Identifying Personal Development And Learning Styles Personal Development Essay

Identifying Personal Development And Learning Styles Personal Development Essay It is obvious that as a practicing first-line manager, your own success is more likely if you use your talents (strengths) to their full extent to exploit the opportunities that present themselves to you. Also, its important to understand your weaknesses so that you can manage them out of your daily work activities and thereby also eliminate any threats which may affect your potential to progress. SWOT (Strengths, Weaknesses, Opportunities, Threats) Analysis (Stanford Research Institute 1960-1970) is a useful technique to identify and analyse, in a proactive manner, these four areas. Not only that, but it also provides a good framework for reviewing your own personal development needs and enables you to work on your personal strengths and abilities to distinguish yourself from your peers and hence forward your career My own personal SWOT analysis has been appended to this assignment (see Appendix A). Own Learning Style(s) Identified Honey and Mumford (HM) use the terms activist, reflector, theorist and pragmatist to represent the four key learning styles (or preferences). These correspond to stages in the learning cycle and are based on earlier work by David Kolb (and indeed are used interchangeably by some authors with the terms in the Kolb model). Both models are particularly interesting from the perspective that they offer a way to understand peoples different learning styles but also explain a cycle of experimental learning which can be applied to everyone. The four HM key stages and styles are typically presented at north, east, south and west on a four-stage cyclical flow diagram. This actually expresses a four stage cycle of learning in which having an immediate or concrete experience provides a basis for reviewing/reflecting on the experience. These reflections are assimilated into conclusions from the experience producing implications for action which enables the planning for the next step, i.e. the creation of a new experience. In theory, the learner should visit all four points of the diagram i.e. a cycle of experiencing, reflecting, thinking and acting. They, and their relationship with Kolbs learning styles, are explained in the Table A below: Table A -Comparison of HM Learning stages/styles with Kolb learning style Kolbs Learning Style HM Learning Style/Stage Preferred learning opportunity Personality characteristics of learning style Accomodating Having an Experience/Activists Practical, hands on Here and now; seek challenge and immediate experience; Bored by implementation Diverging Reviewing the experience/ Reflectors Gather information, consider and analyse Stands back; Thoughtful; listens before speaking Assimilating Concluding from the Experience/ Theorists Logical approach, gathers facts to form theories Rational, objective, dismisses subjectivity Converging Planning the next steps /Pragmatists Seeks new concepts, problem solving Likes quick decisions, bored with long discussions Most people naturally prefer a certain single different learning style. Various factors can influence this and Kolb defined 3 stages of a persons development and suggests that the integration of the four different learning styles improves as a person progresses through the development stages. I have completed an HM Learning Style Questionnaire and my preferred learning styles are Theorist and Pragmatist. This means that I have a preference for a concise and logical approach to learning. For me, ideas and concepts are more interesting than people. I do require a good, clear explanation; however, one slight difference to this learning style is that I like to see that the theory can work in a practical situation as well. I enjoy technically related tasks such as gathering and understanding wide-ranging information and trying to organise it in a logical format. In a formal learning situation, my preferences are reading and lectures and having time to consider things. I like to solve problems and make decisions by finding answers to questions. This was not particularly surprising because my job role as an Assurance Specialist involved in auditing actually demands a logical style of approach to deliver work effectively. Furthermore, problem solving is also a key skill for me in advising teams on how to resolve issues with their management processes. Analyse Learning and Development Options and Identify Barriers and Support mechanisms Two learning/development options one for self, one for organisation My personal SWOT analysis identified two development options as follows: To improve my soft skills such as assertiveness, communication and the effectiveness of my decision making. This would help in meeting the needs of the organisation and of the needs of my immediate team. To gain a better understanding of how Environmental Management is applied by Network Rail at a Project level. This would help me to gain an insight as to how I could apply some of the information I learnt on my Institute of Environmental Management (IEMA) course in a practical scenario. I have added both of these onto a Personal Development Plan, which is attached as Appendix C to this assignment. In terms of development opportunity (1), I could make use of the many e-learning tools available via the Network Rail Intranet site as well as obtaining support from my line manager to check my progress as well as him giving me tasks which will help to develop my soft-skills. I could monitor the success of this personal development through regular (once a month) one-to-ones with my line-manager and via my 6-monthly performance reviews. Listening and learning from what has worked well for him in the past would align itself well with the pragmatic approach I prefer to learning. With respect to my own personal development opportunity (2), there is a course offered through Network Rail about Environmental Management within Projects. I have booked a place on this course and intend to follow it up by conducting audits on Environmental Management across Infrastructure Projects as part of the 2010-11 National Core Audit Programme. In this way, I shall be able to speak to Environmental Specialists who apply Environmental Management techniques as part of their daily activities an gain a deeper understanding of what is involved. Identify Barriers to learning and how to overcome them Some potential barriers which could prevent or slow down my progress are time-constraints, distractions and issues with the suitability of e-Learning to my own learning style. These barriers could be overcome by planning a time-out for learning within my weekly schedule and ensuring that I commit to not allowing any work activities to interfere with it. Im unsure as to whether e-learning will complement my learning style because the courses do not present practical situations to apply what has been learnt. However, perhaps regular feedback sessions and suitable tasks set by my line-manager may serve to complement the e-learning courses. Considering the Environmental Management training I have identified, after completing the course, I will need to liaise with the staff drawing up the National Core Audit Programme so that I can be included for the Environmental Section of at least 2 of the audits across the Investment Projects portfolio. The auditing aspect will require me to make careful preparation before visiting the Programme so that I have a full awareness of how they are managing the Environment. This could involve looking at their Environmental Management Plan in detail and compiling a series of relevant questions before I make the visit. Both the training and my IEMA qualification should enable me to do this and carry out the audit effectively. Support mechanisms for self-development I would look to support from my line-manager and team members through the use of formal (1-2-1s) and ad-hoc reviews of my progress. Regular teleconferences or face-to-face meetings with members of the cohort who attended the same Leading and Managing Teams course could also be set up, where we could discuss our own personal progress and problems. These may prove to be extremely beneficial from a learning perspective for all concerned. I would also like to involve the Investment Projects Environment Manager and Environmental Specialists from the Programmes from the perspective of them being there to provide expert advice on technical questions. Two other support mechanisms which suit my learning style are testing and feedback. I am most comfortable with regularly testing my new skill sets as demonstrated with the Environmental training taking what I have learnt and applying it to actual situations in the workplace and obtaining feedback on what I did well and what I should look to improve on next time. This would provide me with the assurance that, not only do the techniques work, but also that I am progressing in the right direction. It would be an invaluable confidence builder both in my abilities and that the learning plan is delivering the desired results. Monitor and Evaluate Self-development One method to monitor and evaluate self-development I would monitor and review my learning using a learning log. This could be used to plan learning activities as milestones on the way to achieving the completed development activity and as a reference to check that milestones are being completed on time (through one-to-ones with the line manager). The log allows the user to focus in on the particular learning areas which are important to him, and to visualise the progress being made. For me, this would apply to areas such as assertiveness, communication skills and Environmental knowledge, for example. The log will allow others, such as team members and the line manager to understand what it is that an individual is trying to achieve and provide assistance and feedback where it is required. In addition, the learning log is a good tool for recording feedback, enabling the noting down of what went well and what could be improved with each learning activity as well as how the approach can be changed next time. Eventually, it should indicate for me, whether soft skills are still a learning area of me or whether I have shown, through practical demonstration, that I have mastered them. An example of a real learning log (extract) is attached as Appendix B to this assignment. For feedback to be effective, the Action Impact Do/Develop/Different model should be applied That is, the person giving the feedback should provide examples of what was done, its impact on the situation, and what should be done differently next time. This would allow the recipient to consider a different approach and modify his behaviour accordingly This is particular relevant to the skills I am trying to develop. Appendix A Personal SWOT Analysis Weaknesses I have a strong compulsive need to do things quickly especially when my to do list is long. Sometimes this has compromised my decision making ability. My need to keep the customer happy can sometimes lead to me acquiescing to his needs rather than defending my own position. I have a tendency to over-analyse what has happened in certain situations (even after I have prepared really well for them) when events have moved on and I can no longer do anything about them. I get a little nervous about presenting to members of the team and to customers. This can mean that these types of Presentation do not engage the audience as much as Id like. Strengths I have good analytical skills. I enjoy looking through data to determine conclusions and action planning to improve the current situation. I am very conscientious and deliver all work to the very best of my ability. I pride myself in organising my work so that it is always delivered on time. I go out of my way to satisfy or delight the customer. I am completely committed to the success of the team that I work for and creating a good impression of what we do to our customers/stakeholders. I have worked in Assurance/Quality related roles for over 20 years and have experience in most aspects of these functions. My job means a lot to me, I take it very seriously. Threats Potential future reorganisations meaning redundancy. Assurance becomes no longer a priority for the company. Perceptions and criticisms by customers and own team. 2012 move to Milton Keynes and the feasibility of commuting there on a daily basis. My current need for a lot of support from my line manager could be perceived that I no longer feel comfortable in taking decisions without someones help. Opportunities We are currently developing a customer feedback questionnaire which we will get our main stakeholders to complete. The output from this should help us to determine the areas we need to improve on going forward We have a lessons-learnt process and are always looking to improve the auditing process. That I take the knowledge Ive accumulated from the Leading and Managing Teams course and consistently look back on it and apply it to my day job. That I continue to work with my main customers to build a reputation with them so we are clear about what we expect from each other and that this leads to a positive working relationship which delivers results. Appendix B Learning Log (extract only) Date From Date to Activity What went well? What didnt go well? What you will do differently next time Nov. 09 Dec. 09 E-Learning Course Assertiveness The course was completed and all of the intermediate assessments passed There was no interaction element to the course how do you know it works in practice? This needs to be incorporated into 1-2-1 meetings to get feedback from line-management on how I am progressing/if this is still a development area for me. 23/11/09 23/11/09 Opening Meeting CrossRail audit All of the points on the agenda were covered Organisation was poor jumped from one topic to the next and then back again in a haphazard fashion Improve preparation plan out exactly which points to cover and at which times 12/01/10 12/01/10 Closing Meeting CrossRail audit Far more relaxed, bought the correct key people to the meeting deflected difficult questions to them at the right time Nothing to report do it the same next time. Carry this lesson forward for the 2010-11 National Core Audit Plan (NCAP). 15/02/2010 15/02/2010 One-day training session Environmental Management on Projects A good internal training session about how to apply the requirements of the Network Rail Environmental Management Handbook (Guide to Railway Projects Delivery Manual 04) on Projects Additional time to built into the course to go through some of the worked-examples in further detail. This knowledge needs to be applied in future as part of the 2010-11 NCAP audit of Environmental Management. Opportunity to be sought to take part in this section of the audit. Appendix C PERSONAL DEVELOPMENT PLAN Preferred Learning Style/s Pragmatist/Theorist What do I want or need to develop? What actions / development will I do to achieve this? How will success be determined? Target dates for review and completion 1.My soft skills; e.g. Assertiveness, Listening, Coaching abilities E-Learning. Mentoring from my Line Manager. Experiences in my role. 1-2-1s; performance review meetings; improved confidence April 2010 (end of year review) 2. Understand Environmental Management on Network Rail Projects Network Rail course Environmental Management within Network Rail assisting National Core Audit Programme with Environmental auditing aspects. I will be able to carry out effective Environmental Audits of Network Rail Programme/Projects as determined both by Environmental Specialists on the Programmes and by the Investment Project Environment Manager. October 2010 and April 2011

Feminism in Post-war United States

The construction of a just and humane society, just like other social and institutional facts is a long and tedious process, nevertheless, the task needs to be done. Within the United States, the construction of such a society stands as a result of the various historical changes within the country, an example of which can be seen in the changes within the country after its participation in the Second World War. The country’s participation in Second World War proved to be beneficial for its citizens on certain aspects as it enabled what Reinhold Niebuhr would state as the emergence of the ‘children of light’.In line with Niehbur’s argument in his book The Children of Light and the Children of Darkness, the ‘children of light’ emerged within the post-World War II United States as the conditions within the country enabled the development of a society which opted for unity within the conditions of freedom and order (20-21). An example of this is ev ident in the development of the feminist movement in post-World War II United States. The feminist movement in the United States stands as a result of the nationalist and cultural movements in post-World War II United States.Feminist movements within the United States during this period took the form of either socialist feminism, radical feminism, or liberal feminism. Each of these strands of feminism focuses on issues pertaining to women’s exclusion from the political sphere; they differ however in their view as to what enables such an exclusion. Socialist feminists argue that such an exclusion stands as a result of the moral order of social organizations.Radical feminists, on the other hand, argue that such an exclusion stands as a result of the prevalent sex or gender system in society. Finally, liberal feminists argue that such an exclusion stands as a result of the inequality amongst the sexes. Despite the differences of these three strands of feminism mentioned above, t he development of these three strands shows the manner in which post-World War II United States opted for the development of equality between the sexes through the ascription not only of rationality but also agency upon women.Amongst the strands of feminism mentioned above, it is the initial strand [radical feminism] which proved to be significant for the development of the feminist movement during the initial period of post-World War II America as it highlighted the development of the second wave of feminism in the United States. Betty Friedan (1968), in her book The Feminine Mystique, specifies the difference between the first and second wave of feminism.She argues that as opposed to the first wave of feminism which was characterized by the creation of the ‘feminine mystique’ which enabled the discovery of women’s selves within the context of their initial roles in their careers, families, and relationships; the second wave of feminism was characterized by the deconstruction of the ‘feminine mystique’ as a result of women’s recognition of the continuously oppressive character of their initial ‘freed’ position in society (33-34). Since the second wave was influenced by the civil-rights protests and peace protests, it became more activist in character.An example of this activist character of the second wave of feminism is apparent in Kate Millet’s radical strand of feminism in her book Sexual Politics. Kate Millet (2000), in her book Sexual Politics, discusses one of the main issues of the feminist movement in post-World War II United States. Within her book, Millet argues that inequality between the sexes stands as a result of the unequal distribution of power amongst the sexes in society. She argues that women’s subordination stands as a result of the ideological indoctrination of women by a patriarchal society.She states that the â€Å"essence of politics† as power involves seeking to prove that â€Å"however muted its present appearance may be, sexual dominion obtains nevertheless as perhaps the most pervasive ideology of our culture and provides its most fundamental concepts of power† (Millet 25). The title of her book Sexual Politics thereby aims to present her view of how women’s subordination stands as a result of the continuation of patriarchal politics within both the private and public spheres of life.Millet divides her book into three parts. The first part entitled â€Å"Sexual Politics† presents Millet’s thesis regarding the nature of power relations between the sexes. The second part entitled â€Å"Historical Background† presents a survey of the feminist struggle within the United States during the nineteenth and twentieth centuries. Finally, the third part entitled â€Å"The Literary Reflection† presents Millet’s views as to how the power relations between the sexes are visible in the literary works of D.H. Lawrence, Henry Miller, Norman Mailer, and Jean Genet. Millet’s argument that the content of literary works mirrors the power relations between the sexes is based on the assumption that literature has a mimetic character. In other words, for Millet the content of literary works mirror reality and hence the content of literary works may be used as a means of gauging how women have been continuously subordinated by men through their indoctrination of a patriarchal ideology.Within this context, the importance of Millet’s aforementioned book may thereby be ascribed to its existence as a socio-historical text which takes literature as a source material for a hypothesis about the relationships between men and women in the non-literary world from the late nineteenth century to the present time. In addition to this, Millet’s book stands as the first text which uses a feminist approach in reading or interpreting literary works.In line with Niehbur’s claim re garding the emergence of the ‘children of light’, one may note that the development of the feminist movement in post-World War II United States showed an example of the emergence of the ‘children of light’ since the movement enabled the development of a United States which opted for the equality between the sexes thereby creating a free and orderly society through the emergence of works that not only subverted the predominant ideology in society during that period but also created a new perspective in understanding reality.In the case of Kate Millet’s Sexual Politics, this is evident in her creation of a feminist standpoint for assessing literary works.

Communism in China Essays - 841 Words

Communism is a system of government, a political ideology that rejects private ownership and promotes a classless, stateless society based on common ownership of all property and the means of production, where by all work is shared and all proceeds are commonly owned. Communism is practised in China, North Korea, Vietnam, Laos and Cuba. However most of the world’s communist governments have been disbanded since the end of World War II. Soon after the Japanese surrendered at the end of World War II, Communist forces began a war against the Kuomintang in China. The Communists gradually gained control of the country and on the 1st October, 1949, Mao Zedong announced the victory of the Communist party and the establishment of the Peoples†¦show more content†¦The arrival of Chiangs armies into many rural areas often indicated theft, rape, and murders to common villagers, while Maos armies were more educated and trained to protect the needs of the peasants in order to win their support. Where the landlords and peasants initially supported the Guomindang, and students and intellectuals looked to the Nationalists for salvation, both sections of the community began to embrace and support the communist ideals. As public services such as health and education suffered under the GMD and living conditions in rural areas worsened, civilians rapidly joined the Communist party. Many soldiers who fought for the Nationals changed sides and began fighting for communism. The essential focus of Mao’s revolution revolved solely around the peasants who made up 85% of the population. His new land reforms meant taking land from rich landlords and dividing it amongst poorer peasants. Mao also introduced national health care as 95% of individuals in China had never seen a doctor The PLA rapidly expanded with more peasants joining. In 1947 the Communists captured their new capital, Yan’an and in 1948 they attacked the GMD army capturing all the major cities- Beijing, Shanghai, and Guangzhou. The Americans originally supported the GMD as they wanted China ( the GMD and Communists) to form a joint government in order to fight Japan- America’s enemy. They finally cut off all aid to the GMD troopsShow MoreRelatedCommunism in China1581 Words   |  7 PagesCommunism in China as we know has played a major role in the countries political system over the past century. Chen Duxiu and Li Dazhao were the co-founders of the communist party in 1921. At the time China was in a world or turmoil ever since the end of the Qing Dynasty in 1911. For 10 years China was lost in a world with new ideas coming from all over the world. At the time, Duxiu and Dazhao saw an opportunity to bring change throughout a weakened China and they exploited it. The communist inf luenceRead MoreEssay on Communism In China1087 Words   |  5 Pagesï » ¿Communism in China Chinese Revolution In 1949 the communist leader Mao Zedong decided upon the creation of the People’s Republic of China or PRC, which then resulted in the end of a full scale civil war between Chinese Communist Party (CCP) and the Nationalist Party. This war happened immediately after WWII. They stormed through China, over running cities and taking power from warlords. In the middle of the Chinese unrest the Japanese attacked Manchuria, the Government of the RepublicRead MoreRise of Communism in China3062 Words   |  13 PagesRise of Communism in China Introduction The main reason why the Communists came to power in China was because of the failing policies and actions used by Kuomintang (Chinese Nationalists) of which the CCP (Chinese Communist Party) took advantage. However in addition to that, there were also significant factors such as the poor conditions during the beginning of the twentieth century in the Republic of China and the Japanese War (1937 Ââ€" 1945), that led to the insufficiency and weakness of the GMDRead More China vs. North Korea: Communism Essay1234 Words   |  5 PagesThe United States and China. That statement could be said about certain aspects of the three countries when looking purely at what is written on paper. According to the Central Intelligence Agency (CIA) World Fact Book all three countries have the essential three branches of government; executive, legislative, and judicial (2012). But it takes little effort to peel away the first layer and see the vast differences between The United States and the com munist countries of China and North Korea. ThisRead MoreCommunism And Communism Similarities804 Words   |  4 Pages China and Russia are seen as two of the most powerful nations in the world. Their strong military, economy, and large amount of land and population. These two nations have many similarities and differences that effect their relationship and how other nations see them across the globe. One major trait they have in common in their governments political view, communism. Communism was seen as one of the biggest threats to the world once it swallowed China and Russia. Communism is â€Å"a theory or systemRead MoreMarxism And Communism753 Words   |  4 PagesIn the western world, people view communism as a conquered historical ideology, but communism continues to influence the world today. China, the fourth largest country on the earth, displays the label of communism today. Communism is a ‘classless’ ideology in which all property is owned by a large community and each person receives according to their needs and abilities. Communism is a set of ideas including several different variations and schemes on the philosophy. However, the most accepted andRead MoreInfluences of China Essay698 Words   |  3 Pagesrhythms of nature and the way of all things (World Religions); which effects people’s personal beliefs and is one of China’s main religions. Confucianism helped pave the way for communism and still is a powerful philosophy today. The ideas of Legalism directly affect the Chinese government. Despite the fact that modern China is one of the largest countries in terms of geography and population, its communist government is able to maintain control over the country in part because of the influence ofRead MoreEssay on China and Taiwan809 Words   |  4 PagesChina and Taiwan Historically, the Taiwan problem originated after the Nationalist and Communist Chinese re-ignited the Civil War. They had previously settled their disputes temporarily, to defend the invasion of the Japanese in the 1930s. The Civil War started again in 1946, only a year after fighting ceased at the end of the Second World War. The Communists were commanded by Mao Tse Tung, and the Nationalists were being lead by Chiang Kia-Shek. However, the Nationalists had the advantage of USRead More2 Years After World War 2 A New Enemy Was Rising That Was1613 Words   |  7 Pages2 years after World War 2 a new enemy was rising that was not just a country or person but communism. Following the end of WW2, the Soviets were spreading their new ideology to several small countries from Poland to north Korea. As communism gained in popularity the US became increasingly concerned about a potential fall in capitalism and democracy. This fear resulted in the Cold War: a social, political, economic con flict between the US and the USSR. The Cold War lasted 44 years and 9 differentRead MoreThe Function of the Truman Doctrine and Marshall Plan in Preventing the Spread of Communism During the Cold War952 Words   |  4 PagesKorean War , although successful in preventing the spread of communism, was one of the first tests of communism in Asia. North Korea was strictly communist while South Korea was democratic. As usual, the United States supported democratic South Korea and the Truman Doctrine was applied to the Korean situation. The North Korean forces crossed the dividing line (38th parallel) and invaded South Korea. Thus, they provoked a war over communism. With the possibility of democratic South Korea falling to

Freedom and Reason In Kant Essay - 1560 Words

Freedom and Reason in Kant Morality, Kant says, cannot be regarded as a set of rules which prescribe the means necessary to the achievement of a given end; its rules must be obeyed without consideration of the consequences that will follow from doing so or not. A principle that presupposes a desired object as the determinant of the will cannot give rise to a moral law; that is, the morality of an act of will cannot be determined by the matter or content of the will for when the will is materially determined the question of its morality does not arise. This consideration leads Kant to one of his most important theses. If the moral character of willing is not determined by the content of what is willed, it must be determined†¦show more content†¦Is the problem to be understood as if the Categorical Imperative is possible, or how it is possible? In the Critics of Pure Reason, the problem regarding the synthetic a priori judgments concerns just the modality in which they can be applied. The fact that they are actually possible is proved by the synthetic a priori judgment contained in sciences as mathematics and physics which are trustworthy sciences. Metaphysics, however, is not a reliable science and, therefore, Kant suggests that we should look not only for the modality in which they can be applied, but also for their reliability. Similarly, the Metaphysics of Morals must prove the validity of the moral imperative. As Paton suggested, Kant tries to show not only how the Categorical Imperative is possible, but also that it is possible.[ Furthermore, we have not asserted the truth of this proposition, much less professed to have within our power a proof of it. We simply showed by developing the universally accepted concept of morality, that autonomy of the will is unavoidably bound up with it, or rather is its very foundation par. 445]. The condition for the possibility of the Categorical Imperative is Freedom. The third section contains a demonstration of Freedom which Kant tries to derive by means of excluding at least other two ways. A first would be to assert that Freedom is experienced by us, that it is sensed, but this is not theShow MoreRelatedWhat is Enlightenment? Emmanuel Kant1086 Words   |  5 PagesIn his essay writing â€Å"What is Enlightenment?† Immanuel Kant defines enlightenment as â€Å"man’s emergence from his self-imposed immaturity† (Kant, 1). In order for us to completely understand this definition, we must first understand what Kant meant by â€Å"Immaturity†. In the writing Kant defines immaturity as â€Å"the inability to use one’s understanding without the guidance from another†(Kant, 1). Furthermore, Kant believes that this immaturity is self-imposed, and that it is the individual’s fault for lackingRead MoreKant s Views On Freedom Essay1302 Words   |  6 Pageswill outline how my understanding of freedom has changed since reading Immanuel Kant’s An Answer to the Question: What is Enlightenment? Firstly, I will state the views that I held on freedom before I re ad the text, framing them within a political context by labelling myself as a civil libertarian and explaining what that means. Subsequently, I will provide my interpretation of Kant’s views on freedom through the â€Å"positive† and â€Å"negative† senses and how, for Kant, that there ought to be a distinctionRead MoreKant And Locke On Freedom1118 Words   |  5 PagesPROFESSOR NAME CLASS NAME 24 October 2015 Kant and Locke on Freedom The concept of freedom has long been a popular tenet for philosophers to explore. From ancient Greek origins to the present day, many individuals have discussed the importance of freedom and the role it plays within society in an effort to define its relationship to the human condition. Two philosophers that have studied freedom in depth are John Locke and Immanuel Kant. Both philosophers viewed freedom as playing a major role in society;Read MoreImmanuel Kant and The Enlightenment Era1077 Words   |  4 PagesIn his essay writing â€Å"What is Enlightenment?† Immanuel Kant defines enlightenment as â€Å"man’s emergence from his self-imposed immaturity† (Kant, 1). In order for us to completely understand this definition, we must first understand what Kant meant by â€Å"Immaturity†. In the writing Kant defines immaturity as â€Å"the inability to use one’s understanding without the guidance from another†(Kant, 1). Furthermore, Kant believes that this immaturity is self-imposed, and that it is the individual’s fault for lackingRead MoreKant’s Argugument for the Existance of Supreme Moral Law1639 Words   |  7 PagesMetaphysics of Morals, Kant has established that, if there were a supreme moral law, it would look like the categorical imperative. His task in the final section of the Groundwork is to show that there does in fact exist such a moral law by proving that we have free wills, and secondary to this, he wants to show why we actually take an interest in morality. This paper will provide an account and evaluate the success of Kant’s argument in this final section. By the start of section III, Kant has finished developingRead MoreKant s Theory On Personal Enlightenment1196 Words   |  5 PagesTariq Al-Bakri Dahlia Guzman PHI1103.006 12/04/2015 Kant’s theory on personal enlightenment Immanuel Kant is definitely one of the most pivotal thinkers in the history of philosophy. His enlightenment theory has become well-known throughout the world and at the same time it immortalized the name of this great German philosopher. Kant defined enlightenment as ability of man to use his own understanding without guidance from another and hence to escape from his self-imposed immaturity. According toRead MoreWhat Is Enlightenment1120 Words   |  5 PagesIn his essay titled What is Enlightenment? Immanuel Kant defines enlightenment as mans leaving his self-caused immaturity. (145) In order to fully comprehend his definition, one must first clearly understand Kants use of the term immaturity. He explains that immaturity is not thinking for oneself because of a lack of determination and courage to use ones intelligence without being guided by another. (145) To Kant, immaturity is the individuals fault. He explains that a pattern of immaturityRead MoreThe Future Of Enlightenment996 Words   |  4 Pages Enlightenment was a prevalent topic in the 18th century. In 1784 Kant, Immanuel wrote An Answer to the Question: What is Enlightenment?. In which Kant sheds light on the distinction between public and private reason using many different instances. Kant proposes that public use of freedom is essential for enlightenment, but says the private reason is not as useful as public. Similarly, this paper will argue that public freedom can more effectively lead to enlightenment, but private reasoning canRead MoreKant s Views On The Enlightenment And Modernity923 Words   |  4 PagesThe thinkers I have chosen to answer this essay question are J.J. Rousseau and I. Kant. Both thinkers agreed that the Enlightenment would change society as they knew it, that it would allow the human being to develop, both individually and socially. I will consider both thinker’s attitudes as regards to the Enlightenment and Modernity, the individual, and finally to the individual’s responsibility i n helping humanity progress towards a peaceful international community. The Enlightenment is the socialRead MoreThe Ideal Ruler Of Kant s Ruler1070 Words   |  5 PagesEnlightenment writer, Immanuel Kant. Although Niccolà ² Machiavelli and Immanuel Kant lived 250 years apart, both views have advantages and disadvantages in leading a country, Kant s ruler is a early model of a democratic ruler while Machiavelli s ruler was an ideal model for a absolute monarch. Immanuel Kant s view of an ideal leader is more beneficial to the European society during the Enlightenment since it reflect the characteristics of a democratic ruler. The ideal ruler Kant describes is fair, protects