Generally, the terms ethics and morality are used interchangeably, although a few different communities (academic, legal, or religious, for example) will occasionally make a distinction.
Ethics, also called moral philosophy, the discipline concerned with what is morally good and bad and morally right and wrong. The term is also applied to any system or theory of moral values or principles. Click here to read this entry written by Peter Singer. Peter Albert David Singer is an moral philosopher. He is the Ira W. DeCamp Professor of Bioethics at Princeton University, and a Laureate Professor at the Centre for Applied Philosophy and Public Ethics.
After appearing in this test, read 'analysis' > scroll down to 'Political Compass Certificate' > Click to open new page > Enter Your Name to get PDF Certificate.
Video Recording of Dilip Barad's Session in AICTE sponsored STTP organised by Gandhinagar Institute of Technology on Communication Skills and Ethics.
Phase I: 30 Dec 2020
Phase II: 20 Jan 2021
Phase III: 3 Feb 2021
Ethics vs Morality
Let us read these statements to understand the difference between morality and ethics in proper context;
If a teacher is irregular in his duty (i.e. not completing syllabus), s/he may be considered unethical but we cannot call him 'immoral'.
If a teacher is physically exploiting students, s/he may be considered immoral as well as unethical.
If a teacher supports students agitating against management, it may be considered morally righteous but unethical.
If a teacher is doing administration work at the cost of teaching, s/he may be considered morally right but unethical.
If a teacher is forced to do admin work instead of teaching, it is unethical but it may not be considered immoral
The Lawyer telling court that his/her client is guilty is morally right but ethically it violets attorney-client privilege.
Regular full time teachers - doing private tuitions = Unethical or Immoral?
Teacher asking for money to pass students = Unethical or Immoral?
If we cannot take exams without invigilator, how can we say that our education system deals with morality and ethics in a proper way?
After the popularity of the genre of novel writing in form of Graphic Novel, we have an interesting possibility to have a new genre of narrating a story in form of 'Photo-Novel' for Social Media publication.
Here are three examples of stories told through series of photographs and shared on Facebook
1. Facebook Page 'Talking Books Movies posted this album of a narrative told through beautiful photographs.
Photography is a very powerful medium because one frame can evoke so many emotions without the help of words. Sad, happy, or worry, a good photograph can drive the message seamlessly.
‘Avani’ is a brilliant photo shoot by Arjun Kamath, constituting 48 photographs that convey the story of a woman in a patriarchal society. Avani’s story can be the story of you and me as the struggles and setbacks that she faces are the common problems of India, a country which is still deep-rooted in patriarchy. #WebSeries #TBM #TBMoriginals
2. Mission Impossible? Finding 1 girl in India's 1.25 billion!
THE STORY IN PHOTOS: Traveling India by train few weeks ago, Dick Smith passed a homeless family living under a bridge, including a young girl wearing nothing but a pink bracelet. He snapped some pics on his iPhone, noted down the GPS position, and asked if Jess and I would like to go to India, try and find this same girl & her family, help them into accommodation, secure the girl an education, buy them life's basics and open her a bank account for Dick to regularly deposit into - all in three days! We just got back yesterday. SHARE this album to spread some Christmas spirit!!!Click here to watch it on Facebook, if the below embedded post is not visible.
3. Social Evil:
This is not as finished as the first one but is a good attempt. The photos are good but the important aspect of narration is the 'caption'. There is absolutely nothing in the captions. If you watch the first and second story, again, you will find very precisely written captions. The real success of the narration of 'Photo-Novels' lies in the 'Captions'. Click here, if the below embedded code is not visible.
1.Write
an essay on your understanding of the concept of Shakespearean Tragedy. Justify
/ Illustrate ‘Macbeth’ as Shakespearean Tragedy.
2.What
is Aristotelian concept of Tragedy? How far does ‘Macbeth’ fit in the Aristotelean
concept of Tragedy?
3.What
do you mean by ‘Poetic Justice’? Is there a poetic justice in ‘Macbeth’?
Illustrate your answer.
4.Can
we read Macbeth as Aristotelian ‘tragic hero’? If so, what is his ‘hamartia’?
5.What
is the meaning of ‘hamartia’? What is Macbeth’s hamartia? Compare it with
hamartia of other tragic heroes known to you (like Hamlet, Othello, Oedipus
etc).
6.What
do you understand by the concept of ‘hero-villain’? Is Macbeth a fit character
for this concept? Illustrate your answer.
7.What
sort of artistic liberties are taken by William Shakespeare in ‘Macbeth’? (Key:
Historical Macbeth vs Literary Macbeth: https://www.scotland.org.uk/history/time-macbeth
- the sequence of the murder of King Duncan and that of Banquo are purely
imaginative interpolation. The goodness given to the character of Banquo is also
questioned on the grounds that the ruling King James I was a lineage of Banquo’s
from Scotland).
8.What
is the content of the ‘letter’ written by Macbeth to Lady Macbeth? What is its
importance in the play?
9.Thematic
Study:
a.The
theme of Ambition
b.Tragedy
of Ambition – the Medievalism
c.The
Unchecked Ambition and its Power to Corrupt the nobleness within humans
d.Cruelty
and Masculinity
e.Theme
of Guilty Conscience
10.Character
Study:
a.Macbeth
– the Hero-Villain – the Valiant Villain – The Milk of Human Kindness wasted on
the altar of ambition – tragic hero
b.Lady
Macbeth – a Witch or a Victim?
c.Macduff
– the ultimate avenger
d.Banquo
e.King
Duncan
f.Malcolm and Donalbain
g.Lady
Macduff
11.The
Study of Scenes from the play ‘Macbeth’:
a.Scenes
of Three Witches
b.Murder
of King Duncan
c.Porter
Scene
d.Banquet
scene – Visitation of Banquo’s Ghost
e.Night
walking scene of Lady Macbeth
f.Final fight between Macbeth and Macduff
12.The
Study of Quotations:
a.Macbeth’s soliloquy in Act I, Scene
3: This supernatural soliciting
Cannot be ill, cannot be good. If ill,
Why hath it given me earnest of success,
Commencing in a truth?
b.Macbeth’s soliloquy in Act 1, Scene
7: If it were done when ‘tis done, then ‘twere well
It were done quickly
c.Macbeth’s soliloquy in Act 2, Scene
1: Is this a dagger which I see before me,
This handle toward my hand? Come, let me clutch thee.
d.Macbeth says these lines in Act 2,
Scene 2:
Whence is that knocking? –
How is’t with me, when every noise appalls me?
What hands are here! Ha, they pluck out mine eyes.
Will all great Neptune’s ocean wash this blood
Clean from my hand?
e.Macbeth
in Act 5, Scence 5: Tomorrow,
and tomorrow, and tomorrow
f.Banquo in Act 1, Sc 3: “Oftentimes to win
us to out harm, the instruments of darkness tell us truths, win us with honest
trifles, to betray’s in deepest consequence.
g.Lady
Macbeth in Act 1 Sc 5: The
raven himself is hoarse . . .
h.Lady Macbeth in Act 5 Sc Out damned spot. . . Hell is
murky.
13.The
Study of Cinematic Adaptations of ‘Macbeth’:
a.Write a note on any one film adaptation of ‘Macbeth’
i.What
changes are made by film makers in the adaptation?
ii.How
are these topics dealt in the film adaptation - ‘the setting’, ‘the witches’, ‘events’
& ‘theme’?
b.Some
of the well-known cinematic adaptations are:
i.Orsan Welles’s Macbeth (1948)
ii.Akira Kurosawa’s Throne of Blood (1957)
iii.Roman Polanski’s ‘Macbeth’ (1971)
iv.Vishal Bhardwaj’s Maqbool (2003)
v.Geoffrey Wright’s ‘Macbeth’ (2006)
vi.Justin Kurzel’s ‘Macbeth’ (2015)
14.Research:
a.Shakespeare
based Macbeth very loosely on historical figures and events. Research the true
story of Macbeth. Explain the differences between history and Shakespeare's
version. Explain the effects that Shakespeare's changes have on the overall
story.
b.Research
the Great Chain of Being in Elizabethan times. Explain the Great Chain of Being
and develop a thesis about its effects on Macbeth. How is this way of viewing the
world evident in Macbeth? Provide examples from the play
c.The Politics
of Aloofness in "Macbeth" BALDO, JONATHAN. “The Politics of Aloofness in
‘Macbeth.’” English Literary Renaissance, vol. 26, no. 3, 1996, pp. 531–560. JSTOR, www.jstor.org/stable/43447533.
d."Macbeth"
and the Play of AbsolutesReid, B. L. “‘Macbeth’ and the Play of Absolutes.” The Sewanee Review, vol. 73, no. 1, 1965, pp. 19–46. JSTOR, www.jstor.org/stable/27541080
Video Resources on Research Methodology - PhD Coursework, Dept. of English, MKBU
1. Prof. Sachin Ketkar on "Translation Studies as World Literature and World Literature as Translation Studies"
2. Dr. Kalyan Chattopadhyay on "Academic Writing"
3. Prof. Kiran Trivedi on "Quality Research Publication: Impact Factor, i-Index, h-Index, i10-Index
4. Dr. Valiur Rahaman on 'The Vocation & Life of Research Scholar'
5. Dr. Kalyani Vallath on 'Practical Ways of Organizing Research'
6. Prof. Balaji Ranganathan on 'Research Techniques'
7. Dr. Valiur Rahaman on 'The Art of Literary Research Today'
8. Prof. Atanu Bhattacharya on 'The Academic Writing: The Basics'
9. Prof. Atanu Bhattacharya on 'The Academic Writing: The
Mechanics'
10. Prof. Nigam Dave on 'Philosophy and Ethics'
11. Dilip Barad on 'Introduction to the Course on Research and Publication Ethics' (Gujarati)
12. Critic, Researcher & Scholar | Richard Altick | The Art of Literary Research
The difference between critic and scholar and that between researcher and scholar is a sort of water-tight compartment - or a line drawn in the sand. Critics is the one who concerns with textual analysis. The researcher concerns itself with intellectual insight and imaginative responses through vivid sense of History. The Scholar is the one who is able to use critics' textual analysis as well as researchers pastness of the past in the present context. If researcher is the means, the scholarship is the end. The scholarship is a habit of main. It is a way of life.
13. Mind and Temperament of Research Scholar | The Art of Literary Research | Richard Altick
What are the necessities to make for a rewarding Research Project?
Publish or Perish?
What are the chief qualities of 'mind' and 'temperament' that go to make up a successful and happy scholar?
Modern Times is a 1936 American silent comedy film written and directed by Charlie Chaplin in which his iconic Little Tramp character struggles to survive in the modern, industrialized world. The film is a commentary on the desperate employment and financial conditions many people faced during the Great Depression — conditions created, in Chaplin's view, by the efficiencies of modern industrialization (Wikipedia).
Modern Times, American silent film, released in 1936, that starred Charlie Chaplin as a man at odds with modern technology. It is regarded as the last great silent film.
The film, which was set during the Great Depression, centres on a luckless factory worker (played by Chaplin) who finds himself so unnerved by trying to cope with the modern equipment he must operate that he suffers a breakdown. After being institutionalized, he is freed, only to be mistaken for a communist agitator. He is arrested but released after preventing a jailbreak. He subsequently falls in love with a young girl (Paulette Goddard) whom he met when she was running from the police after stealing a loaf of bread. The factory worker and the girl have many adventures together as they evade the police and struggle for a better life. Eventually they escape for the open road.
Modern Times is regarded as one of Chaplin’s most lighthearted films. There is certainly plenty of social criticism (the film highlights the dehumanizing impact of technology), but he plays the story mostly for laughs. The sight gag of Chaplin haplessly trying to keep pace with the assembly line in the factory is regarded as a classic comedy sequence. (Source: Britannica)
Chaplin biographer Jeffrey Vance has written of the reception and legacy of this classic comedy,
Modern Times is perhaps more meaningful now than at any time since its first release. The twentieth-century theme of the film, farsighted for its time—the struggle to eschew alienation and preserve humanity in a modern, mechanized world—profoundly reflects issues facing the twenty-first century. The Tramp's travails in Modern Times and the comedic mayhem that ensues should provide strength and comfort to all who feel like helpless cogs in a world beyond control. Through its universal themes and comic inventiveness, Modern Times remains one of Chaplin's greatest and most enduring works. Perhaps more important, it is the Tramp's finale, a tribute to Chaplin's most beloved character and the silent-film era he commanded for a generation. (Click here to read full article)
The Great Dictator
The Great Dictator is a 1940 American satiricalcomedy-drama film written, directed, produced, scored by, and starring British comedian Charlie Chaplin, following the tradition of many of his other films. Having been the only Hollywood filmmaker to continue to make silent films well into the period of sound films, Chaplin made this his first true sound film.
Chaplin's film advanced a stirring condemnation of Adolf Hitler, Benito Mussolini, fascism, antisemitism, and the Nazis. At the time of its first release, the United States was still formally at peace with Nazi Germany and neutral during what were the early days of World War II. Chaplin plays both leading roles: a ruthless fascist dictator and a persecuted Jewish barber.
The Great Dictatorwas popular with audiences, becoming Chaplin's most commercially successful film.[4]Modern critics have praised it as a historically significant film, one of the greatest comedy films ever made and an important work ofsatire. (Wikipedia).
The Great Dictator, American comedyfilm, released in 1940, that Charlie Chaplin both acted in and directed. Satirizing Adolf Hitler and Nazism and condemning anti-Semitism, it was Chaplin’s most successful film at the box office.
Chaplin portrayed a Jewish barber who is mistaken for a tyrannical dictator. He plays up the charade and ultimately gives a speech in which he calls for peace and compassion. Chaplin, in a dual role, also played the fascist dictator, modeled after Hitler.
The Great Dictator was Chaplin’s first feature film with full sound. When the movie was released in 1940, the United States was still not officially at war with Nazi Germany. The names of the characters mock the fascist leaders of the day, including “Adenoid Hynkel,” standing in for Hitler, and ministers “Garbitsch” and “Herring,” who were modeled on Joseph Goebbels and Hermann Göring, respectively. “Benzino Napaloni,” dictator of the neighbouring country of “Bacteria,” was a satirical portrayal of Italy’s Benito Mussolini. One of the film’s most-celebrated scenes features Hynkel dancing with a balloon of the world to the music of Richard Wagner. Chaplin later said he would never have been able to make the film had the true extent of the Nazis’ crimes been widely known (Britannica).
"But Chaplin wouldn't be dissuaded. He knew that The Great Dictator was worth making, and, sure enough, it was a box office smash: 1941's second biggest hit in the US. On the 80th anniversary of the film's release, Chaplin's prescience is even more startling. The Great Dictator is a masterpiece that isn't just a delightful comedy and a grim agitprop drama, but a spookily accurate insight into Hitler's psychology. "He was a visionary," said Costa-Gavras, the Greek-French doyen of political cinema, in a making-of documentary. "He saw the future while the leaders of the world couldn't see it, and remained on Hitler's side." - Read more - Nicholas Barber - BBC Culture
