Intuitionists and Naturalists. He underlines the importance of “duty” and “self-love” as two district
motives.
• He says that the only absolutely good thing is the “good will”. It is the principle of action that
ought to be obeyed by all rational beings, under all circumstances and for its own sake. This
principle of action is adopted by the person and not the laws which are independent of the person.
Kantian “Categorical Imperative” suggests that “A person should act on that principles and when
everybody act like that the principles becomes a universal law”.
Kant’s definition of “Free-will” is based on the consciousness of moral obligations: “we ought,
therefore we can”.
Kant based his theory on three postulates of morality.
• The existence of God.
• The freedom of will.
• The immortality of the soul.
The particular duties as well as the general principles of morality can never be doubtful as they are
known by rational intuition. He ascertains that,
– We can do what we ought to do, but unless we know what we ought to do we cannot do it.
– A conflict of duties is impossible.
– Motive determines the morality of the actions; not the effects.
• Kant’s most important teaching is “morality of an action depends only on the motive and is
independent of the effects on the person doing it or on the others”.
Utilitarianism
• Utilitarianism is the doctrine that the ethical standard should be, “great happiness” of the
greatest number. Its founder is Bentham (1748-1832) who was followed with Stuart Mill and
Sidgwick.
• Bentham says that “Nature has placed man under the governance of two masters, pain and
pleasure. It is for them to tell us what we ought to do, therefore, we shall do.
• Then the principle of utility comes into picture, to approve or disapprove every action with a value
in itself, to increase or decrease the happiness of the party whose interest is in question.
• What is the measure of pleasure and pain?
For the personal pleasure,
(1) Intensity
(2) Duration
(3) Certainty
(4) Propinquity
(5) Tendency to be followed by other pleasures
(6) Purity
These are the criteria for the measure.
For the community it follows: (7) The extent.The seventh measure was brought to define the
“equity” by Bentham. In his words “every one is to count for one and no more for more than one”.
2.1.1 Purposes for Engineering Ethics
The purposes for engineering ethics are,
(a) To understand the moral values that ought to guide the Engineering profession.
(b) Justify the moral judgment concerning the profession.
(c) Resolve the moral issues in the profession.
It is intended to develop a set of attitudes, beliefs and habits that engineers should posses
concerning morality. The prime objective is to increase one’s capability to deal effectively with
moral complexity in engineering practice.
2.1.2 Engineering Ethics
Engineering ethics may be defined as the identification, study and resolution of ethical problems
occurring in the practice of the engineering profession.
Senses of engineering ethics:
• Engineering ethics is the activity and disciplines which is aimed at understanding the moral values
that ought to guide engineering practice and resolving moral issues in engineering and justifying
moral judgments that concerns engineering.
• Engineering ethics refers to the set of specific moral problems and issues related to engineering.
2.2 Consensus and Controversy

Consensus means agreement and controversy refers to disagreement. When an individual exercise
moral autonomy, they may not be able to obtain the same results as other people obtain. There
may be some differences in the practical application of moral autonomy that can’t be altered either
by facts or errors in logical conclusions. This kind of controversies (i.e.,) disagreements are
inevitable.
Moral autonomy could be comparable to a subject like morality which is considered to be not more
clear or distinct as arithmetic problems. Similar view was also expressed by the great philosopher
Aristotle before a few centuries back. It is reasonable to understand that tolerant quality could pave
a way for differences of opinion among people.
Exercising moral autonomy is not as precise and clear-cut as arithmetic. Therefore, the moral
disagreements are natural and common. In order to allow scope for disagreement, the tolerance is
required among individuals with autonomous, reasonable and responsible thinking.
According to the principle of tolerance, the objective of teaching and studying engineering ethics is
to discover ways of promoting tolerance in the exercise of moral autonomy by engineers.
In some way, the goal of courses on engineering ethics and goals of responsible engineering have
some similarities. Both situations require, the need for some consensus regarding the role of
authority.
The provision of moral autonomy to professional engineers is a fascinating concept of engineering

ethics. When the modalities of ethical values are being implemented in practical terms, some
consensus and controversial implications and issues arise. The harmonious interaction between
engineers and managements and in turn between engineers and public individuals is the crucial
factor for the manifestation of consensus and controversy.
The creation of a uniform agreement on ethical values is not the only purpose of teaching ethics of
engineering. These views are also expressed by the principle of tolerance. These views can hold
good, even if uniform agreement is accomplished by any of the studies that would harm the logics
of moral autonomy. The similar concept of finding the proper ways and means for promoting
tolerance in the practical applications of moral autonomy by engineers, should be strictly applied in
the evaluated methods of teaching the engineering ethics despite the possibility for some conflict
views of morality.
Proper provisions should be made available for teaching the essence of engineering ethics and the
responsible engineering. Particularly, authority should be inducted both in classrooms of
engineering teachings and engineer's work place. Authority of teachers on students and authority
of managers on engineers, would much focus on the values of moral autonomy and ethics. A
common line of agreement should be reached on the specific role of authority. More precautionary
steps are need to be taken for not degrading and diluting the agreement by the strong emphasis of
moral autonomy of individuals in expressing their moral views.
There are two important relationships between autonomy and authority. Care about the welfare of
the people and respect for good moral values an the basic themes of moral autonomy. Moral
autonomy highlights the capabilities and responsibilities of people. The framework that motivates
and encourages the learning attitude is the primary theme of authority. Authoritative handling of
classes by the academic teaching community is very vital to maintain the dignity and decorum of
academic climate in a institution. Authority would also help in restoring the confidence and respect
between teaching community and students. The commanding authority exercised by faculty in
controlling the students in a classroom is just equivalent to the commanding role of the conductor
while directing the musicians in an orchestra.
Secondly, some specific problems may arise with regard to the basic applications of autonomy and
authority. As a result of this, some differences of opinions among students and faculty members
may also occur due to some inconsistent rules of a specific class. Open and frank discussion is the
best remedial relief measure to avoid these problems. When the authority is wrongly exploited by
means of abuses, conflicts may arise between autonomy and authority. To have a healthy
atmosphere of academic curriculum, students should be encouraged by faculty to have discussions
and clarifications of their subject doubts thereby infusing better confidence in their minds.
2.3 Professional and Professionalism –Professional Roles to be played by

an Engineer
Engineering is a great profession which helps us to realize anything and everything in the world.
Engineering gives homes and jobs to people and also it improves the standard of living.
The important and great liability of engineers when compared to other professions is that the work
of an engineer is open to all and all can see the works done by an engineer. He can’t hide his
mistakes as doctors do. He cannot argue like a lawyer. He can not blame others for his mistakes like
the politicians do. If his work is wrong, only he will be condemned by others.
In the modern world today, with the help of the mass communication and other facilities, the
products of engineering are much out in the open, than the ancient period. There are also more
number of engineers. But, inspite of their large numbers, they have become less visible to the
public today.
The invisibility of the engineers makes it difficult for them to keep a sense of accountability and
mutual understanding with the public. So the engineers must have some responsibility to do good
to the public by their profession or as a professional.
Definition
The word ‘Professional‘ gets different meanings based on the context. In general ‘Professional‘
relates to any work that a person does for an occupation, especially the work which requires some
special skill or training.
Profession means a type of job that requires special training and that brings a fairly high status. For
example, work connected with medicine, law and education. Whatever may be one‘s profession
one should exhibit one‘s professionalism, qualities that are typical or expected of a person in that
profession.
Professionalism can be achieved by the following criteria:
1. Knowledge
The job/work must include complicated skills, theoretical knowledge a clear judgment and caution.
Selection of a person to do a job requires some formal education, like humanistic studies as well as
technical studies etc.
2. Organization
Some special societies or organizations must be created for the profession. These organizations and
societies must be accepted by the public to set the standards for that particular profession, writing
the code of ethics of that profession and also these organizations have to represent that profession
to the public. For example, societies like IEEE, ISTE etc.
3. Public good
The job/work must help the public by doing them a favour as quoted in its code of ethics. For
instance, medicine is for promoting health, law is for protecting the legal rights of the public and
engineering towards improving the public‘s health, safety and welfare with the help of
technological advancements.
To conclude, a job or a work or an occupation can be said to be a profession only when

professionals have got all the above mentioned criteria, of late, only engineering, medicine, law and
business administration can be called professions. The sanitation work, driving, sports can not be
called professions as they are lack the above said criteria.
Models of professional roles
• Engineers as saviors
• Engineers as guardians
• Engineers as bureaucratic servants
• Engineers as social servants
• Engineers as social enablers and catalysts
• Engineers as game players
(a) Engineers as saviors
It is believed that engineers hold the key for any improvements in society through technological
developments. Thus, people consider engineers as a savior, because they redeem society from
poverty, inefficiency, waste and the hardship drudgery of manual labour.
(b) Engineers as guardians
Engineers know the direction in which technology should develop and the speed at which it should
move. Thus, many people agree the role of engineers as guardians, as engineers guard the best
interests of society.
(c) Engineers as bureaucratic servants
The engineers role in the management is to be the servant who receives and translates the
directives of management into solid accomplishments. Thus, the engineers act as a bureaucratic
servants. (i.e.,) loyal organization person, while solving problems assigned by the management,
within his limitations set by the management.
(d) Engineer as social servants
As we know, engineers have to play the role of social servants to receive society’s directives and to
satisfy society’s desires.
(e) Engineer as social enablers and catalyst
Besides merely practicing the management's directives, the engineers have to play a role of creating
a better society. Also they should act as catalysts for making social changes.
(f) Engineer as game players
In actual practice, engineers are neither servant nor masters for anyone. In fact, they play the
economic game rules, which may be effective at a given time.
2.4 Self Interest, Customs and Religion

Self-interest
In general, self-interest refers to a focus on the needs or desires of the self. A number of economic,
psychological and philosophical theories examine the role of self-interest in motivating human
action.
Enlightened self-interest is a philosophy in ethics which states that the persons who act further to
the interests of others, ultimately serve their own self-interest.
Customs
As we live in a society which is of increasingly diverse nature, it is more important to have tolerance
for the various customs and outlooks. Hence the concept of ethical pluralism emerges. It views that
there may be alternative moral attitudes and that are reasonable. But none of the moral
perspectives can be accepted completely by all the rational and morally concerned persons.
Ethical pluralism allows the customs which plays an important role in deciding how we should act.
Moral values are varied and flexible. So these moral values allow considerable variation in how
different individuals and groups understand and apply them in their day-to-day activities.
In other words, to be precise, the reasonable persons always have reasonable disagreement on
moral issues including issues in engineering ethics.
Religion
Moral responsibilities and religious belief are intertwined in many positive ways. Firstly, they are
related historically. Our moral views have been shaped by the most known central moral values
within the major world religions.
For example, Islam has been having a great influence in middle east countries such as Saudi Arabia,
Kuwait, Pakistan etc. Confucianism has been influential in China and Hinduism, Buddhism and
Taoism have been famous in Asian countries.
Secondly, most of the people still have beliefs and show some important and inevitable
psychological connections between their religious and moral beliefs. Religious views frequently
support moral responsibility by providing additional motivation for being moral.
Religious hopes or faith in religions implies trust. This trust gives an inspiration to be moral. The
fundamental social functions of religion is motivating right action based on ethical principles.
Religion supports many number of people to follow their beliefs and promote tolerance and moral
concern for others.
Thirdly, religions forms a set of higher level moral standards. For instance, Christianity suggests for
loving neighbours. Many religions include virtue ethics stresses about particular virtues. For
example, if Christianity focuses in the virtue of love, faith and hope, Buddhism emphasizes a feeling
of pity. Islam pressures 'insane'.
Sometimes, religious sets standards below the level of acceptable moral standards. Some religions
don’t give equal rights to women as in Islam. In such circumstances, the conflict is not only between
secular morality and religion but also among other religions.
2.5 Uses of Ethical Theories - Professional Ethic

Theories of rights action are philosophical concepts concerned with human nature and their rights
and duties is to lead the life with ethical values. This concepts mainly focus on individual person’s
actions and their consequences.
There are different versions of rights action introduced by difference ethicists during the Eighteen-
century, Enlightenment Era such as utilitarianism, rights, ethics and duty.
The different types of ethical theories are,
1. Virtue ethics theory
2. Right ethics theory
3. Duty ethics theory
4. Utilitarianism theory
(1) Theories about virtues
Basically virtue ethics is about determining what kind of people we should be. In virtue ethics one’s
situation and actions are considered, right if he holds good character traits and wrong if he hold bad
character traits. Thus, virtue ethics is closely related to personal character.
The two basic old-good theories about virtues are,
i) Aristotle’s theory of the “Golden Mean”
ii) MacIntyre’s theory of virtue
(i) Aristotle’s theory of the “golden mean”
Aristotle in his Nicomachean ethics, defined the virtues obtained habits. It allows an individual to
employ effectively in activities that define him as a human being.
According to his theory, the virtue of wisdom or good judgment is highly essential for accomplishing
the rational activities successfully. As per this theory, virtues or tendencies to find the “Golden
Mean” between the extremes of excess and deficiency.
(ii) Maclntyre’s theory of virtue
Alasdair MacIntyre, a contemporary ethicists, related the issues of virtues with the social practices,
(i.e) co-operative activities that are aimed at achieving public goods. These public goods should not
be related to external goods such as money and prestige.
(2) Theory of rights ethics
The rights ethicists emphasize that any action that violates any moral right is considered as ethically
unacceptable. This theory holds that, those actions are good that respects the rights of the
individual.
In other words, right ethics holds the people who have fundamental rights and that other people
who have a duty to respect.
Two versions of rights ethics are,
i) Locke’s version of rights ethics
ii) Meldon’s version of right ethics
i) Locke’s version of rights ethics
John Locke (1632-1704), a famous rights ethicists, argued that humans have human rights to life,
liberty and the property generated by one’s labor. His views of human rights ethics were considered
as highly individualistic.
In Locke’s view, rights are claims that prevents other people from interfering in one’s life. These
rights are referred as liberty rights or negative rights, that places duties on other people not to
interfere with one’s life.
ii) Meldon’s version of rights ethics
A.I. Meldon (1910-1991) considered human rights as intimately related to communities of people.
According to Meldon, moral rights requires the capacity to show concern for others and to be
accountable within a moral community. Meldon also defined welfare rights as rights to community
benefits, that is needed for living a minimum decent human life.
(3) Theory of duty ethics (respect for persons)
Duty ethics states that there are moral duties such as being honest, being fair to others etc, that
should be formed regardless of whether these acts lead to the most good. Two versions of duty
ethics are,
i) Kant’s theory of duty ethics
ii) John Kant’s modern theory of duty ethics
(i) Kant’s theory of duty ethics
A major proponent of duty of ethics was Emanuel Kant (1724-1804), who regarded that moral
duties are fundamental rather than good consequences.
In his view, ethical actions are those actions required by a list of duties such as,
• Be honest
• Don’t cause suffering to other people
• Be fair to others
• Show gratitude for others
• Show kindness
• Don’t commit suicide
• Seek to improve one’s own intelligence and character
• Develop one’s own talents, etc.
According to Kant, the above actions are our duties because they express respect for persons. They
express an unquantified command for autonomous moral agents and they are the universal
practices.
(ii) John paul’s modern theory of duty ethics
According to Paul’s, valid principles of duty are those that would be voluntarily agreed upon by all
rational persons in an imaginary contracting situation.
Also Paul felt that placing a person in the imaginary contracting situation helps him to reason more
easily and honestly about moral principles. It also enables him to check his intuitions and to set
aside his biases.
(4) Theory of utilitarianism
Utilitarianism seeks to produce the most utility. Utilitarianism holds those actions or rights that
produce the most good for the people.
Different version of utilitarianism
I. Act utilitarianism
The act utilitarianism concept was developed by John Stuart Mill (1806-1873). The act utilitarianism
focuses on individual actions rather than on general rules.
It is understood that most of the common rules of morality such as don’t lie, don’t steal, be honest,
don’t harm others, keep promises etc, are good guidelines to judge a human being.
But according to Mill, a person’s actions should be judged based on whether the greatest good was
achieved in a given situation. He also emphasized that even the general rules should be broken, if
necessary to achieve the greatest good for the greatest number of people.
Mills view about ‘Goodness’:
As we know, the standard of right action is maximizing goodness. According to Mill, the term
‘goodness’ represents two things.
1. Intrinsic good: Intrinsic good is referred as something good in and of itself or desirable for its own
safe. He felt that happiness is the only intrinsic good.
2. Instrumental goods: Instrumental goods are other good things that provide means for happiness.
In Mills view, the pleasures derived through intellectual inquiry, creative accomplishment,
appreciation of beauty, friendship and love are inherently better than the bodily pleasures derived
from eating, sex and exercise.
ii. Rule utilitarianism:
Rule utilitarianism differs from act utilitarianism in owning that moral rules are more important
than an individual action. Richard Brandt proposed this version of utilitarianism.
According to Brandt, though sticking to general moral rules such as don’t lie, don’t steel, be honest,
don’t harm others, etc, might not always maximize good in a particular situation, overall sticking to
moral rules will ultimately guide to the most good. In Brandt’s view, the rules should be considered
in sets known as moral codes. The moral codes are justified only when they maximize the public
good.
Uses of ethical theories
The three most important uses are,
• Ethical theories are helpful in understanding and resolving moral dilemma.
• Ethical theories are useful in justifying professional obligation and ideas.
• It is useful in everyday moral experience and justifying the professional morality.
2.5.1 Professional Ethic

Professional ethics is a personal and corporate standard of behaviour expected of the members of a
particular profession.
Professional code of ethics
Many professions that are trusted by the public to apply expert knowledge have a code of ethics
which sets out their expectations of a person’s behaviour and the boundaries within which
members have to operate.
A code of ethics helps us to clarify the profession’s values provides a reference point for decision
making and can be utilized as a framework for discipline. Most codes of ethics are principles based,
providing guidance as to the principles on which decisions and professional judgement should be
based, rather than a rigid system of rules.
There tend to be some general themes, so for instance AAT’s code of ethics, like that of other
professional accountants, sets out five fundamental principles which all the members should apply.
• Integrity
• Objectivity
• Professional competence and due care
• Confidentiality
• Professional behaviour
2.6 Types of Inquiry

The three types of inquiries are,
1. Normative inquiries
2. Conceptual inquiries
3. Factual inquiries
Normative inquiries
• Normative inquiries are useful to identify the values that guide the individuals and groups in
taking a decision.
• Normative inquiries are meant for identifying and establishing the morally described norms or
standards that are used as guide to assess something as good or bad.
• Generally, normative questions are about what ought to be? And what is good?
Some examples are:
• When and why the engineers have obligations to their employers, their clients and the general
public?
• When should the engineers attempt for whistle blowing?
• Why must some engineering information kept confidential?
• What are the moral rights an engineer should possess in order to fulfill their professional
obligations?
• How an engineer can protect the public safety in a given situation?
From the above questions, it is clear that the goal of normative inquiries is justifying many moral
judgments.
Conceptual inquiries
•These inquiries are useful in clarifying the meaning of concepts, principles and issues in
engineering ethics.
•In other words, the aim of conceptual inquiries is to clarify the meaning of key ideas and issues,
possibly expression by single word or by statements.
Examples of conceptual inquiries:
• What is safety?
• What is meant by risk?
• How safety is related to risk?
• What is a bribe? When a gift becomes as a bribe?
• What is a profession?
Factual inquiries
Factual inquiries are also known as 'descriptive or exploratory’ inquiries. These inquiries are helpful
to provide facts required for understanding and resolving value issues.
Researchers and engineers use these inquiries to get various information such as the history of
engineering profession, the effectiveness of professional societies in promoting moral conduct, the
procedures used in risk-benefit analysis and psychological profiles of engineers.
The above-obtained information through factual inquiries provides an understanding of the

background conditions that generate moral problems. And these factual inquiries are helpful in
solving moral problems by using alternative ways of solutions. Thus factual inquiries are helpful in
understanding the business, social and political realities in which the company operates.
Examples of factual inquiries:
• What are the laws enforced in the intellectual property rights law recently?
• What are the procedures used in making risk assessments?
• In what way, the ‘code of ethics’ of engineering societies inspires and guided the engineer’s
obligations?
• What is the validity period of a patented product?

2.7 Engineering and Ethics

Engineering is the profession in which the knowledge of the natural sciences and mathematics
gained by study, experience and practice is applied with judgment to develop ways to economically
utilize the materials and forces of nature for the benefit of mankind.
Ethics
Ethics is the word that refers to beliefs, values and morals of the individuals, family or the society.
The word has several meanings. Generally it is an activity and process of inquiry. Secondly, it is
different from non-moral problems, when dealing with controversies and issues. Thirdly, ethics
refers to a particular set of habits, attitudes and beliefs of groups, family and individuals concerned
with morals. Fourth, it is used to mean ‘morally correct’.
The study on ethics helps us to know the people’s beliefs, values and morals, learn the good and
bad of them and practice them to maximize their happiness and well-being. It involves the inquiry
on the existing situations, form judgments and solve the issues.
In addition to this, ethics also tells us how to live, to respond to issues, through the obligations,
responsibilities, rights and duties. In religion, similar principles are included, but the reasoning on
procedures is limited. The practices and principles of religions have varied from to time to time,
region, religion, society, language, creed and caste. But ethics has grown to a larger extent beyond
the barriers listed above. In ethics, the focus is to study and apply the principles and practices,
universally.
2.8 Kohlberg’s Theory - Gilligan’s Argument - Heinz’s Dilemma

It is the ability to think critically and independently about moral issues and apply this normal
thinking to situations, that arise during the professional engineering practice.
Lawrence Kohlberg’s theory:
According to Kohlberg, the people progressed in their moral reasoning through a series of stages.
His theory is based on the foundation that morality is a form of reasoning that develops in
structural stages.
The three levels of moral development suggested by Kohlberg are,
1) Pre-conventional level
2) Conventional level
3) Post-conventional level
1) Pre-conventional level
The pre-conventional level of moral development is based on the desire to derive benefits for
oneself. In the first level, individuals behave according to socially acceptable norms, that are taught
mainly by parents and teachers.
At this level, individuals are encouraged mainly by their interest to avoid punishment or by that
desire to satisfy their own needs or by the external power exerted on them.
This is the stage of development of all young children and some adults, who are unable to reach
beyond a particular limit.
2) Conventional level
In the second level, the moral thinking and behavior of the individual are determined by the
standards of their society, family and community. That is, the norms of customs of one’s
society/community/family are accepted and adopted as the ultimate standard of morality.
At this level, individuals are motivated by the desire to please others and to the social units
expectations, without bothering much about their self-interest.
Thus, as per the second level, individuals give more importance to loyalty and close identification
with others than their own self- interest.
The second level of worst thinking is found in society generally. That’s why it is named as
‘conventional of moral development’.
3) Post-conventional level
In the post-conventional level, the individuals are guided by convictions and strong principles, not
by selfish needs or pressure from society.
According to Kohlberg, these individuals are called as ‘autonomous’, since they think for/by
themselves and also they do not believe that customs are right always.
The people at this level wants to live by general principles that are applied to all people. They
always desire to maintain that moral integrity, self-respect and the respect of other autonomous
individuals.
Kohlberg fell that the majority of adults do not reach the post- conventional level.
Also Kohlberg believed that individuals could progress only through these stages one by one. That
is, they cannot ‘jump’ the stages. He also pointed out that the people at post-conventional level
have more moral development and hence the moral autonomy.
Kohlberg’s levels of moral development
Level Appropriate age range Moral development
• Self-centered attitude.
• Willingness to avoid
Pre conventional Birth to 9 years
punishment.
• Desire to gain reward.
• Respect for conventional rules

and authority.
• Willingness to please or satisfy

Conventional 9 to 20 years others.
• Importance to loyalty and

choose identification with
others.
• Thinking for and by

themselves.
Post-conventional Over 20 years or may be never • Agreed upon universal general

principles.
• Personal moral stands.
2.8.1 Gilligan’s Argument
Since Kohlberg’s theory are male biased, Gilligan's refers her context-oriented emphasis on
maintaining personal relationships as the ethics of care.
Gilligan's three levels of moral development are,
Pre-conventional level:
This is almost same as Kohlberg’s first level. In this level individual is concerned with self centered
reasoning.
Conventional level:
This differs from kohlberg’s second level. In this level, Gilligan mentioned that women will not hurt
others and have a willingness to sacrifice their own interests in order to help others.
Post-conventional level:
Principle of non-violence. i.e., do not hurt others or self. To balance between one’s own needs with
the needs of others.
Factor influencing the moral concern:
• Atmosphere in which person is brought up.
• One’s relationship with friends and relatives.
• One’s interaction with his neighbour.
• One’s family structure and the family’s economy.
• Influence of religions institutions.
• Influence of educational institutions.
• Influence of media and social events.
Comparison of Kohlberg’s and Gilligan’s theory
Level Kohlberg’s theory Gilligan theory
• Behave according to socially

acceptable norms.
Pre-conventional • Willingness to avoid • Self centered attitudes.

punishment.
• Desire to gain reward.
• Respect conventional rules and

authority.
Conventional • Self-sacrifice is goodness.
• Willingness to satisfy for
others.
• Importance to loyalty.
• Thinking for and by

themselves.
• Principle of non violence.
Post-conventional • Agreed upon universal
• To balance between one’s own
principles.
needs with the needs of others.
• Personal moral stands.
Thus Kohlberg gives greater emphasis to recognizing rights and abstract universal rules, whereas,
Gilligan stresses the importance of maintaining personal relationships based on mutual caring.
2.8.2 Heinz‘s Dilemma
Gilligan‘s criticism on Kohlberg‘s theory can be made very clear with the help of a famous example
used by Kohlberg in his interviews and questionnaires. This is referred as Heinz’s Dilemma.
This example was about a woman and Heinz, her husband, living in Europe. The woman was
infected with a serious disease, cancer. The doctors told her to use an expensive drug to save her
life. The druggist who also invented that medicine charged him with ten times the cost of
manufacturing the drug.
Inspite of his poverty, Heinz took a lot of effort to borrow the money, but he could get only half of
the amount needed. He approached the pharmacist and begged him to sell the medicine at a
cheaper price or allow him to pay for it later. But the pharmacist disagreed to do so.
Eventually without any hope, Heinz forcibly entered into the pharmacy and robbed the drug. The
question that arises here is, was the theft morally right or wrong? By asking this question to the
males, Kohlberg received two different sets of answers.
One is based on the conventional level that is Heinz did a wrong thing. Another one is based on the
post conventional level that is Heinz was correct as the life of his wife is more important than the
property right of the pharmacist.
But when the same question was asked to the women, they gave same answer. They replied that
Heinz was wrong. They further added that instead of robbing the medicine, Heinz could have tried
some other alternative solution. They also told that Heinz must have convinced the pharmacist to
give the medicine.
From the above, Kohlberg concluded that women‘s decisions are always based on conventional rule
and also they always have various opinions in applying the general principles and moral rules about
the right to live.
Based on the Kohlberg‘s comment on the women, Gilligan came to a different conclusion. She tells
that it shows greater sensitivity to people and personal relationships. She concluded that the
decisions taken by women is based on the context and not on the basis of general rules ranked in
order of priority.
Now, the question here is, how Gilligan‘s theory of moral development relates to the theory of
moral autonomy as a goal of studying ethics at the college level?
Autonomy needs independent reasoning on the basis of moral concern and not separated from
other people. As per Kohlberg‘s theory and Gilligan‘s theory, moral autonomy must be consistent
with ‘context -oriented‘ and also with an awareness on general moral principles and rights.
3
Engineering as Social Experimentation
Comparison with Standard Experiments – Knowledge gained – Conscientiousness – Relevant
Information – Learning from the Past – Engineers as Managers, Consultants and Leaders –
Accountability – Role of Codes – Codes and Experimental Nature of Engineering.
3.1 Comparison with Standard Experiments – Knowledge gained

Here let us see the reason for engineering projects viewed as experiments
There are many aspects of engineering that makes it appropriate to view engineering projects as
experiments. The three important aspects are as follows,
Engineering projects, like the standard experiments are carried out in partial uncertainties.
The uncertainties may include in the,
(i) Design calculation
(ii) Exact properties of raw materials used
(iii) Constancy of material processing and fabrication and
(iv) Nature of working of final product.
The final outcomes of engineering projects are also generally uncertain like those of other
experiments.
For example, a nuclear reactor may reveal unexpected problems that endanger the surrounding
people, some products such as high heels shoes, slippers, cosmetic items may cause some side
effects to the users and who knows, the users of cell phone may be exposed to some unidentified
harms in the future.
Similar to standard experiments, engineering experiments also require thorough knowledge about
the products at the pre-production and post-production stages.
Thus engineering, like any other experimentation, requires constant monitoring, alertness and vigil
on the part of the engineers at every stage of the project.
Engineering experiments differ from standard experiments.
1. Experimental control
•Experimental control is the most important difference between engineering and other standard
experiments.
•In standard experiments, experimental control involves selecting members for two different
groups randomly. The first group members are given the special, experimental treatment, whereas
the members of other groups are not given that special treatment. Even both the groups are
subjected to same environment ; the group that was not given the special treatment is called
“control group”.
•In engineering experiments, usually there is no control groups. Sometimes the control group is
used only when the project is limited to laboratory experimentation.
Because the engineering experiments involve human beings as they are considered as the
experimental subjects. In fact, clients and customers have more control, as they own the authority
of that project. So here the experimental subjects say clients or end user‘s are out of the
experimenter’s control. In this type, it is not possible to select the member from various groups
randomly. Instead the engineers should work with the available historical and fair data about
various groups randomly. Instead, the engineering concept should work the available historical and
fair data about various groups that uses the end product.
The above discussion also justifies the view of engineering as a social experimentation.
2. Informed consent
It is known that, there is always a strong human interface in the use of the engineering
experiments, results and also the beneficiaries are invariably humans. Therefore, engineering
experiments are also viewed as a part with medical experiments as both experiments are
performed by humans. When a medicine or an engineering product is to be tested on a person,
then the moral and legal rights is to get, “information consent” for him.
Informed consent consists of two main elements.
(1) Knowledge: The human subject should be given all the information to make a reasonable
decision.
(2) Voluntarism: The human subjects should show their willingness to be a human model
voluntarily. The person should not be forced, deceived, fraud, etc.
The manufacturer of the product should give all the information about the potential risks and
benefits of their products to their customers and users.
The characteristics of a valid consent:

The informed consent is called as “valid consent” when the following three conditions are met.
1. The consent should be given voluntarily and not forcibly.
2. The consent should be based on all the information needed for the rational person to make a
reasonable decision.
3. The consentient should be physically and mentally fit; then he should be a major i.e., above 18
years.
3.2 Conscientiousness – Relevant Information

General responsibilities of engineering as society:
• Engineers are primarily considered as technical enablers or facilitators, rather than being the sole
experimenters.
• Engineers responsibility is shared with management, the public and others.
• The other unique responsibility of engineers include monitoring projects, identifying risks,
providing customers and clients the required information to make reasonable decisions.
• While exercising engineering duties, the engineers should display the virtue of being morally
responsible person.
General features of moral responsible engineers:
1. Conscientiousness
2. Relevant information
3. Moral autonomy
4. Accountability
Conscientiousness:
• Conscientiousness means commitment to live according to certain values. It implies

conscientiousness.
• Engineers have to be sensitive to a range of moral values and responsibilities, which are relevant
in a given situation.
• Also engineers should have the willing to develop his/her skills and has to apply the effort needed
to reach the best balance possible among various considerations.
• ‘Open eyes and an open mind’ are required to evaluate a given situation, its implication and to
determine who are involved or affected.
• The primary duty of morally responsible engineers is to protect the safety of human beings and
respect their rights of consent.
Relevant information:
• Conscientiousness is impossible without the relevant factual information. 
• Engineers have to show the commitment to obtain and properly gauge all the information related
to meeting one’s moral obligations.
The two general ways of losing perspective on the context of one‘s work are given below.
1. To grasp the context of one‘s work, one should be aware of implication of that work.
2. Shifts the responsibility and blame the others in the organization.
Thus, conceiving engineering as social experimentation, it is important that engineers act as

responsible agents. The responsible agents require,
• Imaginative forecasting of possible bad side effects.
• The development of an attitude of ‘defensive engineering’ and ‘preventive technology’.
• Careful monitoring of projects.
• Respect for people’s rights to give informed consent.
Moral autonomy:
• The moral autonomy is the ability to think critically and independently about moral
• issues and apply this moral thinking to situations that arise during the professional engineering
practice.
• It is understood that an individual’s personality depends on the integration of his moral benefits
and attitude.
• When one’s labour and skills are sold, then it is an illusion to think that the person is not morally
autonomous.
• As an experimenter, an engineer has to undergo an extensive and updated training to form his
identity as a professional.
• There will be a personal involvement in one‘s work.

• The magnitude of moral autonomy to be experienced by engineering is highly influenced by the

attitude of company‘s managements.
• Where there is a treat for engineers moral autonomy, then engineers can look for moral support
from their professional societies and outside the organization.
Accountability:
• The term “accountability” means being responsible, liable, answerable or obligated.
• In proper terms, the accountability refers to the general tendency of being willing to submit ones
action to any type of moral scrutiny and be responsive to others assessment.
• It involves a willingness to present morally convincing reason for ones actions and conduct.
• Morally responsible people are expected to accept moral responsibility for their action.
• According to Stanely Milgram, people are not willing to accept personal accountability when
placed under authority.
• There exist a lot of difference and separation between casual influence and moral accountability
in all professions including engineering.
• Because of modern engineering practices, the complication in accepting one‘s moral

accountability is further worsened. Some of these situations are explained below.
1. Modern engineering projects involve teamwork, in which each member contributes a small
amount of personal accountability.
2. The modern organization are based on the principle of “division of work”. Due to this division of
work, the personal accountability are also stretched within the hierarchies of authority.
3. A pre-occupation with legalities in a time of proliferating malpractice lawsuits.
3.3 Learning from the Past

It deserves a special mentioning that engineers must have the positive attitude to learn and gain
important innovative information not only from their designs but also from other sources of various
engineers. This healthy practice would pave a definite way for boosting up the morality and
integrity of engineering profession on the whole. Moreover, mutual exchange of technical
knowledge and information without any prejudiced feelings and egoism would enable engineers to
improvise the designs without the past errors and defects.
These statements are documented by the following illustrations,

1. Adequate provisions were not made for more number of life boats even after the complete
destruction of steam ship Arctic due to the same problem.
2. Repeated cases of collisions of ships with bridges such as Maracaibo bridge at Venezuela in 1964,
Tasman bridge at Australia in 1975 and Tampa Bay at Florida In 1980 have been reported. The
recurrent accidents indicate the utter negligence and poor monitoring on the part of engineers to
have an inter-communication between them and also their inconsistent attitude for mutual
reciprocation of technical informations.
3. A nuclear reactor accident due to malfunctioning of valves, occurred tragically at Three Mile
Island in 1979. Similar cases were later reported at some other places. Despite the proper filing of
required data by the manufacturer, sheer negligence and improper attention on the part of
engineering are held responsible for the recurrences of these reactor accidents. The inconsistent
attitudes and lack of attention of engineers have to be blamed.
All these examples clearly point to the fact that engineering profession would incorporate technical
practitioners, apart from project engineers for an effective vigilance and moral responsibilities over
the complete aspects of the concerned projects.
3.4 Engineers as Managers, Consultants and Leaders

Engineers as managers
Engineers move into management roles, because of two reasons.
1) Many corporate management prefer engineers as their managers, because they believe that they
are capable to do the following,
• To manage technological corporation.
• To manage and teach non-engineers about engineering techniques.
2) Engineers are attracted by various corporate incentives such as higher pay, greater authority, etc.
Mintzberg’s role approach provides different views on management than the four management
functions. At first glance it might seem that the Mintzberg’s findings are incompatible with the
views, that the planning, organizing, leading and controlling are important parts of management
process.
Managerial roles
Managerial roles of an engineer
1. Interpersonal role
The interpersonal roles grows directly out of the authority of a manager’s position and involves
developing and maintaining positive relationship with others.
The interpersonal roles of managers include,
• Figurehead
• Header
• Liaison
Figurehead role:
Being managers, as the head of organization in figurehead role, manager performs symbolic or
ceremonial duties of either social or legal nature. This includes presenting awards and entertaining
dignitaries. Presiding at a farewell reception for a departing employee. Managers spend 10-12% of
their time in this role.
Leader role:
In leader role, manager builds up relationship with sub-ordinates also communicates, motivates and
train the employees.
Liaison role:
Here the manager maintains a networks of contacts, outside work unit who provides help and
information.
This includes not only managers. They also include customers, suppliers, government, official
managers etc. Informational role
Informational role pertains to receiving and transmitting information from staff members. The
managers play a great role in this.
The roles involved here includes,
• Monitor role
• Disseminator role
• Spokesperson role
Monitor role:
Managers monitors or scans the source of information. Management collects the internal and
external information.
Disseminator role:
The managers pass the information to the press or sub-ordinates from either internal or external
sources.
Spokesperson role:
Managers provides information about the organization to the external community such as press,
TV, suppliers and to government officers.
Decisions role
Here the managers examine alternatives and then make choices and commitments. It includes
entrepreneurs, handle resource allocator and negotiator.
Entrepreneur
Managers acts as initiator, designer and encourages change and innovation to improve.
Managers not only make routine decision in their jobs but also frequently make decisions that
explore new opportunities or start new projects.
• Disturbance handler
• Resource locator
• Negotiator
Disturbance handler role:
Managers takes collective action when organization faces important, unexpected difficulties.
Managers has to settle the disputes which affects the company’s functioning like, strikes, notations.
Resource allocator role:
In resource allocator role, manager distributes resources of all types including time, finding,
equipment and human resources.
Negotiator role:
Manages negotiation on behalf of company with trade union, contract or joint venture.
Impact of transition on ethical issues:
Generally managers are charged for,
(i) Merely serving for narrow interests of the corporation.
(ii) Their objective of increasing the firm’s profit only.
(iii) Not bothering about other responsibilities to promote the public good.Responsibilities of
engineers - managers:
• Promoting an ethical climate.
• Resolving conflicts - conflicts such as schedules, human resource availability, technical issues,
administration procedures, personality, projects and departments.
Consulting engineers
Consulting engineers generally exercise their consulting activities independently. They are paid for
their services by fees, not by salaries. Since they are the sole employer for their practice, they have
greater freedom than most salaried engineers to make decisions about the projects. Corresponding
its greater freedom, the consulting engineers should also deal with a wider variety of moral
concerns than salaried engineers.
Some of the responsibility of consulting engineers are in the following areas,
• Advertising
• Competitive bidding
• Contingency fees
• Safety and clients needs
• Provisions for resolution of disputes

3.5 Accountability – Role of Codes -codes and Experimental Nature of

Engineering
There are four characteristic features of morality responsible engineers, from the perspective of
engineering as said experimentation.
• Conscientiousness
• Comprehensive perspective
• Autonomy
• Accountability
Accountability:
The engineers should be accountable for the results of their project. The accountability refers to the
general tendency of being willing to submit one’s actions to any type of moral routing and be
responsive to other assessments.
Roles of code of ethics:
• The primary aspect of codes of ethics is to provide the basic frame work for ethical judgment.
• They are referred as codes of conduct agreed upon standards for professional conduct.
• The codes of ethics express the ethical principles and standards in a coherent, comprehensive and
accessible manner.
• It defines the roles and responsibilities of the profession.
• It helps the professional to apply moral and ethical principles to specific situations.
These code are based on fine canons. They are,
1. Principle of ethics-integrity
2. Competence
3. Individual responsibilities
4. Professional responsibilities
5. Human concerns
Positive roles of code of ethics:
The code of ethics propagated by professional societies play a vital role. They are,
•Inspiration
•Guidance
•Support for responsible conduct
•Deterring and disciplining unethical professional conduct
•Education and promotion of mutual understanding
•Protecting the status quo suppressing dissent within the profession
•Promoting business interests through restraint of trade
1. Inspiration
Ethical codes provides a positive inspiration for the professionals to exercise their obligations
effectively. These codes inspires the engineers to apply moral principles under the various
conflicting situations.
2. Guidance
The ethical codes provide guidelines for achieving the obligations of the professionals. These codes
also provide specific guidelines, which tell how to apply the code to the unique situations.
3. Support
The ethical codes offer positive and potential support to engineers to perform their duties in ethical
manner.
At times, the codes can serve as legal support for those engineers who are tangled in professional
obligations and conflicts.
4. Deterrence and discipline
The ethical codes can be used for deterring and disciplining unethical professional conduct. These
codes are also considered as the formal basis for investigating unethical conduct.
5. Education and mutual understanding
The ethical codes can be used in educational institutions and other places for emphasizing the
importance of moral issues and values. They are also useful to encourage a shared understanding
among the public, an governmental organizations and professionals, concerning the moral
responsibilities of engineers.
6. Contributing to the profession’s public image
The ethical codes can confer a positive image to the public of an ethically committed profession.
The codes enables the engineers to serve the public more effectively.
7. Protecting the status quo
The codes constitute of ethical conventions. These ethical conventions can promote a minimum
acceptable level of ethical conduct. The codes can also suppress the dispute within the profession.
8. Promoting business interests
The codes of ethics promotes business interests through restraint of trade. They help in facilitating
morally feasible business dealings to the professionals. The codes should be applied with caution,
keeping in view their limitations.
Here we shall discuss about the codes of ethics with the advantages and disadvantages
Advantages:
• It provides inspiration and guidance.
• It supports for responsible conduct.
• It educates and promotes the mutual understanding.
• It contributes a positive public image of the profession.
• It protects the status quo and promotes the business interest.
Disadvantages:
• It has basic guidelines which is restricted to general and vague wordings/phases.
• It often has internal conflicts which may result in moral dilemmas.
• It cannot serve as final moral authority for professional conduct.
Proposals for promoting ethics:
• Engineering societies should act as the form for debating what should be in a professional code of
ethics.
• By establishing awards for engineers who exhibit commendable ethical conduct.

• By assisting and protecting engineers who have been discharged.
• Engineering societies can establish ‘ethics helplines’.
• By helping to educate the public about new technologies.
• Engineering societies can also promote the discussion and understanding of engineering ethics by
depicting in the application of their codes.
Let us discuss about the codes of ethics of engineers:
• The perspective of engineering as social experimentation provides some useful clues in prioritizing
and ranking the various functions of the ethical codes.
• The supportive function of engineering codes is viewed as the primary important function.
Because the supportive function of engineering codes enables the engineers to express their views
freely, especially about safety to those affected by engineering projects.
• The disciplinary function of engineering codes is recognized as the secondary important function.
Because, this function is essential in engineering as it ensures all clear and enforceable laws and
rules.
• The guidance, inspirational and educational functions of engineering codes are also important.
Because they promote mutual understanding among those affected by them.
• The functions of protecting the status quo and promoting only business interests in violation of
free competitions should be avoided altogether.
Thus it should be kept in mind that codes are only a small part of engineering ethics. Also codes are
not sacred writ and should always be open to critical examination.
4
Engineers’ Responsibility for Safety and Risk
Safety and Risk, Concept of Safety – Types of Risks – Voluntary v/s Involuntary Risk- Short term v/s
Long term Consequences- Expected Probability- Reversible Effects- Threshold Levels for Risk-
Delayed v/s Immediate Risk- Safety and the Engineer – Designing for Safety – Risk-Benefit Analysis-
Accidents.
4.1 Safety and Risk

Safety
The initial version of William W. Lawrence’s definition for safety is as follows.
“A thing is safe if its risks are judged to be acceptable”. It means, a thing is safe for a person if the
perceived risk is less. Similarly, a thing is unsafe if the perceived risk is high.
The safety concept
1. “A ship in harbour is safe, but that is not what ships are designed for” – John A. Shed
• We purchase an ill-designed iron box in a sale-> Underestimating risk
• We judge fluoride in water can kill many number of people -> Overestimating risk
• We hire a taxi, without thinking about its safety -> Not estimating risk
How does a judge pass the judgement on safety in these 3 cases?
So, this definition won't do in real life.
Then, what can be acceptable also depends on the individual or group‘s value judgement. Hence a
better, working definition of concept of safety can be stated as, “A thing is safe with respect to a
given person or group at a given time if, were they totally aware of its risks and expressing their
most settled values, they would judge those risks to be acceptable” -Mike Martin and Roland
Schinzinger
A thing is not safe if it exposes us to unacceptable danger or hazard. RISK is the potential that
something harmful and unwanted may occur. We take a risk when we undertake something or use
a product that is not safe. In technology, risk could include dangers of bodily harm, economic loss or
environmental degradation. Some may consider that “safety” is a concrete term, while “risk” is a
vague, hypothetical concept.
• In fact, its the other way around.
• Risks exist always. But true safety does not exists, except in hypothetical situations.
• So, risk is reality, safety is fantasy.
What degree of risk is acceptable?
Safety is a matter of how people would find risks as acceptable or unacceptable, they knew the risks
and are basing their judgments on their most settled value perspective. So, to this extent, it is
objective.
So, Safety is 'acceptable risk'.
Risk
William W. Lawrence has defined risk as, “a compound measure of the probability and magnitude
of adverse effect”.
Acceptable risk
A risk is acceptable when those who are affected are generally no longer apprehensive about it."
Apprehension depends largely on factors such as,
• Whether the risk is voluntarily assumed.
• How the probabilities of harm is perceived.
• Job-related or other pressures that causes people to overlook or to be aware of risks.
• Whether the defects of a risky activity or situation are close at hand or immediately noticeable.
• Whether the potential victims are identifiable beforehand.
Safety-risk analysis
Safety risk analysis
Where,
P - Primary cost of product
S - Secondary cost
T - Total cost
It is necessary to understand the relationship between safety, risk and costs. Analysis based on the
above things is called as safety-risk analysis.
Disaster
It is a serious disruptive event coincides with a state of insufficient preparation. Engineering design
may results in disaster due to errors. These minor design error, the device may not perform as
expected or may perform illegal operation.
Example:
Minor casting defects in aircraft turbine blades may cause failure of the system. Systematic
accidents will also results in disaster.
Failure of US space shuttle.
4.1.1 Concept of Safety
Safety is a state in which the hazards and its conditions leading to physical, psychological or
material harm are controlled in order to preserve the health and well-being of individuals and the
community. It is the essential resource for everyday life needed by individuals and communities to
realize their aspirations.
Attaining the optimum level of safety requires governments, communities, individuals and others to
create and maintain the following conditions, whichever setting is considered.
• The prevention and control of injuries and other consequences or harm caused by the accidents.
• A climate of social cohesion and peace as well as of equity protecting the human rights and
freedoms at the family, local, national or international level.
• The respect of the values and the physical, material and psychological integrity of the individuals.
• The provision of effective, preventive control and rehabilitation measures to ensure the presence
of the previous three conditions.
These conditions can be assured by the initiatives which focuses on the environment and on
behaviour.
4.2 Types of Risks

Effects of risk:
It includes dangers of bodily harm, economic loss and environmental degradation.
Causes of risk:
Risks or harms caused by delayed job completion, faulty products or systems and economically or
environmentally injurious solution to technological problems.
Determination of risk:
1. Knowledge of risk.
2. Uncertainties in design.
3. Testing for safety.
Factors influencing risk:
1) Voluntary (Vs) Involuntary risk.
2) Short term (Vs) Long-term consequences.
3) Delayed (Vs) Immediate risk.
4) Expected probability.
5) Reversible effects.
6) Threshold levels for risk.

Types of risk:
1) Voluntarism and control
Voluntary risk:
If people take risk knowingly, then their involvement of risk is known as voluntary risk. Many people
consider it safer if they knowingly take on the risks. Also people believe that they have ‘full control’
over their actions.
Examples for voluntary risks are,
1) Buying a flat/house near a chemical plant that emits low levels of a toxic waste into the air
because the property values are very low.
2) Participating in a potentially adventurous sports such as motorcycle racing, skiing, boxing, hang-
gliding, bungee jumping, etc, without much safety guards.
Controlled risk:
If the risk-taken is within the control limit, which can be controlled by any means, then the risk is
known as controlled risk.Examples for controlled risk:
In practice, all the dangerous sports such as motorcycle racing, skiing, hang-gliding, bungee
jumping, horseback riding, boxing etc, are carried out under the assumed control of the
participants. They use all safety guards to keep the risk under control.
2) Effect of information on risk assessments
The information about a harm/danger should be presented in a systematic and appropriate

manner. Because, the manner in which the required information for decision making is presented
has a great influence on how risks are perceived. Many case studies and experiments have proved
that the manner in which information about a danger is presented can lead to undesirable and
wrong perceptions about danger.
The threshold limit of individuals for information varies from person to person. Some would be
comfortable only when they have information of deeper depth and quality, while others may be
comfortable with minimal information.
Many experiments have drawn the following two conclusions.
1) Options perceived, as yielding company gains will tend to be preferred over those from which
gains are perceived as risky or only probable.
2) People tend to be more willing to take risks in order to avoid perceived company losses than they
are to win only possible gains.
3) Job-related risks
The exposure of risk depends on the person’s job and his work place. The nature of the job and the
working environment will determine the risk level of a person.
For example, people working in the coal mines, oil mines, shipyards, chemical plants, nuclear power
plants, etc., have more probability of being exposed to the high risks. Because of high competition
for survival, the employees don’t have any options other than undertaking high-risk jobs.
Unions and occupational and safety regulations should regulate and enforce the employers to
facilitate the standard working environment. Most importantly, engineer who design and equip
workstations must take into account the various safety issues and the worker’s
suggestions/complaints regarding their workplace.
4) Magnitude and proximity
Our reaction to risk is affected by the magnification and the personal identification or relationship
we have with the victims. For instance, we feel very bad if one of our close relatives or friends are
subjected to some problems. Thus, the magnitude of risk and the proximity with the victims greatly
influences the degree of reaction to the risk.
4.2.1 Voluntary v/ s Involuntary Risk
Voluntary risks are the risks that people take knowing that they may face consequences. These
risks includes driving a car, skydiving, climbing a ladder and smoking tobacco.
Involuntary risks are risks that people take either they are unable to control the fact that they are
at risk or not knowing that they are at risk, such as secondhand smoke. These risks includes
environmental hazards such as a toxic waste dumped at next door, lightning, tsunamis and
tornadoes.
4.2.2 Short term v/ s Long term Consequences
Something that might cause a short-lived illness or disability seems safer than something which
results in the permanent disability. The activity for which there is a risk of getting a fractured leg will
appear much less risky than an activity with a risk of a spinal fracture, because a broken leg will be
painful for months, but generally the full recovery is the norm. Spinal fractures can lead to
permanent disability.
4.2.3 Expected Probability
Many might find a 1 in 1,000,000 chances of several injury to be the acceptable risk, whereas a
50:50 chance of a fairly minor injury to be unacceptable. Swimming at a beach where there is
known to be a large concentration of jellyfish would be unacceptable to many, there would be a
high probability of a painful, though rarely fatal, sting. Yet, at the same beach, the risk of a shark
attack is low enough, even though such an attack would very likely lead to dismemberment or
death. It is important to remember here that the expected probability is only an educated guess.
Likelihood or probability assignment can be classified as,
• Qualitative
• Quantitative
This estimates the probability of each possible accident based on,
– Past history of accidents/incidents.
– Industry benchmarks.
Likelihood/probability can be defined in terms of occurrences per,
• Events
• Units of time
• Items
• Activity
• Population
4.2.4 Reversible Effects
Something will seem less risky if the bad effects are ultimately reversible. This concept is similar to
the short-term vs long-term risk.
4.2.5 Threshold Levels for Risk
Something that is risky only at the fairly high exposures will seem safer than something with a
uniform exposure to risk. For example, the probability of being in an automobile accident is the
same regardless of how often we drive. In contrast, studies have shown that low levels of nuclear
radiation actually have the beneficial effects on the human health, while only when the higher
levels of exposure are there, which cause severe health problems or death. If there is a threshold
for all the effects, generally there will be a greater tolerance for risk.
4.2.6 Delayed v/ s Immediate Risk
An activity whose harm is delayed for many years will seem much less risky than something with
the immediate effect. For example, for several years now, Americans have been warned about the
adverse long-term health effects of the high-fat diet. This type of diet can lead to chronic heart
problems or stroke later in life. Yet, many ignored these warnings and are unconcerned about the
risk that is so far in the future. These same people might find the activity such as skydiving which is
unacceptably risky, since an accident will cause immediate injury or death.
4.3 Safety and the Engineer

Acceptability of risk:
According to D. Rouse, “A risk is acceptable when those affected are generally no longer
apprehensive about it”. Apprehensiveness mainly depends on how the risk is perceived by the
people.
Lessons for the engineers:
Engineers have the challenge to face/overcome the following two different public conceptions of
safety.
(1) Positive or optimistic attitudes:
Some people assume that things that are familiar, that have not hurt them before and over which
they have same control, present no real risks.
(2) Negative or pessimistic Attitudes:
Some people feel feared, when an accident kills or harms in large numbers or affects their relations,
they consider those risks as high risks.
Therefore, while designing a thing, engineers should recognize and consider such widely held
perceptions of risks along with their routine technical design issues. So, engineers should recognize
this as part of their work.
Engineers should also understand that it is not wise to proceed under an assumption that education
will quickly change the people’s under-estimation or over-estimation of the risk.
The continuous, proper information about dangers and other issues of risk are necessary to educate
the people to have right attitude and perception about the risk. The risk communication and risk
management efforts should be structured as a two way process.
Safety measures to be taken in establishing an engineering unit:
• A design should comply with the legal standards for product safety and other applicable laws.
• An acceptable design should meet the standard of accepted engineering practice.
• Alternative designs that are potentially safer should be explored.

• While designing any product, all possible misuses of the product by the consumer should be
identified.
• Finally, the designed product should be tested using prototypes to determine,
(i) Whether the product meets the specifications.
(ii) Whether the product is safe to use.
Responsibility of engineers in the design of product:
• Eliminate
• Reduce
• Inform
• Control
Eliminate:
The identified hazard in the product can be eliminated. Need to go through mandatory
requirements, so far as it is reasonably practicable.
Reduce:
The designer or engineer must reduce the remaining risk associated with the hazard. There must be
professional judgment but guided by relevant good practice. In reducing risk a hierarchy is to be
observed.
Inform:
Provide information on the risks to the consumer so that the product can be used as informed
consent. Proposed access should be discussed with the client.
Control:
It provides that the design does not change and no other influence comes to bear, then the control
of the risks on site during construction or maintenance are the responsibilities of those undertaking
the work. The designer is not involved.
4.3.1 Designing for Safety
Step 1: Define the problem.
Step 2: Generate multiple alternate design solutions.
Step 3: Analyze each design solution.
Step 4: Test the solutions.
Step 5: Select the best solutions.
Step 6: Implement the chosen solution.
4.4 Risk-Benefit Analysis

Risk benefit analysis is a technique, similar to cost-benefit analysis, which is used to analyze the risk
in a project and to determine whether the project should be carried out or not.
Risk-benefit analysis answers the following questions,
• What are the benefits of the project/product?
• Is the project/product worth the risks connected with its use?
• Do benefits outweigh the risks?
It is understood that everyone is ready to accept certain levels of risk as long as the
project/product/activity promises sufficient benefit or gain.
The risks and benefits of a project/product are assigned by money values and the most favourable
ratio between risks and benefits is determined.
In risk-benefit analysis, both risk and benefits are very difficult to quantify. Because both lie in the
future. That is, both risk and benefits are associated with uncertainties.
It should be noticed that who takes the risks and who enjoys the benefits? Therefore, it is important
to ensure that those who have taken the risks are the beneficiaries of it.
It is mostly difficult to express both risk and benefits in a common set of units. In this case, risk-
benefit analysis is used to judge the relative merits of different designs.
The ethical implications on risk-benefit analysis:

(a) Under what conditions, someone in the society is entitled to impose a risk on someone else on
behalf of a supposed benefit to others?
(b) How can we consider the worst-case scenarios of the persons who are exposed to maximum
risks while they are also obtaining only minimum benefits? Are they provided safer alternatives?
Are their rights violated?
Accessing and reducing risk:
Risk management may be defined as the minimization or eradication of the adverse effect of the
pure risks to which an organization is exposed.
Elements of a risk management are,
1. Risk identification
2. Risk evaluation
3. Risk control
Risk identification:
Risk can be identified by various techniques such as physical inspection, safety audit, job-safety
analysis, management and workers discussions and historical data analysis.
Risk evaluation:
Risk can be measured on the basis of economic, social or legal considerations. Economical and
social considerations include financial aspects, unmanaged cost of accidents, etc. Legal
considerations include possible constraint from compliance with health and safety legislation, code
of practice, etc.
Risk control:
It consists of four areas. They are,
• Risk avoidance
• Risk transfer
• Risk retention
• Risk reduction
Risk avoidance
It refers to the conscious decision by the management to avoid completely a particular risk by
discontinuing the operation producing the risk.
Risk retention
It refers to retaining a particular side for which any consequent loss is financed by the organization.
Risk transfer
It refers to the legal assignment of the cost of certain potential basis from one party to another.
Risk reduction
It refers to the reduction and elimination of all aspect of accidental loss that leads to a wastage of
the organization asset.
4.5 Accidents
Accidents are caused by the negligence of the worker, faulty instrument and readings.
Types
The three type of accidents are procedural, engineered and systematic accidents.
Procedural accidents are the most common accidents caused by not following the procedures such
as laws and rules.
Engineered accidents are caused by the wrong design, failure of materials and devices which are
not functioning, etc.
Systematic accidents are caused by many systems which work in the co-ordination. If one fails, it
leads to the accumulated problems resulting in the accidents.
Case study:
Here we will see about the Bhopal disaster.
The Bhopal plant was tuned and operated by Union Carbide India, an Indian company in which
Union Carbide corporation held just over half the stock. UCC technical team reports that a large
volume of water was introduced into the MIC tank and triggered a reaction that ended up with the
gas release.
On December 3, 1984, Union Carbide's pesticide-manufacturing plant in Bhopal, India leaked 40

tons of the deadly gas, Methyl isocyanate into the sleeping, impoverished community which was
killing 2,500 within a few days, 10,000 people were permanently disabled and it also injured
100,000 people. Ten years later, it increased to 4000 to 7000 deaths and injuries to 600,000.
Risks taken:
Storage tank of Methyl Isocyanate gas was filled to more than 75% capacity as against Union
Carbide‘s spec, that it should never be more than that of 60% full. The company‘s West Virginia
plant was controlling the safety systems and detected the leakages through the computers but the
Bhopal plant only used manual labour to detect and control the leakage.
The Methyl Isocyanate gas which was being highly concentrated, burns parts of body when it comes
into contact, even blinding eyes and destroying lungs.
Causal factors:
• Plant was understaffed due to its costs.
• Three protective systems was out of service.
• The accident occurred early in the morning.
• Most of the people killed lived in a shanty town located very close to the plant fence.
• Very high inventory of MIC, which is an extremely toxic material.
Workers made the following attempts to save the plant:
• They tried to turn on the plant refrigeration system to cool down the environment and slow the
reaction.
• They tried to route the expanding gases to the neighbouring tank. The tank's pressure gauge was
broken and it indicated that the tank was full when it was really empty.
• They tried to purge the gases through the scrubber. (The scrubber was designed for flow rates,
temperatures and pressures that were a fraction of what was by this time escaping from the tank.
The scrubber was ineffective).
• They tried to route the gases through the flare tower to burn them away. (The supply line to the
flare tower was broken and it hadn't been replaced.)
• They tried to spray the water on the gases and have them settle to the ground, by this time the
chemical reaction was nearly completed. (The gases were escaping at a point 120 feet above the
ground. The hoses were designed to shoot the water up to 100 feet into the air).
In just 2 hours, the chemicals escaped to form the deadly cloud and killing over hundreds of
thousands of people including the poor migrant labourers who stayed close to the plant.
5
Engineers’ Responsibilities and Rights
Collegiality-Techniques for Achieving Collegiality –Two Senses of Loyalty-obligations of Loyalty-
misguided Loyalty – professionalism and Loyalty- Professional Rights –Professional Responsibilities
– confidential and proprietary information-Conflict of Interest-solving conflict problems – Self-
interest, Customs and Religion- Ethical egoism-Collective bargaining-Confidentiality-Acceptance of
Bribes/Gifts-when is a Gift and a Bribe-examples of Gifts v/s Bribes-problem solving-interests in
other companies-Occupational Crimes-industrial espionage-price fixing-endangering lives- Whistle
Blowing-types of whistle blowing-when should it be attempted-preventing whistle blowing.
5.1 Collegiality-Techniques for Achieving Collegiality

Loyalty and collegiality are essential aspects of team work in engineering. Collegiality is an
important virtue even though it may seem to be out of place when there is competition among
engineers from different companies.
Collegiality is a kind of connectedness grounded with respect to professional expertise and in a

commitment to the goals and values of the profession and as such, collegiality constitute a
disposition to support and co-operate with one‘s colleagues".- Craig Ihara. The principle elements of
collegiality are respect, commitment, connectedness and co-operation.
• Collegiality is a kind of social organization based on shared and equal participation of all its
members.
• Collegiality is the relationship between colleagues.
• it is the shared power and authority vested among colleagues.
Thus, collegiality is the tendency to support and co-operate with the colleagues. Colleagues are
those explicitly united in a common purpose and respecting each other's capabilities to work
towards that purpose. Thus, the word collegiality can connotes respect for another's commitment
to the common purpose and capability to work towards it. Collegiality is an essential and excellent
characteristic needed to be possessed by an engineer.
The important aspects of collegiality are respect, co-operation, commitment and connectedness
and are detailed as below.
Respect:
Acknowledge the worth of other engineers engaged in producing socially useful and safe products.
An individual has to admire his colleague’s expertise and their devotion for the jobs, particularly in
the case of engineering, respect denotes giving respect to the work done by the other colleagues
for their contributions to the development of product or production design.
Co-operation:
In any field, either at home or at work site, the co-operation, which improves co-ordination, can
only get the work successfully done. According to the ethical principles, co-operation has to exist in
all respects between the superiors and sub-ordinates, among the workers and between industry
and the customers. Lack of co-operation leads to lack of communication, unavoidable delays and
finally may lead to collapse of the design and planning. If proper co-operation is not maintained in
business or industries, red-tapism may come into rule leading to lot of frustrations among the
employees and finally an entire loss to the society. In such a case, it is not easy to establish Total
Quality Management in the system.
Commitment:
Share a devotion to the moral ideals inherent in the practice of engineering. It can also be referred
to 'sharing of loyalty' to the moral principles that are inherent in engineering practice.
Even though there is a stiff competition among the professionals and engineers, they must share
their ideas with one another for the overall development of the society.
Success and completion are the two prime objectives for any work undertaken. In order to attain
these objectives, either the official or the worker must have a sense of commitment. Unless and
otherwise he is committed to the task assigned to him or if he is not having proper job involvement,
he won't be able to proceed further.
Irrespective of the professions, this sense of commitment is very common. For instance, if a teacher
is no committed to his job, the student cannot become a successful candidate. If the worker does
not have any sense of commitment in the work he won't do any justice to his management or to the
salary, which he is receiving.
Thus, collegiality has to be considered as a valuable character, which is to be encouraged among

engineers and other professionals.
Connectedness:
Aware of being part of a co-operative undertaking created by shared commitments and expertise.
It also refers that being united with other engineers results in co-operation and keeping mutual
understanding with proper support among the engineers.
Collegiality, like most virtues, can be distorted and misused. It must not be reduced to “group
interest” but should be a shared devotion for public good. It is not defaming colleagues, but at the
same time it does not close the eyes to unethical practices of the co-professionals, either.
Techniques for achieving collegiality are,
(i) Development recognition and articulation of shared values
In many firms, one can identify a handful of partners who are central to the collegiality of the
organization. The attitudes and shared values of those partners becomes critically important in
maintaining the desired environment.
Does the firm have leaders who represent as a model of performance? Does the leadership or firm
talk about firm's values other than money? If the firm is really just about the business of maximizing
the income for its partners, how can it expect to retain the loyalty of its partners in case if it has a
bad year or if there are opportunities for its partners to make more money in the market place? If
the ties that bind are only economic, the organization will be highly unstable and vulnerable. Most
unstable environments sooner or later become decidedly non-collegial and partners in such
organizations frequently become disrespectful of each other.
(ii) Establishing/restoring a sense of professionalism
Leadership of a firm can restore a sense of professionalism with regard to client service and the role
of lawyers in the resolution of disputes, the conduct of business and the overall order of our
society.
How lawyers in the firm behave towards one another, the staff of the firm, their own clients,
government officials, the courts, adversary counsel and the public at large, matter greatly in
establishing a culture of compatibility. Good behaviour reflecting civility, courtesy, respect, fair
dealing and honesty cannot be legislated, but high standards should be established as part of what
it means to be a lawyer in the firm. Simply put, lawyers who can’t behave in a professional manner
destroys collegiality.
(iii) Vision
An organizational mission or vision is important to a sense of well-being and is the essence of a

sense of purpose. A firm in which there is no agreed purpose or dramatically different views of the
firm in constant unresolvable tension, can easily become un-collegial.
(iv) Defining expectations
Discord within a firm frequently arises because of disappointment at unfulfilled expectations.

Frequently, the expectations which become disappointments are also uncommunicated in the first
instance. Without undue rigidity, it is important to establish and articulate the criterion of what it
means to be a partner in our firm. What general billable hour commitment is expected? What time
commitment for business development is expected? What overall time commitment is expected?
Whether there is a minimum expectation for all partners or whether there are tailored
expectations, which is less important than having communications about agreements over the
general expectations.
A criterion is also important in regulating the selection of partners laterally or from the associate
ranks. An example of a criterion would be: a partner in the law firm is expected to make a strong
contribution in at least three of the four areas—business origination, management of work,
production and firm administration or community service. Expectations should also be defined for
associates on a firm commitment basis. Collegiality within the associate ranks is directly affected by
the billable hour requirements for the associates. The firm should carefully consider the impacts of
billable hour needs for associates. By setting very high billable hour requirements, the firm risks
creating an environment of exploitation and may greatly limit the overall development of
associates.
(v) Paying attention to structure
Managing the expectations is a key to a collegial environment. Some firms are utilizing contract
arrangements to slot lawyers in arrangements where there is a base salary with a bonus tied to
performance. These arrangements may permit a firm to retain a valuable lawyer who has been
trained by the firm, without overexpanding or diluting the partnership. These contractual
arrangements, if fairly monitored, can be used to permit greater level of flexibility in life style
choices by lawyers.
(vi) Paying attention to gender and diversity issues
Collegiality can be diminished or enhanced by how and whether the leadership of the firm deals
with issues of diversity and gender. Is the firm really committed to equal opportunity hiring? Are
opportunities within the firm fairly open without regard to gender and race? Openness and a
commitment to fairness is important in creating a collegial environment. Moreover, a firm which
has women and minorities in most important positions will have significant advantages in attracting
business.
(vii) Score-keeping
How the firm determines and defines the productivity can contribute to or be destructive of, a
collegial environment. The lawyers tend to be remarkably attuned to score-keeping issues. If a firm
gives "billable hour" credit for jogging, almost its lawyers would probably be in good shape or break
down with bad knees.
It is easy to calculate some aspects of productivity, such as collections on a lawyer's time in straight
billable hour cases. Other aspects of productivity, such as effectiveness in managing work, business
development may be more difficult to measure. A number of questions should be taken into
account. Should the firm keep in track the business development efforts and success? Should the
tracking be numeric or on some other basis? How does the firm handle billing? If the firm doesn’t
track business development efforts then how will it be able to reward this aspect of performance?
Is the partner managing the case handling the billing functions or is the billing function retained by
the lawyer who controls the clients? How does the firm's approach in these areas affect the way
work is handled? Is the environment one in which work is passed on to the lawyer, best able to
handle the matter or is work being hoarded? Does the firm consist of individual lawyers who are in
reality competing with each other or does it consist of lawyers acting as a team, each trying to
maximize firm’s profitability and trying to provide the best possible service to the client?
Firms as a general rule, should stimulate external efforts to develop the business and internal
efforts to refer work within the firm to the best lawyer.
There should be accountability for good case management; in many instances the discontent
between the billing attorney and the attorney managing the case restricts effective accountability.
Score-keeping practices frequently evolve in response to the demands by strong partners and
should be periodically examined. At the very least, the score-keeping practices should clearly be
understood and articulated and should at least be open for discussion.
Compensation
There are two well defined aspects of compensation which impacts on collegiality: one is the
profitability of the firm and the other is how the profits are distributed. If a firm can’t achieve
reasonable profitability on a per partner basis, great pressure is placed on the distribution process.
Management's role is not only to encourage the steps that produce reasonable profitability, but
also to manage expectations so that they would be in line with profitability.
A compensation system should,
Motivate partners to perform in ways that maximize firm’s profits and to cause the firm to achieve
its other objectives.
(b) Reward performance and contribution.
(c) Solidify the ties with partners who are important to the ongoing success of the institution.
Fairness, as an abstract concept, is probably less important than rewarding those partners who are
vital to the preservation and success of the venture. Within certain limits, relative compensation
might be of more importance than actual compensation. How a partner is compensated with regard
to another contemporary or someone who is perceived to be at the same level can easily affect
morale.
Differences in compensation among the partners should seem generally reasonable and explainable
with reference to the firm’s values. Procedural fairness might be as important as the substantive
criteria used for compensation. Assuming some measures of subjectivity in the system, it is very
important that partners believe there has been thoughtful consideration of their views and
contribution regarding compensation.
It is extremely important that a partner be able to effect changes in his or her compensation by
changes in performance and that these changes can occur over a reasonably short time span of
time say, two or three years.
Among the most difficult issues in compensation are,
1. To what extent should compensation in the present year be tied to current year performance or
be determined by a share of profits based on historic contribution?
2. How does the firm address the compensation demands of its superstars?
3. How quickly does the firm respond to the compensation demands of its younger partners as they
become extremely productive and start to acquire substantial business?
4. How does the firm value hard work versus business generation?
Rational compensation systems significantly varies in addressing each of these issues. For the
organization to be stable and collegial, those partners with the economic horsepower to threaten
or destroy the firm must view the firm as insiders with a proprietary interest and not as claimants
seeking to extract as much as possible from the organization. Firms confronted by a claimant
mentality tend to try appeasement which is frequently unsatisfying to the claimant and others in
the organization.
5.2 Two Senses of Loyalty-obligations of Loyalty-misguided Loyalty –

professionalism and Loyalty
Being loyal to an employer can mean two different things. Agency-loyalty is acting to fulfill one's
contractual duties to an employer. These duties are specified in terms of the particular tasks for
which one is paid, as well as the more general activities of following legitimate authority within the
corporation and co-operating with colleagues.
As its name implies, agency-loyalty is wholly a matter of actions, whatever its motives.
Identification-loyalty, by contrast, has as much to do with emotions, attitudes and a sense of
personal identity as it does with actions. It can be understood as, agency-loyalty that is motivated
by identification with the group to which one is loyal. It implies seeking to meet one's moral duties
to a group or organization willingly, with affirmation and personal attachment. People who detest
their employers and companies, who do their work spitefully or grudgingly, are not loyal in this
sense, even though they may adequately perform all their work responsibilities they manifest only
agency-loyalty.
In both these senses, loyalty can be a desirable character attribute. Either sense might be meant
when codes of ethics assert that engineers ought to be loyal to employers or that they should act as
their employer's or client's faithful agents or trustees. Certainly, there are specific duties intended,
such as those specified by sub-headings under the injection to be a faithful agent or trustee; to
avoid conflicts of interest, to inform employers of any possible conflicts of interest, to protect
confidential information, to be honest in making estimates, to admit one's errors and so on.
Loyalty is another team play virtue. An employee has to be loyal to their employer. There are two
types of loyalty namely,
(a) Agency loyalty
(b) Identification loyalty
(a) Agency loyalty
• When a person is employed by an organization, they usually sign a contract to the following,
• Carry-out the duties for which he is being paid for.
• Co-operate with colleagues to attain common goals of the organization and respect the line of
authority in the organization.
• When a person fulfills his/her contractual duties to his/her employer, he/she said to have agency
loyalty.
• Agency loyalty is purely a matter of actions irrespective of its motives.
(b) Identification loyalty
This loyalty is based on personal identification with a group. Identification loyalty means carrying-
out one's moral duties willingly with a feeling of personal attachment to the group to which they
are loyal.
Hence, if an employee fulfills contractual duties to their employer willingly with a sense of personal
attachment, they are said to possess identification loyalty.
Both agency loyalty and identification loyalty are desirable character attributes. Absence of
identification loyalty is not a defect but presence of it is desirable for which the employer also has
to work for.
Thus, if an organization uses its employees only to maximize its profit, employees will possess only
agency loyalty. But if the organization shows strong commitment and values its employees, respects
them and takes care of them properly, employees will develop a sense of identification loyalty.
Hence, identification loyalty is reciprocal. That is, in this sense, loyalty becomes a dependable
virtue.
Two sense of loyalty :
Obligations of loyalty
Loyalty based on personal identification is obligatory when two conditions are met. First, employees
must see some of their own important goals as met by and through a group in which they
participate. Typically, these goals include the pleasures of affiliating with the group, recognition
from the group that one's contributions are valuable and a sense of worth and accomplishment in
pursuing the goals of the group. Second, employees must be treated fairly, each receiving his or her
share of benefits and burdens once these conditions are met, employees acquire obligations to
identify with groups and sometimes to support groups in particular ways.
Misguided loyalty
Both agency and identification loyalty can be shown towards corporations as a whole or towards
smaller divisions within corporations. For example, engineer might identify closely with a group of
committed professional while working on a particular project, but might identify less with the
impersonal vast conglomerate comprising a large international firm. Conversely, an engineer might
identify with the corporation but not with a particular team to which he is assigned. Sometimes,
inappropriate or misguided loyalty to a project team or supervisor can harm corporations, as well as
the general public.
Professionalism and loyalty
There are three points about the relationship between professional responsibility and loyalty to
companies or employers. First, acting on professional commitments to the public can be a more
effective way to serve a company than a mere willingness to follow company orders. Second, it is
clear from the example that loyalty to their current owners or companies should not be equated
with merely obeying one's immediate supervisor. Third, an engineer may have professional
obligations to both the public and to employer, which reinforce rather than contradict each other.
Thus, there need be no general contrast between the moral status of employees and professionals,
In fact, obligations to the public and to one's employer often point in the same direction.
Sometimes, an engineer seeking to protect the public is overruled by top management for financial
reasons. At other times there are disagreements over technical matters and engineers are told that
they must not push their own views further.
5.3 Professional Rights –Professional Responsibilities – confidential and

proprietary information-Conflict of Interest-solving conflict problems
Professional rights
Professional rights are the rights processed by virtue of being professionals having special moral
responsibilities.
Example:
• Right to refuse to involve in unethical activities.

• Right to worn the public about harms and dangers.
Various aspects of professional rights:
Rights of professional conscience:
It is one of the most fundamental right of engineers. The right of professional conscience refers to
the moral right to exercise responsible professional judgment in discharging one’s professional
responsibilities.
Specific rights:
Two of the important specific rights are,
1.Right of conscientious refusal
2.Right to recognition
Right of conscientious refusal:
It is the right to refuse to engage in unethical behavior. No employee can force or pressure an
employee to do something that the employee considers unethical and unacceptable.
Right to recognition:
It refers to the engineer’s right to professional recognition for their work and accomplishments. The
recognition/reward may be of any one of the following types.
Extrinsic rewards:
These are related to monetary remunerations like increased salaries, commissions, bonus, gain
sharing, etc.
Intrinsic rewards:
These are related to non-monetary remunerations such as acknowledging achievements by issuing

application letters, certificates and oral praises, etc.
Confidentiality:
Confidentiality refers to code of ethics in which certain information of the employer/client are kept
secret or confidential. Conflicts of interest means an individual has two or more desires that all
interest cannot be satisfied given the circumstances.
Proprietary information:
Information that a company owns or whishes to keep it confidential is known as proprietary

information. It can include methods, processes and secret formulas, used in production. It can also
include a company's business and marketing plans, salary structure, details of its computer systems,
contracts and customer lists. In some cases, the special knowledge and skills that an employee has
learned on the job are considered to be a company's proprietary information.
This is primarily used in legal sense.
It is also called called trade secret. A trade secret can be virtually any type of information that has
not become public and which an employer has taken steps to keep it secret.
Conflicts of interest
Conflicts of interest means an individual has two or more desires, that all interests cannot be
satisfied with the given circumstances.
Examples:
• An employee working in a company depositing a substantial investment in competitor’s company.
• An employee working in a company sourcing as a consultant for a competitor’s company.
5.4 Self-interest, Customs and Religion-Ethical egoism

The next step is to contrast ethical values with three other types of values.
(a) Self-interest values
(b) Values generated by customs
(c) Religious values
Value of self-interest (ethical egoism):
Right ethics theory states that it is our right to take care of our interests whereas utilitarian theory
states that we have to take care of our interests as well as other’s interests. Two great authors
Thomas Hobbes and Ayru Rand came to the conclusion that morality must involve pursuit of self-
interest only. This theory is called "Ethical Egoism”.
This theory also supported by classical economists like Adam Smith and Milton Friedman who
believe that if a co-operation, pursue the goal of maximization of profits, that itself is a great service
to the society. Ayru Rand has also expressed that in order to achieve self-happiness, over a long
period, it should also involve taking care of other’s interests.
Limitations:
In short, this simply means we live for ourselves only, to the exclusion of all others; even if we serve
others, it is for our satisfaction only!! Such a theory, is therefore very defective.
Self interest and ethical egoism
• Self interest, simply means looking after one's own needs.
• The concept of ethical egoism means that everyone of us should look into only those
consequence's that affect us. That is, each person should do things that are most beneficial to
themselves .
• The concept of ethical egoism also tells us that each person is the best judge of their own self-
interest. Hence, each person is responsible for maximizing their own self-interest.
• Hence ethical egoism concentrates only on an individual in satisfying his/her own self-interest.
Thus, it is clear that the ethical egoism preaches one to be selfish. But morality concentrates on
throwing away one's own self-interest for the benefit of others and preaches public interest in
terms of safety, health and welfare.
• In the profession of engineering, it is very important to note that engineers and corporations
should put limitations to their own self-interest and have moral concern when they act on a
situation. Hence morality that we value are concerned for the good of other people.
Everyone benefits if all pursue their own self-interest.
Society mostly gets benefited when,
Individuals pursue their own self-interest and
Corporations pursue maximum profits in a free market environment. —Adam Smith
Ethical egoism does provide guidance for behaviour, but it denies the more global notion of moral
behaviour.
Religion-ethics
To say an action is right means it is commanded by God; a wrong action is forbidden by God; there
is no morality without God. But, Socrates asked, in effect, Are the commands of God based on
whim? Why does God make certain commands? Surely not. God is good.
Divine Command Ethics seems to have things backwards, instead of commands of God creating
morality, moral reasons provides the foundation for the commands of God. This discussion does not
rely on questions of supremacy or the existence of God. Nor does it deny the purpose or
importance of the religion, which is, in part, to motivate right action.
Customs and ethics

This is based on the concept of ethical pluralism which means that there are many views of looking
at ethical problems and it is difficult to peg down to one solution which is acceptable to all.
Therefore the concept of "ethical relativism" introduced; According to this concept, what is morally
correct is determined by the law or custom of the place. In other words any action is moral if it is
within the frame work of law or custom. While ethical egoism reduces moral issues to the level of
self-interest. Ethical relativism reduces moral issues to the level of laws and customs.
The merit of the relativism concept is that it is clear-cut and not ambiguous. But the demerit is that
it is just not enough to measure ethical values with only legal standards.
There are others who argue that ethical values change based on culture of the country and society.
This is also a limited argument. For example, who can justify the crimes of the Nazi regime, based
on the culture and Germany's requirement at that time?
Customs and ethical relativism:
We have to agree that we live in a society that has different customs followed by different category
of people. For each group of people their customs are right even though it may not be agreed upon
by other groups.
Ethical relativism states that an action will be considered morally to be right if they are approved by
customs or laws and they are considered morally to be wrong if they are violating customs or laws.
Hence ethical relativism attempts to reduce moral values, laws and customs of particular societies.
Ethical relativism appears to be attractive due to the following reasons.
• Customs and laws appear to be tangible and clear-cut.
• It treats the values as subjective at the cultural level encouraging the virtue to tolerate differences
among societies.
• Because there are people who believe that moral judgement are to be made in relation to factors
that may vary from situation to situation, thus making it impossible to have commonly acceptable
rules that are absolute.
It should be noted that in engineering profession, ethical relativism cannot be accepted.

Beliefs/customs cannot be taken for granted as they are usually self certified ones. Even if they are
used widely and has become customary, they cannot be accepted unless it is universally morally
correct to be followed.
Religion and divine
It is true that religious beliefs have shaped moral values, for example, Christianity has shaped
western societies, Islam has influenced the middle East and Buddhism, the Chino-Japanese
societies. It is also very important that ethical values are infused through religion—in that way, the
values remain unshakable. Many times religion sets very high standards—like "love your neighbour
as you love yourself or treat animals as equivalent to men, because all souls are equal.
In these situations, the standards set by religion are higher than the normal moral standards.
Religion and divine command ethics :
There are many religions in this world and each one of them preach moral values. Hence, people
belonging to various religions develop religions beliefs.
Moral commitments and religions beliefs are related in many positive ways.
• They are related historically.
• They are related psychologically.
• They are higher than that of conventional moral standards.
• Below what, most of us view it as acceptable moral standards.
But divine command ethics states that,
An act is right when it is commanded by God and an act is wrong when it is forbidden by God.
5.5 Collective bargaining-Confidentiality

Collective bargaining:
Collective bargaining is defined as the negotiation about working conditions and terms of
employment between an employer and one or more representative employee’s with a view to
reach agreement.
Advantages:
• It improves the standard of living of employees.
• It resists to perform unethical acts.
• It maintains stability by providing an effective grievance procedure for complaints.
• It can act as a counterforce to any radical political movements that exploit the employees.
Limitations:
• It encourages unrest and strained relations between employees and employee.
• Individuals are not given importance in the process.
• It shatters the economy of a country by placing distorting influences on efficient uses of labour.
Here let us see the concept of confidentiality in professional ethics
It is widely accepted that the engineers have an obligation to keep certain information of the
employer/client secret or confidential. It is highly emphasized in most engineering codes of ethics.
Confidential information:
It is any information that the employer would like to keep it as a secret in order to compete
effectively against business rivals.
• Privileged information.
• Proprietary information.
• Trade secret.
• Patents.
Confidentiality in engineering information:

Many information such as privileged information, proprietary information and trade secrets are
very important for a company to compete in the market. The following things are to be kept
confidential.
• Information about unreleased products
• Test results and data about products
• Design or formula for products
• Data about technical process
• Quality control procedures.
Limits of confidential ability:
First level:
It focuses on three moral considerations such as,
• Respect for autonomy
• Respect for promises
• Respect for public well-being.
Second level:
It focuses on three ethical theories.
• Justification by right ethicists
• Justification by duty ethicists
• Justification by utilitarians.
5.6 Acceptance of Bribes/ Gifts-when is a Gift and a Bribe-examples of Gifts

v/ s Bribes-problem solving-interests in other companies
Acceptance of bribes/gifts:
Is there a conflict of interest or the appearance of a conflict, that arises because of the gift?
What’s the gift’s value?

Is the gift provided out of generosity or for a purpose?
What’s the gift’s purpose?
Is it a gift or entertainment?
What are the circumstances?
What power do I have to bestow favours in return for gifts?
What’s the industry accepted practice?
What’s the organization’s policy?
What’s the law?
The definition of ‘bribe’ and ‘gift’ are as follows,
Gift:
Something of value given without the expectation of return.
Bribe:
Something of value given with the hope of a future benefit or influence.
Gifts and bribes can be money or actual items such as rounds of golf or meals, tickets to a sporting
event etc.
When a ‘gift’ is given or accepted – regardless of the intention of the gift-giver, it can give an wrong
impression and the appearance that whatever has transpired is not on the ‘up and up’. In other
words, whatever may have been an innocent gesture, could be interpreted as just the opposite and
can blur the lines of integrity, fairness and trust.
Depending on whether we do business solely in the private sector, with state, local or federal
governments or internationally, the importance of how our company chooses to manage this
subject will prove important.
When is a gift and a bribe:
Exactly where the line is drawn between corruption and acceptable practice is always difficult to
decide. Given that difficulty, all companies should adopt a gift policy setting out what is acceptable
and what is not acceptable, within the limits of the law.
Most corporate gift policies require that gifts or hospitality received or given should be entered into
a gifts register, which is usually monitored by an responsible person or ethics officer.
Where the responsible person or the ethics officer believes that the hospitality and giving or
receiving of a gift may amount to bribery or will lead to an expectation of preferential treatment,
the employee should decline, regardless of the value.
Gifts which are clearly of an advertising or promotional nature, such as calendars, pencils, business
diaries, branded T-shirts and mugs would be acceptable, as they are other promotional or
advertising products of insignificant value.
Unacceptable gifts include those that,
• Are given for purposes of influencing the recipient.
• Violate the company’s ethics policy and code of conduct.
• Amount to loans from any company supplier, customer, etc or any preferential arrangement not
readily available to the public.
• Are illegal or involve an improper, biased or dishonest act.
• Involve conduct of sexual nature and/or violation of mutual respect.
• Constitute reciprocal agreements.
• Result in breach of mutual respect.
• Result in the abuse of a position of authority
• Would result in the violation of any law.
• May be construed as being given or received for an improper purpose.
The general rule is that where the giving or receiving of courtesies or gifts, other hospitalities or
payments may constitute an inducement to obtain an improper advantage over another, the giving
or acceptance of the gift or hospitality is not advisable.
As far as public officials are concerned, one needs to keep in mind that the code of conduct under
the Public Service Act, with which employees of the public service are required to comply with it,
prescribes that such employees must not use their official positions to obtain benefits or private
gifts for themselves when they performance their official duties, nor should they accept any gifts or
benefits when offered, as these may be considered as bribes.
In terms of the Senior Management Services Handbook, which is applicable to all the members of
the senior management services across all sectors, senior managers must not accept or solicit any
bribe or other improper inducement.
Only in exceptional circumstances gifts should be accepted. Senior managers may accept moderate
acts of hospitality or unsolicited gifts. Accepting such benefits or gifts is essentially a matter of
judgment for the individual concerned. In such cases, they must be satisfied that their position will
not in any way be compromised by acceptance.
Senior management employees in the public service are also required to report each year to the
Provincial Premier or relevant Minister in whose department they are employed, any gifts with a
value of more than Rupees 350 or gifts from an individual source which cumulatively exceeds
Rupees 350 in value during any 12 month reporting period.
The Executive Ethics Code published under the Executive Members Ethics Act prohibits Members of
Provincial Executive Committees, Deputy Ministers and Cabinet Ministers, who are Ministers in the
provincial cabinets, from accepting or soliciting any benefit or gift that is given in return for a
benefit that constitutes an improper influence; or is an attempt to improperly influence the
member of the committee.
As per the EE code, Ministers or Members are also generally required to disclose any gifts with a
value exceeding Rupees 350 or gifts from a single source which cumulatively exceed Rupees 350 in
value during any calendar year.
Example of gifts v/s bribes:
While on a field trip to country XYZ with students, the member or the staff organizing the trip
makes a cash payment to the immigration officials at the airport to enable the students to move
through immigration and begin their trip more quickly. This is a facilitation payment which is likely
to be unlawful under the Act. The staff or members and the University would be liable for
prosecution and the University may take disciplinary action against the employee.
Problem solving:
People do not go into government work to make a lot of money. Especially at the local level, elected
officials might receive only a token payment for the number of hours they put into the job. In this
context, it is tempting to say that tickets to the sporting arena or local performing arts center are
well-deserved perks of office. Some even argue that attending such events is a part of the job and
crucial to understanding the experience of citizens who utilize these venues.
On the other hand, such gifts may well influence officials when they need to determine whether the
arena can add retail outlets that local businesses oppose or whether the performing art center
should expand. Also, such gifts can create a slippery slope, with officials coming to expect VIP
treatment and making local businesses feel pressurized into offering it so that they can receive a
fair hearing.
By the same token, it is incumbent upon businesses to comply with the government regulations on
gift giving. While it may be common in the private sector to acknowledge some important
customers with extravagant holiday gift packages, this practice is disallowed in the public sphere,
the gravel company that tries to reward the mayor of a city that has made a big purchase with 10
pounds of expensive chocolate simply puts the mayor in the most awkward position of returning
the gift.
Interest in other companies :
This kind of conflict of interest arises when an employee develops interest in a competitor's or sub-
contractor's business. For instance, working as an employee or consultant for a competitor and
partial ownership or large stock holding in the business of competitors.
5.7 Occupational Crimes-industrial espionage-price fixing-endangering

lives
Occupational crime
Occupational crimes are illegal acts committed through a person’s lawful employment. It is the
secretive violation of laws regarding work activities. When professionals or office workers commit
the occupational crimes, it is referred as ‘white collar crime’.
Most of the occupational crimes are special instances of conflicts of interest. These crimes are
motivated by personal greed, corporate ambition, misguided company loyalty and many other
motives. Even crimes that are aimed at promoting the interests of one’s employer rather than
oneself are also considered as occupational crime.
Occupational crimes impinge on various aspects such as professionalism, loyalty, conflicts of

interest and confidentially.
Example: Three cases of occupational crimes that are commonly discovered.
1. Price fixing - Fixing a price for a commodity.
2. Endangering lives - Companies employ workers without disclosing them the harmful effects.
3. Industrial espionage - Industrial spying.
Espionage
Espionage is secret gathering of information in order to influence relationships between two

entities. It is clandestine in nature and is considered immoral. It may appear contradictory that on
the one hand, we have the right to expression and information and on the other; it is considered
immoral to ferret out information. Since it involves stealing of intellectual property rights, it is
considered harmful and immoral.
Secrecy exists and is maintained for the advantage of one over another. Keeping information secret
has always been an effective means of ensuring success.
Keeping something secret is a right thing but acquisition of others secret to our advantage is
espionage that is not right and ethical. The element of secrecy is the distinction between standard
intelligence gathering and espionage. Most of the information is gathered overtly. Espionage,
however, is carried out entirely in a covert manner. Espionage is the effort to discover by
clandestine methods the secrets of others.
It must be made clear that espionage is a secret act of information gathering and should not be
confused with other covert activities such as sabotage and misinformation campaigns. In all forms
of espionage, espionage agents called spies, who are trained and motivated individual dedicated to
their mission, carry out the act of secretly gathering vital information.
Engineers from one country or from one organization are sent out as spies. People who inform or
sell information are traitors. A spy is required to conceal his own true identity and mission. They
have to use some immoral tactics. If caught, he has to deny his organizational affiliation. The
ultimate goal of any spy is to steal secrets. For example, criminal acts like blackmail, bribery,
coercion, burglary, murder are employed. This function is carried out in government and business
organizations through out the world.
The practice is justified and accepted. Because of the clandestine nature of espionage and the fact
that its ultimate goal is to steal secrets, it is perceived as most unethical and lawless activity. Using
clandestine means to obtain secret information is ethically justifiable, however, if the end user of
the gathered intelligence meets the goals and objectives of the society or organization in the larger
interest. Espionage gathers the important information and places in the hands of authorities who
use it to build a database of intelligence from which they can plan future decisions and actions.
Almost all the countries and many companies have intelligence wings or spy for systematic
gathering of the secret information.
Corporate espionage
How safe are corporate secrets? Espionage is fast becoming a serious problem for corporate and
causing measurable losses. Corporate or industrial espionage is the theft of trade secret for
economic gains. It involves theft of intellectual property such as designs, marketing plans,
manufacturing processes, prototypes, prototypes and software codes. The threat to businesses due
to corporate espionage has been on the rise.
Some statistic
American Society for Industrial Security has released statistics showing 589 occurrences of
corporate espionage in 1,300 companies in the year 1996. The potential commercial value of this
loss could be as much as USD 300 billion. In 1999 a survey by the American Society for Industrial
Security and Price Waterhouse Coopers showed that fortune 1,000 companies had lost more than
$45 billion from the theft of trade secrets. A survey published by CSL Federal Bureau of
investigation put the losses of US companies due to theft of proprietary property at more than USD
170 million for 2001! In addition, this is a conservative figure, as 56% of the companies surveyed did
not report a figure. The White House Office of Science and Technology reports that corporate
espionage costs US companies a loss of USD 100 billion per year in sales.
Assessing losses
It is difficult to find accurate statistic on corporate espionage for obvious reasons. No company
wants to admit that it was a victim of corporate espionage. They are afraid that such a statement
acknowledging a breach in their security would cause their stock price to plunge.
A bank in a similar position would be afraid of a detailed scrutiny of its policies and systems from
the federal government. Small businesses are afraid of their trade partners halting any further
business on learning about a lapse in security.
Spy
Any person with access to confidential information having present or future value is a suspect for
corporate spying. According to estimates, employees commit 85% of corporate espionage crimes. A
newly hired person could be a competitor's man. A disgruntled employee may go to our competitor
with vital information he already knows or has specifically gathered.
Then a member of cleaning staff may be bribed to hide a microphone in the conference room.
Other 'spies' could be independent contractors and consultants. Joint ventures are another danger
zone. The 1997 National Science and Technology Strategy have warned that technology transfers in
the course of joint ventures with foreign companies raise concerns of economic and national
security.
Travelling employees inadvertently becomes targets of corporate espionage. They continually

complain about suspicious activities aimed at collecting information from them. There may be
numerous cases of copying information from laptop computers or even stealing of laptops.
The danger
Corporate espionage poses a severe risk to any company's business. The various records that can be
gathered to use against a company can include,
Client lists:
These could be sold to competitor or a sales person, he can use the information on to start his own
company. This would affect the profitability of the company.
Personnel records
This information helps a rival to target or lure away key persons in the organizational. This would
affect the processes in the company and hamper smooth functioning of work, results in important
information being robbed through those employees who are lured away.
Price fixing
The American Government passed the Shonnan Antitrust Act in the year 1891 to stop the
companies from jointly setting prices. During that period the price fixation was done by companies
in a joint manner. It has held back free competition and trade. After this Act was passed, often it
had been violated in the electrical equipment industry where there were large contracts but only
few competitor's.
The most famous violators case of the act had happened in two electric companies named as
Westing House and General Electric. Top officials of these two companies and some other
manufactures were caught for their involvement in price fixation without the knowledge of their
proprietors. All the companies were fined a large amount and the persons involved in that were
sentenced to imprisonment.
How they fixed the price was an interesting story. They allocated bids on the basis of the previous
market shares of their companies. A company with 20% of the market share, would be allowed to
submit the lowest bid for 20% of the new contracts. But they would not be given the contracts. The
contracts were assigned on the basis of a rotating - plan which had a code-name as "phase of the
moon".
The persons who participated in the price fixing game were highly reputed officials of their
companies and in their communities. One of the persons was the president of the Local Chamber of
Commerce.Endangering lives
Employers who expose their employees to safety hazards usually escape from criminal penalties.
Victims can use the companies under the civil law, which makes them to get monetary
compensation only. The companies which are responsible for the death of people can easily escape
by paying compensation.
For example, in the Asbestos industry, asbestos fibers cause a lung disease named 'asbestosis' and
an incurable cancer disease named 'mesothelioma'. In America, during 1940-1979, more than 25
million asbestos workers were found to be affected by such diseases and more than 1,00,000
workers dead.
The victims and their families filed suits against the asbestos companies for damages. seeking only
monetary compensation and not criminal justice. In order to postpone the settlement, most of the
industries filed for protection under bankruptcy. A court agreement was made that the companies
could continue their operations by paying a large amount as compensation over the next 25 years.
Thus, they escaped from the criminal case against the death of one lakh people and also they were
allowed to continue their business by the court. The reason here is that the cases are filed only for
monetary compensation for settlement.
The concept of white-collar crime draws attention to definitions of deviance. Edwin Sutherland
initially coined the term "white-collar crime" in order to point out weaknesses in typical crime
theory that considered social pathology as the primary explanation behind criminal behaviour.
White-collar crime refers to crimes that are committed by "respectable people" during the course
of their occupation. Crimes which are considered white-collar includes fraud, insider buying,
falsification of expense accounts, embezzling, price fixing and theft of materials. This category of
crime casts doubt on the notion that poverty breads crime.
Types of white-collar crime

Appelbaum and Chambliss calls attention into two types of white-collar crime.
Occupational crime
Occupational crime occurs when crimes are committed to promote personal interests. Crimes that
fall into this category include altering books by accountants and cheating or overcharging clients by
lawyers.
B. Organizational or corporate crime
A much more costly type of white-collar crime occurs when corporate executives commit criminal
acts to benefit their company.
There are a variety of corporate crimes that include,
• Pollution.
• The creation of inferior products.
• Price fixing and
• Tobacco companies that add nicotine to cigarettes.
5.8 Whistle Blowing-types of whistle blowing-when should it be

attempted-preventing whistle blowing.
Whistle blowing is the act of informing the public or higher management of unethical or illegal
behavior by an employer or supervisor. It is the act of reporting on unethical conduct within an
organization to someone outside of the organization in an effort to discourage the organization
from continuing the activity.
According to the codes of ethics of the professional engineering societies, engineers have the
professional right to disclose wrong doing within their organization and expect to take appropriate
actions. Thus, in a way, whistle blowing is also one of the professional rights of engineers.
On the other hand, the employers/companies view whistle blowing as bad exercise. Because they
feel that whistle blowing can lead to distrust, disharmony and an inability of employees to work
together.
Whistle blowing definition:
Whistle blowing is alerting relevant persons to some moral or legal corruption, where ‘relevant
persons’ are those in a position to act in response, if only by registering protest.
Whistle blowing occurs when an employee or former employee conveys information about a
significant moral problem outside approved organization channels to someone in a position to take
action on the problem.
Types of whistle blowing
The four type of whistle blowing are given below,
Internal whistle blowing:
Occurs when the information is conveyed to someone within the organization.
External whistle blowing:
External whistle blowing occurs when the information is passed outside the organization.
Open whistle blowing:
Open whistle blowing also known as acknowledged whistle blowing, occurs when the persons
openly reveal their identity as they convey the information.
Anonymous whistle blowing:
Anonymous whistle blowing occurs when the person who is blowing the whistle refuses to reveal
his name when making allegations.
Attempted:
Whistle blowing should be attempted only when the following four conditions are met.
1) Need
The whistle-blower should be very clear about the problems that are to be conveyed. Examples of
important problems are critical offense, unethical policies or practices, injustices to the employees
and threats to the environment.
2) Proximity
The whistle-blower should be in a very clear position to report the problem. The whistle-blower
should have the expertise and firsthand knowledge about the problems.
3) Capability
The whistle-blower should have a reasonable chance of success in carrying out the whistle blowing.
The whistle-blower should be able to take care the financial security of their family.
4) Last resort
Whistle blowing should be attempted only for extremely rare emergencies. First one should try to
work out the problem through proper formal and informal organization channels.
Moral guidelines
Richard De George has provided a set of criteria that must be satisfied before whistle blowing can
be morally justified. De George says that whistle blowing is morally permissible when the following
three criteria are met.
1) If the harm that will be done by the product to the public is serious and considerable.
2) If the employees report their concern to their superiors.
3) If they are not getting satisfaction from their immediate superiors, they tire out the channels
available within the organization.
De George believes that whistle blowing is morally obligatory when the following two criteria are
met.
1) If the employee has documented evidence that would convince a responsible, impartial observer
that his view of the situation is correct and the company policy is wrong.
2) If the employee has strong evidence that making the information public will in fact revert the
threatened serious harm.
Prevention of whistle blowing
In order to solve the whistle blowing problem within a company, any one of the following four
methods can be used.
1) The company should create a strong ethics culture within the organization. There should be clear
commitment to ethical behaviour from both employers and employees.
2) The organizations should remove rigid channels of communication. Instead, they should
encourage free and open communication system within the organization.
3) The companies can create an ethics review committee with real freedom to investigate
complaints and make independent recommendations to the top management.
4) There should be willingness on the part of management to admit mistakes. If necessary, this
attitude will set an atmosphere for employees ethical behaviour.
6
Global Issues
Globalization- Cross-culture Issues-Environmental Ethics-Computer Ethics-computers as the
instrument of Unethical behaviour-computers as the object of Unethical Acts-autonomous
computers-computer codes of Ethics-Weapons Development-Ethics and Research-Analysing Ethical
Problems in Research-Intellectual Property Rights.
6.1 Globalization
Global networks such as the Internet and the conglomerates of business-to-business network
connections are connecting the people and information worldwide. Such globalization issues that
include ethics considerations include:
• Global business
• Global laws
• Global information flows
• Global education
• Information interpretation
• Information-rich and information-poor nations
The gap between the rich and poor nations and between rich and poor citizens in the industrialized
countries is very wide. As educational opportunities, medical services, business and employment
opportunities and many other necessities of life move more and more into the cyberspace, gaps
between the rich and the poor may becomes even worse results in the new ethical considerations.
Globalization is the process of increasing the interconnections and linkages within the societies and
across the geography, due to the improved communication and expanded world trade. It limits the
differentiation wrought by the human cultural evolution and homogenizes health practices, diet
and lifestyle. There are both beneficial and adverse consequences of the globalization process.
Globalization also presents the challenge to the development of ethics for practice and advocacy by
food and nutrition professionals. Among the related terms, 'morals', 'values' and 'ethics', the latter
connotes the basic rules of the conduct for interactions within the society and with the inanimate
environment which has the rules based on the recognized principles. The application of these
principles is to resolve the ethical dilemmas that arise when more than one interest is at play.
Recognized ethical principles include autonomy, justice, beneficence, non-maleficence, utility and
stewardship. These can be framed in the context of issues that arise during the advocacy for
behavioural changes and material and to improve the nutritional health of the populations. At the
global level, codes of good conduct and the construction of good food governance can be useful in
institutionalizing the ethical principles in matters of eating practices and human diets.
Ethical dilemmas arise in the context of innate diversity among the populations and due to the
polarity of the human physiology and metabolism practices which prevents some diseases will
provoke other maladies. Moreover, the autonomy of an individual to exercise the independence
will be addressing the treatment or personal health of the environment and may compromise the
health of the individual's neighbours.
The challenges for the professional in pursuit of the ethical advocacy in a globalized era are to learn
the fundamentals of ethical principles such as:
• To bear in mind a respect for difference and differentiation that continues to exist and which
should exist, among the individuals and societies.
• To avoid the total homogenization of agriculture and food supplies.
6.1.1 Cross-culture Issues
Globalization/ cross-cultural variation:
Recent theorists conceive of globalization as linked to the growth of the social and cultural
interconnectedness across the existing geographical and political boundaries. Globalization and
cross-cultural diversity clearly opens up the opportunities for development.
Globalization is introducing and instilling the cross cultural values in the people. Globalization refers
to the spread of new forms of nonterritorial social activity. Human relations have become the
diverse due to the increasing personal and workplace complexities. Many people from overseas are
working in various organizations in Pakistan who come from different cultures. Similarly many
Pakistanis are working overseas who have their own values and norms. This type of diversity may be
useful in learning the new and more efficient ways of doing things.
If the individuals are better trained in accepting the cultural diversities, they will be more successful
in their personal and organizational life.
Importance of cross-cultural differences:
The purpose of this is to provide the information that is useful for developing the effective working
relationships with the people from cultures substantially different from our own. The cultural
differences may exist within the same country or from different countries. Being able to work well
with the people from other cultures, both outside and inside our own country is important for the
personal and organizational success.
Cross-cultural skills and attitudes:
Listed below are various skills and attitudes that various employers and the cross-cultural experts
think are important for relating effectively to co-workers in the culturally diverse environment.
· At least one of my friends is deaf or blind or has some other handicap.
· I have spent some time in another country.
· I can read in the language other than my own.
· Currency from other countries is as real as the currency from my own country.
· I can write in the language other than my own.
· I can speak in the language other than my own.
· I use my second language regularly.
· I can understand the people speaking in the language other than my own.
· My friends includes the people of different ages.
· My friends include the people of races different than that of my own.
· My attitude is that although another culture may be very different from mine, that culture is also
equally good.
· I feel comfortable having the friends with a sexual orientation different from mine.
· I would accept a work assignment of more than several months in another country.
· I appreciate the art from other countries.
· I have the passport.
6.2 Environmental Ethics

Environmental Ethics is the study to explore the ethical roots of the environmental movement and
to understand ethics about one responsibility to the environment.
Example: Acid rains, Nuclear leaks accidents.

Environmental issues in the ethical point of view to engineers:
• Literally environmental ethics means conscious efforts to protect an environment and to maintain
its stability from the hazardous pollutants.
• Environmental ethics is the study to explore the ethical roots of the environmental movement
and to understand what ethics tells us about our responsibility to the environment.
•Whatever ethics can do for us when applied to non-environmental concerns, environmental ethics
can do for we when applied to environmental concerns.
Engineers and the environment:
It is evident that engineers are usually creators of technology that contributes to environmental
degradation as well as environmental improvement, therefore they should have a professional
obligation to protect the environment. Also as agents of change and experimenters, engineers have
a role to play in protecting the environment.
(a) Types of concern for environment
There are two types of concern for the environment.
i) Health-related concern:
Engineers can be concerned for the environment when environmental pollution posses a direct and
clear threat to human health. This is called as a health-related concern for the environment.
ii) Non-health related concern:
Engineers can also be concerned for the environment even when human health is not directly
affected. This concern is termed as non-health-related concern for the environment.
(b) Engineers concern for environment
While choosing a career or when taking up a new assignment/job, every engineers should ask
himself the following ethical questions associated with the environment.
• How does and to what extent a particular industry affect the environment?
• How far such ill effects can be controlled physically and/or politically?
• What is the reasonable protective measures available for immediate implementation?
• In what way, I can be effective as an engineer, in ensuring safe and clean environment?
• What are my responsibilities in this regard?

• Should preserving the environment and its non-human inhabitants be regarded as of value for its
own sake?
• Do I have obligations for the future?
• How are my obligations to the future to be balanced against my obligation to the present.
• Do I belong to nature or does nature belong to me?
• If animals can suffer and feel pain like humans, should I have moral standing?
Some of the professional codes of ethics regarding the environment are given below:
I. Engineers (ASCE) states: "Engineers should be committed to improving the environment

development so as to enhance the quality of life of the general public".
II. The codes of the Institute of Electrical and Electronics Engineers (EEE) states: "Engineers have to
accept responsibility in making engineering decisions consistent with the welfare safety and health
of the public and to disclose promptly factors that might endangers the public or the engineers".
III. The codes of the American Society of Mechanical Engineer (ASME) States: "Engineer shall
consider environmental impact in the performance of their professional duties".
Ethical climate:
A favorable working atmosphere required to achieve a morally responsible conduct is called as an

ethical climate. Several factors such as nature of organization, informal traditions and practice and
personal attitude directly contribute to the ethical climate.
6.3 Computer Ethics

Computer ethics is the study of ethical issues that are associated primarily with computing
machines and the computing profession.
Computer ethics is a new branch of ethics that is growing and changing rapidly as computer
technology that grows and develops. The term "computer ethics" is open to both interpretations,
broad and narrow. On one hand, for example, might be understood very narrowly as the efforts of
professional philosophers to apply traditional ethical theories like virtue ethics, Kantianism or
utilitarianism to issues regarding the use of computer technology. On the other hand, it is possible
to analyze computer ethics in a very broad way to include standards of professional practice, public
policy, aspects of computer law, codes of conduct and corporate ethics and even certain topics in
the psychology and sociology of computing.
In the industrialized nations of the world, the "information revolution" already has significantly
altered many aspects of life in areas such as commerce and banking, employment and work,
medical care, national defense, entertainment and transportation. Consequently, information
technology has begun to affect community life, family life, human relationships, freedom,
democracy, education and so on. Computer ethics in the broadest sense can be understood as that
branch of applied ethics, which analyzes and studies such ethical and social impacts of information
technology.
In recent years, this robust new field has led to many journals, conferences, articles, workshops,
books, new university courses, curriculum, materials, professional organizations and research
centers. And in the age of the world wide web, computer ethics is being quickly transformed into
"global information ethics".
The introduction of the World Wide Web in 1990 has catalyzed the expansion of the internet, which
is growing still today at unprecedented rates. The recent growth of internet has resulted not only in
an increase in the amount of available knowledge, but in an increase in the problems inherent to its
distribution and usage. It has become very clear that traditional rules of conduct are not always
applicable to this new medium, hence new ethical codes are being developed now.
Ethics, in the classical sense, refers to the standards and rules governing the conduct of an
individual with others. As the technology and computers became more and more a part of our
everyday lives, we should understand that the problems that have always plagued business and
conduct will continue to be a problem. In fact, a new medium can provide much more difficult
questions of judgement. In other words, since the introduction of the World Wide Web, the
definition of ethics has evolved, too. A new type of ethics called as computer ethics has emerged.
Computer ethics is mainly concerned with standards of conduct as they pertain to computers.
Why computer ethics is needed?

• A more coherent body of law is needed to govern internet and computers.
• The existence of new questions that older laws cannot answer.
• The growth of the WWW has created several novel legal issues.
• Traditional laws are outdated or anachronistic in this world.
Three of the more pressing concerns in computer ethics today are questions of censorship, privacy
and copyright. Other problems exist as well. One problem is that many domain names are being
bought and sold to the highest bidder. For example, in recent times a man bought the name called
www.drugs.com and auctioned it off.
Many people are purposely buying up company names and selling them to those companies at
scandalous prices. President Clinton calls these people as Squatters and wants to pass a law
prohibiting them to buy up already existing company names. Is this fair? Does these people have a
right, under capitalism, to make money this way? Or is it near-blackmail? Many people have been
tricked my e-mail scams, claiming that they will make us a millionaire. It is the same sort of pyramid
scheme that exists over mail or telephone, but no laws covered it for a while. Also, many e-mail
chain letters have allowed urban legends to spread at an accelerated rate and created alarm over
hoaxes concerning many drug and food products. These e-mails only bog down email servers and
systems, but do not seem to be ending. Some advertisers also e-mail unsolicited advertisements to
email users, in a practice referred as spamming.
Computers present us not only with vast new potential in technology, but also in ethics. Morality
should play catch-up to technology that has leap-frogged ahead. Without a knowledge of computer
ethics, we will not be fully equipped to enter the new online society, and we will need to enter that
world, whether we choose a career in art, business, programming or anything else.
Categories of computer ethics problems
The three broad categories of computer ethical problems are,
1. Those ethical problems for which the computer is the instrument of the unethical act. For
example, the use of a computer to defraud the bank.
2. Those problems for which the computer is the object of the unethical act. For example, stealing
computer software and installing it on one's own computer to access others information.
3. Those problems associated with the autonomous nature of computers.
Ten commandments of computer ethics
1. Thou shalt not snoop around in other people’s computer files.
2. Thou shalt not use a computer to harm other people.

3. Thou shalt not use a computer to steal.
4. Thou shalt not copy or use proprietary software for which we have not paid.
5. Thou shalt not use a computer to bear false witness.
6. Thou shalt not appropriate other people’s intellectual output.
7. Thou shalt not interfere with other people’s computer work.
8. Thou shalt not use other people’s computer resources without authorization or proper
compensation.
9. Thou shalt always use a computer in ways that insure consideration and respect for our fellow
humans.
10. Thou shalt think about the social consequences of the program we are writing or the system we
are designing.
6.3.1 Computers as the instrument of Unethical behaviour
Computers are sometimes used as an instrument for carrying out some unethical activities. The two
important unethical acts under this category are:
1. Bank robbery
2. Privacy
1. Bank robbery
Computers can be used to steal from an employer. Outsiders can got into a system and steal from
an institution such as a bank. In the same way, a company can use the computer to steal from its
clients and customers. Computers are used more efficiently to steal money in a bank. The robber
simply sits at a computer terminal, invades the bank’s computer system and directs some of the
banks assets placed in a location accessible to him. The use of computer makes the crime
impersonal. The criminal never comes face to face with the victims.
2. Privacy
Privacy means the basic right of an individual to control access and use of information about
himself. Computers make privacy more difficult to protect, since large amount of data on
individuals and corporations are centrally stored on computers where an increasing number of
individuals can access it. Invasions of privacy can be harmful to an individual in two ways as given
below:
1. The leaking of private information can lead an individual being harassed or blackmailed.
2. Personal information can also be considered personal property. Any unauthorized use of this
information is theft.
6.3.2 Computers as the object of Unethical Acts
When the computers are used as the objects of the unethical acts, ethical issues may arise. This act
is presently known as “hacking”. Hacking is nothing but gaining unauthorized access to a database,
implanting false information in a database or altering existing information and disseminating viruses
over the internet.
In other words, hacking is a crime in which a person cracks a system and gains unauthorized access
to the data stored in them. Accessing private information violates the private rights of individuals
and corporations. Hacking has thrown a challenging threat to the internal security of a nation when
hackers develop illegal access to the secret military information.
Computer viruses:
Viruses are programs introduced deliberately for destroying or altering the operating systems and
database of computer. Transmission of computer viruses leads to the complete destruction of files
and data stored in the computers. This type of destruction frequently occurs in the records of
financial institutions, corporations, government offices and taxpayers.
6.3.3 Autonomous computers
Computer autonomy refers to the ability of computer to make decisions without the intervention of
humans. This creates the ethical problems.
Examples: Wrong directed spaceship, Stock exchange automatically, etc.
6.3.4 Computer codes of Ethics
• Privacy should not be violated. In case of academic use, it is termed as plagiarism.
• Information stored on the computer should be treated as seriously as written or spoken word.
• Intrusive software such as "worms" and "viruses" which are destructive to the computer system is
also considered as illegal.
• Information from public viewing should not be modified or deleted or inaccessible since these are
considered as the destructive acts.
• Sending the obscene and crude messages through the mail or chat is also forbidden.
• Sending the sexually explicit content, message or pictures is also forbidden.
• Congesting somebody's system with a lot of unwanted information is also considered as unethical.
Various national and international professional societies and organizations have produced the code
of ethics documents to give basic behavioral guidelines to computing professionals and users. They
include:
• Australian Computer Society:
- ACS Code of Professional Conduct
- ACS Code of Ethics
• Association for Computing Machinery:
- ACM Code of Ethics and Professional Conduct
• Computer Ethics Institute:
- Ten Commandments of Computer Ethics
• British Computer Society:
- Code of Good Practice
- BCS Code of Conduct
• League of Professional System Administrators:
- The System Administrators' Code of Ethics
• IEEE:
- IEEE Code of Conduct
- IEEE Code of Ethics
6.4 Weapons Development

Engineers join military services shows their patriotism and interest. They also refuse because it may
be unethical. They have to developed compromising attitudes about their involvement though they
are aware of consequences of war weapons. They should think morally before getting involved in
weapon’s production.
Engineer should examine both his individual conscience and the social and political issues of
weapons technology, before involving in the weapons development.
Engineer’s involvement in weapon’s development

The Military or Defense Industry uses most of world’s latest technological activity. The entire world
spends much of its money in the new development of military weapons. Engineers involve either
directly or indirectly in designing and developing of these new weapons. There are several reasons
for an engineer to join the military services. The first and foremost reason is that of patriotism and
prudential interest. The later can be threats or compulsion from the government or the ruler of the
country.
There are also several reasons for an engineer to refuse the war work. Because fundamentally the
purpose of designing war weapons is to kill human beings. Therefore, many reasonable engineers
feel that the activity of weapons development as unethical. Every engineer has to decide by
examining his or her own conscience whether to work or not to work in defense-related industries.
Role of engineers in defence industry
Defense industry is one of the areas, which provide number of jobs opportunities to engineers.
Engineers are capable of innovating and developing new weapons. Weapons are designed for one
purpose - to kill human beings.
On the one hand, many of the rational engineers feel that they cannot work on designing weapons,
which are ultimately used to kill the human beings. Even though they are not the ultimate users of
those weapons, they find it morally unacceptable to work on such areas.
On the other hand, similar morally responsible engineers feel that working in defense industry is
ethical. Because they feel it as a , honor to work for their nation/government. In fact, the above two
different views about working in defense industry are well justified by various ethical theories. Also
the engineers should not be attracted by incentives and advancements that are being offered in the
defensive industries, they must have the potential judgments to serve in defense works.
Engineers involvement in weapons work
Engineers, who have engaged themselves in manufacturing of war weapon and anti personal
bombs, have developed compromising attitudes about their involvement, though they are aware of
consequences of war weapons. Sometimes, engineers are forced to involve in weapons work for
their survival and livelihood of their family members. Thus, every engineer who accepts job in a
war-related industry should seriously consider his or her motives in doing so. They should think
morally before getting involved in weapon’s production.
Defense industry problems
Many nations give privileges to defense industry, without even thinking, on serious problems that
arise in large military build-ups. Some of the problems are:
1) The problem of waste and cost overruns is a major one in the defense industry.
2) Another problem faced by the defense industry is the ‘technology creep'. The technology cheep
refers to the development of new weapons, such as the cruise missile, which can change diplomatic
arrangements even as they are being negotiated. Thus it affects the political stability of a country.
3) Secrecy creates problems for the defense industry. If the secrets of planned funding were leaked
to prospective contractors, then it may lead to high cost and poor quality of defense materials and
weapons.
4) Many countries allocate funds for the defense sector than that of the other public welfare
schemes.
6.5 Ethics and Research

Ethics in research are very important when we are going to conduct an experiment.
Ethical standards
Researchers should,
• Not use the deception on people participating, as the case with the ethics of the Stanley Milgram
Experiment.
• Avoid any risk of considerably harming the people, the environment or property unnecessarily.
Tuskegee Syphilis Study is the example of a study which seriously violated these standards.
• Preserve the privacy and confidentiality whenever possible.
• Obtain the informed consent from all involved in the study.
• Not offer big rewards or enforce the binding contracts for the study. This is especially important
when people are somehow reliant on the reward.
• Take special precautions when involving populations or animals which may not be considered to
understand the purpose of the study.
• Not skew their conclusions based on the funding.
• Not plagiarize the work of others.
• Not use the position as a peer reviewer to give sham peer reviews to punish or damage the fellow
scientists.
• Not commit the science fraud, falsify the research or otherwise conduct scientific misconduct. A
con-study, which devastated the public view of the subject for decades, was the study of selling
more coke and popcorn by unconscious ads. The researcher said that he had found the great effects
from subliminal messages, whilst in fact, he had never conducted the experiment.
Basically, research must follow all regulations given and also anticipate possible ethical problems in
their research.
Competition is an important factor in research and may be both a good thing and a bad thing.
Whistle blowing is one mechanism to help discover misconduct in research.
6.5.1 Analysing Ethical Problems in Research
Ethical issues
The principle of voluntary participation requires that people not be forced to participate in the
research. This is especially relevant where the researchers had previously relied on the 'captive
audiences' for their subjects such as prisons, universities and places like that. Closely related to the
notion of voluntary participation is the requirement of the informed consent. Essentially, this
means that the prospective research participants must be fully informed about the procedures and
risks involved in the research and must give their consent to participate.
Ethical standards also require that the researchers not put participants in a situation where they
might be at risk of harm as the result of their participation. Harm can be defined as both the
physical and psychological. There are two standards that can be applied to protect the privacy of
the research participants. Almost all the research guarantees the participants confidentiality. They
are assured that the identifying information will not be made available to anyone who is not
involved directly in the study.
The stricter standard is the principle of anonymity which essentially means that the participant will
remain as anonymous throughout the study even to the researchers themselves. Clearly, the
anonymity standard is the stronger guarantee of privacy, but it is sometimes difficult to accomplish,
especially in the situations where the participants have to be measured at multiple time points.
Increasingly, researchers deal with the ethical issue of a person's right to service.
Good research practice often requires the use of a no-treatment control group which is a group of
participants who do not get the treatment or program that is being studied. But when that
treatment or program may have the beneficial effects, persons assigned to the no-treatment
control may feel their rights to equal access to services are being curtailed.
Even when the clear ethical standards and principles exist, there will be times when they need to do
the accurate research runs up against the rights of the potential participants. No set of standards
can be possibly anticipate every ethical circumstance.
Furthermore, there needs to be a procedure that assures that the researchers will consider all the
relevant ethical issues in formulating the research plans. To address such needs, most institutions
and organizations have formulated the Institutional Review Board (IRB), a panel of persons who
reviews the grant proposals with respect to the ethical implications and decides whether the
additional actions need to be taken to assure the rights and safety of participants. By reviewing the
proposals for research, IRB’s also helps to protect both the researcher and the organization against
the potential legal implications of neglecting to address the important ethical issues of the
participants.
6.6 Intellectual Property Rights

The legal rights build up on the intellectual property created are known as Intellectual Property
Rights (IPR).
Elements of Intellectual Property Rights (IPR’s):
A. Patents
B. Industrial designs
C. Trade marks
D. Copy rights
E. Trade secrets
F. Design of integrated circuits
G. Geographical indications
The World Trade Organization (WTO) has established seven elements of IPRs, which were agreed by
TRIPs(Trade Related Intellectual Property Rights System). They are:
I. Patents:
Patents are the legal rights approved for new inventions involving scientific and technical
knowledge. Patent means an official document giving the holder the sole right to make, use or sell
an invention and preventing others from copying it.
II. Industrial designs:
It is the right to safeguard one’s industrial designs. A design is an idea or conception as to the
features of shape, configuration pattern ornament of composition of lines or colors applied to any
article, two or three dimensional or both by any industrial process or means which in the finished
article appeals to and is judged solely by the eye or product.
III. Trademarks:
It means a registered design or name used to identify a company’s goods and to indicate the public
the origin of manufacture of the goods affixed with that mark.
Examples: Pepsi is a registered trademark in soft drinks and Nestle in food products.
IV. Copy rights:
It means the legal right held for a certain number of years to print, publish, sell, broadcast, perform,
film or record an original work or any part of it. It protects the expression of the idea, not the idea
themselves.
Examples: Poems, Paintings and Computer programs.
V. Trade secrets:
Trade secret means a device or technique used by a company in manufacturing its products etc. and
kept secret from other companies or the general public. Trade secrets such as formulas, patterns,
methods and data compilations are kept secret in order to gain a competitive advantage over
competitors.
Examples: The formula of Fanta soft drink and the formulas for making drugs.
VI. Design of integrated circuits:
It is the right granted to the inventor to prevent anybody making use of the design of integrated
circuits, semiconductor devices and other electronic devices.
Example: Invention of a new microprocessor chip.
VII. Geographical indications:
It identify goods as originating in the territory of a country, an origin or a locality in that territory,
where a specific quality, reputations or other characteristics of the goods is essentially attributed to
their geographical origin.
Examples: Tirunelveli halwa, Dindugal locks, Sivakasi crackers, Kancheepuram sarees.
Discrimination
Discrimination is a morally unjustified treatment of people on arbitrary or irrelevant grounds.
I. Unequal treatment among employee based on religion.
II. Communal classifications.
Benefits of IPR’s:
• The IPR’s promote technological, industrial and economical development of a country.
• IPR’s provide incentives for the inventions and ensure adequate returns on commercialization of
the invention.
• IPR’s prevent the competitors from using one’s invention.
• IPR’s are useful in identifying unprotected areas to avoid violation.
• IPR’s grant exclusive rights to the inventors.
• IPR’s provide use the invention for the public purpose.
• IPR’s are useful in identifying an explored areas for identifying and undertaking research so as to
become a leader in that area.

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Universal Human

Union Minister of Education at Government of

The purpose of the education system is to develop

To build an equitable, inclusive, and plural society,

Human Being Co- Existence of Self and Body

Two Units submerged in space

Purpose Continuous happiness and Prosperity

Program To understand and to live in harmony

Education should develop a child in all respects

NEP insists now that value education should be a part

All human beings aspire for a happy, fulfilling life.

• What is my aspiration? (What to do?)

The purpose of education is to facilitate the development of

Understanding human aspiration or, what is really valuable

VE addresses the issues related to ‘what to

It is also necessary to learn the skills to actualize our

SD addresses the issues related to ‘how to do?’.

• The consequence of skill-biased education is clearly visible in

The prime need of value education is

Rational: It has to appeal to reasoning; and not be based on blind

Natural and Verifiable: It has to be 'naturally acceptable' to the human

All Encompassing: It needs to cover all dimensions

Leading to Harmony: It ultimately needs to promote

Value of a unit is its participation in the larger order

Example of water- It quenches your thirst

Value of a human being

Society: My value in society

Nature: My value in nature/existence

Decide our values

If I lack understanding then I may accept what others say

Like– deciding what to wear, what to eat, what to study and

When you ask yourself:

We have a natural acceptance for continuity of happiness and

For human being physical facility is necessary, but relationship is

There are generally two kinds of people today:

Try to find out where you are – at 1 or at 2?

happiness for ourselves as well as happiness for others.

Shift in education philosophy

Private circulation only ASJ 2

Personal values are defined as: “Emotional beliefs in

Not all values have the same weight or priority. Some

Private circulation only ASJ 4

The five core human values are:

Private circulation only ASJ 5

Private circulation only ASJ 6

Private circulation only ASJ 7

 Code of conduct  Initiative,

Private circulation only ASJ 9

Private circulation only ASJ 10

Private circulation only ASJ 11

Private circulation only ASJ 12

Private circulation only ASJ 13

Private circulation only ASJ 14

Private circulation only ASJ 15

Private circulation only ASJ 16

Private circulation only ASJ 18

All dimensions of All levels of existence-

Private circulation only ASJ 19

Family: My value in my family

Society: My value in society

Nature: My value in nature/existence ,

Private circulation only ASJ 21

Co- Existence of Self and Body