Kant & Hume, Comparative Study Essay Example for Free

Kant Hume, Comparative Study Essay Two of the modern world’s most followed and known, yet opposing philosophers. Immanuel Kant and David Hume both assert that all knowledge comes from experience, yet disagree on whether or not experience determines all knowledge, disagree on the causality of the universe as organized or unorganized, and disagree on God’s existence (or non-existence) within the world. Despite these vast differences, however, both philosophies have managed to co-exist in the modern world. Kant proclaims that all knowledge comes from experience, and that people are intelligent and rational enough to synthesize previous experiences into predictions (or fore-knowledge) of the future. On the other hand, Hume proclaims that all knowledge comes from experience and that just because something has occurred in the past does not mean that it will occur in the future. In regard to causality of the universe, Kant puts forth the notion that the universe was created in a way so that the nature of all things lays uniform and perfect despite the passing of time. Hume, however, puts forth the notion that the universe was created in a way so that all things change over time. In Kant’s eyes God’s existence or non-existence could never be proven or disproven, and because of this doubt God therefore exists. For Hume, the idea of God can exist, but the being most know as God cannot because the idea of god is specific and unique to every individual and therefore there cannot be one God for all—rather everyone has a unique and personal God. Kant and Hume pit each other down in philosophical battle after philosophical only to realize that they never agree on compromises to their ideas, and stay forever at opposite ends of the ideological spectrum. Kant and Hume both asserted that all knowledge comes from experience. Kant states that there â€Å"can be no doubt that all our knowledge begins with experience† (Pure). By this Kant asserts that all knowledge initiates from experience. However, Kant goes further by also stating that â€Å"we have no knowledge antecedent to experience† (Pure), which means that in order to understand something, one has to have experienced the happening/ occurrence at one point in time. Hume states that â€Å"causes and effects are discoverable, not by reason but by experience† (Enquiry). By this Hume asserts that all knowledge and any knowledge must come from experience and nothing else. Hume also states that real existence can come only from â€Å"either from the causes which produced it, or the effectswhich will arise from it† (Enquiry), which means that experience provides not only knowledge but the justification for existence that experiences define the essence/ being of an individual. Kant and Hume agree that all knowledge stems from experiences attained in the material world. By asserting that to have knowledge of something one has to experience that thing only once Kant sparks the disagreement between himself and Hume on whether or not the future can be known based on past experiences. Kant theorizes that although â€Å"knowledge begins with experience† it does not mean that all which follows â€Å"arises out of experience† (Pure). By this Kant states that experiences are building blocks the house of knowledge but not the house itself. Kant claims that people can know what happens in the future because reason allows for them to extend their experiences beyond what has happened to events that have not occurred yet. Kant justifies this by saying that people’s â€Å"conclusions from experience† stand enough to justify that the future will resemble the past (Pure). Hume theorizes that past experience â€Å"can be allowed to give direct and certain information† but only in relation to the â€Å"precise objects † to which past experience refers, and that â€Å"precise period of time, which fell under its cognizance† (Enquiry). Hume clearly states that the only pure knowledge people can have is knowledge of the past, which means that there can be no real knowledge of the future because it has not been experienced yet. Furthermore, Hume articulates that it is impossible to show that the â€Å"ultimate cause of any natural operation† can be found in â€Å"any single effect in the universe† (Enquiry). In this statement Hume tries to elucidate his point that just because something has existed before does not mean that it will exist again in the same form, that there is no â€Å"ultimate cause† but rather many causes that go into the producing of different effects. To capstone his point Hume says that one cannot have a golden rule that what â€Å"happens sometimes†¦ happens always†¦ with regard to some objects† for all things in existence because there is no †logic† or â€Å"process of argument† that â€Å"secures oneâ€Å" into this assumption (Enquiry). Hume explains that it stands impossible to predict the future because the future has not yet been experienced and therefore has no security of knowledge. For Kant, by a rational extension of logic, it can be determined that what has happened in the past and what will happen in the future are one in the same— yet or Hume, knowledge can come only from experience because If the future cannot be experienced then people have no bounds to determine what will happen in it. These suppositions then lead to the question of causality of the universe, to which Kant puts forth the notion that the universe was created in a way so that the nature of all things lays uniform and perfect— despite the passing of time— whereas Hume puts forth the notion that the universe was created in a way so that all things change over time. Kant presents that â€Å"nature is a being acting according to purpose† and creates a â€Å"natural purpose† that everything in the universe must adhere to (Judgment), which supports the notion that the universe was created in a way so that the nature of all things lays uniform and perfect because everything has its natural place in the universe and therefore maintains a natural purpose and a static order. Kant additionally expounds that â€Å"causality involves that of laws† and that these laws create a cause that has a specific effect that â€Å"must be produced† (Fundamentals). Due to this â€Å"law† that Kant references he insinuates that, despite time passing, what has happened will have to happen again based on the consistency of the laws of nature. To counter this, Hume presents his reasoning that â€Å"effect is totally different from the cause, and consequently can never be discovered in it† (Enquiry), which supports the notion that things change and no consistency stays in the universe because there is never a direct link between a cause, and the effect which results from it. Additionally, Hume goes on to dictate that effects fail to â€Å"be discovered in the cause† and that they â€Å"must be entirely arbitrary† (Enquiry). By this, Hume means that if an effect could be paired up with any old cause, that it would be completely random and therefore have no value in appraising cause and effect. By both these sentiments Hume conveys that a cause and effect have no solidified connection unless they are proven to be tied together, which leads to the assumption that the world shifts and changes over time because if the universe were static then everything would be the same and a golden rule for causality would exist but for Hume, it doesn’t. Kant and Hume stand at odds on whether the universe stays organized or frays at the ends because of their assertions that the universe was created perfectly, and in opposition the assertion that the universe was created imperfectly. After determining the organization of the universe, one question remains forthe philosophers: who or what, if anything, created the universe? To this Kant responds that God is unknowable and that this thought doesn’t disprove his existence or perfection while Hume responds everyone has their own unique God, and therefore one perfect and whole God cannot exist. Kant expounds that the â€Å"unavoidable problems set by pure reason itself are God, freedom, and immortality† and that for knowledge of God there is no â€Å"capacity or incapacity of reason for so great an undertaking† (Pure). Here Kant proclaims that because of reason’s inability to appraise the idea of God, that it is an unknowable topic and that everything stated about it can be marked as true because it cannot be disproven. Hume expounds that he â€Å"believe[s] [God] to be existent† and that Hume’s idea of â€Å"conception of the existence† dictates that the idea of God â€Å"lies not in the parts† or composition of the idea but in the â€Å"the manner in which we conceive it† (Treatise). Hume makes the point that he has his own idea of God, that his idea is unique to himself and the way in which he develops his idea. Hume also states that â€Å"God is existent† but only in the form in which â€Å"as he is represented to us† (Treatise). This statement definitively encompasses the idea that not everyone cannot know the same God because people can only conceive their notion of God from what they have experienced, and each person’s experience stays unique and separate. For Kant God exists by the pure reason that God can never be proven non-existent whereas for Hume, the idea of God can exist, but the being God that most people think of cannot because the idea of god is specific and unique to every individual. Kant and Hume pit each other down in philosophical battle after philosophical only to realize that they never agree on compromises to their ideas, and stay forever at opposite ends of the ideological spectrum, which in a twisted way allows them to co-exist in the modern world. On philosophy itself, Kant states that one â€Å"cannot say how far the inferences from perception may extend†, which means that for as much as people can imagine, something can be real and by extension this means that there is security in being able to make up the reality that one wants (Pure). In adversion Hume states that philosophy may â€Å"prove useful† by â€Å"destroying implicit faith and security† and allowing only one answer to be proven correct and logical through skepticism (Enquiry). Kant and Hume can have no recourse from the dilemma that they face because at every turn Kant states that anything imaginable is possible and that skepticism, Hume’s philosophy, can never be reconciled with the idea that everything could be possible because they intrinsically contradict each other. Kant and Hume: two men divided by differing philosophies on the source of knowledge, the causality of the universe, and the definite existence of God who battled over answers to these question of life throughout their careers. While Kant asserted that by rational extension experience could unlock the key to all knowledge Hume countered that only experience could grant knowledge, and that anything beyond that bent the rules of the world and made all knowledge inconsequential. While Kant asserted that the universe was created in a perfect natural order that would exist forever Hume countered that the universe was created in an imperfect, unorganized fashion that would be ever changing. While Kant asserted that the existence of God could never be disproven and therefore had to exist Hume countered that it is inadequate to say that God has to exist as a result of doubt because every conception of God from every individual is different and people must therefore err on the side of skepticism and accept that God cannot exist as everyone wishes him to. While Kant and Hume tried to reconcile their differences on philosophy they never came to an agreement, and therefore co-existed in the denial that the others thoughts could possible hold any truth. Works Cited Hume, David. An enquiry Concerning Human Understanding, Chapter on Cause and Effect. -. A Treatise of Human Nature. Source found @ http://www. gutenberg. org/files/4705/4705-h/4705-h. htm#2H_4_0027 Kant, Immanuel. Critique of Judgment, Source material found @ http://www. marxists. org/reference/subject/ethics/kant/judgment/teleology. htm -. Critique of Pure Reason. -. Fundamental Principles of the Metaphysic of Morals. Book provided by http://www. gutenberg. org/cache/epub/5682/pg5682. html.

The Transition Of Public Management in America Essay -- Public Managem

The Transition Of Public Management: 2000s A puzzling question is what can be expected from public management and public managers in the new millennium? What are the important issues such as regulatory reform, public sector budgeting, human resources management, strategic policymaking, ethics, and corruption, now and in the future? Will the alternative to government delivery of service be privatization? The concepts of Rational Administration, Accountability, Planning, Control, Budgeting and Financial management are major factors in the future of this nation and the world. Having a well managed public sector and having America function at peek efficiency seems to be the goal of public management but there are obstacles that are a constant plague in trying to reach this goal. This analysis is an attempt to help understand what may happen in Public Management in the future and why. (Ott) Many Public Service Organizations are trying to make privatization the major method of handling daily mundane operations such as environmental management, building maintenance, methods of transportation, administrative task, etc. â€Å"The Privatization of Public Service: Lessons from Case Studies" report was researched and written by Eliott Sclar, a professor of urban planning at Cornell University. Many FPE locals are familiar with Dr. Sclar and his work on dispelling the myths of privatization. The report follows three examples of public sector privatization over a four-year period: vehicle maintenance in Albany, N.Y., state highway maintenance in Massachusetts and vehicle maintenance in Indianapolis. The research shows that in Albany and Massachusetts there was no evidence that contracting saved money or improved service quality. I... ...r/ib/2000/041200.htm) Irving B. Harris, Graduate School of Public Policy Studies. Public Management. On line. Available: (http://www.harrisschool.uchicago.edu/academic/public_management.html) OECD programme on Public Management and Governance (PUMA). Home Page. Online. Available: (http://www.oecd.org/puma/) J. Steven Ott, Albert C. Hyde, Jay M. Shafritz. Public Management: The Exxential Readings. Lyceum Books/Nelson-Hall 1991 Privatization of Health Care Position Statement. Online. Available: (http://www.nursesunions.ca/ps/privatization.shtml) Rational Expectations -- Fresh Ideas that Challenge Some Established Views of Policy Making 1977 Annual Report essay. Online. Available: (http://minneapolisfed.org/pubs/ar/ar1977.html) The Privatization of Public Service. Home page. On line. Available: (www.aft.org/fpe/articles/privatization.html) The Transition Of Public Management in America Essay -- Public Managem The Transition Of Public Management: 2000s A puzzling question is what can be expected from public management and public managers in the new millennium? What are the important issues such as regulatory reform, public sector budgeting, human resources management, strategic policymaking, ethics, and corruption, now and in the future? Will the alternative to government delivery of service be privatization? The concepts of Rational Administration, Accountability, Planning, Control, Budgeting and Financial management are major factors in the future of this nation and the world. Having a well managed public sector and having America function at peek efficiency seems to be the goal of public management but there are obstacles that are a constant plague in trying to reach this goal. This analysis is an attempt to help understand what may happen in Public Management in the future and why. (Ott) Many Public Service Organizations are trying to make privatization the major method of handling daily mundane operations such as environmental management, building maintenance, methods of transportation, administrative task, etc. â€Å"The Privatization of Public Service: Lessons from Case Studies" report was researched and written by Eliott Sclar, a professor of urban planning at Cornell University. Many FPE locals are familiar with Dr. Sclar and his work on dispelling the myths of privatization. The report follows three examples of public sector privatization over a four-year period: vehicle maintenance in Albany, N.Y., state highway maintenance in Massachusetts and vehicle maintenance in Indianapolis. The research shows that in Albany and Massachusetts there was no evidence that contracting saved money or improved service quality. I... ...r/ib/2000/041200.htm) Irving B. Harris, Graduate School of Public Policy Studies. Public Management. On line. Available: (http://www.harrisschool.uchicago.edu/academic/public_management.html) OECD programme on Public Management and Governance (PUMA). Home Page. Online. Available: (http://www.oecd.org/puma/) J. Steven Ott, Albert C. Hyde, Jay M. Shafritz. Public Management: The Exxential Readings. Lyceum Books/Nelson-Hall 1991 Privatization of Health Care Position Statement. Online. Available: (http://www.nursesunions.ca/ps/privatization.shtml) Rational Expectations -- Fresh Ideas that Challenge Some Established Views of Policy Making 1977 Annual Report essay. Online. Available: (http://minneapolisfed.org/pubs/ar/ar1977.html) The Privatization of Public Service. Home page. On line. Available: (www.aft.org/fpe/articles/privatization.html)

Listo Systems: Cami Machado, Trainer

Listo Systems: Cami Machado, Trainer Context: Listo Systems is a graphic service agency and is one of the leading companies within the sector. They recently implemented a new black box technology which resulted in a demand for trainings for the employees as well as â€Å"train-the trainer† sessions. Cami Machado is responsible for conducting these sessions and she feels well prepared. She is also the one who represents the company at an annual Computer Graphic Service Trade Show. Key Issues and Problems: Cami Machado has previous experiences and therefore feels confident and eager for the first session of the trainings.However, the general evaluations of the course were poor and most of the trainers had no clue of what was expected from them. Although Cami is not worried, her manager realizes that something needs to be done. The second issue is related to the Graphic Service Trade Show where Cami routinely represents Listo Systems. This year because of the occurring changes, L isto has scheduled a private presentation for key contacts. Cami is assigned to give a flashy, multimedia overview of the clients benefits of the new â€Å"black box system†.However, she is procrastinating and thinks that from sales or marketing would be better suited for this task. Applying concepts: Cami knows that she could do a good job making the â€Å"glamour show†, however she wants to have the presentation reassigned. In this case Cami is able but unwilling and therefore her performance readiness is R3 (at level 3). She prefers to talk to the â€Å"real† people with â€Å"real† questions. As for the trainings that she has been assigned to organize, Cami feels herself able, confident and willing (R4). In the past she has taughtInformation Technology courses at a local university and for that reason she feels well prepared. She has spent two weeks preparing detailed manuals however the professional trainers do not share her enthusiasm and confidence . From their perspective, Cami is an R2, because even though she is very motivated and willing to accomplish this task, the other trainers are not satisfied with her work. She is not very effective in giving precise directions of what should be done and what is expected, and the majority of the trainers are lost and confused.It is important to notice that the concepts of ability and willingness are an â€Å"interacting influence system†. In other words, that they are interconnected and a significant change in one will affect the whole. This is why the amount of knowledge, experience and skills often affect confidence and motivation. Cami feels that she knows what is required for the trainings to be successful because she has had experience at the University. However, it is hard to say whether she has all the skills that are necessary to train-the-trainers.Comments from the trainers also included â€Å"lots of smoke but no fire† and â€Å"talks down to us†. We ca n therefore conclude that the reason why the trainers where not satisfied was not necessarily because of Cami’s technical skills, but maybe her relationship with the employees. Her directive behavior is very high but her relationship and supportive behavior not as much. Looking at the Situational Leadership model, Cam is using S4 leadership style, which includes low relationship and mostly delegating. Alternative Courses of Action:In order to be more successful in leading the others, Cami should use the S2 leadership style, which includes selling and most importantly explaining what she expects from the trainers. Cami considers herself well prepared and experienced however the evaluation of the course was poor because of lack of explanations. Another reason why the employees were not satisfied was because Cami was â€Å"talking down to them†. To avoid this, Cami should be more supportive and use participative leadership style that will allow her to interact with the ot her trainer and to improve her relationship with them.To make everything more certain, Cami should clarify the path by explaining the follower’s – in this case trainers’ work role. Only then she should display her motivations and effort to accomplish the work outcomes. The Chosen course of Action: The combination of all the above-mentioned solutions would work best for Cami’s situation. However, I believe that the biggest issue in this cause was that the trainers where unaware of what was expected from them. And therefore the best solution would be that Cami clarifies the goals of the trainings and only then tries to motivate and encourage the trainers.Action Plan: Although Cami is a very valuable employee, I believe that her manager should be more directive towards her. For example, he shouldn’t let her procrastinate and reassign her tasks. It is obvious that Cami loves her job and making her tasks more certain and a bit stricter would make a posi tive change for everyone. The trainers and employees of the organization are already dedicated and hard-working, therefore no big changes are necessary. However, slight alterations could be beneficial as discussed above. Listo Systems: The New Security System – Buying In Context:Listo Systems is a graphic service agency and is one of the leading companies within the sector. They recently implemented a new black box technology that caused different reactions from the employees. Key Issues and Problems: One of Cami’s team members, Steve, was unsatisfied because he just got used to the â€Å"old† system and doesn’t want to start all over again. He is thinking about transferring to another department within the company that doesn’t involve the use of the black box. The main issue in this case is that the implementation of the new security system can be a potential risk for losing the employees.There might be other employees like Steve, who are not will ing to adapt and who might take to decision to leave. In the long run this could negatively affect the company because the turnover ratio would increase. Applying concepts: Even though Steve was having difficulty adapting to the new system, there are other employees who are willing to do â€Å"whatever is necessary to keep the customers happy and them employed†. The majority of the employees want to keep their current jobs and this is what motivates them to learn and to adjust to the new security system.The company is doing everything that is necessary in order to train the employees, so the main factor that is required for an overall success is the motivation of the employees. It is clear that Steve’s performance readiness was at the very bottom (R1) because he was unable, insecure and unwilling to learn how to work with the black box. He is displaying frustration and has a complaining behavior, which is typical to the level 1 employees. Angie, the second team member, is an R2, because even though the new black box is foreign to her, she is willing and is motivated to learn.The third member, Dorothy, has an extensive experience with the black box, and therefore she is at the highest performance readiness level (R4). She has the right skills and at the same time we can see that she is willing to work with the new system, because she’s encouraging all the other members to support it as well. According to Maslow’s hierarchy of needs, employee’s motivation and performance depend on various factors that need be satisfied at the first place. In this case, we can assume that the physiological, social and safety needs are satisfied. However, as some of the employees don’t feel confident, their esteem nd self-actualization factors are not fully satisfied. This demotivates the members of the company and negatively affects the productivity level. Alternative Courses of Action: As stated in the case, in order to diagnose the perf ormance readiness level, the indicators of ability and willingness should be combined. You have to assess whether the individual is able (presently performing) and whether he is willing or unwilling to perform a certain task. A good way to do that would be by running an emergency survey, right after the implementation of the black box.This would help to find out in which areas the employees need help and guidance, as well to assess the overall satisfaction level. In order to avoid losing more employees, the management should have more individual approach towards its employees. Some people are quick-learner while the other dislike major changes. The results of the survey would show who needs additional help, and the trainers could focus more on this specific group of employees. There is not an appropriate leadership style for this case, because every member needs to be approached in a different way.The S3 level would be the most appropriate because the manager would be able to encour age and help its employees by participating more. The Chosen course of Action: The best solution would first of all be to run a quick survey within the department. After determining the indicators of ability and willingness, it will be much easier to find out the employees’ performance readiness and to decide which leadership style is the most appropriate. Action Plan: Different employees have different opinions and it is hard to keep every single member satisfied.The survey would allow to asses the common weaknesses within the group and to fill the gap by organizing trainings. Listo Systems: Cami Machado – System Conversation Context: Listo Systems is a graphic service agency and is one of the leading companies within the sector. They recently implemented a new black box. Cami, the responsible for the system has taken the black box through all the recommended steps tests and it performed perfectly. The system has also been tested by a former CIA computer specialist an d its was declared to be flawless. Nevertheless, Cami insisted to keep the old system â€Å"just in case†.Key Issues and Problems: Even though everything turned out to work perfectly, Cami confessed that she has never been so nervous in her life. She had asked to keep the old system as well, however she was still very anxious and was sleeping only a few hours at night. Applying concepts: Cami’s performance level in this situation is R3, because even though she was able to make the switch, she was still not confident and very hesitant. However, she had asked to keep the parallel system, so in case if something went wrong, there was an alternative solution. There was no reason for Cami to feel nervous, even if the black box failed.The leadership style that Cami’s manager should use is S3. He should support her in risk-taking and compliment the work. Alternative Courses of Action: The manager should not disempower Cami, because she has done a hard work and deserves appreciation. He should be very supportive and help her to deal with her nervousness. As mentioned above, this would be a S3 leadership style, which would result in building confidence, actively listening and encouraging. The employees should try to adapt to the new system, instead of leaving the department and creating more issues to deal with.They should also be supportive towards Cami, and appreciate her effort. The Chosen course of Action: Cami’s manager should take more participation in the implementation of the black box. He should leave everything on Cami’s shoulders, even though she’s the one responsible for the project. A supportive leadership style would be very effective in this situation and would help Cami to work more productively with less stress and anxiety. Action Plan: With the help of her manager and her employees, Cami should be able to overcome the difficult period at her workplace and gain more confidence in the work that she is doing.The management should help her to increase her performance readiness level to R4, by showing more support and encouragement. Listo Systems: Randy Mack, Trainer, Listo Systems Context: Randy Mack is an experienced trainer for Listo Systems and has worked with the company for a number of years. His evaluations have always been first rate and he has been able to develop a rapport with the people whom he trains. Key Issues and Problems: Recently, Randy is not happy with his job and had received below-par evaluations for the first time. His main concern is the lack of career advancement at Listo Systems.Some of his training have ended in confrontations with the trainees. Applying concepts: Maslow’s hierarchy of needs explains clearly why Randy is dissatisfied with his job. Even though he has performed perfectly for so many years, the lack of self-actualization and career advancement demotivates him. With all the new changes occurring with Listo Systems, the management is possibly more focused on profit and the technology rather then promoting its employees. This lack of attention has resulted in demotivation because Randy feels that his work isn’t much appreciated anymore.His performance readiness is at R3, considering that he knows his job very well and his has been number one for a long time. However the lack of career advancement made him unwilling and decreased his productivity. Alternative Courses of Action: The management should use S3 leadership style, in order to improve Randy’s performance readiness level. Considering that he is a valuable employee, it would be a big loss for the company of Randy left. In order to avoid that, the management should try to show more encouragement and offer possible ways of growth within the company.For example, another solution would be motivating him with financial bonuses. The Chosen course of Action: It’s Randy’s experience that makes him a valuable employee, and he cannot be easily replaced . For that reason the managers should compromise by either promoting Randy or suggesting other potentials ways of career advancement. Action Plan: The managers should make a quick decision before it gets any worse. They have to motivate Randy to stay by offering bonuses and showing that they appreciate his work.

Social Contract Is The Formidable Obelisk For...

Social Contract is the formidable obelisk for peacebuilding and statebuilding. One of the oldest and widely cited Social Contract theories is the one of theorist’s John Rawls. His theory proposed an objective perspective of the Social Contract concept that was rooted from medieval Europe, this widely accepted principle that â€Å"all men are by nature free and equal† (Lessnoff, 1990, p. 3) made Rawls disparate to his brethren who too theorized this concept. Rawls rendition of the theory was not only non-traditional to the views of his predecessors (i.e. ‘Junius Brutus’, Thomas Hobbes, Jean-Jacques Rousseau, and John Locke) it also presented principles of social justice, the origin of society, and placed the state’s action as a standard which was a stark difference to other political philosophical theories. For the purpose of this proposal, the Rawlsian contract will be applied as the base of my argument; this proposal will begin by defining key terminologies, it will then proceed to detail the origins of the Social Contract, it will analyze popular Social Contract theories, it will interpret shared and competing assumptions, and lastly the evidence that support my main argument that the Social Contract is the foundation of peacebuilding and statebuilding will be scrutinized. In order to ensure that the argument will have its optimal impact, the definitions of key words will be presented in this section. To begin, the definition of Social Contact that will be utilized is that of