215712786194e3e4 Ethics Part 1

VISION IAS
www.visionias.in
ETHICS PART – 1

S.N. TOPIC PAGE NO.
1. Ethics and Human Interface 1-55
2. Attitude 56-99
3. Ethics in Administration- Sources, Aptitude and 100-144
Foundational Values m
co
l.
ai
tm
cke
ro
@
at
w
ra
at
ag
th
ta
Copyright © by Vision IAS

All rights are reserved. No part of this document may be reproduced, stored in a retrieval system or
transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise,
without prior permission of Vision IAS
www.visionias.in ©Vision IAS

ETHICS AND HUMAN INTERFACE Student Notes:
Contents
1. Introduction ............................................................................................................................... 2
2. Ethics and Human Interface – The Essence of Ethics ................................................................. 3
2.1. Key Terms: Beliefs, Values, Norms, Principles, Morals, Ethics ............................................. 4
2.2. Determinants of Ethics ........................................................................................................ 8
2.3. Consequences of Ethics .................................................................................................... 10
2.4. Dimensions of Ethics ......................................................................................................... 10
3. Applied Ethics: Specific Examples ............................................................................................ 12
3.1. Environmental Ethics ........................................................................................................ 12
3.2. Business Ethics .................................................................................................................. 13
3.3. Ethical Conflicts in Cosmopolitan Culture and Urbanisation ............................................ 15
3.4. Ethical Management ......................................................................................................... 14
3.5. Bioethics............................................................................................................................ 16
4. Ethics in Private and Public Relationships ................................................................................ 18
4.1. Ethics in Private Relationships .......................................................................................... 18
4.2. Ethics in Public Relationships ............................................................................................ 19
4.3. Relation between Public and Private Ethics ...................................................................... 19
5. Resolving Ethical Conflicts: What is the way out? .................................................................... 20
6. Human Values .......................................................................................................................... 20
6.1. Role of Family, Society and Educational Institutions in inculcating values........................ 21
6.1.1. Role of Family in inculcating values: .......................................................................... 22
6.1.2. Role of Society and Educational Institutions in inculcating values............................. 23
7. Glossary of terms: .................................................................................................................... 24
8. Previous Years Questions of UPSC ........................................................................................... 25
9. Previous Years Case Studies of UPSC ....................................................................................... 26
10. Previous Years Questions of Vision IAS Test Series ................................................................ 27
m
11. Previous Year Case Studies of Vision IAS Test Series .............................................................. 46
co
l.
ai
tm
cke
ro
@
at
w
ra
at
ag
th
ta

transmitted in any form or by any means, electronic, mechanical, photocopying, recording or
otherwise, without prior permission of Vision IAS.
DELHI | JAIPUR | PUNE | HYDERABAD | AHMEDABAD | LUCKNOW | CHANDIGARH | GUWAHATI

1 www.visionias.in # 8468022022 ©Vision IAS
1. Introduction Student Notes:
Ethics plays an immensely important role in the human society. It helps us to identify moral
values, understand our behavior and shape our decisions, both in our personal and public life.
We study ethics as a subject to raise our awareness, resolve moral dilemmas and be a better
person. Following example highlights the relevance of ethics in the decision making-
m
co
l.
ai
tm
cke
ro
@
at
w
We tend to hold opinions on a variety of subjects. How is that opinion shaped? How do we
ra
at
define whether a particular event, decision or a fact, howsoever unconnected to us, is good or
ag
th
bad, right or wrong?

ta
Many people will not be concerned about how much money a cricketer in India earns. But how
do we co-relate their earnings with other equally demanding, but not as glamorous sports? Or
of a hardworking traffic policeman with a hardworking corporate employee working in an air-
conditioned office in Mumbai? Does the right to bear child also includes the right to terminate
the child’s life? Is saving several lives at the cost of one life justified?
These questions do not have simple yes-no answers. But the framework which we use to
evaluate these questions cannot be arbitrary. It has to be reasoned. What can be the moral
argument for or against such discrepancies?
Further, as a civil servant, not only does one have to take decisions which impact the lives of
others but has to make choices for oneself as well. For example, does accepting tenders from a
firm run by a relative amount to conflict of interest? What should be correct way to approach
such situations? In this chapter we will try to draw a basic framework of reasoning that can be
helpful for us to handle and answer such moral dilemmas.

What is ‘Ethics’? Student Notes:
The term ‘ethics’ is derived from the Greek word ‘ethikos’ which can mean custom, habit,
character or disposition. At its simplest, ethics is a system of thinking about the moral
principles. It is the investigative study of ‘What is the right thing to do?’ They affect how people
make decisions and lead their lives.
Thus, ethics is a system of moral principles that helps us differentiate between right and wrong,
good and bad, fair and unfair. These can be said to be the guiding light for human conduct. The
change in human behavior and action due to application of ethical principles helps us to build a
humane society where everyone can live in peace and harmony.
Whether or not there are any universal moral principles that can be applied irrespective of
person or circumstance is a debate that philosophers have had throughout history. Every
society has tried to codify the principles of good or acceptable conduct many times in past. Bad
or unacceptable conduct has been discouraged or punished. Religious views on ethics, for
example, tend to be universal. The concept of Categorical Imperative as proposed by Immanuel
Kant gives a test of determining universality of an act.
What is not Ethics?
(a) Ethics is not religion: Many people are not religious, but ethics applies to everyone. Most
religions do advocate high ethical standards but sometimes do not address all the types of
problems we face.
Prof. M. V. Nadkarni explains, it is possible to have ethics without religion, but religion without
ethics is not worth its name. One can be very ethical without being religious, but cannot be
religious without being ethical. In spite of this a combination of ethics with religious can be
useful.
(b) Ethics is not following the law: A good system of law does incorporate many ethical
standards, but law can deviate from what is ethical. Law may have a difficult time designing or
enforcing standards in some important areas, and may be slow to address new problems. For
m
example: marital rape is not illegal, however it is considered unethical.

co
l.
ai
(c) Ethics is not following culturally accepted norms: Some cultures are quite ethical, but
tm
others become corrupt or blind to certain ethical concerns. For example, the prevalence of
cke
slavery in the United States before the Civil war or the caste system in India.
ro
@
at
2. Ethics and Human Interface

w
ra
at
Ethics operates in our lives through human interface. These interfaces are made of human
ag
th
institutions like family, peer group, school, community, market and state etc. Understanding the
ta
relation between our thinking and these interfaces brings out the essence i.e. underlining core
principles that influence our behavior.
2.1. Essence of Ethics
The essence of ethics lies in the requirement of common ethical principles to ensure our
collective goals of peace, harmony and stability in society. In public life, it can be best reflected
in values of accountability, empathy, honesty, integrity, probity, compassion etc.
The most basic need for ethics lies in the fact that we do not automatically know what is
beneficial for our lives, and what is detrimental. We constantly face complex choices that affect
the length and quality of our lives. We must choose our values, where to live, how to spend our
time, whom to associate with, whom to believe? We must choose what to think about, and
how to go about achieving our goals. Which character traits to acquire, and which to eliminate?
Which of our emotional responses are beneficial, and which, detrimental? By what criteria
should we judge others, and on what basis to interact with them? To the extent that we default

on deliberation, we are at the mercy of social and emotional factors that may be far from Student Notes:
optimal.
Ethics is about the choices that we make or fail to make. We are aware of our conscious
thoughts and of our ability to make informed, intelligent choices - that is what we call free will.
We are aware that the choices that we make have consequences, both for ourselves and for
others. We are aware of the responsibility that we have for our actions. But, we do not have
reliable inherent knowledge or instincts that will automatically promote our survival and
flourishing. We may have an inherent emotional desire to survive and avoid pain, but we do not
have innate knowledge about how to achieve those objectives. A rational, non-contradictory
ethic can help us make better choices regarding our lives as well as social well-being.
The choices which individuals make may become rigid over a period of time into beliefs and
value system of a society. Legal system of a country greatly depends upon these values and
beliefs. Think of surrogacy laws: does the freedom to become a biological parent gives us the
authority to put monetary value on something as intrinsic as motherhood? The law on
surrogacy in India reflects the Indian value system whereas in other countries, it reflects theirs’.
Ethics or Moral philosophy contemplates what is wrong or right. As a discipline, it has three
branches – Meta-ethics, Normative ethics and Applied ethics.
• Meta-ethics investigates the broader questions, such as ‘how can morality be defined?’,
‘What is justice?’ etc.
• Normative ethics is concerned with what we ought to do. It provides a framework for
deciding what is right or wrong. Various philosophers have tried to give this framework
through reasoning, for e.g. deontological ethics of Kant, utilitarianism of Jeremy Bentham
and John Stuart Mill, virtue ethics of Aristotle.
• Applied Ethics deals with practical issues of moral importance such as capital punishment,
surrogacy, and dilemmas in day-to-day life, etc. (Further refer to section on dimensions of
ethics below)
2.2. Key Terms: Beliefs, Values, Norms, Principles, Morals, Ethics
m
co
The terms beliefs, norms, values, morality, ethics and principles are used interchangeably very
l.
ai
often but there are subtle differences between them. One can think of these terms in an
tm
ke
evolutionary framework to appreciate the differences – from an individual’s beliefs to a social

c
ro
norm to a country’s law. A human being thrives on what he/she believes in. A community goes
@
by what they think is acceptable. A society acts based on how they are expected to act. These
at
w
ra
are called, respectively, beliefs, norms and values.

at
ag
Beliefs
th
ta
• Beliefs are basis of our thinking. A coffee-mug lies on my table. I believe that a coffee mug
lies on my table. Ram killed Ravan according to Ramayana. Someone might believe that
Ram did in-fact kill Ravan.
• Beliefs come through our experiences and influence our ideas, viewpoints, knowledge and
attitudes.
• They create fables, myths, folklore, traditions, and superstition. They can also be true and
verifiable facts, history or legends.
• Beliefs lay the foundation of a cultural group, but they are often invisible to the group that
holds them.
• They are important because they give us hope. A human being thrives on what he/she
believes in. However, beliefs are not fixed, they can be changed. Peripheral beliefs can also
be changed.
• Two people might have different beliefs about a phenomenon – as simple as a glass being
half empty or half full, to complex theological questions such as how did earth or life come
to being?

• Beliefs evoke emotions, but not-necessarily actions. Student Notes:
Values
• Values denote preference – for good or bad. They are important and lasting beliefs or ideas
about what is good or bad and desirable or undesirable.
• Values come through external environment, personal experiences and human interfaces
like family, school etc. They are expressed generally in the terms of ‘should’.
• Our interest in the stories like Ramayana and Mahabharata make us learn certain values
such as elderly respect, duty, honesty, integrity, etc. One can also assign negative values to
acts such as kidnapping and insulting. We make judgment about how desirable or
undesirable a thing is.
• Values thus act as guiding principles to move ahead. It has a major influence on person’s
behavior and attitude.
Norms
• Norms are generally accepted social practices that guides human behavior e.g. it is a norm
to say thank you to helping hands as a mark of expressing gratitude.
• Norms functions as mainly as an informal guidelines in a particular group or community
about right or wrong social conduct. They are a form of collective expectations of
community’s members from each other.
• Norms are a form of social control or social pressure on individual to conform, induce
uniformity and check deviant behavior. They are expressed through social customs,
folkways or mores.
• Norms provide order in a society. For e.g. in a traditional society, it is a norm that a son
must obey his father’s command and fulfill his wishes.
• Non-conformity to social norms can attract punishment. Punishment may be in form of
being looked down upon, derision, scolding, boycott, imposing penance, etc. Laws are a
later stage of evolution of norms, where the society has codified the terms of expected and
unexpected behavior from its members. Those who are deviant are tried in a court of law
m
and punished accordingly.

co
l.
Norms, Values and Belief

ai
tm
• It is important to note that for an individual, norms are imposed externally whereas
cke
beliefs and values are internal.

ro
@
• Norms are a specific guide to behavior whereas values provide indirect guidance only.
at
w
ra
at
Principles
ag
th
Values, beliefs, morality vary from individual to individual. Ethics may also differ in different
ta
communities and culture. However, Principles are moral rules that are considered as universal
in nature e.g. honesty is the best policy can be an individual principle to follow as it is
universally believed. Principles are about universal truths and standards such as fairness,
truthfulness, equality, justice etc.
Morals
• Morals are the desired values and beliefs about what is right or wrong, acceptable or
unacceptable in a particular situation.
• While they do prescribe what the right conduct is, morality is ultimately a personal
compass, a personal choice. Think of religion, say Jainism, which has its five principles
(Truth (Satya), Non-Violence (Ahimsa), Non-stealing (Asteya), Celibacy (Brhamacharya) and
Non-attachment (aparigriha)) that act as moral guides for people following Jainism.
However, it ultimately is the individual choice of which morals do they actually follow or use
to judge rightness or wrongness of an action. Those who are indifferent to right or wrong
are called amoral, while those who do evil acts are called immoral.

• Morals may change over time. Historically, religion has been an important source of Student Notes:
morals. With new knowledge, a person’s morals may change. For example, homosexuality -
an act still considered unnatural and hence, immoral, is gaining more acceptance
throughout the world. Some morals transcend time and cultures. For example, selfishness
is considered as immoral, whereas loyalty and telling the truth are considered as moral.
Ethics
• Knowledge of ethics provides the logical framework for understanding and interpreting
right and wrong in a group or a society.
• Ethics (also understood as Moral Philosophy) is concerned with questions of how people
ought to act, and the search for a definition of right conduct and the good life.
• Here, ethics involves systematizing, defending, and recommending concepts of right and
wrong behavior. There may be different approaches to arriving at the right conduct i.e.
ethical behavior. However, all these approaches are reasoned frameworks. Major
approaches are virtue based, duty based and utility based.
• In a practical sense, ethics refers to rules concerning upright behavior. Many organizations
have rules concerning the standards of behavior expected of their employees. For example,
a hospital may require that doctors prescribe the treatment which balances the
requirement, effectiveness and cost to the patient. There is no legal requirement, but it
ought to be the way in which a doctor acts. Medical profession requires that doctors must
respect the autonomy of the patients (autonomy as in right to choose the type of treatment
depending on means available, confidentiality of personal information, etc.). A financial
company may require that investment details of its clients should not be revealed by its
employees. The so called ‘codes of ethics’ are there because a person’s own morals may be
silent on these aspects. These codes thus act as guides for right conduct.
• Ethics explains the guiding principles to decide what is right or wrong. They are the
standards which influence the decisions made by a person.
• Note the word ‘guiding principles’ - ethics are externally imposed. Since they come from
external source, they tend to be consistent and objective. They require the person to act in
specific ways. Digression from these standards is considered unethical and may be
m
informally disapproved or censured.

co
l.
ai
• Truthfulness, honesty, integrity, respect, fairness are examples of ethical principles.

tm
ke
Ethics and Morality

c
ro
Ethics and morality seem to carry the same meaning and they are generally used
@
at
interchangeably. However, some philosophers make a distinction between the two.

w
ra
at
Ethics differs from morality in that it denotes the theory of right action and the greater good,
ag
while morality indicates their practice at the individual level. Ethics is the science of morals.
th
ta
Ethics and morality is practiced through morals.

Elaboration: Consider science. Science is not there in nature in a systematized form. It has to be
derived based on observations and practice. Once scientific study has been done and results
arrived at, they are subjected to tests in the real world. Once it gets established, it is prescribed
as the correct way to go about doing things, such as construction of a multistory building based
on principles of physics.
• Ethics is where one studies about moral principles. Morals are the practice of this
knowledge.
• Ethics thus are rules which govern the conduct of all the members of a group (such as
doctors, lawyers, policemen, cultural group or society). Morals are those standards which
the individual sets up for himself/herself.
• Both ethics and morals may be embodied in conduct rules, which may have the force of
law. Otherwise, morality means individual propositions and is subjective by nature as it
varies from person to person while ethics are collective propositions of society and thus are
more objective compared to morality.

• Morals are principles which help guide a person about rightness or wrongness of an act. Student Notes:
Ethics are principles of right conduct –i.e. what should be the right way in which a person
should act in a situation.
The difference clearly comes out in the classic case of a defense lawyer. A lawyer may
consider murder to be a reprehensible act, deserving severe punishment. But a defense
attorney has to be unbiased and her professional ethics require her to defend the client to
the best of her abilities, even if she knows that the client is guilty. Everyone, even a
terrorist, deserves a fair trial in a court of law, not a kangaroo court or mob justice.
• An individual’s morals can be informed by the broader rules of ethics. Believing that theft is
wrong may stem from the ethical principle of respect of private property of others.
Take example of a civil servant being involved in two different illegal acts. Taking bribe for
doing his/her duty is a crime under Prevention of Corruption Act. It is also a violation civil
service ethics. On the other hand, being involved in a relationship outside marriage is a
moral lapse. Similarly, consider a police officer who indulges in consumption of drugs.
Society considers such person to be of weak morals. Further, it is unethical to be inebriated
if one is responsible for maintaining law and order. Moreover, suppressing information from
the department about his involvement in such activities will also be a breach of
departmental ethics. Finally, it is also illegal to consume banned substances under the law.
Ethics and Laws
Ethics is a reasoned framework of moral principles, which is concerned with what is good for
individuals and society. However, law is structured system of rules and regulations enforced
through certain authority to govern individual’s behavior, actions and social relations.
Relationship between law and ethics
Similarities:
• Both laws and ethics are systems which maintain a set of moral values and prevent people
from violating them. They both provide guidelines to people of what they may or may not
do in certain situations. Most laws represent the minimum standards of ethical human
m
behavior.
co
l.
• It is when certain ethical principles become widely

ai
tm
accepted, they are codified into laws. For example,

cke
‘motherhood’ in our society is considered to be sacrosanct

ro
@
and does not trade for monetary value. Therefore, the law
at
regulating surrogacy in India allows only altruistic

w
ra
surrogacy.
at
ag
th
Dissimilarities:
ta
• Foremost, law provides for punishment for violation- a legally enforceable action by the
competent authority. Ethics on the other hand may invite social sanction, but no legally
enforceable punishment in a court of law.
• There may be many areas where law does not exist or is silent. But ethics and morals have
a wider scope. For example, the law will not bind a businessman to tell his competitor
about their new client that has a reputation of not paying dues, but ethics will still guide
judgment here.
• Ethics may vary from people to people because different people may have different
opinions on a certain issue, but laws describe clearly what is illegal no matter what
individual opinions people have of them. To some extent, ethics is not well defined, but
laws are defined and precise.
• Ethics as a code of conduct may evolve as a society matures, but laws need to be changed
through specific action of the legislature.

The relationship between law and ethics is dynamic and a function of its time. Ethics guide Student Notes:
laws. Changing ethical and moral standards lead to amendment or invalidation of existing laws.
For example, The Right to Information was enacted to codify the ethics of transparency in
government functioning. Similarly, earlier homosexuality was widely perceived as unnatural and
immoral. But with the social progression, Section 377 has been declared unconstitutional in so
far as it criminalized “consensual sexual conduct between adults of the same sex”. Abrogation
of Section 66A of the IT Act, 2000 which curtailed free speech was a classic case where
progressive ethics of people helped reading down of a regressive law. As is clear from above
analysis, laws and ethics can be in conflict with each other or may reinforce each other.
2.3. Determinants of Ethics
Our ethics is largely shaped by influences that determines how we live our lives in a society.
These influences are called determinants. They inform the way in which an individual acts or
takes decision and tells us what society expects from its members in a behavior. These
determinants can be largely categorized as pychological, personal, religio-cultural and socio-
political.
m
co
l.
ai
tm
cke
ro
@
at
1.Pychological Determinants
w
ra
at
• Human Conscience and Intuition – This school believes that what is good is good because
ag
th
it is good. Its goodness or badness does not need any justification. Accordingly, what is
ta
good or not can be detected by the intuitive moral sense. Basic moral truths are self-
evident to a person who directs his/her mind towards moral issues. Please note that moral
truths according to an intuitionist are not derived from rational arguments or from having
a hunch or a feeling. They are simply realized by pondering over moral issues. It is like an
‘aaha!!’ moment of realization.
Conscience and Intuition
Human beings behave according the knowledge they have and experiences they go through. Our
conscious mind is what actively evaluates a situation and then takes decisions. However, our
subconscious mind is a repository of all our past experiences and decisions. Although we do not
actively summon our subconscious mind, there are, metaphorically, lightning fast calculations
that tell us what to do or what not to do.
• Intuition is the ability to understand something instinctively, without the need for conscious
reasoning. Our intuition, although seemingly totally random (as it is instinctive), is not
always so. For example: One sees a cricket match and sees that Sachin gets out when he

smiles. Next time, if the person sees Sachin smiling while batting, he would probably think Student Notes:
that he will get out. This is intuition. Although it seems totally random, it is based on our
past experiences, observations or simply information given by others. However, intuition has
no moral choice involved. It is merely an expectation of an outcome.
• Conscience is a person's moral sense of right and wrong, viewed as acting as a guide to one's
behaviour. It also flows from our repository of experiences and knowledge. It is often
referred to as the inner voice of reason. This inner voice may or may not involve elaborate
reasoning, but it does concern with judging a situation as good or bad i.e. a moral choice is
involved. Conscience can also be suppressed willingly. A person may choose to do something
which his/her conscience opposes because there is some higher authority or a threat
prohibiting the desired action. This leads to crisis of conscience.
2.Personal determinants
• Leadership – The leadership of a society or an organization or nation also helps to
determine the conduct of their followers or admirers is ethical. For example – Indian
democratic, liberal, secular, tolerant tradition has been the gift of our forefathers and
makers of modern Indian society. However, leadership is also prone to unethical practices.
It depends on the virtue of the leaders themselves. Thus, being ethical cannot always be
equated to following the leader.
• Philosophies – Various philosophers and thinkers subscribe to different sets of ethics. For
example – for a consequentialist, ethics in action is determined by its outcome while for a
deontologist, it depends on the nature of the act itself. Thus, ethical values of an individual
will depend upon the philosophy to which it was closer to in formative years.
3.Religio-cultural determinants
• Culture – The ethical principles of an individual are also influenced by the culture and the
country in which she/he is based. For example - western culture seems to be individualistic
while Indian culture is based on values of universalism and multiplicity. Even literature,
scriptures etc. guide person’s conduct. For example – Vedic literature, Buddhist literature
m
etc.
co
• God and Religion - It advocates universal and ideal ethical standards. Religious textbooks
l.
ai
tm
deal with questions of how an individual should behave and how the society should be. For
ke
e.g. Christian Morality is one of the important sources of ideal individual behavior in west.
c
ro
@
at
The conception of ‘Ram Rajya’ in India is more of an ethical society rather than a
w
ra
governance model. Religion based ethics trace the source to God - something is good
at
ag
because God says so, the way to live a good life is to do what the God wants. However, one
th
should not identify ethics with religion. Because then ethics would apply only to religious
ta
people. But ethics applies to the behavior of the atheist as well. Also, the source of religion
can scientifically be only traced back to humans. As such, it is dependent upon context,
situation and experience and is subject to errors and revision.
4.Socio-political determinants
• Society - In any society, most people accept standards that are, in fact, ethical. However,
one should not equate being ethical to "whatever society accepts" as society can deviate
from what is ethical. An entire society or its large influential section can become ethically
corrupt. For example, Nazi Germany or Stalinist Russia imposed on their citizens particular
standards of living and tried to indoctrinate them. Caste system in India has continued
through millennia because of approval of influential members of the society. Further, there
are many issues where there is no social consensus. Thus, ethics cannot be equated with
whatever society accepts.
• Family, teachers and life experiences – Parents, family and teachers shape the value
system of a child. Their behavior, conduct and teachings influence the direction in which

the child steers. In fact, affiliations to same religion, customs and tradition are seen in Student Notes:
same family. However, some also break free from the beliefs, notions and ideas of their
parents and choose their own set of principles according to own free will. For example – a
boy may consider girl child same as that of male child even if he and his sister was treated
unequally by their parents.
• Law - The law often incorporates ethical standards to which most citizens subscribe.
However, one should not equate being ethical to following the law. Laws, at times, can
deviate from what is ethical. For example – slavery laws in US did not make slavery ethical.
On the other hand, laws which banned slavery and gave equal rights reflect convergence of
laws and ethics. Relationship between law and ethics has been detailed above.
• Constitution – Constitution of various countries also is a way to establish moral disposition
of their society. For example – equality, accountability, democratic values are reflected in
some country’s constitution and autocratic, high-handedness, and inferiority, non-
participative values are reflected in the framework of other countries.
Because, law, society, religion can deviate from what is ethical, one needs to constantly examine
one's moral standards to ensure that they are reasonable and well-founded. Being ethical
requires continuous effort in studying our own moral beliefs and our moral conduct and striving
to ensure that we follow it in our routines. Thus, individual by oneself is also one of the most
important determinants of ethics – everyone has emotional convictions or deep intuitions
about the immorality of, say, murdering an innocent victim, about aborting a female fetus, or
regarding child abuse.
Skill in addressing ethical issues can be learned and cultivated if we recognize the importance
of doing so. The requirement is that we view our treatment of ethical problems as an ongoing
process of designing the best courses of action for specific situations we face. This demands
that we are able to establish a framework for understanding ethics in dynamic rather than static
terms.
2.4. Consequences of Ethics
m
Consequences of ethics mean the outcome of human actions which are guided by ethical
co
thinking. This means consequences also determine how good or bad an act is.
l.
ai
tm
• It can be measured by happiness, suffering, pain, pleasure born out of human action.
cke
• It motivates or prohibits one to do or not to do certain things. For example – If hard work
ro
@
guided by ethical values results in desired success then action itself gets justification to be
at
w
good and effective but if action does not produce outcome then it will be treated as not
ra
at
efficient.
ag
• Humans in general tend to maximize pleasure from their actions. However, some people
th
ta
prefer short term pleasure without consideration of long-term consequences while some
may prefer temporary pain to ensure long term pleasure in future. For example – one may
satisfy its sweet tooth or give in to their cravings while ignoring the health benefits which
may cause pain in future. Others may exercise daily and practice self-control to ensure
disease-free life in future.
• However, predicting consequences of human actions is difficult. There is whole theory of
ethics that is based on nature of consequences. It is called Consequentialism. However,
please note that ‘Consequentialism’ is just one part of ‘Consequences of Ethics’.
Consequentialism is an ethical theory which says that an act should be considered ethical if
it is able to produce good consequences.
2.5. Dimensions of Ethics
Different ethical theories that inform the ethical thinking create various dimensions of the
subject. Ethical theories are philosophical explanation to understand, explain and perhaps guide
us in practice of making moral judgments. An ethical theory is not merely description of moral

beliefs of individuals, societies or cultures. A person pondering over ethics tries to answer the Student Notes:
following questions:
A. The very nature and status of morality: Is morality what god/religion says? Or is it the set
of rules which human beings have designed for themselves to further their mutual self-
interests? So what exactly is ethics, its definition and its scope?
B. The nature and meaning of moral judgments: Are moral judgments merely emotional in
nature i.e. do they express our emotions and desires rather than being rational and
reasoned? Can moral judgments be classified as true or false universally or are they
dependent on context? E.g. ‘Honesty is the best policy’- is honesty only a desirable trait in a
person or is this statement a universal truth? If true, is there a context which is associated
with it?
C. The fundamental rules, principles and values justifying moral judgments: Are
consequences the only thing that matter in a decision or are there certain other principles
which must be followed? Is human happiness more important than adhering to duty? Or is
being virtuous more important than both? Any of these principles may underlie a moral
judgment.
D. Practical application of ethics: Is stealing for the sake of feeding children justified? Should
advancement in biology continue unhindered or should there be certain control over
genetically modified babies? Should admissions in universities be based solely on merit or
should there be affirmative action for people with relatively backward socio-economic
background? What should be the parameters to decide merit?
The questions A-D are the different dimensions along which ethics is studied. These are
categorized more specifically as Meta-ethics, Normative-ethics and applied ethics.
1. Meta-ethics deals with the nature of moral judgments (questions in A&B). It looks at the
origins and meaning of ethical principles. For example, when we talk of bioethics, meta-
ethics will not answer the questions of right or wrong. Rather it tries to define the essential
meaning and nature of problem being discussed. So it will examine ‘what does it mean to
ask whether genetic research is morally permissible?’ ‘What are the sources which we
m
should consider in determining the ethical nature of genetic engineering? – is it god or the
co
l.
human made laws?’

ai
tm
2. Normative ethics (questions in C) is concerned with the content of moral judgments and
ke
the criteria for what is right or wrong. It involves arriving at moral standards that regulate
c
ro
@
right and wrong conduct. In a sense, it is a search for an ideal litmus test of proper behavior.
at
It is the branch of ethics concerned with establishing how things should or ought to be, how
w
ra
to value them, which things are good or bad, and which actions are right or wrong. It
at
ag
attempts to develop a set of rules governing human conduct, or a set of norms for action.
th
ta
Under normative ethics we study different approaches to ethical questions. A given

situation has not one ideal solution, rather different values to different principles will lead
us to different decisions.
Some of the important approaches of Normative ethics are:

• Consequentialist approach – According to this approach, ethics of an action is
determined by its consequences, result or outcomes. The more good consequences
an act produces, the better or righter that act was. Utilitarianism is one form. It states
that people should maximize utility. Utility can be measured in terms of human
welfare or well-being. In hedonism, it is said that people should maximize their
pleasure. Thus, according to these, actions which maximize pleasure or welfare and
minimize pain or suffering are ethical e.g. higher economic growth justifies the weak
environmental and labor laws, glowing face justifies the use of harmful chemicals in
beauty creams, and Growing revenue justifies the use of more commercials in TV
programs.

The greatest happiness of the greatest number is the foundation of morals and Student Notes:
legislation.- “Jeremy Bentham
• Deontological approach – According to this approach, ethics is based on what people

do and not what was the outcome of that action. It is non-consequentialist as we
can’t show good outcomes to justify our actions. According to this, we need to do the
right thing because it is right and avoid the wrong thing because it is wrong. Certain
acts by themselves are unethical such as it is wrong to kill people, steal, tell lies etc.
Natural Rights Theory (such as that espoused by Thomas Hobbes and John Locke),
holds that humans have absolute, natural rights. These are in the sense of universal
rights that are inherent in the nature of ethics and not contingent on human actions
or beliefs. This eventually developed into what we today call human rights.
Immanuel Kant's Categorical Imperative roots morality in humanity's rational
capacity and asserts certain inviolable moral laws. Kant's formulation is deontological
in that he argues that to act in the morally right way, people must act according to
duty, and that it is the motives of the person who carries out the action that make
them right or wrong, not the consequences of the actions. Simply stated, the
Categorical Imperative states that one should only act in such a way that one could
want the maxim (or the principle) of one's action to become a universal law, and that
one should always treat humanity as an end rather than means.
“An action, to have moral worth, must be done from duty”- Immanuel Kant
• Virtue ethics – It is person rather than action based. It focuses on the inherent
character of a person rather than on the nature or consequences of specific actions
performed. According to this approach, a virtuous person always does the right thing.
He will do the same thing always in similar circumstances. Virtue ethics not only deals
with the rightness or wrongness of individual actions, it provides guidance as to the
sort of characteristics and behaviors a good person will seek to achieve. Thus,
according to it, to build a good society, people should be helped to be virtuous
m
people. Although list of virtues changes over time, yet certain virtues which more or
co
l.
ai
less remains in the list are – justice, fortitude, temperance, self-care, fidelity.
tm
ke
“An unexamined life is not worth living.”- Socrates

c
ro
• Contextualist approach – It rejects prescriptive rules. According to this approach,

@
at
right and wrong depend upon the situation as there are no universal moral rules or
w
ra
rights. Thus, each case is unique and deserves a unique solution e.g. At some places,
at
ag
lockdown during pandemic is justified due to worsening situation, but in other places
th
may not be justified. U.S uses protectionism in global trade citing its situation.
ta
• Super-naturalist approach – where ethics is attributed to God, that is, the only source
of moral rules is God – whatever the God says is ethical. Thus, being ethical in your life
means following what God says e.g. god made animals inferior to humans so animals
can be used for human purposes as commodities.
3. Applied ethics (questions in D) – it attempts to apply ethical theory to real life situations such
as it looks at controversial topics like war, animal rights and capital punishment. It has many
specialized fields, such as engineering ethics, bioethics, geoethics, public service ethics and
business ethics. It is used in determining public policy.
3. Applied Ethics: Specific Examples

3.1. Environmental Ethics
Environmental ethics is the branch of ethics that studies the relation of human actions and
natural environment. Environmental ethics treat environment as a part of society. It is about

environmental values and societal attitudes related to protecting and sustaining biodiversity Student Notes:
and ecological systems.
Increasing pollution, depletion of natural resources, dwindling plant and animal biodiversity,
the loss of wilderness, the degradation of ecosystems, and climate change are all part of a raft
of “green” issues that have implanted themselves into both public consciousness and public
policy in recent years.
The job of environmental ethics is to outline our moral obligations in the face of such concerns.
The two fundamental questions that environmental ethics must address are: what duties do
humans have with respect to the environment, and why?
The latter question usually needs to be considered prior to the former. In order to tackle just
what our obligations are, it is usually thought necessary to consider first why we have them. For
example, do we have environmental obligations for the sake of human beings living in the world
today or for our future generations, or for the sake of entities within the environment itself,
irrespective of any human benefits in terms of ecosystem services? Different ethical approaches
give quite different answers to this fundamental question and has led to the emergence of
quite different environmental ethics.
Ecological values are part of Indian tradition where nature was revered for its services to
mankind. Various environmentalists such as Baba Amte have also spread awareness about
ecological balance and wildlife preservation. They believed that humans have to live in harmony
with nature, and not by exploiting nature and motivated people to adopt a model of
sustainable development that would be beneficial for both mankind and nature.
m
co
l.
ai
tm
cke
ro
@
at
w
ra
at
ag
th
ta
“Earth provides enough to satisfy every man's needs, but not every man's greed.”
Mahatma Gandhi
3.2. Business Ethics

Business ethics represents a set of ethical principles that are applied in a business environment.
It is applicable to all activities and individuals of an organization. Many firms develop detailed
codes of conduct to guide the actions of people employed in their organization. Thus, business
ethics can be termed as study of content and effectiveness of these codes of conduct.
Business entities should have the moral responsibility for what they do. For example –
responsibility of treating their employees well, responsibility of respecting the environment
from which they draw resources, responsibility for the impact of its product on consumers etc.

Corporate reputation is dependent on the level of morality adopted in corporate operations. Student Notes:
Some examples of ethical practices in business can be:
• Not being tempted to cheat, deceive or manipulate others
• Following laws and regulations that structure market and organizations in letter as well
spirit.
However, laws cannot cover all the business practices. Thus, law leaves gaps which can be
exploited by businesses. This is where business ethics comes in. Businesses should not exploit
market when market is failing due to externalities or imperfect information.
Business ethics with respect to consumers
Firms, in their engagement with consumers, should follow certain ethical practices such as
• Maintaining standards in the production of goods and services such as healthcare, pharma
production etc. to ensure safety of the users consuming it
• Giving true picture of the product to consumers in advertisements
• Not undertaking sale of inappropriate products such as illegally obtained organs, drugs,
sexual services etc. which demean intrinsic value of humanity by treating it merely as a
means to generate profits.
Business ethics with respect to employees
Firms should take care of following issues while dealing with their employees
• Non-discrimination – The employees should be treated strictly according to the basis of the
merit they possess with respect to the job
• Pay commensurate to their efforts – Employee should be paid according to the
contribution he/she made towards success of the organization.
Note- Other aspects of business ethics will be covered in detail as part of the document “Corporate
Governance”.
3.3. Ethical Management

m
co
Ethical management is the incorporation of ethics in management i.e. one should refrain from
l.
ai
bad practices in management. Managerial ethics is the set of standards that dictate the
tm
conduct of manager operating within a workplace.

cke
ro
• There are no legal rules or laws formulated for this purpose.

@
at
• Instead, the ethics code is assembled by the company to guide its managers. It typically
w
ra
references shared values, principles and company policies about basic conduct and
at
ag
outlines the duties of the manager towards employees, the company and its stakeholders.
th
• Although not enforceable, managers who consistently ignore certain company’s ethics may
ta
be asked to step down. Examples include having a code of conduct to use company’s
equipment such as telephone or cab service for personal use, giving fair opportunity to
subordinates to express their grievances, or prior declaration of any conflict of interest
situation such as accepting gifts from vendors, etc.
Kindly note: Business ethics and Ethical Management (Managerial Ethics) are slightly different.
Business ethics affects the parties that are influenced by actions of the business. It is a standard
for enterprise decision making and action. Ethical management concerns more with standards
of personal behavior for managers to deal with employees and other stakeholders.
Also note: Management of ethics is different. To manage ethics means to create a set of
principles or code for all to comply with ethical behavior. It is how one deals with conflicts of
interests and dilemmas to make an ethically sound decision, how one manages to direct
his/her’s actions and satisfy his/her’s conscience to move towards ethical path.

3.4. Ethical Conflicts in Cosmopolitan Culture and Urbanisation Student Notes:
Economic development and desire for wellbeing has made the phenomenon of rapid
urbanization and culture of cosmopolitanism a de-facto feature of the modern society. This
leads to enhanced job opportunities, rise in standards of living of people, economic progress of
a nation, rise in awareness, assertive demands regarding provision of services by government
etc.
Cosmopolitanism is the ideology that all human beings belong to a single community with
similar set of moral principles. Theoretically, here everyone can retain their individual and
cultural integrity while also keeping themselves open to the larger world. Cosmopolitanisation
and urbanization are associated with the following values:
• Inclusivity, oneness, human rights and dignity, cultural diversity, solidarity, equality
• Openness, good governance, responsibility and accountability, democracy
• Globalization, modernism, industrialization, consumerism, liberalization
• Opposition to chauvinism, social justice, peace
• Collective Intelligence through information
m
co
l.
ai
tm
cke
ro
@
at
w
ra
at
ag
th
ta
However, they also give rise to various ethical conflicts such as:
• Environmental sustainability versus use of resources for development projects – Large
projects such as mining, building dams, power projects etc. are required to meet rising
demands of people and improve standard of living. This is in direct conflict with the
question of sustainability i.e., optimum utilisation of resources by present generation so
that sufficient resources are available for the generations to come.
• Rising inequality and the condition of poor and vulnerable – The fruits of economic
growth have been appropriated by only a few and thus, it has led to immense inequality.
The conditions of people living in urban slums and squatters versus the gated communities
in metros reflect the divide that urbanization has created and is perpetuating.
• Conflict of resources – Although, people are migrating to urban areas, following a
cosmopolitan culture, yet the vast population growth in urban areas is leading to resource

crunch in terms of land, water, infrastructure etc. Thus, many people living in small spaces, Student Notes:
with low water accessibility and congestion on roads etc.
• Salad bowl vs Melting pot model of society – Due to cosmopolitanisation, many cultures
have lost their identity and are increasingly being subsumed and consumed by dominant
cultures of the world.
• Global vs Regional Values – In opposition to melting pot model, regional and local cultures
are asserting themselves strongly as a reaction to globalization.
• Cultural diversity vs Cultural clashes – the opportunities in these areas brings people from
various backgrounds and culture here and enables them to get an exposure to them. But
this diversity at times leads to clashes when some people are not open to new culture.
• Individualisation vs Collectivism - increasing individualisation in urban areas results in new
social structures where the traditional family is not as dominant as before. Self-interest
seems to have taken over other values.
• Lifestyle Changes vs Healthy routine – People have begun to associate themselves more
with the Mcdonaldistion than their traditional diverse cuisines and habits.
3.5. Bioethics
The modern field of bioethics emerged in the 1950's and 1960's and represents a radical
transformation of the much older and traditional domain of medical ethics. The term
"bioethics" refers to the broad terrain of the moral problems of the life sciences, ordinarily
taken to encompass medicine, biology, and some important aspects of the environmental,
population and social sciences. The traditional domain of medical ethics would be included
within this array, accompanied now by many other topics and problems.
Four general areas of inquiry can be identified:
• Theoretical bioethics which deals with the intellectual foundations of the field.
• Clinical ethics which refers to the day-to-day moral decisions confronted in caring for
patients.
• Regulatory and policy bioethics which seeks legal and policy solutions for moral problems
m
concerning life and death. Examples of issues falling into this area would be use of foetal
co
l.
tissue in research, defining death, guidelines for do-not-resuscitate (DNR) orders in

ai
tm
hospitals, euthanasia, cloning, rationing health care resources, and so on.

ke
•
c
Cultural bioethics which considers ethical questions in relation to the historical, ideological,
ro
@
cultural, and social contexts in which they are expressed.

at
w
Bioethics Principles: Following are the four principles which form the framework for moral
ra
at
reasoning.
ag
th
ta

Student Notes:
The moral questions of bioethics can also be viewed within broader theories of ethics-
• A utilitarian approach asks which consequences of a choice or action or a policy would
m
co
promote the best outcome. In this view, the broader good might be deemed the greatest
l.
ai
good. The utilitarian view would, in the context of health care rationing, for example, look
tm
for the collective social benefit rather than advantages to individuals.

cke
• A deontological perspective, on the other hand, would argue that "good consequences may
ro
@
have to be set aside to respect inalienable human rights". An example would be subjecting
at
w
individuals to medical research that may do harm to that individual, while providing the
ra
at
potential to help others.

ag
• Other moral theories, such as that of Aristotle, stress neither principles nor consequences
th
ta
but see a combination of virtuous character and seasoned practical reason as the most
likely source of good moral judgement.
• The approach of casuistry is to carefully examine individual cases in the solving of practical
moral problems, and to let principles emerge from these over time.
Today, in the medical and health fields health practitioners are frequently called on to make
moral decisions as well as medical decisions. Indeed, it may be held that a good medical
decision should be tantamount to a good moral decision. It is in this context that the field of
bioethics has emerged as a vitally important field.
“What distinguishes ethics from science is not any special kind of knowledge but merely desire. The
knowledge required in ethics is exactly like the knowledge elsewhere; what is peculiar is that certain
ends are desired, and that right conduct is what conduces to them." -Russell, Bertrand.

Student Notes:
m
co
l.
ai
tm
cke
ro
@
at
w
4. Ethics in Private and Public Relationships

ra
at
ag
4.1. Ethics in Private Relationships

th
ta
It refers to the ethics that a person identifies with in respect to people and situations that they
deal with in everyday life. It largely involves relations with family and friends. They are based on
emotional bonds rather than any formal procedure that regulates them and therefore, they are
informal in nature. Private relationships are often given or inherited. They are relatively
permanent with more tolerance for imperfections.
Ramayana is a classic example of ethics in personal relationships. Although ethics in private life
varies from person to person but there are some common underlying principles that are
accepted by the society. For example -
• Loyalty – loyalty to one’s partner and to the family members
• Love – loving all the members of family with their imperfections
• Affection – caring for needs of all the members as your own
Ethics in private relationship are generally directed by individual virtues, universal human
values, religion, social norms and law of land. Ethics in private relationship are also checked by

private religious law. Individual familial and community obligations have long been written into Student Notes:
law and supported by serious sanctions from ancient time to today’s inheritance divorce,
marriage and other laws. In India, along with moral codes, religious institutions and
constitutional provisions govern ethical issues in private relationship
4.2. Ethics in Public Relationships
It refers to the ethics that a person may adhere to in respect of their interactions and business
dealings in their professional life. Public relationships are those that exist by the virtue of
profession or the position one holds in professional life.
The Committee for Standards in Public Life (Nolan Committee) defined seven principles. These
m
are: selflessness, integrity, objectivity, accountability, openness, honesty and leadership.

co
l.
Similarly, the OECD countries have also come out with a set of core values to guide public
ai
tm
servants. These are impartiality, legality, integrity, transparency, efficiency, equality,

ke
responsibility and justice.

c
ro
@
Note: More details on this part will be covered under the document- Ethics in Administration.
at
w
ra
4.3. Relation between Public and Private Ethics

at
ag
th
The distinction between private and public ethics is a dubious one because both in public and
ta
private lives, we have to live by same ethical values in general. There cannot be any
dichotomous relationship between the two. Since ethics promotes a virtuous life, it is equally
applicable to both.
A person who is unethical in his public life can hardly be expected to be ethical in his private
life and vice versa. The way a civil servant treats women in his family is reflected in how he
handles female co-workers or whether policies implemented by him have a gender bias or not.
If we take examples of great personalities, we will find that they had same yardsticks to
measure their public as well as personal lives, for example Gandhiji, former President Shri APJ
Abdul Kalam.
Sometimes public/professional relations may become personal relations. For example – a
teacher-student relationship - sometimes in class, teachers uses personal examples with
children, children also shares their weaknesses with the teachers so that he/she can help in
improvement. So, in this case, at some level, the relationship has become personal with the
kind of bond the two have started sharing.

It is very important that there is no conflict between personal and professional ethics as it may Student Notes:
lead to frustration, guilt or confusion & dissonance in the mind of some persons. Both of them
shape and reinforce each other. For personal development, they need to be congruent to each
other. But too much of congruence may also lead to stagnation of ideas and changes – For
example – if no person in public service is reform oriented and is congruent with the present
society, then socio-cultural changes will be difficult to bring.
Ethics in public life places a greater responsibility and is more demanding as in public life you
cannot always follow your personal ethics. For example – personally you may feel abortion is
morally wrong, but if you are a doctor, you need to do abortion according to your professional
ethics. Such dilemmas are natural but we need to draw a line between personal and
professional role. When performing a role in public, we need to separate our personal lives and
follow professional code of conduct strictly.
5. Resolving Ethical Conflicts: What is the way out?

Every human being is an end in itself. Certainly, we use other human beings to achieve our
ends. A student uses the teacher to achieve his/her goals. However, there is a crucial aspect of
an informed consent that is involved here. Hence, it is important that we do not treat humanity
as merely as a means.
What is ethical or moral can be determined by whether it is just and fair. For example, if you
have one flute, whom should you give it to: a person who is good at playing flute (virtuous), a
person who has the maximum need for it (utility) or a person who has been assigned the task
to play flute (deontological)? The answer is not simple. However, by making the process of
distribution fair and just can one really claim that an ethical solution has been arrived at.
No one approach is universal or claim to be without any demerits. Aiming for maximizing total
happiness might lead to violation of basic rights of an individual. Aiming to adhere to duty
might lead to negative consequences; just that responsibility of those consequences will be
lessened on the individual who takes the decision. In the long run, general happiness can be
increased by rewarding the virtue and penalizing vice.
m
Justice means choosing what the right thing to do is without fear or favor. The process of
co
l.
judgment must be free of any bias- not only bias towards an individual or a class should not be
ai
tm
there, but also the approach or the methods which one uses cannot be the same all time. This
cke
means that if the utilitarian approach produced the best results in a case, it does not and
ro
@
should not become the favored approach in all subsequent decision making. A wider, multi-
at
w
dimensional worldview equips a person with tools to make a well-informed and just decision.
ra
at
With experience in diversity, one comes to realize more and more about circumstances and
ag
problems of others. As such, effort should be made to incorporate interests in other cultures
th
ta
and societies as well. This way, a reasoned and well-argued decision can be arrived at. This
decision should be able to recognize the benefits and aim for their maximization as well as
recognize the demerits and aim for their minimization.
6. Human Values
“Values” denote the value or importance we assign to different aspects of the world around us.
A value is a preference as well as conception of the preferable. We attribute values to every
human action, thus denoting its vastness.
Ethical decision-making often involves weighing values against each other and choosing which
values to elevate. Conflicts can result when people have different values, leading to a clash of
preferences and priorities.
Some values have intrinsic worth, such as love, truth, and freedom. Other values, such as
ambition, responsibility, and courage, describe traits or behaviors that are instrumental as
means to an end.

Some values are considered sacred and are moral imperatives for those who believe in them. Student Notes:
Sacred values will seldom be compromised because they are perceived as duties rather than as
factors to be weighed in decision-making. For example, for some people, standing during the
National Anthem is a non-negotiable value. For others it may only be a matter of choice.
However, human values are of utmost importance. Human values are defined as those values
which help man to live in harmony with the world. They are at the core of us being humans.
Without a deep understanding of one’s relationships with nature, fellow human beings, society,
and a deep respect for all life, one is not really educated. Human values consists of wide range
of values related to personal, family, community, social, political, environmental and work life
of the individuals.
The sense of equality, mutual respect, the philosophy of live and let live are the cherished
results of human values. They can be thought of as socially desirable goals that are internalized
through the process of conditioning, learning or socialization. Our educational system is
naturally concerned with values. One of the important missions is to inculcate some universal
basic human values such as – happiness, fairness, love, peace, freedom, safety, respect,
responsibility, cooperation, self-reliance, equality etc.
So, whether values are sacred,
have intrinsic worth, or are a
means to an end, values vary
among individuals and across
cultures and time. However, values
are universally recognized as a
driving force in ethical decision-
making. Human values hold
importance due to the benefits it
has for society. They provide
criteria by which we judge people,
objects, actions, ideas and
m
situations. Human values may be

co
l.
subjective or objective, intrinsic or

ai
tm
extrinsic, personal or community,

ke
theoretical or practical, social,

c
ro
@
political or economic etc.

at
w
One of the attempts made by researcher, Shalom H. Schwartz’s theory of basic values which
ra
at
seeks to identify a core set of basic human values grounded in the motivational goals inherent
ag
th
in
ta
1. our individual, biological needs,

2. our need for smooth coordination and cooperation with others, and
3. the need of groups of people to survive and grow as groups.
The system of 10 basic values derived from these goals forms a continuum arranged in a closed
circle as in the above infographic.
6.1. Role of Family, Society and Educational Institutions in
inculcating values
Inculcation of values basically means teaching ethical standards to child or developing moral
system with respect to different domains of his life. Moral system can be described here as set
of internalized values. This responsibility of teaching morals has long been seen as the domain
of family where children spent the formative years being taught basic issues of conduct along
with what family believed was right and wrong. However, there is overwhelming external
influence that childhood is subjected to which parents finds difficult to stop. Thus the

responsibility of ethical teaching has subtly shifted from parents to social institutions like Student Notes:
education institutes and media.
Socialization- Process by which an individual is indoctrinated into his culture- transfer of culture from
one generation to other. It’s a lifelong process to shape an individual- such that the person is useful and
productive member of society. Observation, Conditioning, Role playing, Trial and Error are some of the
techniques of socialization.
Family, society and educational institutions are three most important factors affecting the
values of a person. Large part of this process of inculcating values happens consciously in a
deliberate manner by socializing agents.
6.1.1. Role of Family in inculcating values:
• The family, the basic unit of society is also the first school of value learning through
examples set by the members, ethical teachings imparted by elderly. These can be through
stories, life lessons etc.
• The cultural values of harmony, equity, cooperation, democracy, peace are passed on to by
the family to child. It is family which imparts in an individual the value of sacrifice, love,
feelings, high morals and others thereby, shaping a child’s attitude towards other people in
society.
• Family members are the immediate role models of a child who models his/her behaviour
around them.
• Members of family inculcate moral values such as honesty, truthfulness, happiness, loyalty
and integrity in children, which are synonymous with societal values.
• How a child is reared also impacts the values of child in future. For example – an
authoritarian type of child rearing may develop greater value for authority. It is very much
possible that such children may have less concern for democratic values. In nuclear families
children learns more individualistic values that in the joint peaceful family. In India, children
in cities living only with parents tend to be more addictive to video games than those who
are living in bigger families.
m
Changing nature of family system and values

co
l.
Family is and always the first value provider, but in recent years, its role has changed which can
ai
tm
be seen in the behavior patterns of the children. In a modern nuclear family, the value system
cke
being imparted to a child has changed. Focus may be more on competition rather than
ro
@
cooperation, on individualism rather than family and collectivism, on consumerism rather than
at
w
gratification and sacrifice. It is not necessary that the values being transmitted have degraded,
ra
at
but they have certainly changed. Remember, values are preferences. Earlier, sharing or delayed
ag
gratification may have been a preferred value. Now it is being replaced by consumerism and
th
ta
instant fame. Some values over time have gained the status of being fundamental. Some on the
other hand are compromised because of human weakness.
Sometimes, family itself teaches one to be selfish in this fiercely competitive world, say by
preventing the sharing of notes or information with friends to maintain an edge over them in
various competitions. At times, it may be in the interest of the child, but ultimately, it inculcates
the value of self-interest and deters him from inculcating the values of cooperation and
sharing. This just shows how a modern family value is different from a traditional family
value. May be in future, this will become a traditional value.
However, it is not necessary that a child’s value system once he/she grows up will be similar to
that of parents. One may actively discard certain values through other influences such as
media, education system, friends, work, etc. and above all, self-evaluation.

6.1.2. Role of Society and Educational Institutions in inculcating values Student Notes:
A. Role of Educational Institutions: After family, it is educational institutes in which a child
spends most of his time. Thus, they also have an important role in shaping the personality of
the child. Here child is introduced to the world away from the comfort zone of the family. As is
being witnessed today, a world evolved through narrow, exclusive and intolerant thought is full
of conflicts, violence, inner tensions and war. Therefore, there is a need for a world evolved
through harmony, tolerance, peace, and concern for achieving human sustenance. Value
education helps in achieving these goals. School provides a medium where the individual to
communicate, acts as a bridge between family and society,
Role of Teachers: Teachers are great role models and their actions leave a great impact on
children in their impressionable age. Teachers inculcates values in students via-
• Observational learning, conditioning to produce desired behavior.
• Exhibiting commitment, diligence, timeliness in their conduct, ensuring unbiased treatment
• Influence the self-attribution pattern of learners through the judicious use of rewards and
punishments.
• Role in positive self-appraisal and creating an inclusive environment
Role of Curriculum-
• Culture-specific inputs are required to facilitate adjustment of child in the social milieu
m
• The content needs to be driven by scientific temper without any ideological coloration
co
l.
• The focus could be given to the right to learning rather than the right to education
ai
tm
• Emphasizing on extracurricular Activities which helps in building cooperation, team-spirit,

cke
leadership, responsibility.
ro
@
at
Education is a systematic attempt towards human learning. All education in essence develops
w
ra
all the dimensions of a human personality – intellectual, physical, social and moral. In recent
at
ag
years, due to crisis of values in educational system, the term ‘value education’ has become the
th
buzz word in the educational institutions and academia.

ta
B. Media as an agent of inculcating values: Media is a tool for social management, social
diffusion, and social change. Children are easily influenced by the functional “parallel school” of
the media. The media influence the development and transformation of values and beliefs of
people in a variety of ways like social development, tolerance, positive attitude towards others
culture. They also contribute to the enhancement of knowledge, language and vocabulary and
influence a major part of daily life. It helps in framing new ideas, attitudes and lifestyle. Media
plays role in developing the social values in terms of consumerism, urban modeling,
restructuring of human relationships and the emergence of new ideas and policies
In contemporary times, the social media has emerged as a powerful tool, which can influence
the attitude and behavior both individually and collectively. Provides the platform to express
our opinion but also provides anonymity. It has the potential to promote public participation,
social engagement, and democratization of public life.

Positive impact of media- Student Notes:
• Promoting social and gender awareness removed ignorance, led to challenging various
preconceived notions,
• Community radio, Bultoo experiment, act as a linking pin between government and the
common man
o Bultoo Radio, launched in Chattishgarh, is basically a radio program that is shareable
through Bluetooth, which is available on the most basic mobile sets – thus bringing an
end to the need for internet and mobile signals
• Strengthening democracy by ensuring people's participation, etc.
Negative impact of media- Commodification and objectification of women, consumerism,
relative deprivation, radicalization, given rise to various anti-social behavior, etc.
At last we can say that there is a strong relationship between the media and the common man
which further contributed for the development of values only if the media sources are wisely
used. The media has played an important role in positive developments like the fight against
racism, gender bias, unemployment, poverty, and spreading awareness about the need for
world peace.
7. Glossary of terms:
Morality The state or quality of being moral with particular application. It exists as social fact.
When particular tends to become universal, it may come in conflict with ethics
Ethics The state or quality of being moral with primacy of reason. It exists more as
cultural ideal. Both particular can be universalized and universal can be
particularized
Reason Human faculty to be used for right decisions. Process of synthesizing using logic to
draw inferences/conclusions. It can work in harmony or opposition to desire
Belief Our brain is the 'belief engine' and believing is a natural process of development
of mind. Our mind constantly needs beliefs to come in terms with reality. Beliefs
are cognitive constructs which exist in the form of statements/propositions which
m
co
are assumed to be true but could be true/false

l.
ai
Faith It is the state of unchanging belief towards something

tm
ke
Trust It is the state of developing beliefs towards something based on evidence

c
ro
Knowledge It is the end product of process of testing beliefs based on scientific evidences
@
Values Values denote preference – for good or bad. Values are important and lasting
at
w
beliefs or ideas about what is good or bad and desirable or undesirable

ra
at
Virtue They are the values that are part of human character and are universally believed
ag
th
to have some goodness in it e.g. honesty, trust, gratitude etc

ta
Principles Principles are the abstract concepts to guide the behaviour according to a
particular value e.g. impartiality as a principle to follow the value of ‘equality’
Norms As an established social practice in particular context which is considered as
normal. Norms as standards of behaviour that regulates individual actions
Freedom Is a political value and the state of being capable of making decisions without
external control. It is the basis of moral agency
Rights They are normative rules or claims to realize freedom in certain respect. e.g. right
to education, life, liberty
Duty It is the obligation tied to certain roles to behave in a certain way
Probity It is the condition in which prescribed ethical standards are upheld by governance
system. This condition is consisting of process and procedures
Rules They are set of instructions/ prescription which tells us the way things are to be
done. They are in conformity with laws or tradition to be followed voluntarily or
non-voluntarily for particular purpose

Rule of Law Legal and political systems, structures and practices that condition a Student Notes:
government’s actions to protect citizens’ rights and liberties, maintain law and
order, and encourage the effective functioning of the country
Action It is a part of behaviour which are conscious, goal oriented leading to change in
existing behaviour
Behaviour It is range of human response to the environment, it includes conscious action
and unconscious reaction, thinking and feeling
Character It is the mental and moral qualities in totality that underlies the personality.
Character traits are revealed themselves only in specific and often uncommon
situations. They are based on beliefs. A person is said to have strong character if
her behavioural qualities are consistent across different situations. In cinema,
literature, comics, roles are also called characters as behavioural qualities of a
person are clearly distinguishable
8. Previous Years Questions of UPSC

2013
1. What do you understand by ‘Values’ and ‘Ethics’? In what way is it important to be ethical
along with being professionally competent?
2. Some people feel that values keep changing with time and situation, while others strongly
believe that there are certain universal and eternal human values. Give your perception in
this regard with due justification.
3. “The good of an individual is contained in the good of all.” what do you understand by this
statement? How can this principle be implemented in public life?
2014
1. All human beings aspire for happiness. Do you agree? What does happiness mean to you?
Explain with examples.
2. What does ethics seek to promote in human life? Why is it all the more important in public
administration?
3. In the context of defense services, 'patriotism' demands readiness to even lay down one's
m
life in protecting the nation. According to you, what does patriotism imply in everyday civil
co
l.
life? Explain with illustrations and justify your answer.

ai
tm
4. "Human beings should always be treated as 'ends' in themselves and never as merely
cke
'means'." Explain the meaning and significance of this statement, giving its implications in
ro
@
the modern techno-economic society.

at
w
5. Which eminent personality has inspired you the most in the context of ethical conduct in
ra
at
life? Give the gist of his/her teachings. Giving specific examples, describe how you have
ag
been able to apply these teachings for your own ethical development.
th
ta
6. The current society is plagued with widespread trust-deficit. What are the consequences of
this situation for personal well-being and for societal well-being? What can you do at the
personal level to make yourself trustworthy?
2015
1. What is meant by ‘environmental ethics’? Why is it important to study? Discuss any one
environmental issue from the viewpoint of environmental ethics.
2. Differentiate between the following
(a) Law and ethics
(b) Ethical management and management of ethics
(c) Discrimination and preferential treatment
(d) Personal Ethics and Professional Ethics
3. Social values are more important than economic values. Discuss the above statement with
examples in the context of inclusive growth of a nation.
2016
1. Explain how ethics contributes social and human well-being.

2. Law and ethics are considered to be the two tools of controlling human conduct so as to Student Notes:
make it conducive to civilized social existence.
(a) Discuss how they achieve this objective.
(b) Giving examples, show how the two differ in their approaches.
2017
1. The crisis of ethical values in modern times is traced to a narrow perception of the good
life. Discuss
2. Without commonly shared and widely entrenched moral values and obligations, neither the
law, nor democratic government, nor even the market economy will function properly.
What do you understand by this statement? Explain with illustration in the contemporary
times.
2018
1. “In doing a good thing, everything is permitted which is not prohibited expressly or by clear
implication.” Examine the statement with suitable examples in the context of a public
servant discharging his/her duties.
2. With regard to morality of actions, one view is that means are of paramount importance
and the other view is that the ends justify the means. Which view do you think is more
appropriate? Justify your answer.
3. Suppose the Government of India is thinking of constructing a dam in a mountain valley
bound by forests and inhabited by ethnic communities. What rational policy should it resort
to in dealing with unforeseen contingencies?
9. Previous Years Case Studies of UPSC

1. Sivakasi in Tamil Nadu is known for its manufacturing clusters on firecrackers and matches.
The local economy of the area is largely dependent on firecrackers industry. It has led to
tangible economic development and improved standard of living in the area. So far as child
labour norms for hazardous industries like firecrackers industry are concerned,
International Labour Organization (ILO) has set the minimum age as 18 years. In India,
however, this age is 14 years.
m
The units in industrial clusters of firecrackers can be classified into registered and non-
co
l.
registered entities. One typical unit is household-based work. Though the law is clear on
ai
tm
the use of child labour employment norms in registered/non-registered units, it does not
ke
include household-based works. Household-based work means children working under the
c
ro
@
supervision of their parents/relatives. To evade child labour norms, several units project
at
themselves as household-based works but employ children from outside. Needless to say
w
ra
that employing children saves the costs for these units leading to higher profits to the
at
ag
owners.
th
ta
On your visit to one of the units at Sivakasi, the owner takes you around the unit which has
about 10-15 children below 14 years of age. The owner tells you that in his household-
based unit, the children are all his relatives. You notice that several children smirk, when
the owner tells you this. On deeper enquiry, you figure out that neither the owner nor the
children are able to satisfactorily establish their relationship with each other. (25 marks |
300 words)
(1) Bring out and discuss the ethical issues involved in the above case.
(2) What would be your reaction after your above visit?
2. You are working as an Executive Engineer in the construction cell of a Municipal

Corporation and are presently in-charge of the construction of a flyover. There are two
Junior Engineers under you who have the responsibility of day-to-day inspection of the site
and are reporting to you, while you are finally reporting to the Chief Engineer who heads
the cell. While the construction is heading towards completion, the Junior Engineer have
been regularly reporting that all construction is taking place as per design specifications.

However, in one of your surprise inspections, you have noticed some serious deviations and Student Notes:
lacuna which, in your opinion, are likely to affect the safety of the flyover. Rectification of
these lacunae at this stage would require a substantial amount of demolition and rework
which will cause a tangible loss to the contractor and will also delay completion. There is a
lot of public pressure on the Corporation to get this construction completed because of
heavy traffic congestion in the area. When you brought this matter to the notice of the
Chief Engineer, he advised you that in his opinion it is not a very serious lapse and may be
ignored. He advised for further expediting the project for completion in time. However, you
are convinced that this was a serious matter which might affect public safety and should
not be left unaddressed. What will you do in such a situation? Some of the options are
given below. Evaluate the merits and demerits of each of these options and finally suggest
what course of action you would like to take, giving reasons.
(1) Follow the advice of the Chief Engineer and go ahead.
(2) Make an exhaustive report of the situation bringing out all facts and analysis along with
your own viewpoints stated clearly and seek for written orders from the chief Engineer.
(3) Call for explanation from the Junior Engineers and issue orders to the contractor for
necessary correction within targeted time.
(4) Highlight the issue so that it reaches superiors above the Chief Engineer.
(5) Considering the rigid attitude of the Chief Engineer, seek transfer from the project or
report sick.
10. Previous Years Questions of Vision IAS Test Series

1. Do you think that ethical principles are universal in nature? Justify your answer with
relevant examples.
Approach:
• Introduce by writing about the concept of ethical universalism.
• Discuss the concept of ethical relativism.
• Provide relevant examples for both – universalism and relativism.
m
• Conclude based on the arguments written in the answer.

co
l.
ai
Answer:
tm
ke
Ethical principles are used to decide the rightness or wrongness of an action. But what
c
ro
is ethical under a given circumstance may itself be a subject of debate. In this respect,
@
at
there are two schools of thought regarding mutability of ethical principles:

w
ra
at
Ethical Universalism
ag
th
• It believes in universal and immutable ethical values i.e. there are some ethical
ta
principles that are always true, that these principles can be discovered and that
these principles apply to everyone.
• Certain universal ethical principles are – love, universal declaration of human rights
etc. Similarly, principles of honesty, integrity, justice, accountability etc. are central
to the functioning of a democratic administrative system. These principles cannot
be traded for any kind of just or unjust objectives.
• However, this school overlooks the need to respect diversity and also the view that
consequence of an act is also a factor in deciding the ethicality of that act.
Ethical Relativism
• It believes that ethical principles keep changing depending on the circumstances
and socio-cultural factors. Ethicality of an act depends on the different cultures or
different periods in history. For example, homosexuality has been de-criminalized
recently in our country.

• Ethical relativism was on display when India, irrespective of its commitment Student Notes:
towards non-violence, conducted surgical strikes across the border inside Pakistan
to destroy terrorists’ launch pads. Another example showing mutability of ethics is
of Bihar, which recently prohibited sale and consumption of liquor in the state.
• Similarly, while the principle of equality is an accepted principle, there can be
exceptions towards the betterment of marginal communities on the basis of
compassion and equity such as- mid day meals, various subsidies etc.
• However, this school seems to reduce ethical principles to the level of just being
“general agreement of a group of people”. It gives priority to a majoritarian view
even if the act in question is bad in morality, for example, moral sanction of honour
killing of couples opting for inter-caste marriage in certain pockets of India.
• Further, in this school, the only moral standards against which a society's practices
can be judged are its own. So, if ethical relativism is correct, there can be no
common framework for resolving moral disputes or for reaching agreement on
ethical matters among members of different societies.
Thus, though there are certain principles which remain immutable under all
circumstances, there are other principles which keep changing with time and situation
with socio-cultural practices playing a significant role in deciding the ethicality of an act.
2. What do you understand by global ethics in today's world? Highlight the role that
global ethics can play in achieving universally accepted goals.
Approach:
• Start by explaining global ethics in today’s world.
• Discuss the role of global ethics in achieving universally accepted goals.
• Conclude accordingly.
Answer:
Global ethics is an area of critical ethical enquiry into the nature and justification of
values and norms that are global in kind and into the various issues that arise such as
m
world poverty and international aid, environmental problems, food security, disaster
co
l.
mitigation, peace and security, and human rights.

ai
tm
ke
Without the acceptance of global ethics, a large number of these common global
c
ro
problems cannot be resolved effectively. Here, global ethics can contribute in following
@
at
ways:
w
ra
• Draws parallels between self-interest of nations and the universality of these

at
ag
interests so a shared understanding of global problems such as disaster

th
ta
management, biodiversity conservation can be developed.

• Creates moral pressure for countries to come forward and provide assistance when
conditions in other countries are such that governments either will not or cannot
address natural and human-made evils effectively. For instance, Common but
Differentiated Responsibilities and Respective Capacities (CBDR-RC) acknowledges
the different capabilities and differing responsibilities of individual countries in
addressing climate change.
• Establishes checks and balances to avoid unilateral actions such as exporting
environmental problems, economic aggression etc that may involve violation of the
interests of another country. For instance, Missile Technology Control Regime
(MTCR) adopts these principles to limit the proliferation of missiles and missile
technology.
• Provide space to countries to discuss and generate consensus on issues of global
importance such as fighting against terrorism or money laundering such as FATF
that sets international standards to prevent terror financing.

• Holding governments responsible for domestic action which leads to violation of Student Notes:
human rights. For example, UNHCR visiting countries alleged rights violations.
• Developing an international institutional framework so that collective efforts can
be directed towards achievements of common goals for e.g. sustainable
development goals.
• Checking rise and growth of rogue nations and non-state actors by taking
collective actions against them for activities such as nuclear armament, terrorism,
human trafficking, organ trafficking etc.
None of the aforementioned responses to global problems can occur without a
commitment to global goals as an ethical requirement or acceptance of global
responsibilities. Considering the uncertain world scenario and differences among
nations, global ethics can mobilize the nations; channelize their efforts in the right
direction to deal with the emerging challenges and enable states to rise above the
narrow self-interest and move towards enlightened self-interest.
3. What do you understand by utilitarianism? Illustrate with examples the grounds on

which it has been criticized.
Approach:
• Write a brief explanatory note on Utilitarianism and give examples.
• Discuss its types and explain each of them briefly.
• Make use of examples to discuss various grounds on which Utilitarianism can be
criticized.
Answer:
Utilitarianism is fundamentally driven by the principle of utility i.e. that action is
morally right which produces the best overall consequences with regard to the utility or
welfare of all the affected parties. Utilitarian theories propound “greatest happiness of
the greatest number”. It suggests that the only reason for performing action X over
m
alternative action Y is that doing X will make mankind happier than doing Y. Jeremy
co
l.
Bentham (1748–1832), John Stuart Mill (1806–73), and Henry Sidgwick (1838– 1900)
ai
tm
are some utilitarianism theorists.  

cke
ro
OBJECTION TO UTILITARIAN THEORIES

@
at
• In some situations, Utilitarian theories might require us to do morally problematic

w
ra
or doubtful things in order to bring about a good result. For instance:

at
ag
o If a judge can prevent riots that will cause many deaths only by convicting an
th
ta
innocent person of a crime, utilitarianism implies that the judge should convict
and punish the innocent person.
o If a doctor can save five people from death by killing one healthy person and
using that person’s organs for life-saving transplants, then utilitarianism implies
that the doctor should kill the one person to save five. 
• In a utilitarian society, people’s behaviour would lack the kind of predictability and
consistency that is required to sustain trust and social stability. For instance, in the
previous examples, if judges and doctors can do anything to maximize well-being,
then no one will be able to trust that judges will act according to the law or that
doctors will not use the organs of one patient to benefit others.
• By propounding happiness of the maximum number, Utilitarianism overlooks the
interests / needs / happiness of the groups that are numerically inferior. E.g.
Restrictions on consumption of beef to appeal to majoritarian voices, is
inconsiderate to the dietary preferences of minority.

• Happiness in many cases cannot be quantified as is not measurable thus it is often Student Notes:
very difficult to apply the test of happiness.
• Predicting consequences is impossible that utilitarianism requires because
consequences are inherently unknowable. For example, people celebrate extra-
judicial killings, however, it disregards due process of law and may lead to
lawlessness.
Thus, there are various concerns associated with utilitarian ethics and it cannot be the
sole guiding light for human actions, societal goals and government’s programmes.
4. As interactive technologies such as Artificial Intelligence penetrate peoples’ lives, the

lack of understanding of their social influence carries a risk of them doing more harm
than good. Discuss.
Approach:
• Define and establish the increasing use of interactive technologies in today’s world.
• Highlight how that has made social influence inevitable.
• Discuss the underlying importance of social influence and principles governing the
same, especially amongst the creators and regulators of these technologies.
• Briefly conclude on the basis of aforementioned arguments.
Answer:
Interactive technology allows for a two-way flow of information through an interface
between the user and the technology. The user usually communicates a request for
data or action to the technology with the technology returning the requested data or
result of the action back to the user. These technologies work on real time basis and are
available in the form of software applications, games, internet of things including social
media sites such as facebook and twitter, etc.
Interactive and transformative technologies, such as artificial intelligence, augmented
m
reality, autonomous vehicles etc. are designed to make our lives better. They are of
co
l.
immense potential in learning, entertainment, interpersonal communications,

ai
tm
etc. However, such technologies work along various principles of social influence, an
cke
inadequate understanding of which causes more harm than good. This can be
ro
@
demonstrated as under:
at
w
• In terms of Conformity: i.e. change in behaviour or attitude brought about by a

ra
at
desire to follow beliefs and standards of other people.

ag
th
o Some interactive technologies like Instagram, facebook, tiktok, etc. have the
ta
capacity to create social comparisons i.e. people start using information about
others to evaluate themselves.
o The public and social leader boards in online games create unnecessary
competition among players and negatively affect those who are at the lower
ranking. They also generate unwanted peer pressure especially upon youth
with impressionable minds.
• In terms of Compliance: i.e. a social influence where an individual does what
someone else wants them to do following his/her request or suggestions.
o The ultimate goal of interactive technology is to capture and analyze the
different ways humans interact with each other, their environments, and
objects around them. Nefarious elements use this to fulfill their own agendas;
for e.g. ISIS used this technology to brainwash and recruit several Asian
muslims.

o Several applications require access to personal data such as fingerprints, Student Notes:
contacts, videos, photos, etc. Scammers use this information to commit
financial and other data fraud.
o Inadequate importance is given towards privacy controls. People easily upload
their pictures, addresses, last locations, etc. This has resulted in several criminal
cases such as stalking and harassment.
• In terms of Obedience: i.e. giving in to the commands of others.
o Several online games such as the Blue Whale Challenge, Choking game etc.
instructed the participants to complete several tasks, which included self harm,
watching scary videos, and waking up at odd hours. This brings physical and
psychological harms to the participants especially teenagers.
o Fake news and videos on platforms trusted by people has resulted into mass
hysteria, panic and lynching as well.
Social influence is a complex area of behavioural science. While there can be no doubt
regarding the positive outcomes of interactive technologies, the rapid rate of their
acceptance in our daily lives has squeezed the amount of time required to assess their
negative outcomes. Adoption of any such new technologies must be well informed by
correctly assessing the amount of imbalance these can cause.
5. The nature of a business's operations has a major influence on the ethical issues with
which it must contend. Giving examples, discuss how business ethics is crucial in
today’s world.
Approach:
• Briefly explain the term business ethics.
• With the help of appropriate examples, explain how the nature of a business'
operations influence the ethical issues of an organization.
• Highlight how business ethics is crucial in the present-day world.
• Conclude on the basis of the above points.
m
co
l.
Answer:
ai
tm
Business ethics is the system of moral and ethical beliefs that guides the values,
cke
behaviors, and decisions of a business organization and the individuals within that
ro
@
organization. It is the overarching framework that puts moral regulations on an

at
w
organization based on its business operations. The nature of a business' operations has
ra
at
a major influence on the ethical issues, which need to be dealt by an organization. As a

ag
th
result, the ethical issues also differ from industry to industry, which can be
ta
understood from the following examples:

• An energy company produces energy by utilizing various natural resources like
fossil fuels, nuclear fuel etc. The nature of their operation may include price risks in
exploration, environmental concerns like oil spills as well as risks to human life in
the form of nuclear disaster. Here, business ethics would demand a company to be
transparent in its accounts as well as follow a clearly defined system of
environmental ethics.
• An e-commerce company like Amazon, Flipkart etc., which is involved in online
operations of goods and services must be prepared for ethical issues like protection
of data, customers' privacy and security.
• A pharmaceutical company is engaged in development and manufacturing of life
saving drugs. Such a business would require that the organization does not indulge
in unethical actions like improper clinical trials, misleading advertisements, nexus
with doctors, patent claims for non-innovations etc. They must follow business

ethics like optimum pricing and quality of drugs, accurate information sharing and Student Notes:
informed consent during clinical trials.
Business ethics not only help an organization tackle the ethical issues, but it is also
crucial in today’s world as it helps:
• Builds trust among people: Ethical standards of operations followed by the
company helps in building a positive reputation of the company within the
community.
• Provides stability to the company: Running a business in an ethical manner from
top to bottom builds a stronger bond between employees and the management.
• Improves performance of organization: A high standard of business ethics in all
facets of operations makes people in an organization perform their job duties at a
higher level and also to stay loyal to that organization.
• Increase formal investment in the economy: A company with a foundation of
ethical behavior increases its potential of attracting more investors and
shareholders. With increasing number of investments, the company as well as the
economy develops potential to generate further employment opportunities in a
country.
In an era of increased ethical awareness of the people, adhering to business ethics has
not just remained a moral responsibility but also a legal obligation. In this direction,
many countries, including India have formulated many civil and criminal laws that a
business must follow to operate in an ethical manner.
6. Environmental ethics is about the moral relationship of human beings to, and also the
value and moral status of, the environment and its non-human contents. Elaborate.
Approach:
• Briefly explain environmental ethics.
• State how its domain goes beyond humans and encompasses non-human
components.
m
co
• Conclude appropriately.
l.
ai
tm
Answer:
cke
ro
Environmental ethics is the branch of ethics that studies the moral and ethical aspects
@
of the relationship between humans and the natural environment. It focuses on the
at
w
environmental values and societal attitudes related to protecting and sustaining

ra
at
biodiversity and ecological systems for the present as well as future generations.
ag
th
ta
The environmental ethics include both human and non-human content:

• Unlike traditional ethics, which is mainly concerned with human duties,
environmental ethics is all-encompassing and extends the scope of ethical
concerns to include non-living natural resources like rivers, grasslands, mountains
etc. For instance, the Whanganui River in New Zealand was given the status of a
‘legal person’ with its own rights and values as it has special and spiritual
importance for the Maori tribe.
• Environmental ethics moves ahead of the instrumental value of the natural
environment to further include the intrinsic value that is the value of things as ends
in themselves regardless of whether they are also useful as means to other ends.
For example, a certain wild plant may have instrumental value because it provides
the ingredients for some medicine or as an aesthetic object for human observers.
But the plant also has some value in itself independently of its prospects for
furthering some other ends such as human health, or the pleasure from aesthetic
experience.

• Environmental ethics questions the assumed moral superiority of human beings to Student Notes:
members of other species on earth. It questions the dictum that nature has made
all things specifically for the sake of man.
• Environmental ethics is global as environmental issues transcend individual
identities and national boundaries and there must be value consensus and
cooperation among nations to cope with them. These include concerns such as
climate change and associated problems that have led to increase in environmental
refugees, melting glaciers, increasing marine pollution, sinking islands etc. In this
context, islands in the Maldives and Tuvalu are rapidly shrinking and it is the
responsibility of the global community to prevent them from disappearing.
• This branch of ethics critiques consumerism accompanying modern capitalism and
anthropocentrism (human-centered point of view). It calls for a ‘green lifestyle’
that is harmonious with nature and espouses an economic arrangement that is
sustainable and sensitive to nature’s limits.
Environmental ethics has been an integral part of the Indian tradition where nature has
been revered for centuries for its services to mankind. Various environmentalists such
as Baba Amte and Anna Hazare, movements such as the Chipko movement, Narmada
Bachao Andolan etc. have also spread awareness about ecological balance and
preservation of nature. It is important for humans to live in harmony with nature, and
adopt a model of sustainable development that would be beneficial for both mankind
and nature. In this context, Gandhiji has rightly said,’ the world has enough for
everyone’s needs but not for everyone’s greed’.
7. What do you mean by the term “Conflict of Interest”. Identify some situations that
may fall within its definition and analyze each one of them.
Approach:
Straight forward question. Explain the meaning of the term and identify some
situations that fall within its ambit.
m
co
l.
Answer:
ai
tm
Conflict of interest may be defined as a situation in which a public employee has a

cke
private or personal interest sufficient to influence or appear to influence the objective

ro
@
exercise of his official duties. Here personal interest includes more than economic
at
w
matters. It is considered an indicator, a precursor, and a result of corruption.

ra
at
ag
Transparency International understands a conflict of interest as a situation where an

th
individual or an entity for which they work, whether a government, business, media
ta
outlet or civil society organization, is confronted with choosing between the duties and
demands of their position and their own private interests.
The OECD guidelines distinguish between:
• Actual conflict of interest: a direct conflict between a public official’s current duties
and responsibilities and his/her private interests.
• Apparent conflict of interest: where it appears that a public official’s private
interests could improperly influence the performance of their duties but this is not
in fact the case.
• Potential conflict of interest: where a public official has private interests which are
such that a conflict of interest would arise if the official were to become involved in
the relevant official responsibilities in the future.

The following situations can be said to fall within the definition of conflict of interest. Student Notes:
1. Bribery
Bribery is the illegal acceptance of money or other valuable considerations in exchange
for special favours from public servants having to do with their official duties. The
critical condition here is that the bribe giver clearly intends to distort the objective,
even-handed conduct of the official, and the receiver intends to willingly comply. Thus
the official, faced with personal interests, pecuniary or otherwise, in conflict with the
laws, policies, and procedures for the conduct of his office, is induced to resolve the
conflict in favour of himself. Although bribery usually involves money, it may include
other rewards, such as sexual favours, promises of favourable publicity, or offers of
access to exclusive social circles.
2. Influence Peddling
Influence peddling occurs when a public employee attempts to influence a government
decision so that it favours a third party in which the employee has an interest.
Understood in typical terms, this might include such cases as policy decisions regulating
a business in which the employee holds shares or developing a general plan affecting
the value of land owned by the employee. This becomes an actual conflict of interest
situation whenever the employee stands a high chance of significant gain.
3. Information Peddling
Officials who are privy to information not available to the general public and who use
that information to their own advantage, monetary or otherwise, are guilty of
information peddling. The key factors are the power of the information and privileged
access to it. Actual conflict of interest is present when the information is highly
confidential and the official in question is responsible for maintaining the confidence.
4. Financial Transactions
Financial transactions become conflicts when a public servant has direct or indirect
m
co
financial interests that directly conflict with the responsible performance of the job.
l.
ai
Actual conflict of interest is present to the extent that an official is in direct personal
tm
control over a decision that will produce significant personal gain. This differs from
cke
influence peddling in that the official in question effectively controls the outcome – as
ro
@
for example a secretary does when he can influence the location of a new airport near
at
w
undeveloped land that he owns.

ra
at
ag
5. Gifts and Entertainment

th
ta
Seeking or accepting gifts and hospitality creates a conflict if these items influence a
public employee’s impartial discharge of his or her duties. This category of conflict of
interest amounts to a broadening of understanding of bribery. It includes such things as
discounts on purchases, offers of theater tickets, sex, or vacation trips, use of vehicles,
and gifts of lavish meals, recreational equipment, and liquor. Typically gifts of this kind
differ from other bribery in that they are given with no specific favours requested, but
they are nevertheless intended to create a generally positive predisposition towards
the donor.
6. Outside Employment
Part-time employment, consulting, retainers, and self-employment may cause a conflict
of interest with official duties. Conflict situations include the use of public employment
status to enhance a private employer (or oneself), the draining away of effort and
energy required for official duties, and the use of government services and equipment
in outside work.

7. Future Employment Student Notes:
If a public employee intends to seek employment in the future with a firm he now
transacts official business with, the tendency may be to give favoured treatment to this
prospective employer in hopes of encouraging a job offer. Also, the government
employee may present her inside contacts and knowledge of agency procedure as an
attractive package for a firm that does regular business with his public organization. As
people move back and forth between public and private sector service, intertwined
interests resulting from past work and future employment expectations can become
extremely complex.
8. Dealing with Relatives
Situations in which a public administrator may be in a position to do favours for a
relative can also create conflict. We might think of this form of conflict of interest,
sometimes called nepotism, as a special class of influence peddling because the
motivation is similar to other such cases. Essentially it involves using influence to gain
preferential treatment for a relative in hiring, promoting, awarding contracts, or any
other business practice. The public administrator who engages in such practices gains
not directly, but indirectly, by reinforcing family bonds and mutual support.
8. What do you understand by Administrative Ethics? Why is it needed for efficient

functioning of the administrative machinery?
Answer:
There are many definitions of administrative ethics.
• Administrative ethics are considered as ‘a set of moral norms and requirements for
those in public administration to aim their professional activity at attainment of
common wealth and effective use of moral values’.
• Administrative ethics are based upon moral norms. These norms are approved by
m
society, in its role as an important regulator of collective activities and existence as

co
l.
well as upon professional values, which are closely connected to public

ai
tm
administration.
ke
• Its tasks are to regulate employee relations by means of norms, behaviour and
c
ro
@
actions, and to form an ethical component in the consciousness of public

at
administration employees.
w
ra
• Normally, it is stressed that governmental employees set up ethical standards for

at
ag
managerial decisions, analyze these standards and bear personal and professional
th
ta
responsibility for the decisions made.

Administrative ethics studies all moral aspects of public administration employees' and
senior managers' activities. It includes three basic components.
• Values: individual, group and social statements, opinions and attitudes towards
concepts like freedom, justice, honesty, loyalty, neutrality, responsibility, etc.
• Standards and norms: the principles that guide the actions of people and
employees and help lead and control their behaviour (laws, codes, rules).
• Behaviour: different forms of employee activity limited by certain standards and
norms corresponding with social values.
Importance of administrative ethics:
• They reflect the concept and goals of the civil service as well as special tasks of
different governmental institutions.

• These principles are influenced by a conception of an ideal or target public Student Notes:
administration model adopted in society.
• They aid in defining the ethical requirements for civil servants, to understand
clearly the aim of the civil service and the mission of the civil servant.
• To participate in the regulation of the relationship between government and
citizens.
• To promote public and state concerns in government activities as much as possible.
• To provide public administration staff with certain behavioral standards based on
morality.
The main task of administrative ethics is participation in regulation of the relationship
between the government and people. A system of ethical standards and requirements
would assist:
1. in putting into practice social constitutional values, such as freedom, social justice,
equal opportunities, essential civil rights;
2. in overcoming differences between public groups by means of development and
performing reasonable and constructive policies, compromising ethics and social
integration; ethical aspects of working out and making decisions in the area of
public administration are of primary importance in this case;
3. in distributing public wealth, goods, benefits and compensations made by
governmental bodies; furthermore, in the course of governmental institutions
performing these tasks, the problems of justice, equality, etc. arise;
4. in increasing authority and prestige, since any state and regional government
institution employee represents power in general, and ordinary people considers
his/her activities as actions of the state; this imposes a special responsibility for
those employed in the area of public administration.
Why administrative ethics are needed for efficient functioning of the administrative
machinery:
•
m
An increasing need to define ethical criteria for every public servant, and to impose
co
responsibility for his/her professional activities.

l.
ai
tm
• Developing a unified approach to set up easily interpreted moral principles and

ke
standards and to work out a unified system of values and ideals.

c
ro
• Administrative ethics require professional groups and specialists working for these
@
at
groups to serve social, professional, group and single customer concerns.

w
ra
• Special ethical requirements for administrators are necessary in order to realize in

at
ag
society such constitutional values as freedom, social justice, equal opportunities

th
and essential human rights. Therefore, there is a strong relationship between

ta
ethical requirements and constitutional values. Special requirements for

administrators should cover the following standards: requirements (how
professional morality directs civil servant behaviour in certain conditions);
prohibitions (what is prohibited in professional behaviour); recommendations (how
civil servants should behave in certain moral conditions).
• It is extremely important to develop high moral responsibility for public
administration employees who are dealing with individuals representing different
social groups. It should be mentioned that from the citizen, professional group or
institution point of view it is public administration employee who represents the
state and acts on behalf or according to the order of the government body. His/her
behaviour, style of work, ways to resolve problems and to talk to ordinary people
finally forms the impression upon government machinery.
• All mentioned above oblige to develop measures to improve style of ministries and
departments work as well as to control the performance of government

administrative machinery. It is necessary to pay attention to high responsibility for Student Notes:
one's duties in the employee education, to inculcate in servant the features like
efficiency, orderliness, irreproachable and honest duty performance as well as
ability to foresee and to work prospectively.
9. Colleges and schools are a microcosm of the real world. Elaborate as to how these are
instrumental in character-building. Also suggest certain measures through which
these institutions can play a greater role in the current scenario.
Approach:
Establish how colleges and school represents the real world. Then discuss the ways in
which they play a role in character formation, the way they influence an individual and
the degree of influence. Finally suggest some measure to enhance the quality, impact
and form of the values imparted by these institutions. These measures should be
mainly focused upon enhancing the efficiency, role and scope of these institutions in
character building.
Answer:
Family acts as a primary teacher in child’s life but it is school, which broadens his
horizon and allows others (teachers, staff, peers, etc.) to help him develop into the
smart, confident and respectful adult. Schools and colleges represent a small sample of
real world to the child in a way that there are individuals senior to him (teachers, staff)
whom he is supposed to obey, there are colleagues from different class, caste and race,
religion, sex, nationalities, cultures and traditions with whom he interacts and it
provides him the first experience of future life in which he has to be among such
persons belonging to various groups. It also helps them to shape their viewpoint of the
world around them. Schools provide a world view in a sense that there are deadlines to
complete the tasks, examination are manifestation of performance oriented life,
gradation/marking signifies that in real life one will be evaluated and rewarded based
m
upon his performance. Thus in schools/colleges different kinds of processes and

co
l.
interactions come to a child for the first time and thus it makes them very important
ai
tm
institutions for character building and inculcating values.

cke
Role of Schools and Colleges:

ro
@
at
School is primarily an educational institution, which fosters systematic learning in a

w
ra
more or less prescribed manner. School’s role is to bring each student to his individual,
at
ag
maximum academic potential. A significant amount of schoolwork throughout the

th
grades is dedicated to helping children become expert problem solvers and solution
ta
seekers, skills that will come in just about every personal and professional aspect of
child’s adult life. Therefore, in addition to academic skills, problem solving is an
essential life skill.
The school plays an important role in helping children learn to interact positively with
their peers and teachers. They learn about healthy relationship skills and develop them
further through interactions, both in classroom and on the playgrounds. Thus schools
provide them an opportunity to connect with other children and adults in a caring and
emphatic manner. Schools not only provide lessons on reading, writing and arithmetic
rather from the very beginning it also focuses on helping kids learn about compassion,
respect, empathy and integrity. At first it begins with basic lessons like “raise your hand
to speak” and “keep your hands to yourself”.
Later it develops into argumentative debates about moral and social issues. By the time
one graduates high school he should have a fairly firm grasp on his own beliefs, values
and how he see himself. All this helps him to be a responsible and confident human

being. Team spirit, leadership, obedience and discipline are some other important Student Notes:
personality traits, which are imparted by schools through various activities.
Measures, which can improve role of Schools/Colleges:
• The way in which teachers interact with children and encourage interaction
between children, affects each child’s development in important ways. So it is very
important to ensure quality interaction at each level. For this it is expected that
schools publish policies for building the character of their pupils and regularly
assessing pupils’ strength of character. This can also include general behavioural
expectation from the teachers and staff.
• Moreover, there should be a part of curriculum dedicated to education of values.
Lectures and events based upon lives of great leaders, social reformers and noble
personalities should be promoted and rather than keeping them superficial in
nature they should be so designed that it can create maximum impact on students’
life.
• Students with good character should be rewarded and appreciated; this will
promote others to behave like that.
• Teachers should present themselves as a role model to students and stay
completely honest and dedicated in their responsibility.
• Students should be taught about emerging ethical dilemmas in the times of
growing use of technology with respect to social media, internet, mobile phones
etc.
• Cordial and constructive relation between seniors and juniors is an important
element for strong and swift character building process of an individual while lack
of this results in many problems like clashes (in form of ragging etc.), stress and
exploitation.
10. Is the morality of an action dependent upon the circumstances of the act or is it
independent of it? Examine. Can an action be unethical yet moral?
m
co
Answer:
l.
ai
tm
Morality is individual's own sense of right or wrong which is subject to change

cke
according to their changing social milieu and associated social, cultural, religious and
ro
@
political conditionings. Besides this there is an existence of transcendental, objective

at
w
moral truths which functions regardless of geographic location, place in history or form
ra
at
of culture. Humans have historically recognized some objective moral absolutes; these
ag
principles transcend culture, location and history. The doctrine that says that morality is
th
ta
depended on circumstance sees morality in relative terms and it has important

implications for how we conduct our lives, organize our societies, and deal with others.
Suppose you have a moral disagreement with someone, for example, a disagreement
about whether it is okay to live in a society where the amount of money you are born
with is the primary determinant of how wealthy you will end up. In pursuing this
debate, you assume that you are correct about the issue and that your conversation
partner is mistaken. Your conversation partner assumes that you are making the
blunder. In other words, you both assume that only one of you can be correct. However,
both conflicting moral beliefs can be true.
However some moral actions are often dependent upon the circumstances in which
they are made. For e.g. moral actions (such as killing) are sometimes justified under
certain circumstances (i.e. when protecting the life of an innocent child) . Similar is the
case with attitudes towards violence which is paralleled by variation in attitudes

towards sex and marriage. When studying culturally independent societies, Student Notes:
anthropologists have found that over 80% permit polygamy. Some cultures marry off
girls while they are still pubescent or even younger. In parts of Ethiopia, half the girls
are married before their 15th birthday.
Some scholars say moral variation is greatly exaggerated – people really agree about
values but have different factual beliefs or life circumstances that lead them to behave
differently.
With morals, unlike science, there is no well-recognized standard that can be used to
test, confirm, or correct when disagreements arise.
Therefore what we require is to address the multifariousness of moral considerations
that arise in particular cases and the need and possibility for employing moral
principles in sound moral reasoning. We require moral judgment, not simply a
deductive application of principles or a particularist bottom-line intuition about what
we should doour moral judgment is greatly aided if it is able to rest on the sort of
heuristic support that casuistry offers.
Our principal interest is in ways that we need to structure or think about conflicting
considerations in order to negotiate well our reasoning involving them.Some influential
building-block for thinking about moral conflicts can be W. D. Ross's notion of a “prima
facie duty” ( if there is a conflict between prima facie duties, the one that is strongest in
the circumstances should be taken) etc.
But relativism has been widely criticized as well. It is attacked as being sophomoric,
pernicious, and even incoherent. Moral philosophers, theologians, and social scientists
try to identify objective values so as to forestall the relativist menace.
ii) Morals and ethics are two sides of the same coin. Morals are 'rules' (if you will) that
individuals are personally bound by through our experiences, knowledge, upbringing,
environment, etc. Ethics on the other hand are 'rules' that we subscribe to based on
any particular social group with which we associate ourselves. For the better part of the
m
co
population, morals and ethics are in line with each other. Simply put, most people
l.
ai
choose to associate themselves in groups with which they can 'see themselves' in.
tm
ke
Telling lies is unethical, but to do so to save a life is certainly moral. For example, there
c
ro
are numerous examples of very ethical people who lied to the Nazi's in order to save
@
at
the lives of Jews.Many professions are put in ethical dilemmas all the time, for example
w
ra
police officers. If their higher purpose is to save lives, then their action is moral even if
at
ag
sometimes the means is unethical. Many times those same police officers are willing to
th
delude themselves into thinking the action is moral when it is not.

ta
A dilemma arises when a groups 'morals' (i.e. ethics) are not in line with an individuals
morals. Whether you choose to analyze such a dilemma from a psychiatric,
physiological or sociological stance is a matter of personal preference. However, any
act, belief, behavior, thought, etc. can be moral but unethical. That is, if you are
personally bound to believing that a particular act is moral, it does not necessarily have
to be ethical. Take any 'hot political topic', such as war, abortion or human rights, or if
you prefer more personal acts/behaviors such a monogamy or suicide.
Essentially, any act that an individual chooses to pursue, but is frowned on by the social
group serves as an example . The only pre-requisite is that the individual who performs
the act believes it to be moral. Extreme examples; Hitler and Napoleon. They each
(most likely) believed their respective actions were morally justified, but the world
marginalized them as unethical leaders.

11. Should circumstances be the sole criterion for judging the morality of human action or Student Notes:
the nature of the action and its purpose must also be considered? Justify your stand
with examples.
Approach:
The answer should contain the following parts:
• Identify the elements of human action (nature/object, circumstances, and purpose)
that are analyzed for judging the morality of human action.
• Further, explain that though circumstances are a criterion but they are not the sole
criterion since the object, as well as, purpose of human action should also be
considered in deciding the morality of human action.
• To justify your point, give examples/illustrations to show that circumstances can’t
make an action, whose object is bad, ethical.
Answer:
Some philosophers (teleologists or interpretivists) subscribe to the view that
circumstances are the sole criterion for judging the morality of human action. Joseph
Fletcher maintained that action becomes specific through circumstances. Without
specificity ethical elements in action can’t be examined. Circumstances make an
abstract action to be specific based on time, place, agent, and manner. For example, to
strike in self defence is one thing and to strike without any provocation is another
matter. Thus, circumstances decide the morality of human action.
However, there are two other elements to every action that decides the morality of
human action - nature/object and purpose/end of human action- not just the
circumstances.
An action whose object is bad by its very nature will remain bad and nothing can
improve it- neither circumstances nor purpose. For example, a lie remains a lie despite
the purpose or circumstances. Circumstances can only make it less bad but never good.
m
Here another issue with circumstances as the sole criterion becomes apparent - that it
co
l.
makes morality subjective and relative (telling lie can be bad or less bad depending on
ai
tm
circumstances).
cke
ro
Similarly, an action whose purpose/intention is bad is unethical and nothing can

@
improve it- neither object nor circumstances. For example, giving donation to a poor
at
w
helpless person is good because of its object and the circumstances but can be termed
ra
at
as unethical if you give donation with an intention to lure a homeless person into doing
ag
th
something evil.
ta
Thus, circumstances are not the sole criterion ratherobject, circumstances, and
purpose together decide the morality of human action.
12. The legal framework in modern society has both anomalous and complementary
relationship with its ethical framework. Discuss with examples.
Approach:
The answer should contain the following part:
• A brief introduction discussing the relationship between law and ethics.
• How law and ethics complement each other, with the help of examples.
• When do both stand in contradiction to each other, again with the help of
appropriate examples.

• The answer should also address why such a variation in relationship is seen in the Student Notes:
modern society.
Answer:
The old adage “If it isn’t illegal, it must be ethical” is deeply flawed in the context of
modern society. Ethics and law are as different as the unenforceable from the
enforceable, and as complementary to each other in the ultimate aim of creating a
citizenry, which does the ‘right’ thing when confronted with dilemmas.
Law are codified norms of the society, backed by the legitimacy of the state. It reflects
areas of moral agreement so broad that the society comes together and says, “This
ethical behaviour shall be mandated”. To a broad extent, when ethics collapses, the
law rushes in to fill the void.
An example helps here. Earlier you didn’t throw litter on the road simply because
“people don’t do those things”—because it was the “wrong” thing to do. Now you
don’t toss litter because there are fines for doing so. What was once a second-domain
issue of ethics has shifted to a first-domain issue of law. In such examples, legal
framework and ethics play a complementary role.
But there’s another side to it too, when legal framework can possibly have an
anomalous relationship with the ethical framework. A case in point is the “Ethics of civil
disobedience”. The standard of civil disobedience urges that unjust laws be disobeyed.
Mahatma Gandhi effectively used it in the 1920s against an unjust but lawful
government. Later on, civil rights movement in the United States in 1960s and anti-
apartheid movement in South Africa also were directed against unjust laws present in
those times. Civil disobedience demands moral reasons to disobey the law.
Such an anomaly is striking in the modern society because of the growing acceptance
of importance of delivering human rights to everyone, which many a times come in
conflict with the prevailing conservative laws. Gay rights movement is a relevant
example.
m
co
l.
ai
tm
13. "Morality is based neither on the principle of utility, nor on a law of nature, but on
ke
human reason. But human reason can be fallible." Comment. What does morality
c
ro
mean to you?
@
at
w
Approach:
ra
at
ag
• Explain the statement giving examples where human reason cannot decisively
th
judge between what is good or bad.

ta
• Give definition of morality, explain what it means to you by giving examples.

Answer:
It is through reasoning and logical thinking that man has been able to separate unjust
from just and ethical from unethical; not on the basis of utility or law of nature. Human
actions are based on reason, which guides us what we ought to do. The source from
where we derive our reasoning can be religion, law, internal beliefs and values, etc.
As such, human reason is conditioned by a number of factors, such as existing political
and social order. This leads to an act being decided as immoral by some while moral by
others. For example, today, capital punishment is held as immoral by many countries
and activists while there are many who reason for it as a retributive justice to some
heinous crimes. Thus, depending upon the reasoning an act can be moral or immoral.
We face number of dilemmas daily where reasoning creates conflict with the societal
norms and ethics. Depending on new information, reasoning can thus change, making it

fallible. Hence, it is true that morality if left to pure reason can be susceptible to fault. Student Notes:
Morality may be termed as principles concerning the distinction between right and
wrong or good and bad behavior. It is a particular system of values and principles of
conduct. Generally these principles are accepted by society at large, yet, they may be
personal standards of an individual that he thinks are virtuous.
To me also, morality means taking a reasoned stand to differentiate good from bad.
However, it should be open to new facts and alternate viewpoints which broaden the
horizon of human reason. For example, speaking truth is considered moral universally.
It may also be considered moral by an individual. However, for somebody who
considers helping someone in need as greater moral principle may do so even if he
needs to tell a lie for same.
14. What are the various sources through which humans can judge the correctness of
their actions? In the context of public life discuss how these sources are important in
offering a clear and practical guidance.
Approach:
• Discuss rules, regulations and conscience as sources by which humans can judge
the correctness of their actions.
• Discuss their role in public life.
• Conclude by emphasizing the desirability of these sources in ethical decision
making.
Answer:
Laws and conscience are the two sources of guidance by which human beings can judge
the morality of their actions. These sources are particularly important to public
administrators in offering a clear and practical guidance.
1) Law, rules and regulations
m
co
Laws have a moral connotation. It induces people to act or restrains them from acting
l.
ai
tm
and imposes an obligation. It must not only be just, but also burdens equally. Also, it is
ke
for common, not private good. Regulations often help clarify laws. Unlike laws, rules
c
ro
need not be for the common good and can be for the private good. For example, rules
@
at
made within an organization for efficient utilization of resources etc.

w
ra
at
2) Conscience
ag
th
It is a person's moral sense of right and wrong, viewed as acting as a guide to one's
ta
behavior. Law states a general rule concerning actions; conscience lays down a practical
rule for specific action. Conscience applies the law or rule to specific actions; therefore
it is wider than law.
Importance in offering a clear and practical guidance
In considering right and wrong, public administrators have at their disposal information
on the nature of the action performed or about to be performed, the circumstances
surrounding the action and the purpose of the action. Laws, rules and regulations
provide additional guidance to these.
Sometimes rules circumvent what the civil law clearly states. While a superior can
punish a subordinate for violating such rules, if the rule is contrary to civil or natural
law, the violator may have acted ethically. Hence, rules violating natural or civil laws
should be avoided.

It is often recognized that rules and regulations alone are insufficient for public Student Notes:
administrators. Without a conscience to apply those laws and rules to particular
actions, public administrators miss a critical element. Conscience helps in applying the
laws, rules and other criteria of morality to specific actions.
All public administrators have to make discretionary decisions where conscience plays
an important role.
15. What do you understand by ‘civic virtue’ in public life? What are the challenges in
practicing it in today’s time? How can these challenges be overcome?
Approach:
• Define the civic virtue and discuss different dimensions of civic virtue.
• Discuss the challenges faced by public while practicing it.
• Also list some solutions.
Answer:
Civic virtue is morality or a standard of righteous behavior in relation to a citizen’s
involvement in a society. It is an underpinning of how a citizen relates to the society. As
such, civic virtue has different notions in different societies. A liberal society makes
minimum demands on its citizens, whereas a republican tradition demands that citizens
be active, on the assumption that high levels of civic engagement is necessary to
protect against government excesses or to create shared public goods. Conservatism
emphasized family values and obedience to the father and the state. Nationalism
carried by masses of people made patriotism an important civic virtue.
A citizen may exhibit it simply by voting, by paying taxes, volunteering for social cause,
maintaining cleanliness, etc. Civic virtue lays stress on communitarianism rather than
individualism. Robert Putnam has defined three civic virtues: active participation in
public life, trustworthiness and reciprocity that is required through social
connectedness.
m
co
Challenges in practicing
l.
ai
tm
• Growing individualism due to changes in society and its organization. Most

ke
importantly, with conflict between traditional and modern values, the notions of
c
ro
@
civic virtues are changing leaving a void in its actual practice.

at
• Competition for limited resources, with everyone trying to extract maximum for
w
ra
self. In such an environment, people tend to forget their obligations towards society
at
ag
and commitment to values. For example, people evade taxes to save money for
th
ta
personal expenses.
• Lack of trust between public organizations and people and subordination of public
interest over personal interest.
• Difficulties in bringing about changes in behaviour and attitude, which stand in the
way of practicing desirable civic behaviour.
Solutions
• Promote civic education: School education is necessary for the upbringing of a
child. But it is not sufficient to generate a sense of responsibility towards society.
Hence we need to promote civility through value education.
• Lead by Example: Presently, people have cynical views regarding their leaders. The
public justify their action by assuming that leaders preach the ideas but not follow
them. So leaders need to be torchbearers. For example, many political leaders
came forward and tried to set an example for the society to promote cleanliness in
India.

• Influential People: People have blind following for actors, entrepreneurs, speakers Student Notes:
etc. These people can easily generate sense of a responsibility towards the society.
For example, the government makes use of actors to fight against the problem of
open defecation and to encourage tax payments.
• Awareness about rights and duties: It is high time that people also give due
importance to their duties. For instance, recently SC has held that if a person does
not cast his vote, then he has no right to question the government.
16. The lives of great leaders inspire us in many ways. Which leader has had a lasting
impact on you and in what way? Mention one outstanding value that you have
imbibed from him/her and its importance to being a civil servant.
Approach:
• Describe which leader had a lasting impact on you and why.
• Mention the outstanding value of the leader that you have imbibed.
• Also explain the importance of those values in civil services.
Answer:
Dr. APJ Abdul Kalam is known to the world as the first scientist who went on to become
the President of India. But he was so much more than the labels that can describe. He
inspired others to dream big, and led through example. He did not limit his thinking
only to individual growth but expanded it to his country, and the world.
Dr. APJ Abdul Kalam embraced his unique traits, and strengths. He dared us to think
differently, innovate, and experiment. He reminded us again and again, not be afraid
of failures or what people think. Because without failed experiments, there will not be
new learning.
He displayed the qualities of devotion, dedication and determination towards his
works. He had a vision of developed and progressive India and inspired us all around his
vision. He had remarkable qualities of leadership. As a leader of his team, he used to be
the first to accept failures but gives first credit to his team on success.
m
The most outstanding value of Dr. Kalam which had lasting impact on our minds is His
co
l.
unparalleled humility came with deep compassion. Such quality should also be
ai
tm
imbibed by the civil servants.

cke
ro
He wanted each and every Indian to realize their full potential, and contribute to the
@
well-being of the country and the world.He said - “Look at the sky. We are not alone.
at
w
The whole universe is friendly to us and conspires only to give the best to those who
ra
at
dream and work.”

ag
th
Humility is important in civil servants. It means the quality of having a modest or low
ta
view of one's importance. A humble civil servant seek input from others to ensure they
have all the facts and are making decisions that are in the best interest of the different
sections of society. It becomes more significant in Indian context where owing to
colonial legacy and the miniscule proportion of its elite cadre, civil servants often
display ivory tower mentality, supremacy, individualism and disdain for public
participation in decision making.
A great way to show humility is accepting and admitting to past mistakes and using
these mistakes as teachable moments for constituents. When institutions and leaders
admit their mistakes, they make it acceptable for others to make their own mistakes
and learn from them.
Each civil servant has to place the people at the centre, be responsive to their needs,
respectful of their wishes and accountable to them. This requires civil servants to be
selfless in their contribution, inclusive in their decisions, humble in their behaviour and
inspiring in their actions.

17. What is the relationship between Ethics and Law? Explain with examples. Student Notes:
Approach:
• Briefly, define Ethics and Law.
• Discuss the various aspects of Ethics and Laws to explain the relationship between
both.
• Provide an appropriate conclusion.
Answer:
Ethics is a reasoned framework of moral principles, which is concerned with what is
good for individuals and society. However, law is structured system of rules and
regulations enforced through certain authority to govern individual’s behavior, actions
and social relations.
Relationship between Law and Ethics
Similarities:
• Both laws and ethics are systems which maintain a set of moral values and prevent
people from violating them. They both provide guidelines to people of what they
may or may not do in certain situations. Most laws represent the minimum
standards of ethical human behavior.
• It is when certain ethical principles become widely accepted, they are codified into
laws. For example, ‘motherhood’ in our society is considered to be sacrosanct and
does not trade for monetary value. Therefore, the law regulating surrogacy in India
allows only altruistic surrogacy.
Dissimilarities:
• Foremost, law provides for punishment for violation- a legally enforceable action by
the competent authority. Ethics on the other hand may invite social sanction, but
no legally enforceable punishment in a court of law.
m
• There may be many areas where law does not exist or is silent. But ethics and
co
morals have a wider scope. For example, the law will not bind a businessman to tell
l.
ai
tm
his competitor about their new client that has a reputation of not paying dues, but
ke
ethics will still guide judgment here.

c
ro
• Ethics may vary from people to people because different people may have different
@
at
opinions on a certain issue, but laws describe clearly what is illegal no matter what
w
ra
individual opinions people have of them.

at
ag
• To some extent, ethics is not well defined but laws are defined and precise.
th
ta
• Ethics as a code of conduct may evolve as a society matures, but laws need to be
changed through specific action of the legislature.
The relationship between law and ethics is dynamic and a function of its time. Ethics
guide laws. Changing ethical and moral standards lead to amendment or invalidation of
existing laws. For example, The Right to Information was enacted to codify the ethics of
transparency in government functioning. Similarly, earlier homosexuality was widely
perceived as unnatural and immoral. But with the social progression, Section 377 has
been declared unconstitutional in so far as it criminalized “consensual sexual conduct
between adults of the same sex”.

11. Previous Year Case Studies of Vision IAS Test Series Student Notes:
1. The global toll of the COVID-19 pandemic is enormous: more than a half-million lives
lost, hundreds of millions out of work, and trillions of dollars of wealth destroyed. And
the disease has by no means run its course. There is tremendous interest in the
development of a vaccine, with more than a hundred initiatives under way around
the world. Even if one or more vaccines emerge that promise to make people less
susceptible to COVID-19, the public-health problem will not be eliminated. But
policymakers can avert some foreseeable problems by starting to address key
questions about financing and distribution now. In view of the above scenario, answer
the following questions: (a) Identify the different stakeholders involved in this
scenario. (b) Identify some of the ethical questions and issues that are likely to
emerge as the vaccine becomes available. (c) Who, in your opinion, should be
amongst the first recipients of the vaccine? Give reasons for your answer.
Approach:
• Introduce by providing the gist of the given case study.
• Enlist the various stakeholders involved in the given case study.
• Bring out some of the ethical issues that are likely to emerge as the vaccine
becomes available.
• Discuss who should receive the vaccine first. Support your argument with valid
reasons.
Answer:
COVID-19 emerged in China and quickly became a worldwide problem. Just within the
first few months, the pandemic has adversely affected the lives of hundreds of millions
and more than a half-million have lost their lives. In light of this, various efforts are
underway for developing a suitable vaccine.
a) Following are the different stakeholders involved in this scenario:
m
• Common public at large: Their lives and livelihood depend upon the availability
co
of vaccines, especially of those who cannot afford masks, sanitisers and other
l.
ai
tm
precautionary measures.
ke
• Health-care workers and other essential workers involved in providing services

c
ro
to people: They are in direct contact with the virus and are overworked due to
@
at
large number of cases coming. Every day they are putting themselves, as well
w
ra
as their families at risks. Therefore, they would be willing to have a cure as early
at
ag
as possible.
th
• Health organizations around the world like the World Health Organisation etc.:
ta
They are responsible for research, collaboration, providing accurate

information, etc. Their efficacy as well as reputation is at stake.
• Governments around the world: It is their moral responsibility to control the
pandemic, provide adequate fund for the research and production of vaccine
and work towards its equitable access.
• Non-governmental institutions like Bill & Melinda Gates Foundation: They
invest in the research and also work with the governments in distributing the
vaccines and making them available to the vulnerable sections.
b) As the vaccine becomes available then following are some of the ethical issues that
are likely to emerge:
• Concern about safety of the developed vaccine: In a hurry to develop a
vaccine, various organizations are rushing through trial phase raising concerns
about efficacy and side-effects of the vaccine. In the process, they are
neglecting one of the principles of medical ethics- ‘to do no harm’.

• Issues related to vaccine producing companies: Here the related question is of Student Notes:
how the companies that develop a vaccine will be compensated if they are
required to license the patents and know-how to producers elsewhere.
• Issues with capacity of vaccine production and distribution: There are nearly
eight billion people on the earth. Manufacturing eight billion doses (or
multiples of that if more than one dose is needed) of one or more vaccines and
distributing them around the globe could require years, not months.
• Political concerns: These include questions like who should receive the initial
doses of any vaccine, who should pay for the cost of vaccine production and
distribution, which authority will determine with regard to the above
questions, should a vaccine be given for free to some or all etc.
• International concerns: At the international level, the questions are even more
complex like what special advantages should be accrued to the country where a
vaccine is developed, to what extent the wealthier countries should help the
poorer countries.
c) Considering the large population and limited capacity of production and
distribution of vaccine, it will not be possible to provide everyone around the world
with the vaccine at the same time. There is need to develop a strategy for the same
which will guide us in deciding who should receive the vaccine first.
• One idea in this regard would be to administer the initial doses of vaccine first
to health-care workers, followed by police, firefighters, the military, teachers,
and other essential workers. This is done by analyzing the risk one faces due to
their occupation. The frontline workers who are at higher risk should be given a
vaccine first. This will help them in performing their role fearlessly and
efficiently. There have been several cases where frontline workers have lost
their lives while performing their duty. Also, there have been instances of
discrimination against them.
• Second idea is that the governments must consider the risk of COVID-19
disease progressing into serious complications. As per this approach, priority
should be given to those who are at higher risk of developing serious
m
co
complications from COVID-19, such as the elderly and those with pre-existing
l.
ai
medical conditions. This will not only help us in halting the progression of
tm
ke
disease into severe form but will also help in reducing the mortality.
c
ro
@
In this context, any effective vaccine that is developed should be treated as a global
at
w
public good and should be distributed equally around the world, regardless of where it
ra
at
was invented or of a country’s ability to pay. The WHO for this has put forward a global
ag
allocation framework that seeks to ensure priority for the most vulnerable populations
th
ta
and frontline workers.
2. Various studies have found out that cases of depression and mental illness have
increased exponentially in the recent past. Also, in the age group of 15-30 years, this
problem is further pronounced. Furthermore, the rising trend of suicides in this age
group has been attributed to depression.
Given the situation, answer the following questions:
(a) Present an ethical critique of the prevalent societal attitude towards mental
illness.
(b) Given the magnitude of the problem among younger generation/young adults,
analyse the role of the following:
i. Parenting
ii. Social Media
iii. Video Games

Approach: Student Notes:
• Introduce the answer with statistics around mental health problems.
• Discuss the prevalent societal attitudes toward mental health issues and highlight
an ethical critique towards it.
• Briefly mention the perceptional shifts needed to tackle these issues.
• Analyse the role of parenting, social media, and video games in causing the mental
health issues.
• Conclude briefly.
Answer:
According to WHO, stress and depression cases increased by 18% in the last decade but
the expenditure on mental health in India is merely 0.06% of GDP. In the age group of
15-30, increase in mental health issues and eventual suicide rates can be attributed
toward cultural changes, and behavioural changes in the wake of increasing
urbanisation, employment and emotional uncertainty, social media generated online
bullying and peer pressure.
a) Attitudes and beliefs about mental illness can be shaped by multiple factors:
• Knowledge acquired through keenness
• Experience/interaction with someone living with mental illness
• Cultural stereotypes
• Media stories
• Familiarity with institutional practices and past restrictions (e.g., employment
restrictions)
Hence, the prevalent societal attitudes towards mental illness vary from empathy and
caring to that of neglect, pity and abhorrent treatment like a less-worthy human.
Although the societal attitude towards mental illness though has slowly been
evolving, however, following ethical issues continue to remain. For instance:
m
co
• Trivialisation: It is a minimising behaviour where an illness is conceptualised as

l.
ai
being easier to acquire, suffer with, or treat. Attitudes towards mental health are
tm
still not on equal terms with those towards physical health.

cke
• Stigmatisation: It is a significant barrier for the early diagnosis and treatment of

ro
@
various mental health conditions. People with mental health problems are less
at
w
likely to seek help if they feel their condition is stigmatised.

ra
at
• Social Labelling: In a lot of cases depression is stereotyped as a ‘first world

ag
th
problem’ or the ‘problem of luxury’ and not an issue in the third world – which is
ta
untrue, as large number of students, female, and farmer suicides take place in
developing countries like India.

• Treatment issues and perceptional biases: Researching the diagnosis and Student Notes:
treatment of mental disorders also presents special ethical issues. For instance,
while dementia is perceived as quite straightforwardly ‘medical', other ailments
like personality disorders are sometimes treated and looked at differently, with a
stigma.
The society at large, beginning from the family, needs to be open about discussing
mental health issues. Consulting psychiatrist or medications should not be considered
taboo and immediate assistance and familial support must be provided, for which
district administrations can play a big role by creating sensitisation campaigns.
Interventions like happiness curriculum as introduced by the Delhi government that
included meditation; sports activities; reconnecting with nature should be undertaken
so as to hone young minds.
b) Mental health problem is a scientifically treatable disease. A disease has a cause, an
aggravating condition, and finally a treatment. Excessive pressure and competition is a
common cause of occurrence and its ignorance, a cause of aggravation. The role of
parenting, social media and video games for the younger generation vis-a-vis mental
health problems is as under:
• Parenting: Parental support and a nurturing family are key to addressing mental
health issues. The first step begins with a liberal environment in the family where
young adults, teenagers, can have free discussions with their parents. Moreover,
parents need to also understand that peer pressure, and creating pressure over
exam results, performance in competitive exams may impact young minds and
increase student suicide rates. Thus, a conducive environment where the younger
generation is encouraged to discuss issues should be promoted, over and above
dismissing beliefs related to mental health treatments.
• Social Media: Social media addiction is one of the key factors responsible in
changing our behaviour towards others and alienating ourselves. While social
media is a good platform towards connecting with people, and gather information,
m
over-dependence and over-consumption of it amount to addiction, which

co
l.
influences the cognitive ability of adults, teenagers. Moreover, things such as

ai
tm
trolling, cyber bullying, perceptions about others, the need to constantly post or
cke
upload – further isolate minds, while also limiting good habits like reading, playing,
ro
@
or spending time with nature.

at
w
o Social media behaviour should be restricted and sensitisation campaigns on

ra
at
limiting their usage must be undertaken by all schools, colleges, and work
ag
environments.
th
ta
• Video Games: According to the WHO, video-gaming disorder is a "pattern of

persistent or recurrent gaming behaviour" in which people lose control over their
gaming behaviour, resulting in impairments in their family relationships and social
lives and has recommended to classify gaming disorder as a separate addiction.
The Blue Whale Challenge game posed serious mental health risks in the form of
self-harm and attempted suicides.
It is therefore important to not dismiss mental health issues based on ill-conceived
notions and understand that stigmatisation will only worsen the silent epidemic of
depression. Additionally, ensuring proper implementation of the National Mental
Health Policy 2014, which puts renewed focus on depression, suicides and attitudes
towards mental health, shall also help in addressing these challenges.

3. You, a reporter currently working as an intern, accompanied a small group of Student Notes:
reporters to a political event organized by the ruling party's state unit. The party was
followed by dinner where you were also asked to join. Here, you noticed that alcohol
was being served to some members of the ruling party. Consumption of alcohol had
been declared illegal in the state a few months ago and the ban is being enforced
strictly across the state. The other reporters in your group ignored the issue and asked
you to ignore it as well. However, it was clear to you that the law was not being
followed.
(a) Identify the issues involved in this scenario.
(b) What are your duties in such a scenario?
(c) What course of action would you follow and why?
Approach:
• Discuss issues such as political apathy, insensitivity and lack of values.
• Highlight the duties as an ethical journalist and a responsible citizen.
• Discuss the action which you would take.
Answer:
a) Facts of the case:
I as a reporter have witnessed a clear violation of law regarding prohibition of alcohol
by the same party who is in power and being asked to keep quiet about it by my
colleagues.
The issues related to the party members involved include:
• Breach of the law banning alcohol consumption.
• Political apathy.
• Dishonest and inappropriate behaviour.
• Double standards while implementing the laws v/s following them in letter and
spirit.
m
• Possible misuse of authority and influence to gain access to banned substance.

co
l.
ai
The issues related to reporters who turned a blind eye towards the incidence are:
tm
ke
• Breach of journalistic ethics.

c
ro
• Indirect collusion with law breakers.

@
at
• Possible vested interests.

w
ra
at
b) My duty as a journalist is to uphold the core values and cardinal principles of

ag
journalism - truth, accuracy, fairness, impartiality and accountability.

th
ta
As a responsible citizen, it is my duty to abide by the law of the land and to help the
authorities in its implementation. I should report any visible breach of law which may
help the authorities to implement the rule of law in letter and spirit.
c) I have two alternatives, either to keep quiet or report the incident to concerned
authority. By choosing the former I will not only be violating journalistic ethics, it also
shows lack of courage and an attitude of indifference towards illegality.
• Thus, I will report the issue to the police as it is a blatant violation of the law. As a
journalist I would collect relevant evidence (photograph/video etc.) which may be
useful in reporting this issue and aiding the police in filing a case.
• The fact that other group members want me to ignore the issue may be due to fear
or due to some vested interest. I would also try to convince the other members in
my group to come forward and bring the law breakers to justice.

• I will use the journalistic platform and social media to bring the issue to the notice Student Notes:
of the general public so that true picture of those involved may be brought to fore.
Reason behind the course of action:
Reporting the illegal consumption of banned substances will help the administration
curb smuggling and in better implementation of the law. The journalistic principles of
truth and fairness and duty as a citizen of not remaining merely a spectator after
witnessing an illegal act but raising my voice against it will be upheld. Consumption of
alcohol by party members shows a clear case of hypocrisy. Such hypocrisy must be
checked to have a government with integrity.
4. Ramesh, a very hardworking person, is the sole bread earner in his family. He has
worked with an oil company's local affiliate for several years, and has established a
strong, trustworthy relationship with Suresh, manager of the local facility. Suresh has
recently recommended Ramesh to be recruited as the corporate consulting engineer
for the company, which would be a position of greater responsibility along with a
stable income. During a casual conversation, Suresh mentions an incident in the 1960s
wherein 10,000 gallons of a petrochemical was leaked into the local environment by
the company due to negligence, though at the time no damage was found, and no
mention of this leak was made to the press. When Ramesh mentions that the state
law requires him to report all spills, Suresh reminds him that no harm had been done
and reminds him that the company can't have a consulting engineer who does not
value loyalty and respect confidentiality.
(a) Identify the ethical issues involved in the given case.
(b) What are the options available to Ramesh in this situation? Evaluate each of
them.
(c) Had you been at Ramesh’s place, what would have been your course of action?
Give reasons for the same.
m
Approach:
co
l.
•
ai
Analyse the case and identify the key ethical issues involved.
tm
• List the options available to Ramesh in a given situation and bring out the positives
cke
and negatives of each available option.

ro
@
• Give the course of action and give arguments to justify your course of action.
at
w
ra
Answer:
at
ag
Involved Stake holders

th
ta
• Ramesh, Suresh, the oil company, the government and the general public.
(a) Ethical Issue involved
1. Self-interest vs public interest
Provided that Ramesh is the only earning person in his family and his source of
income is not stable; he is not in position to lose his job. But, if he considers his job,
he is showing apathy towards public interest which lies in reporting the incident.
2. Moral values vs organisational ethics
Ramesh will be having the conflict between his belief in personal values and the
organisational ethics. Even if, he follows any one of them he will be doing injustice
with the other.
3. Negligence to state laws vs responsible citizen
Being a responsible citizen of the country, it is his duty to show respect for the
public laws by reporting the issue. But, to save his job he will neglect the state laws.

(b) Options Available Student Notes:
1. Remain silent on the issue
Merits
• Since it happened long back and nobody was affected, it may be argued that raising
the issue now would be pointless.
• Following the advice of Suresh would mean that Ramesh’s relationship with him,
both personal & professional, would not be affected.
• It may also pave the way for further promotions.
Demerits
• Such inaction shows lack of respect for state laws which require reporting all such
incidents.
• Also such action may pave the way for future where such leaks are not reported.
2. Convince Suresh to report to the Government
Merits
• Reporting such incidents shows respect for state laws.
• Ramesh’s personal relationship with Suresh will remain unaffected.
• It would lead to detailed investigation for assessing the impact of the leakage.
Demerits
• It may jeopardize the professional career of both Ramesh and Suresh.
3. Talk to his senior or director
Merits
• It will also give a chance to senior or director to take suitable actions to correct the
earlier wrong happenings.
• It shows that Ramesh is trying to exhaust all available avenues where he can justify
his own values and responsibilities as a citizen.
m
Demerits
co
l.
ai
• He may face resistance in the company against him as the company has not
tm
reported this incident till now.

cke
ro
4. To become whistle blower and reveal the incident

@
at
Merits
w
ra
at
• He will ensure his actions towards abiding by the state laws as responsible citizen.
ag
th
• He will be able to save environment and risks to people’s lives, if there were any
ta
adverse effects later.

Demerits
• He may lose his job and destroy his relationship with Suresh permanently.
(c) Best Course of Action
Considering the gravity of the situation, I would have tried to convince the seniors for
reporting the incident to the government which then can assess the damages done to
the environment and public. This would also mean that wrongdoers would be punished
for their actions. This will also set an example for others to work following the rule of
law. However, it may mean that I might lose my job. At the same time, it must be noted
that in such cases public interest is more important which cannot be compromised at
any cost.

5. Regulation and procedure of human clinical trials vary from nation to nation. Stem Student Notes:
cell research, as an emerging biomedical field, requires approval for human trials and
encounters multiple challenges. You are the head of a team of scientists who
developed a new Tissue Engineering system, which appears to be a promising means
of regenerating heart tissue. Trials of the system have already been conducted on
animals and yielded good results. Millions of people suffering from critical heart
diseases would benefit immensely if this medication is immediately made available to
them. However, you need to conduct human clinical trials before it could be
commercialized. It is also known that the stringent regulatory environment in the
country will mean that human trials and final approval will take many years before it
is made commercially available. On the other hand, regulation of clinical trials in
many poor countries is weak and quick approval is possible. Many of your
competitors also resort to human trials in these countries, often bribing the officials
for getting quick approvals. Given this situation, answer the following questions:
(a) Identify the ethical issues which arise during clinical trials.
(b) Given the above situation, would you prefer to shift human trials to a third
country where regulations are lax? Give reasons in support of your choice.
(c) Suggest a framework of standard procedure to minimize ethical conflicts and
speed-up the approval process of new medicines.
Approach:
• Give a brief introduction about human clinical trials and identify the ethical issues
in clinical trials.
• Discuss the merits and demerits of shifting lab location and state your final stand
on shifting the lab from the home country.
• Give a framework of standard procedure to minimise ethical conflicts and speed-up
the approval process of new medicines.
Answer:
Case Summary: I am the head of a team, which developed a new system which will
m
co
help people suffering from heart diseases. Before being made available commercially, it
l.
ai
has to undergo clinical trials on humans, for which strict regulations have to be
tm
ke
adhered. Alternatively, weak regulation in poor countries will result in quick human
c
ro
trials and approval there and many competitors are doing the same including use of
@
bribes.
at
w
ra
(a) Clinical trials are the tests on human volunteers to see whether new medical
at
ag
treatments should be approved for wider use in the general population. Various
th
ta
ethical issues associated are:

• Moral duty to perform honest clinical trials for welfare of a large population.
• Humanity is an end in itself (Gandhiji). Using people from the bottom strata of
society for undertaking considerable risks in lieu of minor payments degrades
humanity. The end result may improve general population’s health, but the costs in
form of exploitation, which may even cause death is wrong.
• Ethical concerns regarding informed consent in poor countries.
• Medicine is governed by certain ethos, which includes that first consideration of
physician should be health and life of patient. She should not do anything, which
impairs patient’s health. Clinical trials may weaken the normative foundations of
doctor-patient relationship in the long run.
(b) In the current case, the scientists have developed a new technology to regenerate
heart tissues, which will provide new lives to millions of people who are suffering
from critical heart disease. However, fewer regulations and corrupt governance in

poor and developing countries pull scientists to open their labs and conduct trials in Student Notes:
these countries. The merits and demerits of such practice are as follows:
Merits
• The costs are lower in poor countries. So, the developed medical treatment would
be cheaper. For example, clinical trials in India could cost one-tenth of that in US.
• Availability of "treatment-naive" patients i.e. drug-free bodies in third world
countries. They are much less likely to have been previously exposed to drugs or
trials.
• The developing countries get benefits of advanced medical science and access to
the latest medications.
• The process of clinical trials is quicker in developing countries because getting
regulatory approvals is easier. It shortens the development time of medical
treatments.
• It would make this cure quickly available to people suffering from critical heart
diseases.
Demerits
• Consent: Most of the time, people in poor countries give their consent without
understanding the contracts as they are written in foreign languages, without
understanding the risks.
• Economic Compulsion: Sometimes poverty is responsible for the poor selling their
body for clinical trials. The blind faith for western medicine also plays a role in their
decision-making.
• Poor healthcare system: The risks are too high in clinical trials. However, poor
healthcare system in the third world increases their vulnerability in cases of
complications and side effects arising out of experiments on their bodies.
• The reliability of data obtained in third world countries is also questionable because
of lax monitoring.
• Fewer regulatory safeguards, high levels of poverty and illiteracy encourage
m
co
misconducts and substandard approach by foreign drugs companies.

l.
ai
• Bypassing professional ethics and an established procedure raises doubts on

tm
ke
integrity. Competition may tempt to opt for unfair means like bribes to get
c
ro
approval.
@
at
As can be seen, there are a number of advantages of shifting the trials to countries
w
ra
where costs are cheaper and regulations less stringent. However, laxity in procedures
at
ag
should not be the motive for shifting trials. It would save lives of millions of people and
th
ta
improve accessibility of cure through cheaper cost. So, it is prudent to shift laboratory
to country with easier regulations.
However, I will use the same safeguards and precautions which are used in developed
countries, encompassing every aspect from informed consent, side-effects’ treatment,
compensation in cases of errors, etc. I would make sure that no illegal practice is done
and ensure strict action for any breach.
Thus, I would be able to ensure greater benefits to people at large without
compromising with the safety and well being of people who have put trust in me.
(c) Framework of standard procedure
• Social Value: Study should help researchers determine how to improve people’s
health or well-being.
• Scientific Validity: Research should be expected to produce useful results and
increase knowledge. Researchers should design their experiments to be as good as
possible.

• Fair Subject selection: Researchers should be fair in both recruiting and deciding Student Notes:
which people can be in the study.
• Favourable risk benefit ratio: For research to be ethical, any risks must be balanced
by the benefits to subjects, and/or the important new knowledge society will gain.
• Independent review: Researchers sometimes overlook ways they could improve
their research results. To avoid such problems, a group of people who are not
connected to the research are required to give it an independent review
• Informed Consent: Subjects must be told about the details of the study. They
should voluntarily agree to participate and give informed consent.
• Respect for subjects: Regular health monitoring along with maintaining
confidentiality of information would impart trust.
Data Sharing: Data from past researches should be made available to others. It would
exclude the need for new trials for similar drugs thus speeding the process of drug
approval. This clause must be ensured in WTO negotiations on data exclusivity.
m
co
l.
ai
tm
cke
ro
@
at
w
ra
at
ag
th
ta


ATTITUDE Student Notes:
Contents
1. Attitude –Definition and overview ........................................................................................... 57
1.1. Meaning of Attitude .......................................................................................................... 57
1.2. Structure of Attitude ......................................................................................................... 58
1.3. Functions of Attitude ........................................................................................................ 59
1.4. Broad Classification of Attitude......................................................................................... 59
2. Some Other Specific Types of Attitudes ................................................................................... 60
2.1. Attitude Towards Weaker Sections ................................................................................... 60
2.2. Moral Attitude................................................................................................................... 61
2.3. Political Attitude................................................................................................................ 62
2.4 Prejudice ............................................................................................................................ 63
3. Attitude Formation .................................................................................................................. 64
4. Attitude Change ....................................................................................................................... 65
4.1. Persuasion ......................................................................................................................... 65
4.2. Social Influence ................................................................................................................. 68
4.3. Emotions and Attitude Change ......................................................................................... 72
4.4. Consequences of Social Influence or Persuasion .............................................................. 74
5. Attitude’s Relation with Thought and Behaviour ..................................................................... 76
5.1. How does Attitude Influence our Thought and Behaviour?.............................................. 76
5.2. When Does Attitude Predict Behaviour? .......................................................................... 77
5.3 Why it is difficult to change behaviour in Indian society ................................................... 78
5.4. Future applications of behaviour change.......................................................................... 79
5.5. Let’s apply what we have learnt!!!!!!!!!!........................................................................... 79
6. UPSC Previous Years Questions................................................................................................ 80
7. UPSC Previous Years Question Paper: Case Studies ................................................................. 81
8. Vision IAS Test Series Questions .............................................................................................. 82
m
9. Vision IAS Test Series: Case Studies ......................................................................................... 90

co
l.
ai
tm
cke
ro
@
at
w
ra
at
ag
th
ta


1. Attitude –Definition and overview Student Notes:
1.1. Meaning of Attitude

Attitude is the learned and enduring predisposition to behave, either favourably or
unfavourably, towards something. This something can be an event, a person, an object or
classes of such events, persons, or objects, respectively.
Few examples - Explanation of “half-full glass” i.e. a person’s attitude determines whether it is
half-full or half-empty. Another example when population of India was exploding, one set of
people looked at it as burden, while another set of people looked it as expansion of human
resource that can be capitalized for development.
Two different individuals make two opposite senses of the same target object. This is because
of the differences in their attitude.
Characteristics of attitude
• Attitudes are abstract constructs, not something we can directly observe. We are only able
to infer them from behaviour.
• It is lasting evaluation with respect to various social significant issue and events. It is always
serving some purpose.
• Attitude is acquired through the socialisation process. It may involve individual or groups.
• Attitude can be expressed both verbally and non-verbally.
• Attitude is important because it shapes people’s perceptions of the social and physical
world and influence overt behaviour. For example, attitude influences friendship and
animosity towards others, giving and receiving help, hiring of ethnic minority job
candidates, etc. More dramatically, attitudes are at the heart of many violent attacks,
including crimes against humanity.
• Attitudes change with experiences and knowledge as man is a ‘rational’ animal.
• A rigid or dogmatic attitude is not the same as a strong attitude. A strong attitude may
have been formed with knowledge and experience and be grounded in rationality, hitherto
m
co
oblivious to others
l.
ai
tm
cke
ro
@
at
w
ra
at
ag
th
ta

Attitude is ambivalent Student Notes:
• People can also be conflicted or ambivalent toward an object by simultaneously holding
both positive and negative attitudes toward the same object.
• There is no guarantee that attitude will be the same for similar objects or events.
For someone who likes chocolates, he may at times eat them to satisfy the craving and at
other times choose not to eat for health concerns.
1.2. Structure of Attitude
The structure of attitude has primarily been understood through two models i.e. CAB/ABC and
MODE model, which can be seen as-
Criticism of CAB/ABC Model

• This model is not validated by empirical research. Clear distinctions between thoughts,
emotions, and behavioural intentions associated with a particular attitude cannot be
established.
m
• A criticism of this ABC view of attitudes is that it requires cognitive, affective, and
co
behavioural associations of an attitude to be consistent, but this may be implausible. For

l.
ai
tm
example, despite having negative attitude towards people from some caste, our behaviour
ke
is mostly driven by the situation.

c
ro
@
Importance of CAB /ABC Model

at
w
ra
• It reflects something more than just negative and positive evaluation of a particular object.
at
ag
Thus, this ABC structure of attitude acts as a good basic model to understand attitude.
th
• Importantly, it helps to identify the source from where attitude is originating.

ta
• This will be helpful in persuading someone to change attitude towards something.

1.3. Functions of Attitude Student Notes:
Attitudes serve various functions for the individual. These are broadly classified as:
1.4. Broad Classification of Attitude

m
co
l.
When we talk of attitude, it is broadly in two manners- ‘attitude of’ and ‘attitude towards’.
ai
tm
Attitude of is the attitude of the subject in question- individual, society, institution,

cke
organisation, etc. Attitude towards is the subject’s attitude towards any object- a person,
ro
@
thing, institution, environment, etc. Hence, there can be many combinations of such types of
at
w
attitudes. For e.g.:

ra
at
Civil Services as an institution may have democratic or bureaucratic attitude. Democratic

ag
th
attitude is characterized by focus on goals/ends and treating citizens as stakeholders in the

ta
governance process.
Bureaucratic attitude is characterized by focus on rules and processes rather than goals
(because elaborate and multiple rules make achievement of goals difficult, if not impossible).
Also, it is based on strict adherence to rules and hierarchy of the institution. As such, it treats
citizens as recipients of government services rather than as stakeholders. Environment,
Corporate and Political attitude can be other examples
As can be seen, attitude itself is broadly of three types: Positive, Negative and Neutral. These
are detailed in the infographic below-

Student Notes:
m
co
l.
ai
tm
cke
ro
@
at
2. Some Other Specific Types of Attitudes

w
ra
at
2.1. Attitude Towards Weaker Sections

ag
th
ta
A man’s character is most evident by how he treats those who are not in a position either to
retaliate or reciprocate. The way we treat people who are disadvantaged, poor or marginalised
is determined by the attitude we have towards poverty, deprivation, discrimination and other
factors that perpetuate such conditions.
A positive attitude towards such factors, counter-intuitively, implies empathy and caring nature
of the person. It signifies compassion towards weaker and marginalised sections. This attitude
is utmost desirable for public servants because of the immense powers they exercise for the
inclusion or exclusion of the marginalised.
Significance for Civil servant
• A civil servant is duty bound to enforce laws and implement policies, rules and regulations
in a manner which is not only ‘just and fair’ but also seen to be so by maintaining
transparency and acting without fear and favour. This should be done in the true spirit of
‘rule of law’ on which rests the democratic polity.

• He must be aware of the fundamental rights of the citizens enshrined in the constitution Student Notes:
and develop a proactive attitude of empathy to promote all round upliftment and
development of the weaker and downtrodden in the true spirit of ‘Sarvodaya through
Antyodaya’.
• Tolerance and compassion make a civil servant to lead with not only head but also heart.
They are the fundamental components of one’s character and of a positive relationship
which will is essential to meet the needs of weaker sections (who are most dependent on
public services).
For example, if a grievance redressal meeting was to be held for the differently abled in a
collectorate, an officer who has an empathetic attitude will ensure that proper arrangements
are made for accessibility such as having a ramp/elevator, etc.
Otherwise, there is no purpose of having such a meeting. Lack of this essential understanding
that develops through a positive attitude towards the weaker and marginalised sections leads
to inefficient and exclusionary public administration and service delivery, which may ultimately
lead to chaos and collapse.
2.2. Moral Attitude
Attitude, as defined earlier, is the enduring predisposition to behave, either favourably or
unfavourably, towards something. However, not every attitude is concerned with questions or
situations involving morality.
For e.g. a person’s liking or disliking towards apples or oranges has no question of morality
involved. But one may have moral considerations as far as being a vegetarian or a non-
vegetarian is concerned.
Similarly, a person may have a favourable attitude towards, say, transacting in cash rather than
electronically. There is nothing moral or immoral about it. However, if his motive to transact in
cash arises from his desire to hide his income from the government, then it has moral
connotation. Similarly, attitude towards democracy or say towards weaker sections will have
moral undertones.
m
co
Moral attitudes can, thus, be defined as those which are based on moral convictions of what is
l.
ai
“right” and what is “wrong”. It implies one’s reasoning about morality, his attitude toward
tm
ke
moral lapses (both on his part and by others too), and his behaviour when faced with moral
c
ro
issues. Family, society, religion and education play important role in framing those moral
@
convictions.
at
w
ra
How are moral attitudes shaped?

at
ag
The determinants of the attitude are the same- Cognitive, emotional (affective) and
th
ta
behavioural:
• Cognitive: It is the knowledge of ethical rules and judgments of what is good and what is
bad.
• Behavioural: It is the person’s actual behaviour, his response to situations involving ethical
considerations.
• Emotional: it involves the person’s feelings and conduct in reaction to situations that need
moral and ethical decisions.
Moral attitudes are strongly influenced by the society and culture. Religious beliefs, traditions,
folklore, myths, legends – all have an implicit messaging in them- about what is good and what
is bad. As such, they shape moral attitudes of people.
As such, moral attitudes vary over time and space. Similarly, they can also vary with
gender. Men, for example, may have a less negative attitude towards bribery than women.
Similarly, women may have more open attitude towards freedom to wear clothes of choice.

There are four qualities that are generally associated with having a moral attitude: Student Notes:
1. Reverence: It means deep respect. Having respect for others, their opinions and behaviour
is considered as a hallmark of a moral person.
2. Faithfulness: It means remaining loyal and upholding trust that someone poses in a person.
3. Veracity or truthfulness: Being truthful and honest is another quality associated with being
moral.
4. Goodness: It is a broadly encompassing character of a person consisting of qualities like
generosity, love, care, empathy, etc.
Significance or impacts of Moral attitudes
Human beings have a desire to be right and a desire to be liked. As such, attitudes towards
moral issues tend to be strong and are also expressed strongly. For example, a person may have
a very strongly negative attitude towards dishonesty or telling lies, so much so that he/she is
ready to risk personal relations for sake of being truthful.
Moral attitudes can be both facilitative and prohibitive. They facilitate actions such as helping
someone in need (altruism), social service, etc. Also, actions that are considered immoral are
discouraged such as adultery, stalking, cheating, etc.
As attitudes are closely linked to a person’s behaviour, moral attitudes help in facilitation of
moral behaviour as they help in arriving at morally correct decisions.
2.3. Political Attitude
Political attitude is the predisposition or liking/disliking towards a political issue. The way in
which we define an issue to be political can be diverse.
1) In a simpler sense, political attitude refers to attitude of people towards the political
system, parties or their ideology. A person may identify himself to be conservative, liberal,
centrist, or so on. Similarly, a political party may identify itself as such. However, these
attitudes are too vague to be analysed. Having a positive or negative attitude towards, say
presidential system or parliamentary system or dictatorship is too broad a category, and
thus vague.
m
2) In a wider sense, political attitude means attitude towards specific issues of public life. It
co
l.
ai
is better to delineate attitudes towards specific issues such as economy, employment,

tm
women, inequality, caste system, voting pattern, etc. rather than combining them into one
cke
broad category.
ro
@
For example, a person associating himself/herself with a so called conservative party may
at
w
well have a tolerant attitude towards people of differing ideology. In fact, political parties,
ra
at
especially in India, cannot be compartmentalised into right or left based on western

ag
construct. No political party in India can take the position which is, even perceptibly, anti-
th
ta
farmer or anti-labour. Hence, it is better to study political attitudes with regards to specific
issues rather than broad categories.
Various ways through which political attitudes are manifested– voting, social media posts,
newspapers articles, sloganeering.
Significance of Political Attitude
• It is political attitudes that determine how people participate in the political process, whom
they vote for, and what political parties they support. Many factors including - family,
religion, caste, ethnicity, and region – all contribute to the political attitudes and
behaviour.
• It has been argued that the development of political judgment represents a part of moral
development and that political and moral education is largely identical, especially when
seen from wider perspective.
• From this perspective, political culture determines the system of values in the society.
Whereas, from narrow connotation, political culture is a subjective psychological

phenomenon that appears in the process of interaction between individuals and the Student Notes:
political system.
2.4 Prejudice
Prejudice is a baseless and often negative preconception or Attitude toward members of a
group. it involves prejudgments that are usually negative about members of a group.
Prejudice can have a strong influence on how people behave and interact with others,
particularly with those who are different from them, even unconsciously or without the person
realizing they are under the influence of their internalized prejudices.
When people hold prejudicial attitudes toward others, they tend to view everyone who fits
into a certain group as being "all the same." They paint every individual who holds particular
characteristics or beliefs with a very broad brush and fail to really look at each person as a
unique individual.
Prejudice can translate into discrimination which has behavioral component –discrimination
in context of race caste class Gender are the most prevalent.
Some of prejudicial attitude and examples

Gender-Prejudicial attitude against women India
• The social stigma around working women, especially when the family does not desperately need
the money.
• Another area where discrimination and prejudice against women is evident is during meals.
Generally, women eat at last or in rural areas they eat whatever Is left. This discrimination result
into problem of malnutrition. Which again is root cause of many other social evils
• Third kind of prejudicial attitude with respect to women is the practice of ghunghat, or a Hindu
woman covering her head and face when in public or in the presence of men.
Racism –Many incidents of violence against the North eastern citizen and the Black especially from the
African countries are reported. Which is manifestation of Racial discrimination.
Caste discrimination –
• Many Incidents of Dalit students eating mid-day meals separately from other students at a primary
m
co
school.
l.
ai
• A Dalit groom in Rajasthan’s Madhopura village was prevented by members of the Jat community
tm
from sitting on the mare, citing religious sentiments.

cke
• Two Dalit men in the southern state of Tamil Nadu were killed by upper-caste Hindus after a Dalit
ro
@
man sat cross-legged in front of them during a temple ritual

at
w
ra
at
How the discriminatory behavior be curbed?

ag
th
• Discriminatory behavior can be curbed by the law, but the cognitive and emotional
ta
component are difficult to change. Hence, specific strategies required

• Knowing the cause and the source of the prejudice is important to curb the discriminatory
nature of prejudice
• Strategies will be effective if they aim at minimizing opportunities for learning prejudices
change such attitudes.
• De-emphasing narrow social identity. Individuals rather than considering themselves as
part of one social group must consider them as part of greater social identity like an Indian.
• Discouraging the tendency towards negative behavior among the victims of prejudice
which reinforces the Prejudice.
Way Forward
• Education and information dissemination for correcting stereotypes related to specific
target group.
• Increasing the inter group contact, which allows for direct communication.

• Removal of mistrust that might lead to discovering positive qualities of the group. Student Notes:
• Highlighting the individual identity rather than group identity, thus, weakening the
importance of the Group as the basis of evaluating an individual.
3. Attitude Formation
Attitude is learned, formed, can be changed, and be reformed. Learning can account for most
of the attitudes we hold. The study of attitude formation is the study of how people form
evaluations of persons, places, things, objects, matters and issues.
Unlike personality, attitudes are expected to change as a function of experience. In addition,
exposure to the 'attitude' objects may have an effect on how a person forms his or her attitude.
This concept was seen as the "Mere-Exposure Effect" (The mere-exposure effect means that
people prefer things that they are most familiar with).
m
co
l.
ai
tm
cke
ro
According to some experts, people are more likely to have a positive attitude on 'attitude
@
at
objects' when they were exposed to it frequently than if they were not. Mere repeated
w
ra
exposure of the individual to a stimulus is a sufficient condition for the enhancement of his
at
ag
attitude toward it.

th
ta
Attitude formation or learning is a lifelong process, as it is based on experiences we gather or

the lessons we learn from people around us. These people are the agencies of attitude
formation-

Student Notes:
m
co
l.
ai
tm
ke
4. Attitude Change
c
ro
@
It refers to the process of modifying the undesirable attitude into a desired one. Here it must be
at
w
clear that desirable and undesirable are not value judgements about right or wrong. Desirable
ra
at
for someone is good for them but may be considered bad by others.
ag
th
Attitudinal change means changing someone else’s perception of what is right or wrong
ta
according to our will. For example, Person X likes Windows operating system in laptop more
than Linux. Person Y wants to change the attitude of X because Y himself prefers Linux. This
does not say anything about Linux being better than Windows (i.e. a value judgement). This is
only a desire of Y. For him preference to Windows is undesirable, and therefore he desires to
change the attitude of X to his own liking. Since attitudes are learned, they can be unlearned,
relearned or changed too. Attitudes can be changed through persuasion or social influence.
4.1. Persuasion
It means the action or process of persuading someone or of being persuaded to do or believe
something. Persuasion is an umbrella term of influence, which can influence a person's beliefs,
attitudes, intentions, motivations, or behaviours.
It is a process aimed at changing a person's (or a group's) attitude or behaviour towards some
event, idea, object, or other person(s), by using written or spoken words to convey
information, feelings, or reasoning, or a combination thereof.

It is also an often used tool in the pursuit of personal gain, such as election campaigning, giving Student Notes:
a sales pitch, or in trial advocacy. It can also be interpreted as using one's personal or positional
resources to change people's behaviours or attitudes.
Persuasion can be classified as-
• Systematic persuasion is the process through which attitudes or beliefs are leveraged by
appeals to logic and reason.
• Heuristic persuasion on the other hand is the process through which attitudes or beliefs
are leveraged by appeals to habit or emotion.
Formation and change of attitude are not two separate things - they are interwoven. People
are always adopting, modifying or relinquishing attitudes to fit their ever changing needs and
interests.
Acceptance of new attitudes depends on who is the communicator, how the communication is
presented, how the communication is perceived by the message receiver, the credibility of the
communicator, and the conditions under which the knowledge was received.
Attitudes change can manifest itself as:
• A person receiving new information from others or media - Cognitive change
• Through direct experience with the attitude object - Affective change
• Force a person to behave in a way different than normal - Behavioural change
4.1.1. Functions that can be performed with Persuasion

The persuader needs to select a purpose that is realistic for his/her audience. Five general
purposes of persuasion are listed below.
1. Create uncertainty: When an audience is strongly opposed to the persuader’s view, the
best that may be possible for the persuader is to make the audience a little less certain
they are right, a little less comfortable with their current attitude.
2. Reduce resistance: If the audience is moderately opposed to the persuader’s position
but not closed-minded, the persuader may be able to reduce opposition to his/her view
and move the audience toward neutrality. While not expecting a reversal of views this
m
goal asks the audience to recognize the validity of opinions different from their own.
co
l.
3. Change attitude: If the audience is not committed, especially strongly, to any attitude on
ai
tm
the topic this goal is appropriate.

cke
4. Amplify attitude: If the audience is already moderately favorable to the persuader’s

ro
@
view, he/she can design a message which will reinforce current attitudes in the audience,
at
w
help the audience resist appeals from opponents, and motivate the members of the
ra
at
audience to become strongly committed to his/her position.

ag
5. Gain behavior: When an audience strongly favors the persuader’s position, the logical
th
ta
goal is to get them to act on their convictions.

We can further see the importance of message characteristics in the following way- Student Notes:
The success of any programme depends upon the level of involvement of all the relevant
stakeholders. Use of socially and culturally identifiable names gives a clear message of the
objectives of the programme – one of the principles of behavioural economics is that the
messaging needs to be clear and simple and aligned to a mental model.
This message is also manifested by appropriately using the power of name, as follows-
4.1.2. Steps in Persuasion Process

1. Establish credibility: Credibility grows out of expertise and relationships. A persuader needs
m
strong emotional characteristics and integrity. The need to listen carefully to other people’s
co
l.
suggestions and establish an atmosphere where their opinions are valued.

ai
tm
2. Framing common goal with colleagues: Effective persuader must be adept at describing
ke
the position in terms that illuminate the person’s point advantages that he/ she is trying
c
ro
@
to persuade. It is a process of identifying shared benefits. This requires conversations to

at
collect essential information by asking thoughtful questions. This process will often prompt
w
ra
to alter the initial argument or include compromises.

at
ag
3. Reinforce positions with vivid language and compelling evidence: Persuasion requires
th
ta
presentation of evidence — strong data in multiple forms (stories, graphs, images,

metaphors and examples). Persuaders need to make positions come alive by using vivid
language that complements graphics.
4. Connecting emotionally with audiences: Good persuaders are aware of primacy of
emotions and are responsive to them. They know how to maintain a balance between
professionalism and their own emotional commitment to the position they are advocating.
Their connection to their audience demonstrates both intellectual and emotional commitment
to their position. Successful persuaders cultivate an accurate sense of their audience’s
emotional state, and they adjust their arguments accordingly. Whatever their position, they
must match their emotional fervor to their audience’s ability to receive their message.
4.1.3. Effective Persuasion
Everyone is susceptible to being persuaded; persuasion is a process whose objective is to
change a person's attitude and/or behaviour towards an idea, event, person or an object.
Broadly speaking effective persuasion should have desirable source (having credibility),

desirable message characteristics (having fear, rational, and emotional appeals). In more detail, Student Notes:
persuasion to be effective must have following things:
1. Establish a common ground: The persuader should establish positive rapport with target
people. For example-Sabka Sath Sabka Vikas. Slogan used by Honorable prime minter to
Unite and establish Common ground
2. Point out the benefits: Persuader should highlight the major benefits of changed behavior
or attitude. However, the persuader should avoid trying to push for the change, as it will
make him look desperate.
3. Turn objections into strengths: Objections to change are natural but the persuader should
turn them into opportunities. For this he may agree with the prospect's objection and then
illustrate how it is easily overcome by the proposed change.
4. Commitment and consistency: Persuader should try to get the target section (prospect) to
believe in something small or take a small action first. Once committed, the prospect will
most likely agree to a larger idea later. This technique employs the fact that people tend to
behave in a consistent manner, once they take a stand, they will act in ways consistent to
the decision as a means of defending and justifying it. Rationality commands an innate
appeal to the human mind.
5. Use the reciprocity principle: The principle implies that when someone does something for
us, we feel obliged to return the favour. This may include appropriately rewarding the target
population for the changed behaviour/attitude. This helps in strengthening and sustaining
the change. For example –Just before election many political parties Before the end of
tenure release a lot of vacancy thus inciting the principle of reciprocity. Believing that youth
will vote for another tenure. Banning of liquor in several states to collect women votes.
6. Social proof technique: People tend to follow others (bandwagon effect) more so when
they don't have sufficient information to make the decision on their own. This technique
will involve you telling the target population that other people are getting benefits from the
suggested change, with empirical evidence. For this the persuader may invoke the examples
of some well-known personality. For example, in campaigning against female feticide in
Haryana we may invoke the
m
examples of some female

co
l.
sportspersons who have won

ai
tm
laurels, S. Nehwal in Badminton,

cke
or Kangana Ranaut in Bollywood

ro
@
etc.
at
w
7. Scarcity: This involves letting

ra
at
people know that they stand to

ag
lose on a chance to get the

th
ta
benefits out of the proposed

change. For example we often
see end of season or hoardings
like Hurry!!Limited offer.
4.2. Social Influence
Social influence occurs when one's emotions, opinions, or behaviours are affected by others.
Social influence takes many forms and can be seen in conformity, socialization, peer pressure,
obedience, leadership, persuasion.
Social influence can be defined as a change in behaviour caused by real or imagined influence
from others. The most effective social influence attempts to succeed in changing a person’s
attitudes and behaviour. But changing someone’s attitude is not necessary for social influence
to occur; all that’s required is behaviour change. Following are the three broad varieties of
social influence.

• Compliance is when people appear to agree with others, but actually keep their dissenting Student Notes:
opinions private. It is a change in behaviour but not necessarily attitude.
• Identification is when people are influenced by someone who is liked and respected, such
as a politician, guru, celebrity.
• Internalization is when people accept a belief or behaviour and agree both publicly and
privately.
Conformation
Why do we conform or attempt to conform to the expectation of others? There are two
psychological needs of human at play – our need to be right and our need to be liked. The
former is also called informational social influence and the latter is referred to as normative
social influence.
Informational influence (or social proof)-
• When a person is in a situation where they are unsure of the correct way to behave, they
will often look to others for clues concerning the correct behaviour.
• We conform because we believe that others' interpretation of an ambiguous situation is
more accurate than ours and will help us choose an appropriate course of action. It is an
influence to accept information from another as evidence about reality.
Social proof often leads not only to public compliance (conforming to the behaviour of others
publicly without Necessarily believing it is correct) but also private acceptance (conforming out
of a genuine belief that others are correct).
Social proof is more powerful when being accurate is more important and when others are
perceived as especially knowledgeable. For example The Swachh Bharat Mission (SBM) and
the Beti Bachao, Beti Padhao (BBBP) scheme are cases in point..People are more likely to stop
defecating in the open if their neighbours stop or are more likely to value their girl children if
that is touted as the social norm.
Normative influence
m
co
• Normative Influence is related with the need of an individual to be liked by others.

l.
ai
Human beings, being inherently social, desire companionship or associations. A group or an

tm
ke
association consists of people with some common interest. For a successful and healthy
c
ro
atmosphere in the group, people try to blend in.

@
• They change their behaviour somewhat so that they are liked. This is a normative social
at
w
influence- normative meaning that how things ‘should be’, for e.g. Parents desire that
ra
at
children should stay away from mobile phones. Hence, it is an influence to conform to the
ag
th
positive expectations of others.

ta
4.2.1. Summary of goals of social influence

To Choose Correctly
People often rely on two principles to help them choose correctly: authority and social
validation. Thus, they are more willing to be influenced by authority figures, on the one hand,
and similar peers on the other.
• Authority -One reason authorities are influential is that they are often experts, and, by
following an authority’s directives, people can usually choose correctly without having to
think hard about the issue themselves.
Social Validation
• Just as following an authority is normally a shortcut to choosing correctly, so is following
the lead of most of one’s peers. The choices of these others provide social validation for the
correctness of that choice.

• People are most likely to allow themselves to be influenced by others when they are Student Notes:
uncertain about how to respond in the situation—because when uncertainty and
ambiguity reign, people lose confidence in their own ability to choose well.
• When others share a consensus about the correct way to act, they are especially influential
to observers.
• In addition, observers are more likely to be influenced by others who are similar to them
and who, therefore, provide better evidence about what the observers should do.
• When choosing accurately is important, only uncertain individuals are more likely to follow
the crowd; those who are already sure of the validity of their judgments are less willing to
conform.
To Gain Social Approval
• People change in order to be more accepted and approved by their groups and to avoid
the social rejection that often comes from resisting group pressure for change.
• Injunctive standards of a group or culture inform people as to the behaviours that are
likely to get them accepted or rejected there.
• One such norm is that for reciprocity, which obligates people to give back to those who
have given first. Anyone who violates this norm risks social disapproval and rejection, which
makes people more willing to comply with requests of those who have provided an initial
favour or concession.
• The desire for social approval and a collective self-definition both increase one’s willingness
to submit to social influence in order to gain acceptance. But a tendency to go against
conventional norms of behaviour or even rebelliousness decreases one’s susceptibility to
social influence, especially when the influence is seen as threatening one’s freedom to
decide.
• Two features of a person’s social situation increase the motivation to go along to get along:
the appeal of the group or individual pressing for change and the public observability of
the person’s actions.
• Even strong group norms can be resisted when members feel that they have the ability to
m
withstand group influence or when members don’t feel highly identified with the group.
co
l.
ai
tm
cke
ro
@
at
w
ra
at
ag
th
ta

To Manage Self Image Student Notes:
• People can manage their self-images by yielding to requests for action that fits or enhances
their identities.
• Influence professionals can increase compliance by linking their requests to the values to
which people feel committed, especially when these values are prominent in
consciousness.
4.2.2 Successful case of the Beti Bachao Beti Padhao Scheme
The success of the BBBP Scheme demonstrates a powerful use of the insight on ‘social norm’ in
its 'Selfie with Daughter' initiative. This scheme was launched to address a highly imbalanced
child sex ratio in India. People’s attitude towards the girl child needed to change – people
needed to stop viewing girls as burdens and start celebrating them instead.
#SelfieWithDaughter- The selfie campaign showcased examples of parents around the country
who were doing exactly that. The celebration of the girl child quickly became the norm. Most
people wanted to conform, and more and more parents posted selfies with their girls. Started
by one proud father in a village in Haryana, the campaign went viral and #SelfieWithDaughter
became a worldwide hit.
Two elements enabled the campaign’s success: First, telling people what the norm is and
second, showcasing the thousands of other people who were acting in line with that norm.
m
co
l.
ai
tm
cke
ro
@
at
w
ra
at
ag
th
ta
The strategy addresses a cognitive bias called ‘failure bias’. The failure bias is the tendency to
focus on failures rather than successes, mostly because failures have greater visibility.
Because failures get the spotlight, people tend to think that failing is the norm, or at least that
failing is more prevalent than it really is. Therefore, in the context of BBBP, focus must be on

people who treat their girls fairly; this corrects the failure bias and makes the social norm of Student Notes:
fair treatment of girls unequivocally clear.
BBBP’s work is far from over, of course, as posting a selfie is not tantamount to subverting
entrenched orthodox mind-sets overnight, but its leverage of social norms is certainly a step in
the right direction
4.3. Emotions and Attitude Change
Appeal to emotional aspect of person is also used as a tool for attitudinal change. In fact,
emotion is a common component in persuasion and social influence. Research on attitude has
also highlighted the importance of affective or emotive components of the message.
The ABC model of attitude emphasises the three components- cognitive (i.e. what we perceive),
affective (how we connect emotionally) and behavioural (how we act). Emotion works hand-in-
hand with the cognitive process, or the way we think, about an issue or situation. Emotional
appeals are commonly found in advertising, health campaigns and political messages.
Recent examples include No-smoking health campaigns and political campaign advertising
emphasizing the fear of terrorism. By activating an affective or emotion node, attitude
change may be possible, though affective and cognitive components tend to be intertwined.
Please note that emotional attitude is different from appealing to emotion for attitudinal
change. Emotional attitude is merely an attitude developed primarily by emotion, for e.g.
attitude of parents towards children.
Appeal to emotion is the method to develop a desirable attitude. Emotions such as fear, joy,
anger, empathy, ridicule, etc. Instead of facts, persuasive language is used to develop the
foundation of an appeal to emotion-based argument.
For example, to motivate someone to stay fit or to quit smoking, one should not only cite
scientific evidence to prove the point but can also convince using the fear of deadly diseases
or the joy of a healthy life.
m
However, if appeal to emotion is made using wishful thinking (i.e. something that is pleasing
co
l.
to imagine but not based on evidence or fact), then it becomes a logical fallacy. Only a
ai
tm
temporary change in attitude can be achieved with wishful thinking or appealing to flattery or
ke
to hatred.
c
ro
@
In future this can also lead to development of attitudes counter to what was desired. Hence,
at
w
appeal to emotion alone cannot be a sustainable basis for attitudinal change. Appreciation of
ra
at
facts gives legitimacy to message and thus is a more enduring way to change attitude.
ag
th
4.3.1. Successful case of Swachh Bharat Mission

ta
The main elements of Swachh Bharat Mission which led to attitude change are-
Choice of date and symbol
• SBM, as a nation-wide cleanliness drive, was launched on 2nd October, 2014, the birthday
of India’s most revered ‘role model’ Mahatma Gandhi.
• The day was chosen to leverage the values propagated by him and thereby create a mass
movement on the lines of ‘satyagraha’ for a cleaner India.
• The symbol used for SBM invokes Gandhiji’s ideas.Behavioural Science emphasises the role
of context in influencing choices and decisions, which has been effectively adopted by the
SBM campaign.
Local Swachagrahi
• To initiate behavioral change in usage of toilets, more than five lakh swachhagrahis, foot
soldiers of the SBM, were recruited; the similarity with satyagrahis is intentional to

reinforce the message.As each village has at least one swachhagrahi, who is a local, these Student Notes:
swachhagrahis were able to leverage their social ties within their villages to effect change.
• People are more likely to listen to and emulate someone they know, which is why local
ambassadors of change are more effective in getting through to people than mass media
campaigns.
Community Based approach
• SBM relies on community-based approaches to sanitation. Behavior change techniques
such as Participatory Rural Appraisal and Community-led Total Sanitation induce people to
come together, appraise their community’s open defecation situation and plan the next
course of action.
• This makes sanitation a community-level concern rather than an obscure campaign of a
distant government. Non-conformers, therefore, find their act more visible to their
community. The fear of community scorn, or a desire to fit in, or both, have led many to
renounce open defecation.
m
co
l.
ai
tm
cke
ro
@
at
w
ra
at
ag
th
ta
Appealing to the Emotions

• SBM used yet another behavioural insight – that people internalize messages better when
these messages make them feel a certain way. Arcane concerns about hygiene and
disease appeal to few; it is natural that those who have defecated in the open all their lives
without consequence would fail to absorb the message that open defecation can have
deleterious effects.
• On the other hand, appealing to people’s emotions, for example by attaching a sense of
disgust to open defecation, has a better chance of moving people to change.

Student Notes:
m
co
l.
ai
tm
4.4. Consequences of Social Influence or Persuasion

cke
ro
The outcomes of persuasion or social influence could be good, bad or ugly depending on the
@
at
modes of tactics, motives, and contexts in which they are employed. These are discussed
w
ra
below:
at
ag
4.4.1. Ugly Face of Persuasion

th
ta
Ugly influencers Push and shove others into decisions. Their style leaves others feeling
powerless and resistant to innovation or change. It refers to situation where the motive of
persuasion may be utterly selfish. For example, the miss-selling of financial instruments, or
duping the customers by making false claims.
4.4.2. Bad Persuasion
Bad influencers might work hard to achieve legitimate and desirable goals, but lack the skills
to influence effectively. Their style causes people to feel they are being punished or cutting
through red tape, all to please someone who appears ineffective. In this case the motive is
genuine but the means are ineffective. For example, promoting family planning with forced
sterilisation, as happened during emergency period.

4.4.3. Good Persuasion Student Notes:
Good influencers get people to focus on an issue that is clearly and simply stated, finds out
what the emotional value of the issue is to the people involved, and seeks solutions that
satisfy the people who are needed to make the solution work.
Good influencers are effective because they create trust, which enables others to take risks.
Their habit of communicating, informing and including others builds loyalty among the target
population. They effectively use various kinds of appeal- rational, emotional, and fear.
For example, changing attitude against Untouchability should include invoking reason,
emotional appeal and fear of law.
m
co
l.
ai
tm
cke
ro
@
at
w
ra
at
ag
th
ta
4.4.4. Persuasion vs. Manipulation

The difference between persuasion and manipulation lies largely in underlying intent and desire
to create genuine benefit. The difference between Persuasion and Manipulation lies in:
• The Intent behind your desire to persuade that person,
• The Truthfulness and transparency of the process, and
• The Net benefit or impact on that person
Manipulation has negative connotation. It implies Persuasion with the intent to fool, control or
contrives the person on the other side of the conversation into doing something, believing
something, or buying into something that leaves them either harmed or without benefit.
It may also imply that you are concealing a desire to move them to your point of view in a way
that will benefit only you. And if this benefit were disclosed, that revelation would make the
other person far less receptive to your message.

5. Attitude’s Relation with Thought and Behaviour Student Notes:
5.1. How does Attitude Influence our Thought and Behaviour?

An attitude is "a relatively enduring organization of beliefs, feelings, and behavioural tendencies
towards socially significant objects, groups, events or symbols". Since, attitude also includes
pre-disposition to behave in certain ways, therefore our attitude can be regarded as the
predictor of our behaviour in relation to the attitude object.
This kind of enquiry includes to what extent, and under what conditions, do attitudes drive our
outward actions? What is the relationship between what we are (on the inside) and what we do
(on the outside)?
In the early days of attitude research, most investigators accepted as a given that human
behaviour is guided by social attitudes. It was assumed that attitude was the key to
understanding human behaviour. Moreover, early work with the attitude gave no reason to
doubt this assumption. Yet some researchers challenged this view. They argued that the
attitude–behaviour relation works the other way around, with our behaviour as the horse and
our attitudes as the cart and that people’s expressed attitudes hardly predicted their varying
behaviour.
Key Study: La-Pierre (1934)
Aim: To investigate the relationship between attitudes and behavior.
Method: La-Pierre travelled round American hotels with a Chinese couple, expecting to meet
discriminatory behavior, because of anti-Chinese feeling prevailing at that time. At the time prejudice
against Asians was widespread and there were no laws against racial discrimination. They visited 67
hotels and 184 restaurants. Six months later, after their return, all the establishments they had visited
were sent a letter, asking whether they would accept Chinese guests.
Results: They were only refused at one of the establishments they visited, and were generally treated
very politely. Of the 128 establishments which responded to the letter, 91% said they were not willing to
accept Chinese guests.
m
Conclusion: Attitudes do not always predict behavior. Cognitive and affective components of attitudes
co
are not necessarily expressed in behavior. Thus, the La-Pierre’s study shows that the cognitive and
l.
ai
affective components of attitudes (e.g. disliking Chinese people) do not necessarily reflect in their actual
tm
ke
behavior (e.g. serving them).

c
ro
Thus, it is not true that attitude will always predict the behavior. According to some experts, it depends
@
on the strength of the attitude held.

at
w
ra
at
Attitude Strength
ag
th
The strength with which an attitude is held is often a good predictor of behavior. The stronger
ta
the attitude the more likely it should affect behavior. Attitude strength involves:
Importance / personal relevance refers to how significant the attitude is for the person and
relates to self-interest, social identification and value. If an attitude has a high self-interest for a
person (i.e. it is held by a group the person is a member of or would like to be a member of, and
is related to a person's values), it is going to be extremely important. As a consequence, the
attitude will have a very strong influence upon a person's behavior. By contrast, an attitude
will not be important to a person if it does not relate significantly to their life.
The knowledge aspect of attitude strength covers how much a person knows about the attitude
object. People are generally more knowledgeable about topics that interest them and are likely
to hold strong attitudes (positive or negative) as a consequence.
Attitudes based on direct experience are more strongly held and influence behavior more
than attitudes formed indirectly (for example, through hear-say, reading or watching
television).

However, even strength of attitude alone can’t be the accurate predictor of our behavior, Student Notes:
therefore some experts have suggested the following factors responsible for determining the
attitude-behavior link. These are:
Accessibility:
It refers to the easy availability of the attitude to the mind of the attitude holder. It means
that the attitude holder is conscious of the “ACB” components
(Affection|Cognitive|Behavioural) of the attitude and therefore they immediately come to the
mind of the attitude holder.
Specificity:
Most people are not sure about their likings/dislikings about many things. If we do not have a
specific attitude towards something, it is prone to change, i.e. it is as yet weakly formed and
can be changed with little effort such as availability of new knowledge. Specificity here means
how specific an attitude do we have towards something. Having hazy or multiple attitudes
towards the something reduces their specificity. For example, political attitude towards an issue
can be fuzzy and change according to the group that we are in. This leads to a somewhat
confused behavior in that situation.
Congruence:
Continuing from specificity, congruence refers to the consistency among different components
of our attitude. If the knowledge component and affective component are inconsistent then our
behaviour would depend more on the situation than on attitude per se. The Mahabharata talks
about ‘Manasa, vacha, karmana’. The word manasa refers to the mind, vaachaa refers to
speech, and karmanaa refers to actions. These are used to describe the state of consistency in
behaviour of an individual. The motto ‘Manasa, Vaacha, Karmana’ is usually invoked to imply
that one should strive to achieve the state where one's thoughts, speech and the actions
coincide.
5.2. When Does Attitude Predict Behaviour?

m
co
In the earlier section we looked at how attitude influences our behaviour. Here we look at how
l.
ai
does attitude predict behaviour, i.e. what are the situations where we can predict a person’s
tm
ke
behaviour having the knowledge about his/her attitude. Researchers have discovered that
c
ro
people are more likely to behave according to their attitudes under certain conditions. This is
@
particularly so when:
at
w
ra
• Attitudes are a result of personal experience

at
ag
• when one expects a favorable outcome

th
ta
• when the attitudes are repeatedly expressed

• when one stands to win or lose something due to the issue under consideration
• when situational factors that contradict our attitudes are weak
• when we are aware of them, and
• When they are strongly held.
Our behaviour and our expressed attitudes differ because both are subject to other influences.
But if we could just neutralize the other influences on behaviour—make all other things equal—
then attitudes can predict behaviour fairly accurately. The following points explain in detail the
conditions under which people are more likely to behave according to their attitudes.
5.2.1. Strength of Attitude
One important condition for high attitude-behaviour consistency is that the attitude be strong
and clear. Strength of attitudes depends upon: personal implications; formed through direct
experience; highly embedded attitudes, that is, they are tied to other beliefs that people hold.

5.2.2. Stability of the Attitude Student Notes:
Stable attitudes that are easily remembered are more likely to predict behaviour than attitudes
that are less stable and not accessible in memory.
5.2.3. Accessibility of the Attitude
Attitudes that are more accessible to memory influence behaviour more strongly. A primary
factor that determines whether an attitude is accessible in memory is how frequently it is
expressed. Attitudes also become more extreme when they are expressed more frequently.
That is, the more opportunities you have to express an attitude, the more you come to regard
that attitude as important to you.
5.2.4. Salience of the attitude
Salience is the quality of being particularly noticeable or important, i.e. prominent. In most
situations, several different attitudes may be relevant to behaviour. Salience is particularly
crucial when the attitude is not a very strong one.
Saliency refers to the fact that not all of a person's beliefs stand out with equal prominence in
his cognitive field. He may be more acutely aware of certain of his beliefs than others, they may
enter his thoughts more readily, they may be more frequently verbalized--they are, in a word,
salient.
Suppose a person is asked to name the things that "come to mind when you think about
buying…”. The order in which a person names those things reflects the salience. Please note
that salience is not perfectly synonymous with importance. But salience of attitude towards a
particular object is a considered a decent predictor of behaviour.
5.2.5. Affective vs. Cognitive Aspects of an Attitude
Some attitudes depend heavily on cognitions to back them up, that is, beliefs about the attitude
object. Other attitudes are more affectively based, dependent on the positive or negative
feelings or emotions that a person associates with an attitude object.
m
co
Making the affective component of the attitude more salient increases the influence of the
l.
ai
affective component over behaviour, whereas making the cognitive component more salient
tm
makes the cognitive component the stronger determinant of behaviour.

cke
ro
However, when the cognitive and affective components of an attitude are consistent with each
@
at
other, it does not matter which is made more salient: both will be highly correlated with the
w
ra
behaviour when either is made salient.

at
ag
5.3 Why it is difficult to change behaviour in Indian society

th
ta
• India has one of the oldest cultural traditions in the world. Over centuries, Indians have
developed many strong beliefs and practices. For Example, due to a deep-rooted affinity
for cleanliness, Indians are largely uncomfortable about having a place of defecation close
to the kitchen.
• Hierarchy is an integral facet of Indian society. Age-old caste systems to present-day factors,
such as income and education levels, have reinforced the hierarchical structure.
• In many cases, wrong behavior is now the social norm. The normal human tendency is to
follow the behavior of the majority. So, most behavioral change initiatives in India, which
will involve establishing a minority behavior as a social norm, is not going to be an easy
task.
• The biggest barrier to behavioral changes in India is that the common citizen does not have
an emotional connection with the chief change agent—the government. Governments are
considered corrupt and inefficient. Many citizens do not consider cheating the government
a mistake because in their minds, cheating a corrupt person is justified.

5.4. Future applications of behaviour change Student Notes:
5.4.1. Transforming Gender Equations: From BBBP to BADLAV (Beti Aapki Dhan
Lakshmi Aur Vijay Lakshmi)
• While the BBBP campaign has helped, gender inequality needs a revolutionary campaign.
Our scriptures worship women as the embodiment of Shakti and exhort, that societies
where women are respected prosper.
• Campaign must draw on cultural and social norms because they affect behaviour so
crucially in India.
• Therefore, this campaign can be labeled BADLAV (Beti Aapki Dhan Lakshmi Aur Vijay
Lakshmi) to represent the 'change' towards gender equality. By drawing on the imagery of
the forms of Goddess Lakshmi that symbolises wealth (Dhan Lakshmi) and victory (Vijay
Lakshmi), the message of treating women as the forms of Lakshmi needs to be emphasized
5.4.2. From Swachh and Ayushman Bharat to Sundar Bharath
A strong way to reinforce behaviour is by getting people to pre-commit to a certain course of
action.
Reflection session
• SBM swachhagrahis may use this strategy to make people pre-commit to sanitation goals.
Further, the swachhagrahis may also assist people in assessing themselves periodically, say
once a month.
• An assisted Rflection session in the community or on a one-on-one basis with the local
swachhagrahi can prompt people to think about whether they acted as planned and how
many times they detracted.These reflection sessions should culminate in a commitment
about how people plan to act in the near-term future – whether they will refrain from open
efecation next month or not.
Making people to realize Tangible outcome
m
• A swachhagrahi may disseminate information about the incidence of sanitation-related

co
l.
illness in her village and how this rate has improved after the adoption of sanitation
ai
tm
practices.
ke
• When people realize the tangible outcomes of their actions, they are more likely to
c
ro
sustain their behaviour. This is of tremendous importance for SBM because it relies on a
@
at
sustained change in behaviour, not a one-time change. To drive the point

w
ra
home,swachhagrahis may also help individual households reflect on the incidence of illness
at
ag
in their own families in, say, the last six months or since the time they quit open
th
ta
defecation.
• If people find that their health outcomes are better after adopting the new practice, they
are likely to persist in that practice.
5.5. Let’s apply what we have learnt!!!!!!!!!!

5.5.1. Case 1
You are the engineering manager for the Road Commission with a primary responsibility for
district road safety. At least 1 person has died along a given stretch of road each of the last 7
years by crashing into a roadside tree. Many other accidents have occurred. Two law suits
were filed regarding the unsafe segment of the road, but were dismissed because the drivers
were exceeding the 45 mph speed limit. You recommend that the road be widened, resulting
in cutting down ~30 old trees. Environmental groups protest, and file a petition signed to 150
people to save the trees. Public debate falls on both sides of the issue.
“Discuss how you will proceed at this point.”

Societal values: A variety of societal values pertain to this situation. Society values human life, Student Notes:
so this would favour widening the road and sacrificing the trees. Society also values following
the law. Since it can be argued that people in the accidents were speeding, and therefore
violating the law, perhaps leaving the road is fine.
Steps that I will follow
1. First, I would hold a public meeting to inform public. It should be noted that minimum no
of people on the petition is a small fraction of persons affected (up to 60,000 in town, so
there could be a silent majority in favor of widening the road). Explain why technically the
best solution is to widen the road.
2. The district should widen the road and remove trees from the right-of-way for optimal
safety.
3. The district should consider relocation of the displaced trees to other public property (a
park, etc).if possible and plant double the number of trees.
This solution accommodates both public safety which is a human ethics and environmental
preservation, part of environmental ethics.
5.5.2. Case 2
In the past month one of your employees has shown a major decline in performance when
dealing with citizen redressal. Though this decline has been on-going for the past six months it
was particularly sharp during the course of the last month and you receive a lot of complaints In
addition, she started coming in late, seeming very frustrated with her work. Her frustration is
influencing the atmosphere in the office as she is a popular employee and has been working for
the company for the past two years.
The following are the course of Action that will be taken by anyone depends on his
personality/character and values he holds and organisational Values. What will you choose
and justify the answer.
1. I call her for a talk and try to get down to the source of the problem. I explain that this
m
behavior is bad for all who are involved, including her. I express my true will to help her
co
with this rough patch in the condition that she works with me and not against me.
l.
ai
tm
2. Demotion is the most appropriate solution. I replace her and assign her with back office
ke
tasks. Employees are being measured by accomplishments and if she doesn't make the
c
ro
requirements then I don't have a choice. In addition she is a respected worker in the staff
@
at
and I have to stop her from deteriorating all the other employees.
w
ra
3. I call for a staff meeting to talk about the negative atmosphere and make sure that the
at
ag
employee is not there so that there won't be any rejections.

th
4. She has been working for the past two years. Everyone has periods that are not the best
ta
and part of my job is to be sensitive when it is called for and "cut her some slack" on this
one.
6. UPSC Previous Years Questions

1. What factors affect the formation of a person's attitude towards social problems? In our
society, contrasting attitudes are prevalent about many social problems. What contrasting
attitudes do you notice about the caste system in our society? How do you explain the
existence of these contrasting attitudes? (2014)
2. Two different kinds of attitudes exhibited by public servants towards their work have been
identified as bureaucratic attitude and the democratic attitude. (2015)
3. Distinguish between these two terms and write their merits and demerits. (2015)
4. Is it possible to balance the two too create a better administration for the faster
development of our country? (2015)

5. How could social influence and persuasion contribute to the success of Swachh Bharat Student Notes:
Abhiyan? (2016)
6. Our attitudes towards life, work, other people and society are generally shaped
unconsciously by the family and the social surroundings in which we grow up. Some of
these unconsciously acquired attitudes and values are often undesirable in the citizens of a
modern democratic and egalitarian society. (a) Discuss such undesirable values prevalent in
today’s educated Indians. (b) How can such undesirable attitudes be changed and socio-
ethical values considered necessary in public services be cultivated in the aspiring and
serving civil servants? (2016)
7. Young people with ethical conduct are not willing to come forward to join active politics.
Suggest steps to motivate them to come forward. (2017)
7. UPSC Previous Years Question Paper: Case Studies

1. You are aspiring to become an IAS officer and you have cleared various stages and now you
have been selected for the personal interview. On the day of the interview, on the way to
the venue you saw an accident where a mother and child who happen to be your relatives
were badly injured. They needed immediate help. What would you have done in such a
situation? Justify your action.
2. In our country, the migration of rural people to towns and cities is increasing drastically.
This is causing serious problems both in the rural as well as in the urban areas. In fact,
things are becoming really unmanageable. Can you analyze this problem in detail and
indicate not only the socio-economic but also the emotional and attitudinal factors
responsible for this problem? Also, distinctly bring out why— Educated rural youth are
trying to shift to urban areas; Landless poor people are migrating to urban slums; Even
some farmers are selling off their land and trying to settle in urban areas taking up petty
jobs. What feasible steps can you suggest which will be effective in controlling this serious
problem of our country?
m
co
3. You are the Sarpanch of a Panchayat. There is a primary school run by the government in
l.
ai
your area. Midday meals are provided to children attending the school. The headmaster has
tm
now appointed a new cook in the school to prepare the meals. However, when it is found
cke
that cook is from Dalit community, almost half of the children belonging to higher castes
ro
@
are not allowed to take meals by their parents. Consequently, the attendance in the schools
at
w
falls sharply. This could result in the possibility of discontinuation of midday meal scheme,
ra
at
thereafter of teaching staff and subsequent closing down the school. (20 Marks) (250
ag
Words) (a) Discuss some feasible strategies to overcome the conflict and to create right
th
ta
ambiance. (b) What should be the responsibilities of different social segments and agencies
to create positive social ambiance for accepting such changes?
4. You are recently posted as district development officer of a district. Shortly thereafter you
found that there is considerable tension in the rural areas of your district on the issue of
sending girls to schools. The elders of the village feel that many problems have come up
because girls are being educated and they are stepping out of the safe environment of the
household. They are the view that the girls should be quickly married off with minimum
education. The girls are also competing for jobs after education, which have traditionally
remained in boys’ exclusive domain, adding to unemployment amongst male population.
The younger generation feels that in the present era, girls should have equal opportunities
for education and employment, and other means of livelihood. The entire locality is divided
between sexes in both generations. You come to know that in Panchayat or in other local
bodies or even in busy crosswords, the issue is being acrimoniously debated. One day you
are informed that an unpleasant incident has taken place. Some girls were molested, when

they were en route to schools. The incident led to clashes between several groups and a Student Notes:
law and order problem has arisen. The elder after heated discussion have taken a joint
decision not to allow girls to go to school and to socially boycott all such families, which do
not follow their dictate. (250 words) (25 Marks)
(a) What steps would you take to ensure girls’ safety without disrupting their education?
(b) How would you manage and mould patriarchic attitude of the village elders to ensure
harmony in the inter- generational relations?
5. You are the heading the rescue operations in a area affected by severe natural calamity,
thousands of people are rendered homeless and deprived of food, drinking water and other
basic amenities. Rescue work has been disrupted by heavy rainfall and damaged to supply
routes. The local people are seeding with anger against the delayed limited rescue
operations. When your team reaches the affected area, the people there heckle and even
assault some of the team members. One of your team member is even severely injured.
Faced with this crisis some team member plead with you to call off the operations freeing
threats to their life.
In such trying circumstances, what will be your response? Examine the qualities of a public
servant which will be required to manage the situations.
Suppose the Government of India is thinking of constructing a dam in a mountain valley
bond by forests and inhabited by ethnic communities. What rational policy should it resort
to in dealing with unforeseen contingencies?
6. It is a State where prohibition is in force. You are recently appointed as the Superintendent
of Police of a district notorious for illicit distillation of liquor. The illicit liquor leads to many
deaths, reported and unreported, and causes a major problem for the district authorities.
The approach till now had been to view it as a law and order problem and tackle it
accordingly. Raids, arrest, police cases, and criminal trials – all these had only limited
impact. The problem remains as serious as ever.
Your inspections show that the parts of the district where the distillation flourishes are
economically, industrially and educationally backward. Agriculture is badly affected by poor
irrigation facilities. Frequent clashes among communities gave boost to illicit distillation. No
m
co
major initiatives had taken place in the past either from the government’s side or from
l.
ai
social organizations to improve the lot of the people.

tm
ke
Which new approach will you adopt to bring the problem under control?
c
ro
@
8. Vision IAS Test Series Questions

at
w
ra
1. Explore the reasons behind morality having little effect in regulating the attitude of
at
ag
nations towards one another?

th
ta
Answer:
Ethical decision-making can be more challenging for international relations than local
operations. It means morality has little effect in regulating the attitude of nations.
Some of the reasons are:
• Formulating foreign policies is the responsibility of governments. Thus moral
consideration in the foreign policy depends on the government, not on an
individual or the citizenry at large (though in well functioning democracies the will
of the people is usually expressed by the government).
• The government is an agent, not a principal. Its primary obligation is to ensure the
interests of the society it represents, not to the moral impulses that individual
elements of that society may experience.
• Nation states are usually concerned with their military security, territorial unity and
integrity, and the well-being of their people. With these and other priorities,
morality usually takes a backseat.

• The unavoidable necessities of national existence are rarely subject to classification Student Notes:
in terms of "good" or "bad".
• There are no internationally accepted standards of morality to which any
government could appeal if it wished to act in the name of moral principles.
• Culture-driven ethics vary between nations, making it difficult for policy makers of
one nation to adhere to a strict code of ethics for itself, while dealing in the
international arena.
• Ethical dilemma occurs when foreign policy makers must decide whether to
commit an act that is ethically unacceptable in the home country, but expected and
necessary in the other country.
• If the ethics behind foreign policies will have diminishing or no resonance in the
societies they are applied, in or to, their effect will be perverse.
2. "Those who say religion has nothing to do with politics do not know what religion is".
Explain. Further examine the role of religion in formation of political attitude in the
Indian context.
Approach:
This is the quote given by Mahatma Gandhi, which underlines the importance of
religion in shaping political and moral attitude of people. The answer can be framed in
the following manner:
• Elaborate the statement and its assumptions in detail.
• Discuss how religion played an important role in shaping political attitude in India.
Answer:
Partition of India on communal lines and existence of political parties adhering to a
particular religious ideology are examples and validation of the above quote by
Mahatma Gandhi. In a developing society, like India, where tradition coexists with
m
co
modern practices, religion still plays a very important role in the distribution of power
l.
ai
in society. Hence, the idea that politics is immune from religious ideas is tantamount to
tm
ignorance about the powerful role religion plays in the socio-political life of Indian
cke
society. It can be said that religion still fundamentally shapes political attitude of a
ro
@
large section of people in India.

at
w
ra
Though there are various factors like family, caste, ethnicity, region, occupation which
at
ag
determine general political attitude of people, in the Indian context religion has
th
historically played a very fundamental role. Various underlying causes for this condition
ta
are:
• Inspite of diverse social composition, numerical dominance of one religion with
respect to various minority religious communities made religious identity important
in socio-political life.
• During colonial times religious identities were reinforced to divide the society on
religious-political lines, since then religion has become important social force in
political landscape of India.
• Religion provides the ethical framework of the society which also shapes the
political actions e.g. banning of beef, role of women in society.
• Religious identities are easier to mobilize for political ends as they are primordial
and resonates with masses.

3. “Persuasion makes society work smoothly while physical coercion grinds it to a halt”. Student Notes:
Giving examples, compare the effectiveness of persuasion as an influence tactic vis-a-
vis coercion in bringing change in society. In what ways persuasion can be used by
civil servants to remove social evils existing in society?
Approach:
The basic theme of the question is to compare the importance of persuasion vis-à-vis
coercion to influence others and bring change in society. The answer can be framed in
the following manner:
• In brief define persuasion and coercion.
• Citing examples examine the conditions under which persuasion proves to be
better tactic vs coercion.
• Thirdly, suggest some ways/measures through which civil servants can use
persuasion to remove certain social evils.
Answer:
Our thoughts and actions are influenced by other people, whether we are passively
observing their behavior or actively complying with their requests. In everyday life we
use persuasion to convince people to either fulfill our needs or to alter their thoughts
and beliefs. Thus, Persuasion is a conscious attempt to change the attitude/belief of
others. It attempts to win ‘the heart and mind’ of the target and influences a person’s
attitude, intention, motivation or behavior. Coercion on the other hand is the action or
practice of persuading someone to do something by using force or threats. It implies
that the act is committed against the will of the person.
Effectiveness of Persuasion over Coercion:
• Persuasion relies on understanding and changing the hearts and mind. It focuses
on the need voluntarily change peoples’ belief or action. Coercion on the other
hand, employs threat power, punishment so that a person feel compelled to act
m
accordingly/involuntarily.
co
l.
• Persuasive tactics include inspirational appeals, consultation and collaboration

ai
tm
which are democratic ways to bring change in society. Those being persuaded feel
ke
involved and intrinsically motivated to take a particular action. Whereas, Coercion

c
ro
@
makes a person accept change in a forced, imposed and undemocratic way.

at
• Although the process of persuasion may take more time, it is less likely to lead to a
w
ra
cycle of retaliation or revenge. Persuasive means are likely to remain more durable
at
ag
and result in greater productivity. Whereas, when bullied into submission, it is

th
ta
human nature to fight back and break away at the earliest opportunity.
Example: To change peoples’ mind to adopt family planning measures in order to
control population, persuasion is a more effective technique than coercion because
adopting family planning methods affects socio-cultural and religious sentiments of
different communities in the society. If coercion is used, many would retaliate (as was
evident in 1976-77, when Family control measures were forced onto people, ignoring
their socio-cultural and religious sentiments).
Ways in which Persuasion can be used by Civil Servants:
• The civil servants at all levels of government exercise substantial discretion and
authority, and often have a significant impact on the lives of individuals. They
influence how policies are developed, taxes are spent and services are delivered.
• If Rational/Logical Persuasion is used by presenting the facts and laying out an
argument which generally includes emphasizing the positive benefits of a course of
action by providing data, facts, etc., then it would serve a better strategy to bring

change in a person’s attitude- Example-‘Swachch Bharat Abhiyan’– use of Student Notes:
awareness to bring about a collective community behavioural change. Also, to
increase sensitivity towards dwindling sex ratio, if its implications on society overall
is shown through facts, datas and reports and its effect on future prospects of
marriage and security of girls per se then it would have a more long lasting effect
than coercive tactics.
• If all the stakeholders of society are consulted like Civil Society, NGOs, Religious
groups, Youth, elderly, women organisations, etc in a district/state, the civil
servants can reach to a more mutually consented decision on a particular course of
action to bring change in society- eg. Promoting innovative techniques like “Selfie
with daughter” to change peoples’/ family’s attitude whenever a girl child is born.
4. Social media has played a key role in influencing political opinions and social
attitudes in India. Comment.
Approach:
• Briefly define the term 'social media' and it’s current relevance in day to day lives.
• Highlight the positive/negative role played by social media in influencing political
opinions and social attitudes in India.
• Way forward.
Answer:
• Social media denotes a group of Internet-based applications which allow people to
create, share or exchange information, career interests, ideas, and pictures/videos
in virtual communities and networks. Social media platforms such as Facebook,
Twitter, WhatsApp and Instagram are being accepted as the fifth pillar of media
after print, TV, digital and radio and tend to provide news faster than most news
channels today.
m
Role of social media in influencing political opinions

co
l.
ai
• Outreach: Social media allows politicians and political parties a method to connect
tm
ke
directly with people at a reduced cost and greater reach than traditional media. For
c
ro
instance, during 2014 Delhi Legislative Assembly elections, Delhi had 13 million
@
registered voters this election, out of whom 12.15 million were online, making
at
w
digital platforms the most effective engagement tool for party workers.
ra
at
• Communication: It helps politicians interact with citizens, seek feedback and weigh
ag
th
public opinion. Example, Twitter gives political organisations the ability to broadcast
ta
information on a worldwide stream, join any ongoing debates and discussions and
have a two-way interaction with the public during political processes and
campaigns.
• Campaign management: Political campaigns leverage a wealth of information or
analytics about the people who are following them on social media, and customize
their messages based on selected demographics to manage the image of the
candidate. According to Internet and Mobile Association of India (IAMAI) report,
Facebook had a tremendous impact over the results of the polls in 160 of India‘s
543 constituencies in the last General elections.
• Polarisation: Social media has also become a new battleground, where political
parties leverage the pervasive nature of these platforms for their own advantage.
Many anti-social elements turn to social media for spreading hate campaigns and
support communal events, thus polarising the elections.

Role of social media in influencing social attitudes in India Student Notes:
• Opinion building- It has eliminated the spatial difference between people &
allowed faster & more equitable flow of information about different socio-
economic topics. For instance, the role played by 'Facebook reporters'- living in the
enclaves of India in Bangladesh fighting for their cause.
• Social Reforms- Eminent personalities taking to social media platforms to broadcast
the importance of Swachh Bharat, kick started a new revolution for achieving Clean
India. Various online surveys, audio-visual campaigns and ideas infused new energy
among the masses and moulded their attitudes.
• Humanitarian campaigns- Twitter and Facebook proved an invaluable tool for
those involved in disaster relief efforts, posting up to the minute reports on
tsunami alerts, altered train schedules, emergency numbers and shelters. This
changed the attitudes of people in positive way and created a bandwagon effect
among people who wanted to reach out to the survivors.
• Misuse of Social Media-On the other hand, social media has also been used a
means to achieve wrong gains. The increased instances of misinformation (mass
exodus of people in Bengaluru hailing from North East), false opinion building,
virtual information wars among countries, hate and bully campaigns etc. depict the
narrow mindedness of some of the social media users.
Social media is here to stay. Given the reach, frequency, interactivity, usability,
immediacy, and permanence of social media, it becomes imperative to check its use for
malicious activity & ensure it serves the purpose of equitable access to correct
information.
5. It does not take long for conflict to turn violent when deep seeded prejudices and
discriminatory attitudes are not addressed. Discuss in the context of communal and
caste-based violence in India. What role should the state play in this context?
Approach:
m
co
l.
• Briefly discuss about the caste and communal based violence and discrimination in
ai
tm
society and explain the meaning of prejudice.

ke
• Highlight how it develops and its role in such violence and discrimination.
c
ro
@
• Discuss the steps that must be taken to reduce prejudices.

at
w
Answer:
ra
at
ag
The very strength of Indian society which lies in its diversity, sometimes become its
th
main fault line dividing the society, ultimately leading to discrimination and even
ta
violence. Though it was expected that with the urbanisation and increasing
technological and economic development, communal and caste identities would be
diluted, but this does not seem to be the case. Evidence can be provided for both
dilution of such ascriptive identities as well as their strengthening.
The instances of caste and communal violence are generally based on strong prejudice,
irrational beliefs and preconceived notion about other group. As a result, members of
one community perceive threat, harassment, fear and danger from the members of the
other community. Consequently, the response to the threat is mostly ignorance of the
other and sometimes hatred leading to violence.
In India these prejudices get strengthened because of the following factors:
• Legitimising discrimination through history, folklore and perception. For e.g. the
event of partition still incites deep emotions among many people; discrimination of
people from lower castes has many references in historical texts and thus derives
some sort of sanction.

• Separatesettlements result in lack of inter-group contact and communication,that Student Notes:
strengthens in-group and out-group classification.
• Fomenting of insecurities and fear by vested interests by providing misinformation
about the aims of other group.
• As multiple groups compete for same resources, so in order to maintain legitimacy
and their dominance, socio-economically powerful group brandishes other as
incompetent.
• To prevent ascendancy of other groups, opportunists try to incite the negative
emotions in the people so as to serve their narrow motives by orchestrating
communal incidents, thus ultimately strengthening the prejudices.
Although the constitution of India explicitly bars discrimination by the state on grounds
such as race, religion, caste, place of birth and sex, as well as prohibits untouchability,
still discrimination is practices at a personal and community level. The state should thus
take appropriate steps to minimise conflicts that may arise due to cultural separation by
bridging the cultural divide. These include:
• At the preventive level, the state should mitigate long held prejudices by promoting
meeting of members of different sections in a free environment. For example,
cultural meets and community dinners on the occasions of different festivals. This
corrects the misinformation that one group holds towards the other group.
• In cases of discrimination or violence, state should not only do justice but ensure
that justice has been done.
• Caste and communal based politics must be checked through strict enforcement of
section 123 of RPA, 1951 and strengthening Model Code of Conduct.
• Motivating people to fight against their common enemy like poverty, illiteracy,
unemployment and pollution etc.
• Education system should be oriented towards inculcation of constitutional and
human values amongst children.
• Review of the training programs for the police forces with a view to inculcating in
m
them, the attitudes of secularism and communal harmony.

co
l.
ai
Yet, state alone can’t ensure social harmony; the responsibility lies with the public and
tm
ke
their individual conscience. It is the duty of every citizen to inculcate the feeling of
c
ro
bonhomie towards other sections and rise above narrow interests and short term goals
@
and build a strong and united country.

at
w
ra
at
ag
th
6. While on the one hand, some state governments have implemented alcohol
ta
consumption prohibition laws, it is permitted in other states. Debates around this

issue often involves aspects such as individual rights, cultural attitudes and social
welfare. As a teacher you need to explain the key issues involved to a young audience.
What are these? How would you conclude the lecture?
Approach:
• Discuss reasons for introduction of alcohol prohibition.
• The question mentions three aspects i.e. individual rights, cultural attitudes and
social welfare. Build on these while explaining the key issues associated with
alcohol prohibition.
• Conclude persuasively to emphasize on the points made above. One’s stand may
differ from that presented in this model answer.

Answer: Student Notes:
The ill effects of consumption of alcohol are well documented. Deterioration in health
of the person concerned is just one aspect. It is well established through studies that
incidents of domestic violence, road rage and accidents, gambling, indebtedness and
theft are more common in an inebriated state. This has led various state governments
in India to prohibit alcohol from time to time with varied level of success. However
owing to vast socio-economic differences across states and federal nature of our polity,
a pan India ban on alcohol seems difficult to implement. Moreover, with people
ascertaining consumption of alcohol as a right when we are moving towards a rights
based framework governing individual-state relationship, it becomes even more
difficult to convince people for a complete ban on alcohol.
A teacher, being a strong agent of influence, should present various dimensions of
alcohol prohibition in a structured way, which may help the young audience to form a
well informed opinion about the subject. The key issues include:
A. Individual rights
Prohibition restricts dietary habits of citizens and their right to choose. Prohibition
should not be justified citing its possibility of being misused alone. In the times
when authority to make decisions is being decentralised, it becomes natural to
question the logic behind government prescribing a blanket ban. To a certain
extent, it does undermine the citizen’s ability to make a well-informed decision.
B. Cultural attitudes
In some cultures, alcohol is a means to socialize and celebrate . For example,
alcohol drink made from rice is popular in certain parts of Assam as is palm based
drinks in various parts of the country. tribes in central India also use alcohol brewed
from locally available grains in their celebrations. Blanket prohibition overlooks
these societal aspects. However even a wide acceptance alone cannot be the
reason to legitimize something and overlook some of its associated fallouts.
m
C. Social welfare
co
l.
A developing country like India needs interventionist policies for the social and
ai
tm
economic well-being of its citizens. Article 47 of Indian Constitution directs State to

ke
prohibit consumption of intoxicating substances, except for medicinal reasons.

c
ro
Mahatma Gandhi was also one of the vocal votaries of prohibition.

@
at
Restrictions/bans become easy and preferable tool to implement such

w
ra
Constitutional directives though their effectiveness is debatable. Given these

at
ag
arguments, it is difficult to find a black and white answer to this debate. As a

th
ta
teacher, it is reasonable to conclude with certain ingredients which any solution to

this debate must essentially incorporate:
• Sustainability- It depends on administrative capacity to implement effective
ban (preventing inter-state smuggling and black-marketing), generating
alternative revenue source to compensate the revenue loss due to prohibition
etc. Long term solutions include- citizen awareness and a well informed policy
on prohibition which takes into account the current socio-economic aspects of
our society.
• Role of various stake holders –Family, educational institutions, media and role
models have an important role in shaping the perception of youth and thus
they must be a part of the solution and must act responsibly in the best interest
of the society. Similarly political parties must not politicize the issue just for the
sake of political gains and must frame policies in line with constitutional and
global imperatives.

Speaking from a utilitarian perspective, it is clear that the overall welfare of the society Student Notes:
is negatively hampered with alcohol consumption. A violation of right to consume of a
few cannot be used as pretext to overlook the violation of human rights of many more.
Moreover, from deontological perspective the right to consume alcohol can be tested
universality and humanity. It turns out that even in extreme case if everyone would like
to extend consumption as universally acceptable, it is unclear whether it treats
humanity as an end or a means. What it definitely does it is that it neglects the rights of
others at cost of rights of a miniscule minority. As such, it cannot be termed as a right
rather can be better classified as a desire or a luxury- a means to achieve self-
satisfaction.
7. What do you understand by cognitive dissonance? Giving examples, discuss how it

influences one's behavior and attitude.
Approach:
• Define Cognitive dissonance.
• Discuss in brief what you understand by Attitude and Behaviour.
• Discuss how Cognitive dissonance influences one's behaviour and attitude.
• Give appropriate examples wherever necessary to support your arguments.
Answer:
Cognitive dissonance is a phenomenon in which a person experiences psychological
agony due to conflicting thoughts or beliefs. It is the feeling of inconsistency in feelings,
beliefs and behaviour (the three components of attitude). For example, when people
smoke (behavior) and are aware that smoking causes cancer (cognition), they are in a
state of cognitive dissonance.
Attitude is a favorable or unfavorable evaluative reaction towards something or
someone found in one’s beliefs, feelings, or intended behavior. Behaviour is actual
expression of these feelings. Attitude is internal and Behaviour is external.
m
co
The Principle of Cognitive consistency states that human beings have an inner drive to
l.
ai
tm
hold their attitudes and behavior in harmony and avoid disharmony. So, when there is
ke
an inconsistency between attitudes or behaviors (dissonance), something must change

c
ro
to eliminate the dissonance.

@
at
w
Change in behavior and attitude may occur by reducing the dissonance in following
ra
at
three ways:
ag
th
• When one of the dissonant elements is a behavior, the individual can change or
ta
eliminate the behavior. For e.g.- giving up smoking.

• Acquire new information that outweighs the dissonant beliefs. For e.g. new
information such as “research has not proved definitely that smoking causes lung
cancer” may reduce the dissonance.
• Reduce the importance of the cognitions (i.e. beliefs, attitudes). For e.g. a person
could convince himself that it is better to "live for today" than to "save for
tomorrow", thus decreasing the importance of the dissonant cognition (i.e.
smoking is bad for one's health).

Student Notes:
Though it is difficult to objectively measure cognitive dissonance, it plays a major role in

shaping attitudes and behaviours that influence judgments, decisions and evaluation of
different people.
9. Vision IAS Test Series: Case Studies

1. You are the District Magistrate in a district where a significant number of
transgenders reside. While discrimination against the community is well known,
commuters increasingly complain of harassment at their hands, especially at traffic
junctions where transgenders are mostly involved in begging. This, at times, also
leads to traffic management issues. You have received a number of complaints in this
regard and have to act quickly to resolve it. However, a group of transgender
associations argue that begging is their only source of livelihood. Given the situation,
answer the following questions:
(a) Describe the ethical issues involved in this case. Discuss the attitude of people
towards transgenders in general and reasons for the same.
(b) What possible courses of action can be undertaken in such situations? Discuss their
m
co
merits and demerits.

l.
ai
Approach:
tm
ke
•
c
Discuss the ethical issues involved and the reasons for differential attitude of
ro
@
people towards transgenders.

at
•
w
Discuss possible course of action with merits and demerits. You may conclude by
ra
suggesting long-term solution/elaborating on your solution.

at
ag
th
Answer:
ta
The given case involves the issues of vulnerable section of population as well as the
comfort of the community. The issue relates to taking into consideration competing
interests of discrimination, which transgender faces, be it education, employment,
social participation as well as the means they use to earn their living.
(a) Ethical issues involved in this case are as follows:
• Convenience versus livelihood: Begging by transgenders is causing
inconvenience to commuters and is leading to additional problems like traffic
congestion. While, on the one hand, poor socio-economic condition of
transgenders force them to make a living by begging, this at times becomes
inconvenient to general public.
• Discrimination of transgenders versus harassment of the commuters: The
society in general can’t have both ways, that is, restricting the options of a
section of population to earn decent income and at the same time have
problem with whatever little means they are using to earn their livelihood.

• DM’s commitment to safeguard interests of the vulnerable sections versus Student Notes:
taking action on the registered complaints by citizens: Since a large number of
complaints have been registered, it is the DM’s duty to take up a call to reign in
the menace while balancing the right of transgenders to earn a living.
General attitude of people towards transgenders
• Discriminatory - based on their class and gender. This makes the transgender
community one of the most disempowered and deprived groups in the Indian
society.
• Non-inclusionary: They are treated as unnatural and as objects of ridicule and
even fear on account of superstition.
• Inequality and that of Seclusion: A long neglect in terms of rights (civil rights
like the right to a dignified living) and development (reservation in educational
institutions and public employment) has completely isolated the community.
• Negligence and indifference: Their numerical minority makes them politically
less significant as a vote bank and paves the way for their legislative and
administrative neglect.
Reasons for such attitude
• They are different from what has been considered ‘normal’ in the society
• Gender based discrimination has been the norm everywhere and ever since.
They have been treated as objects of entertainment rather than as human
beings.
• Discarded by their families and society, they turned to petty means to earn
livelihoods. Now they are looked down upon for that, without realizing the root
cause. Society misunderstands the changing concept of gender identity.
• Many superstitions have also built up around the community because of their
closed nature, without realizing that they have been discarded, not that they
chose to remain secluded.
(b) Possible course of action
m
co
• Ignore the issue as begging is a matter of livelihood for transgenders

l.
ai
tm
Merit: Transgenders will have their way in collecting money at traffic junctions.
cke
Demerit: This will amount to dereliction of duty and will neither help
ro
@
transgenders nor the general public in the long run. Also, begging is a criminal
at
w
offence. Knowingly allowing begging amounts to collusion. Also, it does not

ra
at
solve the issue of genuine inconvenience which the commuters face.

ag
th
• Issue a stern warning to transgenders indulging in harassment of commuters.

ta
Additionally deploy squads who may check the menace at traffic junctions.
Merit: It may rein in the menace of harassment at the hands of transgenders
and may prevent traffic problems.
Demerit: It may affect the livelihood of transgenders adversely who mainly rely on
begging and are discriminated by the general public. As the area has high population of
transgenders, it may also create law and order problems.
• Issue guidelines for traffic junctions along with establishing of committee for
chalking out measures to sensitise public about transgender issues as well as
implement skill development and vocational training schemes along with
rehabilitation measures.
Merit: It will provide alternate avenues of employment for transgenders. In fact,
they would happily switch their jobs given the opportunity. It redresses grievance of
citizens as well and may also lead to transgender community getting a respectable
place in society in the long run.

Demerit: This is a step with a long gestational period. It may hamper the income Student Notes:
earning source of transgenders in the short term. This may reinforce the notion
that general society’s rights are valued above those of the vulnerable sections.
Though it is important to provide relief to general public, the perspective of
transgender community must be empathized, else the solution will not be sustainable
in the long run and the status quo will rebound. Implementing the Supreme Court
directions of giving them special treatment in certain matters will go a long way in
integrating them in the society.
2. You are a civil servant posted in a state where elections were recently held. The newly
elected Chief Minister had promised to ban alcohol in several of his election
campaigns as well as his election manifesto, which was widely praised and supported
by women of the state. Fulfilling his electoral promise, the Chief Minister has ordered
a blanket ban on the sale of alcohol in the state. Following the ban, concerns have
been raised about the feasibility of the ban and whether the government should
interfere in what is considered by many to be a matter of personal choice.
(a) Who are the stakeholders in this case and how are they affected by the ban?
(b) Is blanket ban on alcohol a feasible action?
(c) Identify the issues that may arise while enforcing the ban and the steps you will
take to handle them, as a civil servant.
Approach:
• Identify the stakeholders in the case and the effect of alcohol ban on them.
• Comment on whether blanket ban is a feasible action or a coercive action taken by
the government.
• State the issues that will arise after the enforcement and suggest measures to
handle them.
Answer:
m
co
l.
In this scenario, blanket ban of alcohol has been imposed by the new CM in a state,
ai
tm
which affects various sections of the society in different ways.

cke
(a) Following are the stakeholders and the effect of the ban endured by them:
ro
@
• People who consume alcohol, as they will have to face withdrawal symptoms,
at
w
post ban.
ra
at
• Their relatives and friends, especially women, who have faced problems like
ag
th
domestic violence, family disputes. However, they will have to ensure that
ta
alcoholic addicts are promptly taken to de-addiction centres.

• The government as the state exchequer will face massive revenue loss. Social
expenditure may have to be cut down. Moreover, law and order situation has
to be maintained.
• Alcohol suppliers and traders as they will have to find alternate means of
livelihood.
• The society at large, as it is adversely affected by alcoholism.
(b) While assessing whether blanket ban is feasible, both advantages and
disadvantages have to be analyzed:
Advantages:
• Fewer cases of domestic violence and relatively safe environment for children.
• Improvement in health of people leading to decreased burden on government
services such as hospitals, medicine stores etc.
• Increase in household savings.

• It can lead to fewer road accidents as drivers will not drink and drive. Student Notes:
• It is in consonance with Article 47 of the Constitution, which emphasizes on
public health.
Disadvantages:
• Total ban violates individual’s freedom to choose.
• It will cause a heavy revenue loss on state exchequer. The money could have
been used for welfare purposes.
• The state might see a rise in alcohol bootlegging owing to emergence of ‘black
markets’. Since the markets will not be regulated, spurious liquor may be sold,
which can have adverse health impacts.
• Alcohol is used in certain religious functions e.g. use of wine during baptism by
Christians. Hence, it can interfere with religious practice of minorities.
• Unemployment for those involved in liquor manufacturing and trade.
• Immediate rehabilitation costs for alcohol addicts.
While total ban has several positive aspects, it is not entirely feasible as adults
should be given freedom of choice and decision-making. Alcohol production, sale
and distribution should be regulated rather than imposing a total ban, else it might
be deemed as a unilateral coercive action by the government. Alcoholism is a social
issue, therefore it can’t be banned merely by legislative means. Hence, we have to
bring in corresponding social change as well to make the ban effective.
Note: Arguments can be given in favour of ban also with proper justification.
Alcoholism has been a menace in the society with disproportionate suffering of
women in lower socio-economic strata. Just because some individual’s right to
choose their dietary habits is curtailed, it cannot be a pretext to prevent active
intervention by the government to correct a societal ill. Bans based on sentiments
are questionable, but bans based on empirical evidence of domestic violence (most
of which goes unreported), traffic violations and consumption of harmful country
m
made liquor have scientific substance to them. The government being the
co
l.
representative of the people has the authority to initiate a change, if it does not
ai
tm
come from within.

cke
ro
(c) Issues that may arise in this case, and the ways in which a civil servant should deal
@
with them:
at
w
• Withdrawal symptoms of addicts: It should be ensured that there are

ra
at
adequate de-addiction and rehabilitation centres with competent

ag
th
professionals.
ta
• Emergence of black markets and distribution of spurious liquor: checking at

regular intervals, especially at border check posts. Further, restaurants and bars
will also be frequently monitored.
• Livelihood of traders and alcohol producers at stake: Policy focus should be on
job creating programmes and poverty alleviation programmes.
• Further, work on organizing awareness programmes for promotion of healthy
lifestyle and disseminate negative effects of alcohol consumption in
collaboration with primary health care centres, NGOs, media etc., should be
emphasised.

3. You, a manager in one of the top IT firms in the country, are tasked with hiring new Student Notes:
recruits for an upcoming project. You find that the company has given tacit
instructions of not hiring female candidates in view of the new maternity law passed
by the Government. You find this highly objectionable and lodge a protest with people
in the higher management but they are firm as they want to cut down all the
unnecessary costs. Based on this information, answer the following questions:
(a) Identify the stakeholders and their interests in the situation.
(b) What are the dilemmas that a recruiting manager may face in such a scenario?
(c) What are the different options available to you? Which one will you pursue and
why?
Approach:
• List stakeholders like the hiring manager, the company, female candidates,
Government and the society List their interests.
• Discuss the dilemma(s) you are facing.
• List the available options, analyze each in the light of given circumstances and
ethical conduct. Choose the one which you may pursue.
Answer:
(a)
Stakeholder Interest
Company/Higher Company’s interest is to maximize profit by lowering down cost
Management incurred per employee. In the case of female employee the cost of
maternity leave is to be borne by the company. Hence, the higher
management wants to avoid hiring female candidates.
Hiring My first interest is to hire suitable candidates for the listed positions
Manager(Myself) irrespective of the gender. Avoiding confrontation with management
while standing up to unjust policies is the dilemma faced in such
situation.
Female Candidates Their interest lies in seeking a fair chance to get the job in the
m
company. In the long run, they expect equity in hiring and promotion
co
and a safe working environment.

l.
ai
tm
Government and These stakeholders seek gender equality at workplace. For this it is
ke
Society important that issues arising out of maternity be redressed

c
ro
adequately via legislation(s) and social change. Though various

@
maternity legislation may ensure assured maternity leave, flow of

at
w
regular income and job security, it alone cannot bring out the societal
ra
at
change required for a gender vibrant culture at workplace.

ag
th
(b) Dilemma: Accepting the higher management’s dictum and avoiding any female
ta
candidate v/s being fair and appointing a suitable candidate irrespective of the gender.
Additionally, I may also face the dilemma of forgoing a better candidate just because of
gender. This will lead to loss of productivity and will incur a long term cost to the
company. The associated dilemma is the larger issue of gender biasness in society due
to patriarchal attitude conflicting with the idea of equality and progress, which
demands change. It’s important to promote gender diversity at the workplace;
however, the current instructions by the company go against this principle.
(c) Different options available:
• Rejecting female candidates: Though with this option I will avoid confrontation
with the higher management, this would be contrary to basic human rights and
the constitutional ethos of equality. This would filter out many genuine
candidates and will constrict the candidate pool. This smacks of short-
sightedness and narrow-mindedness.

• Hiring a suitable candidate objectively and without discrimination: This will Student Notes:
ensure that the most competent and deserving candidate are hired for the job.
Option which I will pursue: Confrontation is not the way out; persuasion is. The most
appropriate way to persuade will be through attitudinal change, which however, is very
difficult in the immediate term. But if I can objectively demonstrate that costs
associated with hiring women employees are not significantly higher as compared to
men and that productivity is independent of gender, I will be able to start the process of
attitudinal change. I will take the help of HR department, and if required, the governing
board of the company in the matter.
Regarding recruitment, I have to be objective in my assessment of candidates, not
biased w.r.t. gender. They will be assessed based on their ability as well as job
requirement. If the job profile does not demand a particular gender requirement, the
tacit instructions should not carry much weight and may in fact be contrary to the
policies of the company. I will report such instructions to the HR as gender
discrimination is not only illegal but also vitiates the organizational culture and social
image of the company. Additionally I will undertake gender-sensitivity drive by involving
my peers especially the working women in my organization. By doing so I would have
upheld the dictum of ‘Be the change you want to see’.
4. Rapid growth of information and communication technology, with all its benefits, has
associated risks and far-reaching consequences. The government has constituted a
committee to frame guidelines for an inclusive and safe cyberspace in India. The
committee has solicited public opinion in this regard. As a concerned citizen, you have
to give your suggestions on the following themes:
(a) Why do you think some people or a set of people are more vulnerable to cyber
threats with special emphasis on cyber-bullying.
(b) Do you think the experiences and exposure in cyberspace are an important
influence in a person's attitude and behaviour?
m
(c) What reasonable restrictions can be applied to make cyberspace more safe and
co
l.
friendly to all citizens?

ai
tm
ke
Approach:
c
ro
@
• Briefly define benefits and risks posed by ICT.

at
• State the groups/set of people who you think are vulnerable to cyber-threats
w
ra
especially cyber-bullying with reasons.

at
ag
• Discuss whether experiences and exposure in cyberspace are an important

th
ta
influence in a person's attitude and behaviour.

• List reasonable restrictions that can be applied to make cyberspace more safe and
friendly to all citizens.
Answer:
ICT has a significant impact on the economic, political and social dimensions of
development. It has enhanced economic activity, empowered individuals by ensuring
their participation in decision-making processes at various levels and exposed diversity
of views. However global nature, speed, convenience and anonymity offered by ICT is
being misused to create numerous threats such as cyber-bullying, cyber-grooming,
hacking, pornography, radicalization, intimidation, breach of privacy, reputational loss,
identity theft etc.
a) Cyber-bullying which refers to use of internet or mobile technology to intentionally
harass or bully someone by sending rude, mean or hurtful messages, comments
and images/videos. A cyber bully can use text messages, email, social media

platforms, web pages, chat rooms etc. to bully others. While all ICT users are at risk Student Notes:
of facing cyber threats, there are some social groups that are more vulnerable to
cyber threats like:
• Women: Cyber crimes against women are rooted in stereotypes about gender
roles, sexuality and sexual norms for women. Women are victims of cyber
bullying that includes non-consensual sharing of intimate images, unsolicited
sending of sexual and pornographic images and other forms of cyber bullying
entailing sexualised behaviour.
• Children and teenagers: Due to their experimental mind-set and limited
understanding of cyber threats, they are particularly vulnerable to cyber
threats like cyber bullying. Those with learning and attention issues are at a
greater risk. It may have physical, emotional and psychological consequences
and may lead to school dropout and depression.
• Youth: The youth are vulnerable to online radicalization, allurement to online
high paying jobs etc. A study in the Journal of Medical Internet Research
revealed that children and young people under the age of 25 who are victims of
cyber-bullying are twice as likely to commit suicide.
• Celebrities: Celebrities especially female ones are targeted victims of body
shaming, racial slurs, stalking, cyber-bullying for their appearance, work, social
life etc. Consequences include forceful exit from social media, mental and
psychological stress and even suicide in some instances.
Besides, late introduction to technology, information asymmetry and behavioural traits
such as unwillingness to use complex passwords etc makes the elderly and digitally
illiterate sections of the society are also increasingly vulnerable to cyber threats.
b) The development of services and products such as social networks, text
messengers, gaming sites etc. in the cyberspace affects attitude and behaviour by
harbouring flow of both desirable and undesirable things.
Such services have the ability to exert credible influential power on their users. For
m
instance, information provided to individuals over a group on social media is

co
l.
personalized, timely and usually comes from a trusted/known source. People in

ai
tm
such a closed group may share similar worldviews and thus the information shared
cke
gains legitimacy. Thus, a form of ‘Groupthink’ can develop and strongly influence
ro
@
the group’s perception of events and opinions (social, political, economic).

at
w
ra
The emergence of online communities/groups have led to the normal process of

at
information verification (i.e. identifying reliable sources) being replaced by

ag
th
‘network wisdom’ (i.e. wisdom of the group network whose legitimacy is perceived
ta
to be higher). Radical groups and even political parties use their innate flexibility to
exploit situations, misrepresent and change perceptions. For instance, circulation of
morphed images related to violence against Muslims in Assam in 2014 when in fact
there had been no such instance.
The concept of “Digital bedroom” has pervaded the mind space of children;
wherein childhood is significantly mediated through the internet and social media
and leads to increased isolation in real life. Online games are known to normalise
violent behaviour and specifically impact behaviour of children.
c) Reasonable restrictions that can be applied to make cyberspace more safe and
friendly
• Providing technological options to restrict access to social media sites to
vulnerable groups like children.
• Restrictions on broadcasting fake/unverified news especially when law and
order situation warrants so.

• Strict compliance of anti-piracy laws and mandatory compliance audit of major Student Notes:
social networking sites.
• Cyber authorities should use the same medium to provide correct information
and nip rumors in the bud itself.
• Mandatory online content rating system to classify content with regard to
suitability for audiences in terms of issues such as sex, violence, substance
abuse, profanity, impudence or other types of mature content.
5. Various studies have found out that cases of depression and mental illness have
increased exponentially in the recent past. Also, in the age group of 15-30 years, this
problem is further pronounced. Furthermore, the rising trend of suicides in this age
group has been attributed to depression.
Given the situation, answer the following questions:
(a) Present an ethical critique of the prevalent societal attitude towards mental
illness.
(b) Given the magnitude of the problem among younger generation/young adults,
analyse the role of the following: i. Parenting, ii Social Media, iii. Video Games
Approach:
• Introduce the answer with statistics around mental health problems.
• Discuss the prevalent societal attitudes toward mental health issues and highlight
an ethical critique towards it.
• Briefly mention the perceptional shifts needed to tackle these issues.
• Analyse the role of parenting, social media, and video games in causing the mental
health issues.
• Conclude briefly.
Answer:
According to WHO, stress and depression cases increased by 18% in the last decade but
m
co
the expenditure on mental health in India is merely 0.06% of GDP. In the age group of
l.
ai
15-30, increase in mental health issues and eventual suicide rates can be attributed
tm
toward cultural changes, and behavioural changes in the wake of increasing

cke
urbanisation, employment and emotional uncertainty, social media generated online

ro
@
bullying and peer pressure.

at
w
ra
a) Attitudes and beliefs about mental illness can be shaped by multiple factors:
at
ag
• Knowledge acquired through keenness

th
ta
• Experience/interaction with someone living with mental illness

• Cultural stereotypes
• Media stories
• Familiarity with institutional practices and past restrictions (e.g., employment
restrictions)
Hence, the prevalent societal attitudes towards mental illness vary from empathy
and caring to that of neglect, pity and abhorrent treatment like a less-worthy
human. Although the societal attitude towards mental illness though has slowly
been evolving, however, following ethical issues continue to remain. For
instance:
• Trivialisation: It is a minimising behaviour where an illness is conceptualised as
being easier to acquire, suffer with, or treat. Attitudes towards mental health
are still not on equal terms with those towards physical health.

• Stigmatisation: It is a significant barrier for the early diagnosis and treatment Student Notes:
of various mental health conditions. People with mental health problems are
less likely to seek help if they feel their condition is stigmatised.
• Social Labelling: In a lot of cases depression is stereotyped as a ‘first world
problem’ or the ‘problem of luxury’ and not an issue in the third world – which
is untrue, as large number of students, female, and farmer suicides take place
in developing countries like India.
• Treatment issues and perceptional biases: Researching the diagnosis and

treatment of mental disorders also presents special ethical issues. For instance,
while dementia is perceived as quite straightforwardly ‘medical', other
ailments like personality disorders are sometimes treated and looked at
differently, with a stigma.
m
The society at large, beginning from the family, needs to be open about discussing
co
mental health issues. Consulting psychiatrist or medications should not be

l.
ai
tm
considered taboo and immediate assistance and familial support must be provided,
ke
for which district administrations can play a big role by creating sensitisation
c
ro
campaigns. Interventions like happiness curriculum as introduced by the Delhi

@
at
government that included meditation; sports activities; reconnecting with nature

w
ra
should be undertaken so as to hone young minds.

at
ag
b) Mental health problem is a scientifically treatable disease. A disease has a cause,

th
ta
an aggravating condition, and finally a treatment. Excessive pressure and

competition is a common cause of occurrence and its ignorance, a cause of
aggravation. The role of parenting, social media and video games for the younger
generation vis-a-vis mental health problems is as under:
• Parenting: Parental support and a nurturing family are key to addressing
mental health issues. The first step begins with a liberal environment in the
family where young adults, teenagers, can have free discussions with their
parents. Moreover, parents need to also understand that peer pressure, and
creating pressure over exam results, performance in competitive exams may
impact young minds and increase student suicide rates. Thus, a conducive
environment where the younger generation is encouraged to discuss issues
should be promoted, over and above dismissing beliefs related to mental
health treatments.
• Social Media: Social media addiction is one of the key factors responsible in
changing our behaviour towards others and alienating ourselves. While social

media is a good platform towards connecting with people, and gather Student Notes:
information, over-dependence and over-consumption of it amount to
addiction, which influences the cognitive ability of adults, teenagers.
Moreover, things such as trolling, cyber bullying, perceptions about others, the
need to constantly post or upload – further isolate minds, while also limiting
good habits like reading, playing, or spending time with nature.
o Social media behaviour should be restricted and sensitisation campaigns on
limiting their usage must be undertaken by all schools, colleges, and work
environments.
• Video Games: According to the WHO, video-gaming disorder is a "pattern of
persistent or recurrent gaming behaviour" in which people lose control over
their gaming behaviour, resulting in impairments in their family relationships
and social lives and has recommended to classify gaming disorder as a separate
addiction. The Blue Whale Challenge game posed serious mental health risks in
the form of self-harm and attempted suicides.
It is therefore important to not dismiss mental health issues based on ill-conceived
notions and understand that stigmatisation will only worsen the silent epidemic of
depression. Additionally, ensuring proper implementation of the National Mental
Health Policy 2014, which puts renewed focus on depression, suicides and attitudes
towards mental health, shall also help in addressing these challenges.
m
co
l.
ai
tm
cke
ro
@
at
w
ra
at
ag
th
ta


Student Notes:
ETHICS IN ADMINISTRATION- SOURCES,
APTITUDE AND FOUNDATIONAL VALUES
Table of Contents
1. Introduction ........................................................................................................ 102
2. Source of Ethical guidance in Administration ....................................................... 102
2.1 Indian sources of ethical guidance ............................................................................ 102
2.2. Western sources of ethical guidance ........................................................................ 103
2.3. Laws, Rules, Regulations as sources of ethical guidance ........................................... 103
2.3.1. How Laws, Rules and Regulation are a source of ethical guidance: ....................................... 104
2.3.2. Limitations of Laws, Rules and Regulations: ........................................................................... 104
2.3.3. Constitution of India as the supreme law of the land ............................................................ 105
2.4. Conscience as a source of ethical guidance............................................................... 105
2.4.1. Types of Conscience ............................................................................................................... 106
2.4.2. Ethical Principles Governing Conscience ................................................................................ 107
2.4.3. Are public administrators bound to educate their consciences according to the responsibilities
they have? ........................................................................................................................................ 107
2.4.4 Crisis of Conscience: ................................................................................................................ 107
3. Need of Ethics for Public Administrators .............................................................. 108
4. Determinants of Ethics in Public Administration .................................................. 108
5. Concept of Public Service ..................................................................................... 109
5.1. Measuring Publicness of a Service............................................................................ 110
m
5.2. Principles Guiding Public Service .............................................................................. 110

co
l.
ai
6. Aptitude.............................................................................................................. 111
tm
ke
6.1. Definition and Explanation:...................................................................................... 111

c
ro
@
6.2. Relationship of Aptitude with other qualities ........................................................... 112

at
w
6.2.1. Aptitude and Interest ............................................................................................................. 112

ra
at
6.2.2. Aptitude & Ability ................................................................................................................... 113

ag
6.2.3. Aptitude and Intelligence ....................................................................................................... 113

th
ta
6.2.4. Aptitude and Attitude ............................................................................................................. 114

6.2.5. Aptitude and Values ............................................................................................................... 114
6.2.6. Aptitude, Proficiency & Achievement .................................................................................... 115
6.3. Aptitude for Civil Services ........................................................................................ 115
7. Foundational Values for Civil Services.................................................................. 115
7.1. Definition and explanation....................................................................................... 115
7.2. Need of foundational values .................................................................................... 116
7.3. Types of Foundational Values ................................................................................... 116
7.4. Major Foundational Values for Civil Services ............................................................ 116
7.4.1. Integrity .................................................................................................................................. 118
7.4.2. Impartiality ............................................................................................................................. 122
7.4.3. Non-Partisanship .................................................................................................................... 123
7.4.4. Neutrality ................................................................................................................................ 124

7.4.5. Anonymity .............................................................................................................................. 126 Student Notes:
7.4.6. Objectivity .............................................................................................................................. 126
7.4.7. Dedication to Public Service ................................................................................................... 128
7.4.8. Empathy, Tolerance and Compassion towards the weaker section ........................................ 129
7.4.9. Miscellaneous Values ............................................................................................................. 132
7.5. Consequences of Erosion of Values .......................................................................... 133
8. Previous Years UPSC GS Mains Questions ............................................................ 133
9. Previous Years UPSC Mains Questions: Case Studies ............................................ 135
10. Previous Years Vision IAS GS Mains Questions ................................................... 135
11. Previous Years Vision IAS GS Mains Questions: Case Studies .............................. 140
m
co
l.
ai
tm
cke
ro
@
at
w
ra
at
ag
th
ta

All rights are reserved. No part of this document may be reproduced, stored in a retrieval
system or transmitted in any form or by any means, electronic, mechanical, photocopying,
recording or otherwise, without prior permission of Vision IAS

Note- This document shall cover the following topics from the UPSC syllabus- Student Notes:
• Ethics in Public Administration; Public/Civil Service Values; Laws, Rules, Regulations and
Conscience as Sources of Ethical Guidance
• Aptitude and Foundational Values for Civil Service, Integrity, Impartiality and Non-
partisanship, Objectivity, Dedication to Public Service, Empathy, Tolerance and Compassion
towards the weaker sections.
1. Introduction
Professional ethics of a public administrator encompasses the standards of behaviour and
conduct that are crucial for the performance of his/her public duties. It includes ideas and
actions to make things right and a behaviour that reflects a sense of public administration.
Ethics in public administration traditionally has been divided into two schools, the normative
and the structural.
• Normative perspective: Drawing upon organizational development, examines how ethical
values are inculcated and put into operation in organizations.
• Structural approach: It probes formal-legal arrangements, primarily regulatory and legal
prescriptions and prohibitions through which governments seek to channel and control
administrators' behavior.
The object of ethics in public administration is to instill a sense of professional morality in the
administrator to perform his duty in a manner that conforms to the highest ethical standards.
2. Source of Ethical guidance in Administration

There are various sources which show us the light in terms of what constitutes ethics in
administration. Firstly, we shall discuss some contributions from India and West. After that, we
see how laws, rules, regulations and lastly conscience can act as a source of ethical guidance.
2.1 Indian sources of ethical guidance
m
There are various contributions from India, where one can draw important facets for ethical
co
l.
guidance in administration such as-

ai
tm
• Concept of Dharma: The idea of the State was based on dharma as it laid emphasis on
cke
ro
duty and righteousness.

@
o The main purpose of the State is welfare of the nation, protection for the vulnerable
at
w
sections of the society.

ra
at
o Indian theorists stressed upon the prime necessity for the ruler and his ministers of
ag
th
conquering personal desires for pleasure and power.

ta
§ The Mahabharata says self-discipline and the conquest of the self is greatest of
dharma.
o Rather, the state should aspire to achieve the following-
§ Prabhava — for promoting advancement and growth of all beings;
§ Sarankshan — for maintaining and giving security to all beings;
§ Ahimsa — Freedom from violence.
• Kautilya- In his treatise on statecraft i.e. Arthashastra, he has discussed various aspects of
ethical governance and elaborated on the roles and duty of every stakeholder in the state.
Some these can be seen as-
o Code of conduct- It prescribes a detailed code of conduct for the king.
o Traits of an ideal king- The king should have self-control, open mindedness and seeks
advice from his council of ministers.
§ He should stay ever active in promoting the security and welfare of the people.
§ He ensures the observance of dharma by the people, by authority and by example.

§ He improves his own discipline by continuing his learning in all branches of Student Notes:
knowledge and endears himself to his people by enriching them and doing good to
them
o Importance of civil service- in providing good administration. Only persons with
unimpeachable character, possessing highest personal qualities of leadership, intellect
and energy, will seek service with the king.
o Equity in Taxation: While emphasising need for wealth collection, Kautilya underlines
the principle of equity in taxation.
• Mahatma Gandhi- Mahatma Gandhi’s philosophy, applied in its true spirit, provides
answers to the problem of social and economic crisis which India as well as the entire
global community is currently facing. Some critical guidance can also be taken from his
principles such as-
o Decentralized Governance/Self Governance- Gandhi believed in a decentralized
development model as it helps consequences of development reach everyone and
promotes equality and social harmony
o Social Control of Business- Gandhi was not opposed to private ownership of industries
and business, he advocated social control of business so that profit generated are
equitably distributed and prevents concentration of wealth in the hands of few people,
which leads to exploitation
o Rural-centric governance: Agriculture and small-scale industries being the prime
employer in the rural area should be focused in development agendas.
2.2. Western sources of ethical guidance
Some important contributions were made by western thinkers and theories, such as-
• Virtue Ethics- It talks about external and internal goods.
o The creation of internal good by virtue ethics may at time hinder the development of
external goods. For example, cultivation of justice and fairness within the institutions
may harm the private interests of the stakeholders.
o The external good here can be riches, power or fame. In such circumstances, political
m
co
rulers and others would punish public administrators for acting with virtue.
l.
ai
o Virtue Ethics, however has internal rewards, internal good such as contentment,
tm
happiness, job satisfaction etc that no one can take away from the public administrator.
cke
•
ro
Paul Appleby’s Idea of Democratic Morality- As per him, a free state, where the various
@
private interest think only about maximizing their own good and refuse to consider
at
w
common good, is likely to self-destruct over time unless the nation’s leaders and the
ra
at
bureaucracy act to focus public policy on the public interest.

ag
th
o For a free state to remain a free state, virtuous public servants, who shared common
ta
social ethics of concern for the public interest, were essential.

o To avoid the moral corruption of the society out of inherent conflicts of interests, public
servants must maintain democratic morality.
• Weber’s Idea of Bureaucratic Morality- As per him, bureaucracy should be a goal-oriented
institution designed according to a rational principle. The bureaucrats should be guided by
explicit rules and responsibilities which should override moral and ethical norms of
personal conscience.
• United Nations Code of Conduct for Public Officials categorically states that a public office
is ‘a position of trust, implying a duty to act in public interest’ and ‘public officials shall
ensure that they perform their duties and functions efficiently, effectively and with
integrity, in accordance with laws and administrative policies.
2.3. Laws, Rules, Regulations as sources of ethical guidance

Law as used in ethics is different from the notion of law in physics, which implies a common or
constant way of action. In ethics, law has a moral connotation. For instance, it has been

defined as "an ordinance of reason for the common good, promulgated by him who has care Student Notes:
of the community." (St. Thomas Aquinas).
Laws in modern context are synonymous with positive human laws. Laws are those basic
ethical standards that the society expects everyone to comply to. There are sanctions against
their violation, which are generally in the form of duly enforceable punishments.
Purpose of a law is to promote the common good and societal welfare as well as protect
individual rights.
Difference between law and regulation or ordinary rule:
• Although law is an ordinance or a rule resulting from human reason, it is not the same as a
regulation or ordinary rule. Regulations and rules often help clarify the intent of laws in
more specific terms.
• Unlike laws, individuals, organizations or groups can make rules. It must be clarified again
that rules are made under laws. Rules need not be for the common good; they can be for
the private good and they usually bind persons wherever they go. But rules, too, must not
violate natural law. Rules or regulations should declare or clarify civil laws, just as civil laws
declare or clarify natural law. Rules and regulations can be extra guidance to public
administrators as to what is right and wrong.
2.3.1. How Laws, Rules and Regulation are a source of ethical guidance:
• Regulate discretionary use of resources to fulfill personal needs.
• Laws command both action and inaction: Some laws lay down what should not be done,
for e.g. murder, whereas others lay down what should be done, for e.g. registration of
motor vehicles.
• Help clarify the values to be used and procedure to be followed.
• Modern laws are founded on the libertarian principles and therefore foster, liberty, equity,
equality and social justice.
• Rules and regulation for example communitarian laws have legal sanction and therefore
m
are embodiment of social values which deserves preservation.

co
l.
2.3.2. Limitations of Laws, Rules and Regulations:

ai
tm
ke
• Teleology says that we do not need standards to govern human behavior; the human
c
ro
intellect alone is capable of knowing and judging what is right and what is wrong.
@
at
• There are so many laws, rules and regulations that govern human behavior that it is
w
ra
virtually impossible for any human being to know all of them.

at
ag
o Information, reflection, judgment, decision and action are the criteria for determining
th
morality. This approach makes sense and is a valid response to the fact that knowledge
ta
of all laws and rules is virtually impossible.

• The presumption is that rule makers have not violated natural law or civil laws, but
sometimes they circumvent what the civil law clearly states.
o While a superior can punish a subordinate for violating the rules, if the rule is contrary
to civil or natural law, the violator may have acted ethically. As with laws, a person has
no obligation to obey an immoral rule
While deontologists are content with focusing on laws and rules as the principal guidance for
public administrators on morality, even they recognize that laws and regulations are
insufficient. Without conscience to apply those laws and rules to particular actions, public
administrators are missing a critical element. So, now we examine conscience as a mechanism
for deciding what is right and what is wrong.

When is a law doubtful? Student Notes:
There are four principles that apply and the actor is at liberty to follow the principle that
appeals most.
• A law is doubtful and does not bind when there is more probable evidence on the side of
liberty than against it. This is probabilism. For example, a person in doubt about what day it
is observes four calendars. Three indicate it is one day and the fourth indicates that it is a
different day. The person may follow the date indicated by or deduced from the three
calendars if that ensures more liberty.
• A second version of probabilism states that the person may follow an option in favor of
liberty, provided the evidence in favor of liberty is solidly probable, even though the
evidence against liberty is more probable. In the same example, the person may follow the
time indicated by the fourth calendar even though the other three numerically appear to
offer more probable evidence.
• Another version of probabilism, equiprobabilism states that the person may follow an
opinion in favor of liberty if the evidence on both sides is equally balanced. In the above
example, if two calendars show that it is one day and the other two indicate that it is a
different day, the person may follow either option.
• Compensationalism says that the person should consider the evidence not only favoring
and opposing liberty but also the gravity of the law, the reason for acting against the law,
the inconvenience arising from following the strict interpretation of the law and the
justness of the cause for selecting the option offering most liberty.
Some laws may be doubtful, i.e. not clearly formulated with scope of misinterpretation, and
provide options for people. These serve as additional guidelines to the principles of conscience.
2.3.3. Constitution of India as the supreme law of the land
The Preamble to the Indian Constitution promises securing to all citizens: Justice, social,
economic, and political; Liberty of thought, expression and belief, faith and worship; Equality
of status and opportunity; and promote Fraternity, assuring dignity of the individual.
m
These ideals can be secured only if holders of public office, both the elected representatives as
co
well as public servants, entrusted with the task of running the government have ethical
l.
ai
tm
moorings.
cke
Constitutional Morality
ro
@
The term ‘constitutional morality’ has often been invoked by Supreme court in India for striking
at
w
down laws which could be termed as manifestations of popular morality. But this term is not
ra
at
found in our Constitution. Nevertheless, we find mention of the word ‘morality’ in the Indian
ag
th
constitution at various places (Article 19, 25 and 26). Dr. B R Ambedkar used ‘Constitutional
ta
Morality’ multiple times in ‘Parliamentary debates.

Constitutional morality is the morality of the constitution. It is the substantive content
of a constitution in the form of ethical ideas that underlies formal provisions. To be governed by
constitutional morality for a society is to be guided by ethical ideas carried by constitution e.g.
justice, liberty, equality and fraternity can be taken as element of our modern constitutional
morality.
2.4. Conscience as a source of ethical guidance

Conscience is a special act of the mind that comes into being when the intellect passes
judgment on the goodness or badness of a particular act. It is a practical judgment on
particular, concrete, human actions.
Deontological perspective: Conscience is a judgment—an act of the intellect. It is not a feeling
or an emotion, but, rather, an intellectual decision. It is also a decision with a view to a
particular action. Conscience can make a practical judgment on the morality of either a past

action or an action about to occur. Student Notes:
Teleological viewpoint: Conscience is quite similar to completion of the ego identity, whereby
Every ego is in some sense a code of ethics. If ego and conscience are similar or identical,
people have the capacity of determining the meaning of a particular action, past or present,
and at the same time assess the morality of that action.
Difference between Conscience and Law:
• While law focuses on principles of morality outside human beings, conscience is something
within human beings that determines the morality of human actions
• Law states a general rule concerning actions; conscience lays down a practical rule for
specific action. Conscience applies the law or rule to specific actions, therefore it is wider
than law. Some have said that conscience is to law as a brush is to paint.
m
co
l.
ai
tm
cke
ro
@
at
w
ra
at
ag
th
ta
2.4.1. Types of Conscience

Human beings can have different kinds of conscience.
(a) True conscience: It means that judgment is in accordance with fact. The judgment is a
correct or accurate application of law to the action.

(b) Erroneous Conscience: when the judgment is false—the practical judgment incorrectly Student Notes:
applies law to the action. The erroneous judgment can be vincibly or invincibly false.
(Vincibly false means that it can be corrected i.e. it is not invincible)
(c) Certain Conscious: A conscience is certain when the judgment on the morality of an action
is without prudent fear of error. Prudent fear of error does not involve metaphysical
certainty, but generally any normal person has no doubts about the judgment. That
certainty can apply to both a correct and an erroneous conscience.
(d) Doubtful Conscience: Conscience is doubtful when the judgment does not exclude all
prudent fear of error. The person is aware of some doubts about the practical judgment to
be made.
(e) Both Doubtful and Erroneous- A conscience can be both doubtful and erroneous at the
same time. A conscience is probable when the judgment "almost" excludes all prudent fear
of error. A normal person is almost certain the judgment is correct, even though it may be
erroneous.
2.4.2. Ethical Principles Governing Conscience
The discussion of conscience leads to the following principles governing conscience:
• A person must take reasonable care to ensure a correct conscience.
• A person is bound to follow a certain conscience even if that conscience is false. For
example, if I am certain that it is morally right to lie to save another's life, I am bound to lie.
• It is never ethically correct to act on a doubtful conscience. Vincible ignorance does not
excuse—the person must make some effort to resolve the doubt. If efforts to resolve the
doubt fail, the principle lexdubianonobligat ("a doubtful law does not bind") comes into
play.
2.4.3. Are public administrators bound to educate their consciences according
to the responsibilities they have?
If public managers must not only do things right but also do what is right, they have an
obligation to educate their consciences according to their state in life. This includes not only
m
management theory and practice but also ethical theory and practice.
co
l.
ai
• If managers do not do both, they run the risk of not only being outdated but also of
tm
ke
neglecting true managerial responsibility. If managers are educators and teachers, surely
c
ro
they must learn both aspects of the job if they are to fulfill their role of teaching and
@
at
coaching others.
w
ra
• In educating and updating the conscience, there are two extremes to be avoided. One is not
at
ag
caring about conscience at all—making no effort to learn what is right or what is wrong, or
th
perhaps showing no interest in right and wrong. Some public managers exhibit this
ta
characteristic.
• The other extreme is the person unable to distinguish serious actions from those that are
not, whether getting things done right or doing the right thing. There are some public
managers who fit this description. Neither extreme is in accord with the concept of
conscience, which involves a practical judgment on the morality of human action.
2.4.4 Crisis of Conscience:
When conscience fails to provide moral guidance to an individual in any specific situation as a
result of a particular experience, it can be called as Crisis of Conscience. Individuals loses the
ability to determine right and wrong.
It quite happens in a situation which is ambiguous in terms of values involved and its
consequences. As a result, individual cannot resolve an ethical dilemma using his moral sense.
For instance, an IPS officer is given the duty to regulate the peaceful protest by farmers against
some corporate bodies. Things are under control as situation is clearly understood. Now

suddenly officer is asked to resort strict measures irrespective of nature of protest. Officer now Student Notes:
faces the ethical dilemma as situation is now ambiguous both in terms of the motive and the
consequence of actions. This can create crisis of conscience for an IPS officer as he/she could
not solely rely on his sense of right/wrong.
It is a situation in which someone feels worried or uncomfortable because they have done
something which they think is wrong or immoral.
3. Need of Ethics for Public Administrators

Compared to the political, legal, technical and financial dimensions of public administration, the
ethical dimension has been sorely neglected in Indian Administration. Further, much of the
recent public and media concern about public service ethics has centered on conflict of
interests and, to a lesser extent, on issues of political partisanship, public comment and
confidentiality.
The need of ethics for public administrators can be highlighted in the following points-
• Benevolence to all: Our constitution provides equality and equity as fundamental virtues to
be followed by administrators. This ensures that vulnerable get the protection and might
shall not be right. Ethical administrators are important to achieve these goals.
• To stay responsive and responsible- Ethics in public administration will help bureaucrats
use power in a responsive and responsible manner. This will improve sensitivity of the
administration. It will eventually increase/enhance the public trust in the administration.
• To resolve dilemmas: which relate less to the use of public office for private, personal, or
partisan gain and more to ethical and value conflicts and dilemmas that arise in the
performance of administrative duties.
• To fight against populist and majoritarian tendencies: Public administrator must have the
courage to face down the expert opinion that the expert cannot defend rigorously, and
sometimes resist that clamoring public opinion, powerful interest groups or the media. This
courage is the subject of Ethics in Public administration.
• To be optimistic: Public administrator must be able to face the ambiguity and the
m
co
paradoxical nature of ethics without being immobilized by them. They must be purposive in
l.
ai
their behavior and rather than reactive and most important, they must remain ever hopeful
tm
ke
in their outlook.
c
ro
• Recognition of paradox of procedures: Those procedures which facilitate deliberations,

@
at
fairness, accountability, openness, equity and greater depth of thoughtful analysis to a

w
ra
public decision are also at times the enemy of progress and dispatch. For example
at
Environment Impact Assessment are seen as just deliberation by the environmentalists but
ag
th
are considered the enemy of progress and the means to slow proper actions of the
ta
industrialist. Ethics help bureaucrats identify such paradoxes. Public servant who cannot
recognize the paradoxes of procedures will be trapped by them
4. Determinants of Ethics in Public Administration

The major determinants of administrative conduct in the public sector include:
1) Political construct: The public administrators are a subset of the political construct. They
contribute at both, the executive level and at the policy formulation level. Political ethics
therefore is intrinsically woven with the bureaucratic or administrative ethics. For example
Criminalization of politics adversely impacts the administrative behavior.
2) Legal Rational Framework: Weber gave a legal rational framework to the bureaucracy. The
role of hierarchy is important in fixing the accountability, impersonal order was important
for the bureaucrats to do their work without any fear and favor. Rules and regulations to
regulate administrative behavior and to impart, rationality, impartiality, honesty and
integrity in the administration.

3) Public servant’s Intention: Public servants’ behavior is the key to the ethical nature of Student Notes:
administration. No matter how good the intentions of the policy makers be, if the
mechanism to implement it is corrupt, politicized, partisan, prejudiced or stereotypical in
nature, the intention will cease to matter. For example, Using Aadhar for direct benefit
transfer is an innovative idea, however not allowing a needy person ration without Aadhar
will jeopardize the whole effort and bureaucracy will be termed as insensitive.
4) Citizenry and Civil society: Citizenry hold administration accountable for its acts of omission
and commission. It provides the much-needed feedback which helps in evolution of
bureaucratic and political response. Role of civil society is to scrutinize the government and
its actions and inactions plus sensitize the citizenry about the same. It helps in Ethical
decision making.
The minor and discreet elements of administrative conduct are guided by-
• Individual attributes of public/civil servants which guide ethical decision-making skills,
mental attitude, virtues, and professional values.
• Organizational structure which is explained by clear accountability, collaborative
arrangements, dissent channels, and participation procedures.
• Organizational culture includes artefacts, beliefs and values, and assumptions. Ethical
behaviour is encouraged when organizations have a climate where personal standards and
employee education are emphasized, where supervisors stress the truth, and where
employees regularly come together to discuss ethical problems.
• Leadership is important in the development, maintenance, and adaptation of
organizational culture.
• Societal expectation includes public participation, laws, and policies.
OECD has developed an ethical infrastructure (refer the infographic below) which can be taken
as a framework to include all the above determinants.
m
co
l.
ai
tm
cke
ro
@
at
w
ra
at
ag
th
ta
5. Concept of Public Service

Public service is a public trust. Public service according to the modern definition goes beyond
the administrative functions of the governments and incorporates non-governmental
organization and institutions as well.
Citizens are the source of sovereignty and importantly, are taxpayers demanding accountability.
They should be treated as such and not merely as consumers or customers in the marketplace.
Markets are not alternatives to public service. Rather, sound governance, public service, and
responsible citizenship are sine qua non of a business-friendly environment, the smooth
operation of markets, effective democracy, and social peace.

Primary responsibility of civil servants is enforcement of law, provision for various public Student Notes:
services such as food, health, education, relief during disasters, etc. Also, they are responsible
for settlement of disputes and enforcement of contractual obligations. These duties boil down
to exercise of power over other citizens, conferred under the statutes, which civil servants
exercise in their own right under the law.
They also implement programmes and policies of the government. This requires a certain level
of character, a sense of justice and fairplay, transparency and accountability. To be able to
deliver administrative justice, capacity for critical thinking and fairness and respect for
procedures are essential qualities which must be cultivated for efficient delivery of all type of
public services.
Public service is concerned with provisioning for the needs of public as per the expectations of
the public. It represents one of the oldest, if not the noblest, most widespread and celebrated
values in the history of humankind. In fact, civilization and public service and administration
are intimately related, one reinforcing and contributing to the other.
In traditional societies of the East and West, little distinction was made between voluntary
service for the good of the community and remunerated work performed on a professional
contractual basis. However, with development of the concept of State, a structured civil
service has been central to its (State’s) idea. From the times of Mauryan Kingdom, we have had
an elaborate public service performing public duties.
5.1. Measuring Publicness of a Service
The expectations of public i.e. ordinary citizens from the government have been changing.
Moreover, many private entities are providing services which were traditionally considered as
‘public’. According to M. Shamsul Haque of the University of Singapore, following are the
major dimensions along which ‘Publicness’ of a service can be measured-
• The extent of its distinction from the private sector: Haque identifies impartiality,
openness, equality and representation as being distinctly public characteristics.
• The scope and composition of service recipients: the greater the number and broader the
m
co
scope of service recipients, Haque writes, the higher the degree of publicness, and he refers
l.
ai
to a 'shared and universally accessible domain involving the interest of all citizens'.
tm
ke
• The magnitude and intensity of its socioeconomic role: the wider a service's societal
c
ro
impact, the greater the degree of its publicness.

@
at
• The degree of its public accountability: this goes beyond the existence of institutions to the
w
ra
extent to which those institutions are influenced by particular classes or sections of society.
at
ag
• The level of public trust: that is, how much people trust the credibility, leadership or
th
responsiveness of a service.
ta
5.2. Principles Guiding Public Service

Today, public sector is employing number of ways of private sector to enhance their efficiency.
Does it mean that the spirit behind the public service may get weakened? In this regard, it is
essential that the following principles should guide all the civil service institutions and their
personnel:

Student Notes:
m
co
l.
ai
tm
cke
ro
@
at
w
ra
There are values which are supposed to take care in public life and administration and that is
at
ag
why correct and appropriate aptitude and foundational values are required the self, according
th
ta
to those values. In every administration, aptitude will play a very important role.
6. Aptitude
6.1. Definition and Explanation:
Our experiences shape our thinking in unique ways and this subconscious thinking shapes our
preferences, ultimately influencing (but not determining) how we will respond to an event in
future. Innumerable characteristics influence a person's behavior. The concept of aptitude is
applied to those which are considered as useful for particular task.
In a simpler way, Aptitude is the natural ability to do something, a natural tendency. ‘Natural’
here refers more towards the sum total of experiences that a person has had rather than simply
meaning ‘by-birth’. A person with an aptitude for boxing, if given necessary training, can
develop the ability to a great extent. On the other hand, if a person has no aptitude for boxing,
no amount of training can bring about any appreciable change in his performance.

Thus, Aptitude is the combination of abilities and other Student Notes:
characteristics, whether native or acquired, known to
be indicative of an individual’s ability to develop
proficiency in certain particular area.
Aptitude is different from skill
Aptitude is a group of characteristics deemed to be
symptomatic of an individual’s ability to acquire
proficiency in a given area. It thus has a futuristic reference. Skill, on the other hand, is
acquired through training. Aptitude is not skill. Skill is acquired and constantly upgraded
through training and learning. Aptitude is what is there but could be nurtured.
To become an officer in defense or police services, you need to have both physical and mental
aptitude; for being a good sportsman one needs aptitude of psycho-motor coordination.
Problem arises when one is in a profession not suited by his/her aptitude. A person becoming a
cricketer because his father was a great may not be able to deliver best results unless he
himself has the aptitude required for the sport. Remember carefully – aptitude looks at the
future potential. It, however, is the present condition – a pattern of traits which are there
presently and are deemed to be indicative of potentialities.
Aptitude is generally categorized as physical or mental.
• Physical aptitude means the physical characteristics for performing some task successfully.
For example, armed forces require a specific set physical features, like height, strength etc.
• Mental aptitude means certain specific set of mental qualities needed to perform some
tasks successfully. This is further characterized as general mental ability and value
orientation. The former implies an ability to think rationally, while the latter also includes
certain value-based behavior, like the one guided by empathy, compassion, integrity,
accountability, responsibility etc.
This difference can be understood with some examples. For example, a banker should have the
ability to deal in numbers, while an effective leader is one who is empathetic and honest. A
m
co
thief, on the other hand, probably needs to be a good liar.

l.
ai
tm
6.2. Relationship of Aptitude with other qualities

cke
ro
6.2.1. Aptitude and Interest

@
at
w
People have interests in many things, but this does not imply they have the aptitude for that.
ra
One may like cricket very much – but playing it on field is much different that a watching it on
at
ag
television. One may have the aptitude for good commentary or writing skills and then one may
th
ta
choose a profession where his/her interests and aptitude match- such as becoming a
commentator or a sports journalist.

Student Notes:
6.2.2. Aptitude & Ability

Aptitude is often considered to represent specific subsets of mental ability which provides
useful information on an individual’s potential, particularly with regards to education and
employment. Ability is much closer to intelligence. It is concerned with present. It is the
combination of skills, habits and powers that an individual now has which enable him to do
something.
Aptitude indicates what an individual will be able to learn/do and ability presents evidence of
what the individual is able to do now (or in future without additional training). From a practical
standpoint, it is impossible to measure aptitude without the degree of training which an
individual has already had. It is assumed that individuals have been exposed to certain
experiences which enhance their aptitude when it is measured.
m
co
For example, the CSAT (Civil Services Aptitude Test) exam which is meant to test the aptitude
l.
ai
of a candidate for Civil Services will invariably show better scores for candidates who have
tm
ke
practiced rather than those who have not. It tests aptitude by subjecting the candidates to
c
ro
pressure situation (solving many questions in limited time), which they are likely to experience
@
once they become Civil Servants. Moreover, a person who has practiced the tests demonstrates
at
w
readiness and labour, which is again a trait desirable in a Civil Servant. It therefore, although
ra
at
intended to measure aptitude, also measures ability.

ag
th
Thus, according to some psychologists, ability includes aptitude and achievement. Ability refers
ta
to what a person can do today. It is the power, at a given time, to perform.

6.2.3. Aptitude and Intelligence
Aptitude is innate potential to do certain task in future, provided appropriate training is
provided to the person. Intelligence’s key component is the ability to think rationally, act
purposefully and deal effectively in one’s present environment.
Intelligence has a wider scope as in it refers to general mental ability. Aptitude on the other
hand has narrow scope- it is specific to work. It breaks down intelligence into several
characteristics, referring to a specific ability of a person to do a task in future. Thus, aptitude is
not same as intelligence. Two people with same intelligence quotation (IQ) may have different
aptitudes e.g. one to become scientist and another novelist.

6.2.4. Aptitude and Attitude Student Notes:
m
co
Example: In public service, aptitude may help a civil servant achieve career positions. For
l.
ai
tm
instance, someone working very hard on sanitation best practices, who has the natural aptitude
ke
to understanding issues of sanitation may get a posting with the central government, purely on
c
ro
the basis of their aptitude and acquired experience.

@
at
w
Attitude in times of say disaster management exercises being undertaken in a district, may
ra
at
determine the leadership abilities of an individual facilitating stress management and overall
ag
composure of people in times of distress.

th
ta
6.2.5. Aptitude and Values

Value denotes the degree of importance of some thing or action, with the aim of determining
what actions are best to do or what way is best to live. Though values may be “positive” or
“negative”, like empathy towards weaker section is positive while regarding one’s own caste to
be highest is negative. But generally, they are taken for positive and desirable values.
Values tend to influence attitudes and behavior. Types of values include ethical/moral values,
doctrinal/ideological (religious, political) values, social values, and aesthetic values. In the next
section we will discuss “Foundational Values for Civil Services.”
Relationship between Aptitude and values:
From the point of view of ethics, aptitude concretely exist in the form of desired values in a
person i.e. what is important in person's behaviour with respect to specific requirement e.g.
aptitude for civil service can be measured in terms of ability to perform, deliver, empathize and
exhibit integrity, emotional intelligence in performance of public services.

6.2.6. Aptitude, Proficiency & Achievement Student Notes:
Proficiency is the ability to perform an activity with ease and precision. Achievement looks at
the past - what has been done, accomplished
6.3. Aptitude for Civil Services
While Aptitude tells us about the concrete values that can be realized (as we have discussed in
above section such as intellectual aptitude via CSAT etc), there are certain ideal values that
underlies civil service. Civil servants need to demonstrate moral aptitude for them.
Moral aptitude for ethical behaviour is the precondition for a public functionary to understand
the normative requirement of the job.
It helps to understand the role, its associated responsibilities and institutional environment
easily e.g. an individual who is honest, rational and believes in fairness of conduct will more
tended to understand the normative goals of integrity and accountability in the service.
Following section will deal with foundational values for civil services to understand the same.
m
co
l.
ai
tm
cke
ro
@
at
w
ra
at
ag
th
ta
7. Foundational Values for Civil Services

7.1. Definition and explanation
Value are a set of standards, on the basis of which, we judge things as right or wrong. There are
many values, and these may be arranged in hierarchy. For example, Gandhi regarded truth as
the highest value followed by non-violence.

Civil service values are contextual to a culture. Democratic cultures, for example, are based on Student Notes:
the doctrine of public trust- that the sovereign power lies with the public, who has entrusted it
to the State, which must exercise that power through officials (appointed and elected) in the
best interest of the public.
Values are also contextual to time, i.e. they evolve. For example, civil services have now started
focusing on improving business environment, which may not have been the case earlier.
7.2. Need of foundational values
• To Uphold the Public Interest: Civil servants hold the public positions with wide-ranging
powers. They come with the special obligations because as they are responsible for
managing resources entrusted to them by the nation. They provide and deliver services to
the public and take important decisions that affect all aspects of a nation’s life.
Consequently, the public has a right to expect that the civil service functions fairly,
impartially and efficiently. It is essential that the people must be able to trust and have
confidence in the integrity of the civil service decision-making process.
• To stand up to the expectations reposed in the office: It ensures that the decisions and
actions of civil servants reflect the policies of the government of the day and the
governance standards. The expectation that the civil servants should maintain the
standards of professionalism, responsiveness and impartiality while serving successive
political governments is a key element of the way our democratic polity functions.
• To uphold the constitution, its laws and underlying values: To fulfill this, Civil Servants
must uphold the constitution, its laws and underlying values. To fulfill this, civil servants
must inculcate such values to guide their conduct. Particularly in the situations where
discretionary decisions have to be taken, it is expected that civil servants should be guided
by those values. In absence of such values, there are chances of corruption as well as
possibilities of abuse of power. These concerns are also raised by various Judicial
pronouncements as in Vineet Narain case by Justice J.S Verma.
7.3. Types of Foundational Values

m
co
Foundational values for civil services may be categorized into two main groups:
l.
ai
tm
• End-oriented values: These are concerned with the goals which civil servants should aim to
ke
achieve while performing their duties. They relate to the end product, and may best be
c
ro
@
visualized as those covered by Directive Principles of State Policy, Fundamental Rights etc.
at
• Means-oriented values: They are concerned with the ways in which civil servants behave or
w
ra
act while performing their duty. They relate to the means and include such values as
at
ag
transparency, responsiveness, efficiency etc.

th
ta
7.4. Major Foundational Values for Civil Services

In India, the current sets of ethical norms are –
• the Conduct Rules, contained in the Central Services (Conduct) Rules, 1964 and
• analogous rules applicable to members of the All India Services or employees of various
State Governments.

Student Notes:
m
co
l.
ai
tm
cke
ro
@
at
w
ra
at
ag
th
ta
The code of behaviour as enunciated in the Conduct Rules, while containing some general
norms like ‘maintaining integrity and absolute devotion to duty’ and not indulging in ‘conduct
unbecoming of a government servant’ is generally directed towards cataloguing specific
activities deemed undesirable for government servants. These conduct rules do not constitute a
code of ethics. The Draft Public Services Bill, 2007, proposed a necessary first step in evolving a
code of ethics. It states Values of Public Service as a set of values which will guide the Public
Servants in the discharge of their functions. These are:
• Patriotism and upholding national interest
• Allegiance to the Constitution and the law of the nation
• Objectivity, impartiality, honesty, diligence, courtesy and transparency
• Maintain absolute integrity
Despite not having a specific code of ethics in public service, there are various sources which
contain- explicitly or implicitly, the values expected in a civil servant. The foremost source is the
Constitution of India

A general overview of the Civil Service Values Student Notes:
2nd ARC in its report ‘Ethics in Governance’ has elaborated on values expected in Civil Servants.
It also makes references to Civil Services in other countries like the U.K. and Australia.
One of the most comprehensive statements of what constitutes ethical standards for holders of
public office came from the Committee on Standards in Public Life in the United Kingdom,
popularly known as the Nolan Committee, which outlined the following seven principles of
public life: Selflessness, Integrity, Objectivity, Accountability, Openness, Honesty, and
Leadership.
Note- For further details, please refer the document on Probity in Governance.
7.4.1. Integrity
The word ‘Integrity’ originates from the word integer (Latin). It means being whole or
complete. In ethics, being a person with integrity means having the quality of being honest and
having strong moral principles that one refuses to change. It means having strong moral
standards and the determination not to lower them.
Integrity is regarded as
• a concept of consistency of actions, values, methods, measures, principles, expectations,
and outcomes.
• the honesty and truthfulness or accuracy of one’s actions.
• the integration of ideals, conviction, standards, belief and behavior.
Integrity in essence means adherence to principles. It is a three-step process:
• choosing the right course of conduct;
• acting consistently with the choice—even when it is inconvenient or unprofitable to do so;
• openly declaring where one stands.
All three are equally important – for example a thief can be consistent in his thoughts and
actions but has low moral standards and has not chosen the right course of action. It doesn’t
m
co
matter whether he himself believes it to be correct or not. Has he done the hard work of
l.
ai
ascertaining what is right or wrong? No. In any case, he fails the test of trustworthiness as well.
tm
ke
Integrity is the foundation of public trust that is essential for a person holding a public office.
c
ro
Civil Servant should not act or take decisions in order to gain financial or other material benefits
@
at
for themselves, their family, or their friends. They must declare and resolve any interests and
w
ra
relationships.
at
ag
th
ta

Student Notes:
m
co
l.
How is it Different from Honesty?

ai
tm
ke
Honesty Integrity
c
ro
• It simply means holding the facts • It means thinking and doing what is right at all times, no
@
as they are, i.e. upholding the matter what the consequences. When you have integrity,
at
w
truth. you are willing to live by your standards and beliefs even
ra
at
• If you tell the truth, you possess when no one is watching, to live so that your thoughts
ag
the quality of honesty. Being and behavior are always in harmony.

th
ta
honest means choosing not to lie, • Therefore, it not only requires truthfulness (honesty) but
steal, cheat, or deceive in any way also the quality to do what is right in all circumstances
Honesty as a subset of Integrity:
Integrity implies reliability; consistency in one’s principles and values. Honesty then becomes a
necessary, though not a sufficient, criteria for integrity.
To be integral one has to be honest, but not vice-versa. Put simply, one can be honest in an act,
but one needs to be integral in his/her whole conduct.
Honesty without integrity:
• Integrity requires one to face challenging situations. For example, in the battle of
Mahabharata Arjun was confused whether to follow dharma/righteousness/duty or to
follow kinship/inclination. Such conflict between duty (the right thing to do) and inclination
is a critical test to determine whether a person has high or low integrity.

• Honesty on the other hand does not require such a context. One can be honest in day to Student Notes:
day life without necessarily showing integrity. Integrity means soundness of moral
character, as well as honesty – there's more to integrity than honesty alone.
• The major difference between honesty and integrity is that one may be entirely honest
without engaging in the thought and reflection integrity demands.
• The honest person may truthfully tell what he or she believes without the advance
determination of whether it is right or wrong. For example, a person may say “all athletes
cheat” and really believe in this statement -that’s honesty. But, not taking the effort to
determine whether this assertion is correct or not shows lack of integrity. Thus, one can be
honest without being integral.
Types of integrity
The view of integrity that has been described above is integrity as a moral purpose and a
wholesome virtue. Virtues such as benevolence dispose us towards a characteristic thought.
However, there is nothing in particular that integrity leads those who possess it to attend to.
However, integrity is an anomalous virtue – it is not associated with any characteristic
motivations and thoughts. It is a special kind of virtue and a cluster concept and thus involves
multiple motivations and thoughts.
Given human beings’ capacity and need for compartmentalization, or psychologically separating
out different parts of their lives, we can recognize different types of integrity.
1. Moral Integrity:
• It means consistency and honesty in standards that one uses in judging others as well
as oneself as right of wrong.
• This is the most comprehensive type of integrity, also the personal integrity that has
been described above.
2. Professional integrity:
• It means upholding the code of ethics, standards, norms and values of the respective
profession.
m
• It thus implies a professional who consistently and willingly practices within the
co
guidelines of the chosen profession.

l.
ai
tm
• Professional integrity is weaker than moral integrity. It can be argued that the
ke
responsibilities of performers, for example, are quasi-moral; they are not truly moral
c
ro
because they are internal to the profession. However, it seems plausible to maintain
@
at
that professional integrity is better understood as an important contribution to the

w
ra
living of a moral life. Professional integrity is specific to the sphere of a profession, but
at
ag
not entirely independent of morality.

th
3. Intellectual Integrity:
ta
• The term ‘intellectual integrity’ is ambiguous between integrity of the intellect and the
integrity of the intellectual.
• Construed broadly, as integrity of the intellect, it would be applicable to anyone who
thinks, and thus becomes too general.
• In a more specific understanding, intellectual integrity is the integrity as an academic’s
virtue.
• Intellectuals may differ in the extent to which they exemplify intellectual virtues such as
honesty, impartiality, respect for facts, and openness to the views of criticism.
• Intellectual integrity may then be thought of as the over-arching virtue that enables
and enhances these individual virtues by maintaining a proper balance between
them. For example, Socrates may be an outstanding example of a person of intellectual
integrity. He had a commitment to the pursuit of truth and knowledge, and he
demonstrated his intellectual integrity in the face of attacks on it.

• Some commonly cited intellectual virtues central to the conception of intellectual Student Notes:
integrity are honesty, courage, fairness, sensitivity, perceptiveness or insightfulness,
intellectual humility, perseverance, adaptability and communicativeness.
• Possession of these virtues is part of what it means for a person to have intellectual
integrity, although they may exist in varying degrees without undermining a person’s
overall intellectual integrity.
• There are a range of kinds of actions one might expect from a person of intellectual
integrity as well: for example, being against plagiarism, refusing to suppress
counterarguments, and consistently acknowledging help.
• Thus, it can be said that intellectual integrity is that quality that enables a person to
balance the various demands of intellectual work and to manifest intellectual virtues in
a proper order.
m
co
l.
ai
tm
cke
ro
@
at
4. Artistic integrity:
w
ra
• It is essentially the integrity displayed by an artist towards his/her work. The

at
ag
wholesomeness of the work – accuracy, careful depiction, placing no component out of

th
ta
place, etc. are hallmarks of artistic integrity.

• Consider the example of a painter. He leaves his family, home, country, etc. and goes to
an exotic country so that he can find breathtaking views that can be put on the canvas.
Is he behaving as man of integrity? Should his commitment to his chosen profession
supersede his responsibility towards his family/country? There is no clear answer here –
if his artistic project fails, we might judge him as morally deficient, otherwise we are
likely to see his actions in a more favourable moral light. However, there is no reason to
think that he will succeed only if he leaves and not by remaining in his home. In any
case, our judgment about his artistic integrity does not absolve him for his lack of
personal/moral integrity.
Moral values which artworks suggest or promote are relevant to considerations of artistic
integrity. As such, artistic and moral integrity can overlap, particularly if the standards of
artistic integrity are high. On the other hand, artistic and moral integrity can come in conflict in
situations of great pressure. Circumstances also vary, and with them both the difficulty of
pursuing integrity, and our assessment of its merit. A journalist reporting from a totalitarian

state is under considerable pressure. He may have to make certain compromises in his works. Student Notes:
One might rate his moral integrity as higher than artistic integrity – he may have made
compromises which affected his integrity as an artist (journalist).
7.4.2. Impartiality
m
co
l.
• Impartiality is a broad concept founded on law that is commonly understood as a principle

ai
tm
of justice. It refers to the fact of not supporting one person or a group more than the other.
cke
It simply means not taking any sides.

ro
@
• Synonymous with fair-mindedness, impartiality holds that decisions should be based on

at
w
objective standards, instead of on the basis of bias, prejudice, or preferring the advantage
ra
at
to one person over another for unsuitable reasons.

ag
• Being impartial, though, is very difficult. People have their biases about most of the things.
th
ta
For civil servants, politicians and judiciary, who most commonly deal with taking decisions
which may benefit one person or group of persons, being impartial becomes very
important.
For example, a judge cannot presume a person to be guilty only because he/she belongs to a
certain community. That would compromise the whole due process of law. Similarly, a civil
servant cannot prioritize one person over another just because of his personal preference.
There has to be a reasonable, intelligent criterion. Consider acquisition of land for ‘public
purpose’. Who are the people whose land will be acquired? They can be farmers cultivating
land on the outskirts of the city, or a hamlet comprising of scheduled caste population, or land
lying with a religious body, etc. The District Magistrate may have his/her own concerns or
preference towards any of the group, but the decision will have to be taken based on objective
criteria and most importantly, project requirements – he/she cannot be partial in evaluation of
facts or application of rules based on the owner only. The views of the people affected will be
ascertained and their objections disposed-off as per the procedure established under the Land
Acquisition Act.

Student Notes:
For civil servants, impartiality works at two different levels:

Political Impartiality
• Since, impartiality is acting solely according to the merits of the case, therefore it implies
serving equally well governments of different political persuasions, irrespective of the civil
servant’s own personal opinion.
• A civil servant has to act in a way which deserves and retains the confidence of ministers.
• It also means that civil servants will comply with any restrictions that have been laid down
on him in regard to political activity.
• At the same time, civil servants are under no obligation to defend the ‘views’ of the
m
co
ministers but they must implement the ‘decisions’ with utmost objectivity, impartiality and
l.
ai
to the best of their abilities.

tm
ke
Public Impartiality
c
ro
@
• Impartiality vis-à-vis public means that, a civil servant carries out his responsibilities in fair,
at
w
just, objective and equitable manner.

ra
at
• He must not act in a way which is unjustifiably favors or discriminate against a particular
ag
th
individuals or interest.
ta
• The principle of public impartiality can be seen to be derived from the values of merit,
equality, justice, which are enshrined in the Indian Constitution.
• In other words, impartiality means that civil servants in carrying out their official work,
including functions like procurement, recruitment, delivery of services etc., should take
decisions based on merit alone.
7.4.3. Non-Partisanship
Non-partisanship can also be called political neutrality (explained in more details next). Non-
partisanship infers that the officer is to do his task without any fear of, or favor to any political
party, even if he has strong faith in any political thought. The values of the administrator will
flow from the constitution not from the philosophy of any political party. It would ensure that
civil servants would serve equally well to the political executives, irrespective of political
changes.

Non-partisanship Impartiality Student Notes:
• Non-partisanship is a narrow concept, as it • Impartiality is a broader term and deals with
deals with relation of public officials only public officials’ relation with their entire ecology,
with the political executive, and is also called consisting not only of political executive but also
as neutrality the stakeholders i.e. the people.
• Practically, it may be said that non- • Impartiality has more to do with behavior in a
partisanship is a kind of attitude particular situation.
Why are they needed?
1. It brings credibility and trust in the public with respect to the functioning of the public
service.
2. It makes the civil servants gutsy, rather than merely capable, so that they can ask relevant
questions with respect to the policy, law etc. The difference between the two is that,
capability ensures that a civil servant does things correctly, but gutsiness would ensure that
he does the right things.
3. It ensures equality, justice among different sections of the society.
4. It ensures the morale, effectiveness and efficiency of civil services, as the transfer, posting
etc. are expected to be based on merit alone rather than any extraneous factors.
How are they ensured?
1. The Central Civil Services Conduct Rules, 1964 and The All India Services Conduct Rules
1968: To maintain integrity in public service the conduct rules were notified in 1964, which
stipulate certain guidelines for the Civil servant to perform the duty with full devotion; and
shall not adopt dilatory tactics in their dealings with the public & the likes that are uncalled
for like accepting bribe etc. from a civil servant.
2. Though we have these Conduct Rules for the Civil Servants in the form of certain guidelines
to follow while discharging of one’s duty, however they do not lay down the values &
morals in the form of a Code of Ethics that they should imbibe in their persona to do justice
with public service.
3. Code of Ethics, 1997: It was the first initiative to introduce the code of ethics for public
m
servants in India, which was considered a step towards better governance. The salient
co
l.
features of the code were as follows:

ai
tm
ke
• Uphold the rule of law & respect human rights

c
ro
• Maintain objectivity & transparency in their conduct with the public & in discharge of
@
their duties
at
w
•
ra
Maintain utmost impartiality in respect of service matters

at
ag
7.4.4. Neutrality
th
ta
• Neutrality is with specific reference to relationship between the civil servants and the
government/politician.
• Neutrality is not being biased in providing facts, feedbacks, opinions, etc. to the political
executive or diligently carrying out tasks ordered by the government, irrespective of which
political party’s government is in power.
• It implies that a civil servant would remain politically impartial and non-partisan while
serving as public officials. He has to function with a kind of political sterilization, i.e.
bureaucrats should remain unaffected by the changes in politics. Conversely, he has to
implement the given policy as it is without any personal considerations.
The policy making is the prerogative of the political executive, and civil servants are meant to
implement that policy without questioning. In administrative jargon, it is called as politics-
administration dichotomy. At the same time, the bureaucrat must not hesitate to correct the
politician or provide honest opinion. His/her job is not be a ‘Yes-man’ or a ‘committed
bureaucrat’

Student Notes:
Committed Bureaucracy
It can be understood from two perspectives:
1. Positive: It implies that civil servants should be committed to the objective of the state, the
constitution, and should have faith in the program and intention of the political executive, if they
genuinely seek to bring social change for the good.
Such committed bureaucrat needs not to be partisan in his working, he only needs to have empathy
to understand the mind of his political master and be political responsive. Therefore, he needs to
give technical advice in accordance to the political philosophy of the ruling party.
2. Negative: It implies politicized bureaucracy, where the administrative system functions only to serve
the narrow interest of the political party in power. For example, the functioning of administrative
system in Nazi Germany.
Generally, the term ‘committed bureaucracy’ is used with the negative connotation – a bureaucracy
committed to the goals of a political party/leader rather than that of the people
Types of neutrality
m
co
Sometimes, it is classified into two types.

l.
ai
tm
1. Passive neutrality: Here the public official will do anything that the political executive
cke
orders him to do. But then he may end up violating some legal/constitutional provisions. It
ro
@
was the neutrality that was actualized by Nazi bureaucracy. Hence passive neutrality is
at
w
undesirable.
ra
at
2. Active neutrality: The Officer will do what the constitution, rules, laws and office manual
ag
says, without following any particular party. Sometimes, it leads to civil services activism.
th
ta
Areas of conflict between political executive and civil servants:

The concept of civil servants being neutral to political dispensation has been debated in context
of India. Demands of a committed bureaucracy have been implicit on change of governments, if
not explicit. Further, what is the extent of neutrality that can be observed in practice? The
reasons for a potential conflict between civil servants and political executive can arise because
of the following reasons:
1. Societal consensus about the goals to be pursued varies among people. In West, there is a
certain consensus on goals of development. There is also a certain degree of homogeneity
in societal formation. Lack of consensus on the goals and path of development creates
ambiguity in the policy preferences. This in turn leads to adhocism, which cannot provide
clear direction to the permanent executive. On the contrary, political process start
occupying the space (i.e. more interference) meant for civil servants. This can strain the
relationship.

2. Political executive may pressurize the permanent executive to violate the very rules that Student Notes:
they themselves formulated. Civil Services, being rooted in a rule-based system resist this
pressure. This may again lead to conflicts between the two.
3. Presence of shared belief system: It means there is common belief system with respect to
vital social issues. Belief system is a product of various factors, important amongst them the
culture, society, surroundings that one has grown up in, the education system one was
exposed to, etc.
In India, the civil services have mostly come from a urban middle class where as political
executive is more diverse. Although the character of bureaucracy is changing, it has been
changing rather slowly. While a bulk of the members of the political executive, particularly
at the state level, have been drawn from the rural and agricultural background, the top and
middle level administrators are from the urban middle and upper middle classes- most that
qualify for civil services are from urban towns, whereas political representation is spread
equally, and since roughly only 32 percent of population is urban, the distribution of seats
would also be similar. These differences are manifest in their style of living, mode of
communication, ways of looking at things and their mannerisms. The relationship
between the two is partly shaped by this factor of value system.
Further, it is argued that, in developing societies, there are weaker sections that must be
supported by the administration if the devised policies are ill-suited to their needs. In this
context, one of our former Prime Ministers said, “In developing countries, civil servants, to be
genuinely neutral, has to take side of the poor.”
However, it must be remembered that neutrality is an ideal, like any other ideal such as
democracy, which can’t exist in its perfect form, simply because it is an ‘ideal’. But it doesn’t
mean that we should discard them for this reason only. Just as the absence of democracy would
lead destruction of individual rights, similarly absence of neutrality would cause chaos in
functioning of public administration. Therefore, this ideal is worth pursuing forever in the
appropriate cultural context.
7.4.5. Anonymity
m
co
The principle of anonymity emphasizes that permanent executive works from behind the
l.
ai
screen. In other words, they should avoid public gaze.

tm
ke
The anonymity of the civil service is linked to two concepts: permanence and neutrality. Civil
c
ro
@
servants, many of whom remain in their jobs whilst serving numerous governments, are thus
at
likely to have to give advice to governments of different political parties, who may have
w
ra
different attitudes to policy. The advice they give needs to be given to ministers both freely and
at
ag
also without fear of adverse public or political reactions and without fear of future career
th
ta
damage. This is tied into the concept of ministerial responsibility, whereby the convention is for
the minister to accept responsibility for their actions and decisions and those of their
departments.
Anonymity and Neutrality: Both values have to be followed simultaneously. The technical and
managerial skills are not political. The tools of administration – i.e. the practices that make
carrying out of tasks more efficient and effective are politically neutral. It is only the diligence in
their application that incorporates the human bias. Anonymity, and thus accountability is
necessary to get rid of this bias. The skills and the technical knowledge which are assumed to
be non-political can be used by the government of any political ideology. For example, Lenin
incorporated many strands of efficiency of industrial capitalism in USSR’s economy. Or, China
embracing tenets of capitalism in its economy while maintaining communism in its polity.
7.4.6. Objectivity
Objectivity is sticking to the facts – the evidence. It means being guided by the evidence and
considering an event will be closer to the truth the more supporting evidence it has. It is that

quality in which a person or his/her judgement is not influenced by personal feelings or Student Notes:
opinions in considering and representing facts.
It means evaluating a situation fairly, based on facts, without any bias, personal belief, feelings
or external influence. Therefore, it is rational and most of the times, empirical in nature. It is
antithetical to subjectivity, i.e. feeling, values, emotions etc. In practice, civil servants should
make choices on merit while carrying out their duties, for example making public
appointments, awarding contracts, or recommending individuals for rewards and benefits.
m
co
l.
ai
tm
cke
ro
@
at
w
ra
at
ag
th
ta
Why is it needed?
Civil servants discharge their duties based on clearly defined rules. These rules lay out their
responsibilities as well as give them required authority to carry them out. A public office enjoys
legitimacy and public trust because the responsibility and authority it carries are not arbitrary
(Max Webber’s Legal-Rational Authority). Hence, it is necessary for the individual who occupies
a public position to rational in his/her decisions rather than being arbitrary. Rationality comes
from facts rather than biases- a mind open to assessment of facts uninfluenced by any pre-
conceived notions. Biases blind our view and act as hindrance in taking a decision and its
execution.

Student Notes:
How it is ensured?
To ensure objectivity, the civil servants are expected to function based on some written rules,
regulations, and laws, so as to eliminate or at least reduce the discretions. Even in situations
where discretionary decisions have to be taken, they must be based on facts and not on
personal beliefs or any other considerations.
How to develop it?
• Transparency: If the decisions and reasons behind them are made public, then civil servant
m
co
would be more careful in taking decisions according to the facts rather than whims and
l.
ai
fancies. For example, we have seen this trend with the enactment of RTI Act.
tm
ke
• Information Management System (IMS): If the organization doesn’t record and document
c
ro
the incidents, information and statistics, then it won’t be able to make decisions based on
@
at
proper information.
w
ra
at
7.4.7. Dedication to Public Service

ag
th
Dedication is the quality of being able to give or apply one’s time, attention, or self, entirely to a
ta
particular activity, person or cause.

It is commitment with passion and personal urge to do something, without any external formal
instrument to enforce that urge. Strictly speaking, dedication is different from commitment, in
that, commitment is formally obligated/bound, whereas dedication is guided by sense of duty,
inspired by some ideals, like that of state or society.
Thus, dedication ensures that one is devoted to the task even in the absence of a formal
commitment or external reward.
In civil services, dedication integrates the person with the idea of public good/interest. This
dedication would ensure that civil servant’s sense of duty is integrated with his official
responsibility. As a result, the will keep doing his job even if it boring, unwanting, tedious, or in
hostile environment etc. It is because his duty itself becomes his end, and he realizes Kant’s
maxim of “Duty for the sake of duty.”

Spirit of sacrifice and service to the public & to the nation are the essential ingredients of Student Notes:
public service and civil servants should feel motivated & inspired by the fact that they are
working & devoting their life to a noble cause if they chose to be a part of it.
Why is it needed?
• Without it civil servants would find it difficult to perform their duties in difficult situations.
• To make civil servants emphatic to their job and empathetic to the people.
• To realize the ideals mentioned in the Constitution, like justice, equality etc.
How to develop it?
Since dedication to public service is more of a kind of aptitude, it has an internal motivational
component, which, if not present, is hard to develop. However, the following can still be done
to ensure dedicated civil services:
• The examination pattern should be so devised to gauge the aptitude of the prospective
recruits.
• By giving them sensitivity training, like the problems faced by different sections of the
population and how they can make a difference.
7.4.8. Empathy, Tolerance and Compassion towards the weaker section
7.4.8.1. Empathy
It is about understanding another person’s condition from their perspective. Simply put,
empathy means putting yourself in their shoes & feel what they must be feeling in the
circumstances they are faced with.
How empathy is different from sympathy?
Sympathy is instinctive and largely involves cognitive aspect. For example, seeing a poor man
at raining winter night you would think to do something for him, but may not necessarily do
anything. You can sympathize with his situation by expressing pity or remorse.
m
But empathy is deeper than this as it includes emotions as well, apart from that cognitive
co
l.
aspect. Empathizing with the person means that you are able to view the situation from his
ai
tm
perspective and have knowledge of his circumstances

ke
and hardships. You cannot empathize with an

c
ro
@
abstract or detached feeling- you need to have

at
knowledge about who he is, what is he trying to do

w
ra
and why. Therefore, it would make you feel to

at
ag
understand his problems, causes and consequences

th
ta
thereof. Thus, it is a step ahead of sympathy.

Empathy is stronger attitude than sympathy, hence
it’s better indicator of behavior.
For example, consider climate change. Developed countries may well sympathize with
developing countries which face immediate threats because of rising sea levels and
temperatures. However, their lack of ability to put themselves in the shoes of developing
countries struggling to meet multiple conflicting objectives (poverty alleviation v/s
environmental protection) has led to slow progress in implementing measures needed to
counter climate change and providing adequate climate finance. Thus, they are sympathizing
but lacks empathetic attitude.
Why is it needed?
• To break prejudices and enhance effectiveness of bureaucracy: The bureaucratic system
has become so complex that adhering to rules has become an end in itself rather than

pursuit of the end which was to be achieved by those rules. More time is spent in Student Notes:
transactional business rather than working for welfare of people.
• To improve Emotional intelligence and Decision making: Empathy helps us understand
others’ emotions, therefore empathy is required to increase one’s emotional intelligence.
• To improve social cohesion and inclusivity: Lack of empathy may lead to social unrest and
intolerance towards women/minorities/ children/disabled as we can’t understand their
actual problems and specific needs. An empathetic civil service is the need of the hour to
usher in inclusive growth.
How to inculcate it?
• Sensitivity training: Role playing games, put yourself in the shoes of other people.
• Open conversation: When members of different sections interact with each in open
environment then the long held prejudiced are dismantled, and thereby empathy is
inculcated.
• Sarvadharma Sambhav: When members of different cultural groups participate in each
other’s cultural festivals then tolerance is developed for each other and empathy is
inculcated.
• Art and literature: They can also sensitize people about the conditions of some specific
group of people.
• Cultivation of interest in other cultures: It means extending our knowledge of ways of life
which are unfamiliar to us and appreciating the underlined ethical values.
7.4.8.2. Compassion
Compassion literally means “to suffer together or co-suffering.” It is defined as the feeling that
arises when you are confronted with another’s suffering and feel motivated to relieve that
suffering. Buddhism teaches the practice of compassion, called karuna.
Compassion and empathy are fundamentally
different but are closely related i.e.:
•
m
Empathy is the feeling of awareness towards

co
other people's emotions and an attempt to

l.
ai
tm
understand how they feel while compassion is

ke
when those feelings and thoughts include the

c
ro
desire to help. So, empathy precedes

@
at
compassion.
w
ra
• Empathy is putting oneself in someone else’

at
ag
shoes to understand what they are going

th
through, but compassion spurs one to action. For

ta
example: empathetic people may cry with the

person experiencing a loss or if something unfortunate happens but a compassionate
person would rather do something to alleviate/reduce the other person’s suffering.
• While empathy is a very internal feeling, compassion moves outwards as it compels us to
dive into another person’s environment and offer help, without concern for ourselves or
the cost involved.
Importance of having compassion towards weaker section in administration:
• Civil servants are the agents of change. Compassion is ranked as one of the great virtues
for civil servants which has bearing upon the functioning of the administration and society.
Compassion drives the civil servant to help people and ensure the welfare of people.
• Compassionate people often have other positive traits like generosity, kindness, and
understanding. Compassion makes a civil servant lead with not only head but also heart. It
gives rise to active desire to alleviate the sufferings of others.

• Compassion ensures a people-centric, humane, accommodative administration. It makes Student Notes:
administration sensitive and responsive to the needs of every citizen, thus contributes to
efficient service delivery.
• Compassion helps in getting a better understanding of ground realities and grass root
problems and hence helps in better planning. It also establishes mutual trust and
coordination between society and administration.
• A civil servant with virtues of compassion will make him help the needy and weaker
sections of society even if he may have to deal with external pressure. It helps civil servants
to earn the trust of the public, which enhances his confidence, gives a sense of
satisfaction, and energy to work harder.
How to develop it?
• Increasing awareness about the life and living condition of powerless. It can be done by
getting to know about the downtrodden sections like by visiting their neighborhood.
• Enhancing sensibility towards people by valuing others life and understanding their
perspective.
• Following universal values that are part of one's religion such as Buddhism’s 4 Noble Truths
(Existence of suffering, its cause, its end, Path that leads to its end), etc.
7.4.8.3. Tolerance
Tolerance comprises of allowing people to exercise their rights, religious or constitutional. It is
the midpoint on a spectrum ranging between prohibition/unacceptance at one end to
acceptance at the other. For example, a vegetarian might be convinced it is wrong to eat
animals. Such a person may never accept the practice as part of their own life. However, they
may not want to stop others eating meat.
It teaches us to exercise restraint in sensitive matters. Tolerance is defined as a fair and
objective outlook towards those whose lifestyle differs from a person. It refers to the skills a
person needs to live together peaceably. In Jainism tolerance is captured in the ideal of
Syaadavaada, which means that every view is correct from its own perspective, but no
m
co
particular view is absolutely correct.

l.
ai
tm
It means showing respect for the race, gender, opinions, religion and ideologies of other people
ke
or groups, and to admire the good qualities and good work of others. And to express one’s
c
ro
point of view in a decent and respectful way while respecting the sentiments of others.
@
at
w
Why is it needed?
ra
at
1. Without tolerance and harmony, the lasting peace of societies cannot be maintained.
ag
th
2. Tolerance encourages freedom of expression, which is necessary for perusal of truth and
ta
progress. Without it differing views can’t be expressed freely and thereby the society would
become status-quoist and decadent, where new inventions can’t take place.
3. It is necessary to uphold the moral worth of every individual, as according to J.S. Mill, all
individuals have equal moral worth, and therefore should be allowed to express their views
without any constraint.
4. Human development is possible only when we allow everyone to express their views and
pursue their interest.
5. In a diverse society, like ours, civil servants are required to serve all the sections equally
well, which is not possible if they are not tolerant.
6. In fact, values of justice, impartiality and objectivity are not possible without tolerance.
How to develop it?
• Sensitivity training.
• Promoting the notion of Sarvadharma-Sambhav, where we participate in cultural festivals of
different sections of society.

• Developing empathy for others would lead to tolerance by itself. Student Notes:
7.4.9. Miscellaneous Values
7.4.9.1. Serving the public interest
Civil servants and public officials are expected to maintain and strengthen the public’s trust and
confidence in government, by demonstrating the highest standards of professional
competence, efficiency and effectiveness, upholding the Constitution and the laws, and seeking
to advance the public good at all times.
7.4.9.2 Legitimacy
Civil servants and public officials are required to administer the laws, and to exercise
administrative power on behalf of the government, or the Parliament, or other such authority.
That power and authority should he exercised legitimately, impartially and without fear or
favour, for its proper public
purpose as determined by the
Parliament or their employer.
7.4.9.3. Fairness
Civil servants and public officials
should make decisions and act in a
fair and equitable manner, without
bias or prejudice, taking into
account only the merits of the
matter, and respecting the right of affected citizens.
7.4.9.4. Courage and bravery
It is another feature of gutsy bureaucrats, because they can take transformational steps only if
they have courage to accept the responsibility of failure, if there is any. Moreover, to uphold
highest order of integrity, they have to be courageous, otherwise they would remain spineless,
m
which is of no use.
co
l.
ai
7.4.9.5. Responsiveness
tm
cke
As agents and employees of the elected government, civil servants and public officials are
ro
@
required to serve the legitimate interests and needs of the government, other civil servants,
at
w
and all citizens, in a timely manner, with care, respect and courtesy.
ra
at
They have to be responsive to whatever new opportunities and challenges arise every day. And
ag
th
must be able to respond to the emerging needs of the people. For example, arranging shelter,
ta
food, financial help for migrants during lockdown.

7.4.9.6. Efficiency and Effectiveness:
Civil servants and public officials are required to obtain best value for public assets deployed in
or through public management, and to avoid waste and extravagance in expenditure and the
use of public assets
7.4.9.7. Innovativeness and Creativity
In a rapidly changing environment with new ICT technologies coming every day, civil servants
have to be innovative and creative to utilize them to make their administrative work faster,
smoother and more efficient.
Moreover, administration should be ecology based, and when there are fast pace changes in
ecology the civil servants must be creative enough to match the changing environment so as to
fulfill their duties innovatively.

For example, in the era of fast paced advancements in technology civil servants are left with Student Notes:
little to no time to first understand the impact of advancements in technology and then frame
policies on them. Rather they’ll need to adapt to the circumstances and engage in pre-emptive
policy making.
7.4.9.8. Fortitude
It means to have courage in pain or adversity, having courage over a long period. Civil servants
work in dynamic environment where they may be subjected to various external pulls and
pressures. They must demonstrate steadfastness and commitment to values that they adhere
to. For example, trying to help helpless people during lockdown even when there are little
means at disposal.
7.4.9.9. Perseverance and Tenacity
It means continued effort and determination. It means doing something despite difficulties or
delay in achieving success. Single-minded focus of researchers that keep on repeating
experiments for number of years is a good example of perseverance. For civil services,
perseverance is a key value. Changes that policies bring, for e.g. removing open defecation, or
improving sex-ratio in a district are goals that cannot be achieved overnight. There will be lot of
people opposing the schemes because it did not show results in one year or two years. Civil
servants have to persevere if they honestly believe that the current policy/scheme is the best
way to achieve desired goals, although there may not be an immediately visible impact.
Tenacity is very similar- it means the quality of being determined, persisting.
7.4.9.10. Resilience
Resilience is the quality to recover quickly and bounce back. It is the individual’s ability to adapt
in face of crisis and return back to pre-crisis status quickly, better prepared this time. Failure is
inevitable in a task that has uncertainties and decisions that are based on incomplete
information. The task of a civil servant is not to be bogged down by eventual failure of efforts
but to dissect the causes of failure and develop a mechanism to incorporate negative feedback
m
to improve up on future decisions. A positive attitude, ability to manage emotions and

co
l.
optimism are key qualities of people who are resilient.

ai
tm
ke
7.5. Consequences of Erosion of Values

c
ro
@
• Corruption and absence of public service which is central to any administrative system.
at
w
• The administration becomes unresponsive to public needs as it tries to fulfill the ends of
ra
at
the political party it is affiliated to.

ag
• It results in the destruction of meritocracy, where merit is rewarded and all service
th
ta
conditions are based on objective assessment of merit. Therefore, transfers, posting etc.
are guided solely by affiliations rather than the capability of the respective civil servant. This
results in inefficiency, ineffectiveness, complacency, and lack of morale.
• It reduces the popular trust in the public services, thereby hurting their credibility.
This erosion of values leads to various concerns, dilemmas and issues. We shall discuss these
concerns and the measures to strengthen ethical administration in the next document of Ethics
in Administration.
8. Previous Years UPSC GS Mains Questions

2013
1. What do you understand by the following terms in the context of public service? a) Integrity
b) Perseverance c) Spirit of service d) Commitment e) Courage of conviction f) Personal
opinion.

2. Indicate two more attributes which you consider important for public service. Justify your Student Notes:
answer.
3. The good of an individual is contained in the good of all. What do you understand by this
statement? How can this principle be implemented in public life?
2014
1. There is a heavy ethical responsibility on the public servants because they occupy positions
of power, handle huge amounts of public funds, and their decisions have wide-ranging
impact on society and environment. What steps have you taken to improve your ethical
competence to handle such responsibility?
2. Integrity without knowledge is weak and useless, but knowledge without integrity is
dangerous and dreadful. What do you understand by this statement? Explain your stand
with illustrations from the modern context.
3. What does ethics seek to promote in human life? Why is it all the more important in public
administration?
2015
1. “A mere compliance with law is not enough, the public servant also have to have a well-
developed sensibility to ethical issues for effective discharge of duties” Do you agree?
Explain with the help of two examples where (i) an act is ethically right, but not legally and
(ii) an act is legally right, but not ethically.
2. Public servants are likely to confront with the issues of “Conflict of Interest”. What do you
understand by the term “Conflict of Interest” and how does it manifest in the decision
making by public servants? If faced with the conflict of interest situation how would you
resolve it? Explain with the help of examples.
2016
1. Why should impartiality and non-partisanship be considered as foundational values in
public services, especially in the present day socio-political context? Illustrate your answer
with examples.
2. What do you understand by the term ‘voice of conscience’? How do you prepare yourself to
heed to the voice of conscience?
3. What is meant by ‘crisis of conscience’? Narrate one incident in your life when you were
m
co
faced with such a crisis and how you resolved the same.
l.
ai
2017
tm
ke
1. Conflict of interest in the public sector arises when (a) official duties, (b) public interest, and
c
ro
(c) personal interest are taking priority one above the other. How can this conflict in
@
at
administration be resolved? Describe with an example.

w
ra
2. Examine the relevance of the following in the context of civil service:

at
ag
(a) Transparency
th
(b) Accountability
ta
(c) Fairness and justice

(d) Courage of conviction
(e) Spirit of service
3. One of the tests of integrity is complete refusal to be compromised. Explain with reference
to a real-life example.
2018
1. State the three basic values, universal in nature, in the context of civil services and bring out
their importance.
2. What is mean by public interest? What are the principles and procedures to be followed by
the civil servants in public interest?
3. “In looking for people to hire, you look for three qualities: integrity, intelligence and energy.
And if they do not have the first, the other two will kill you.” – Warren Buffett. What do you
understand by this statement in the present-day scenario? Explain.
4. Explain the process of resolving ethical dilemmas in Public Administration.

2019 Student Notes:
1. What is meant by the term ‘constitutional morality’? How does one uphold constitutional
morality?
2. What is meant by ‘crisis of conscience’? How does it manifest itself in the public domain?
9. Previous Years UPSC Mains Questions: Case Studies

1. Suppose you are an officer in-charge of implementing a social service scheme to provide
support to old and destitute women. An old and illiterate woman comes to you to avail the
benefits of the scheme. However, she has no documents to show that she fulfils the
eligibility criteria. But after meeting her and listening to her you feel that she certainly
needs support. Your enquiries also show that she is really destitute and living in a pitiable
condition. You are in a dilemma as to what to do. Putting her under the scheme without
necessary documents would clearly be violation of rules. But denying her the support
would be cruel and inhuman.
(a) Can you think of a rational way to resolve this dilemma?
(b) Give your reasons for it.
2. Rameshwar successfully cleared the prestigious civil services examination and was excited
about the opportunity that he would get through the civil services to serve the country.
However, soon after joining the services, he realized that things are not as rosy as he had
imagined. He found a number of malpractices prevailing in the department assigned to him.
For example, funds under various schemes and grants were being misappropriated. The
official facilities were frequently being used for personal needs by the officers and staff.
After some time, he noticed that the process of recruiting the staff was also not up to the
mark. Prospective candidates were required to write an examination in which a lot of
cheating was going on. Some candidates were provided external help in the examination.
Rameshwar brought these incidents to the notice of his seniors. However, he was advised
to keep his eyes, ears and mouth shut and ignore all these things which were taking place
with the connivance of the higherups. Rameshwar felt highly disillusioned and
uncomfortable. He comes to you seeking your advice. Indicate various options that you
m
think are available in this situation. How would you help him to evaluate these options and
co
l.
choose the most appropriate path to be adopted?

ai
tm
ke
10. Previous Years Vision IAS GS Mains Questions

c
ro
@
1. One has not only a legal but also a moral responsibility to obey just laws. Conversely,
at
w
one has a moral responsibility to disobey unjust laws.

ra
at
Approach:
ag
• Briefly highlight your understanding of the quote.

th
ta
• Discuss its importance in the current context.

• Conclude accordingly.
Answer:
In a democracy, a law not only has the statutory sanction but also reflects the will of the
people. Obedience to the law of the land is also a moral obligation for maintaining
social and political order in the interest of common good. Socrates when condemned to
death, did not flee the city. According to him, it would have been violation of law
amounting to mistreatment or disrespect of his fellow citizens.
If one has agreed to constrain his freedom being bound by the law, under the premise
that others will do likewise, then it’s unfair if others choose to disobey the law to suit
their convenience. This approach to obeying laws on the basis of convenience will
create chaos.

However, not all laws can have moral sanction. Even in a democracy, a majority can take Student Notes:
over the legislative process and frame a law that may not be just to every section of the
society or may undermine the dignity of some. A law that caters to most, at the cost of
a few is an unjust law. And according to St. Augustine an unjust law is no law at all.
Mahatma Gandhi also argued that an unjust law is itself a species of violence. In the
present context, following examples could be seen in this light:
• Criminalizing Homosexuality: Many countries, including India till recently,
criminalised LGBT community for their sexual orientation.
• Adultery and sexual harassment- Until recently, only a man in India could be
prosecuted for adultery under Section 497 of IPC. On the hand only women can file
cases against sexual harassment in India. Men do not have legal recourse, if faced
with sexual harassment.
Historically laws related to apartheid in South Africa and racial discrimination in US
were morally corrupt. Therefore, these laws were withdrawn after widespread
opposition and resentment by the population. Martin Luther King also provided a
template for opposing unjust law. He said that one who breaks an unjust law must do
so openly, lovingly, and with a willingness to accept the penalty. There should be
acceptance of penalty of imprisonment in order to arouse the conscience of the
community over its injustice. This in reality expresses the highest respect for law.
2. "Law should be so succinct that it can be carried in the pocket of the coat and it
should be so simple that it can be understood by a peasant." Discuss.
Approach:
• Introduce by stating the relevance of this quote.
• Discuss the meaning of the statement – emphasising key words.
• Conclude with examples.
Answer:
m
The given statement was quoted by Napoleon, which also finds its mention in the 2nd
co
l.
ARC report on ethics in governance. The statement focuses on why law should be brief
ai
tm
and concise so that one can comprehend it easily. Also, law should be away from
cke
complexities, so that even the person existing at the lowest rung of the pyramid (in this
ro
@
case, peasant) can decipher it.

at
w
ra
The above statement gains relevance in the context of:

at
ag
• The lengthy legal texts and intricate language used in framing the constitution, and
th
ta
a no. of civil & criminal laws, etc.

• Expensive legal system for the poor and marginalised and termed as lawyer’s
paradise.
• Complex jurisprudential interpretation of law and policy.
• The complexities in the law often end in secrecy as well as harassment of the
ordinary people.
• Existence of obsolete and archaic laws.
In the present context, to make laws succinct and simple a substantive exercise must be
carried out of identifying those statutes and regulations that no longer serve a useful
purpose, but may become a tool for delay, obstructionism and harassment. There
should be systematic use of drafting techniques like sunset and review clauses, and
simplification of the procedure for repeal.
As a civil servant and a law-abiding citizen of the country, it is the duty of every citizen
to aid and assist the poor by not only promoting the cause of simple procedures and

legislations, but by also making available free legal aid for socially and economically Student Notes:
vulnerable people as envisaged under Article 39A and the Legal Services Authorities
Act.
Several such initiatives have been undertaken to simplify legislative procedures. For
instance:
• The government undertook repeal of about 2000 archaic laws in the past decade
such as through Repealing and Amending Act, 2017.
• Civil society organisations taking law to tribals and poor by making them
understand and representing their causes. For example, civil societies working for
the rights of Adivasis in Chattisgarh.Single window clearance mechanisms have
expedited last mile service delivery and minimised hassles of complex procedures.
Apart from reforming the laws, The National Legal Services Authority (NALSA) has been
constituted under the Legal Services Authorities Act, 1987 to provide free Legal Services
to the weaker sections of the society and to organize Lok Adalats for amicable
settlement of disputes. Mahila Adalats, e-courts for effective and timely justice have
also been setup.
To conclude, a nation should strive for succinct and simple law which is easily
understandable by the people. It must also be noted that laws are drafted in conformity
with existing laws and principles of jurisprudence. It is never meant to be used as tool
for rough and ready delivery of justice. Only a court or a duly appointed authority can
provide for expression of of views of contending parties, and that inevitably brings in
lawyers, who may interpret the law according to convenience if it is not well-drafted.
3. Why are certain rights considered universal in nature? Explain using examples.
Approach:
• Briefly introduce with a definition of rights.
m
• Discuss why certain rights are considered universal in nature.

co
l.
• Give a brief conclusion based on the discussion in the answer.

ai
tm
ke
Answer:
c
ro
Rights mean claims & entitlements of individuals and groups that are considered to be
@
at
necessary for leading a life of respect and dignity and are essential for their well-being.
w
ra
at
There are certain rights that are considered universal in nature because:
ag
th
• They are rights inherent to all human beings since all human beings are born free
ta
and equal. They have a right to have rights. For example, Freedom is an essential
condition for life and entitlement of the right to freedom is hence a universal claim.
• They are natural rights, that is, they are derived from the law of nature and not
dependent on laws or customs of any particular culture or government. For
example, Right to life and liberty.
• They impact all people without distinction of any kind, such as race, colour, sex,
language, religion, nationality etc. For example, Right against Exploitation & Right to
Justice affects all people equally & hence makes a case for their universal
availability.
• They are inalienable as exclusion from any of such rights would lead to
discrimination, unequal access to resources and opportunities, inability to realize
their potential. For example, No one shall be held in slavery or servitude or be
subjected to torturous or degrading treatment.

• They are required to meet the basic needs, for example, the right to develop one’s Student Notes:
own talent and skills, right to opportunities etc. ensures that certain sections are
not denied the equal chance to have a dignified life in terms of food, clothing and
shelter.
Although mostly individualistic, the above discussed rights are required for the overall
development of the society because an empowered individual only would lead to a
sustainably empowered society. Entitlement to these universal rights would help build a
world in which every man, woman and child lives life with liberty and is protected from
oppression, violence and discrimination.
4. Explain the significance of the following in the context of civil service: (i) Public trust
(ii) Objectivity (iii) Strength of character (iv) Empathy (v) Selflessness
Approach:
• Succinctly define the terms.
• Outline the significance of each, by using examples or otherwise, in civil services.
Answer:
The given terms are the assets that a civil servant must possess in order to be true to
his/ her duty towards the society. Significance of these is discussed below:
(a) Public Trust: It is the firm belief in the reliability, truth, or ability of the people in
public offices, institutions and officials i.e. the measure of public confidence and
faith commanded by an officer or an institution or a system. High public trust
enables a civil servant to take bold decisions, whereas, low public trust raises
question on every activity. It can be built by consistent performance and efficient
delivery of expected services. For example, the Election Commission enjoys high
trust and this has helped it to implement ‘Model Code of Conduct’ even without
Legislature’s backing. One of the reasons that bribery is regarded as a notorious evil
is that it contributes to a culture of political corruption in which the public trust is
eroded.
m
co
(b) Objectivity: It is the quality of being truthful, unbiased, impartial and sticking to the
l.
ai
facts beyond the influence of one’s feelings and prejudices. Objectivity helps a civil
tm
ke
servant to rise above his own biases and perceptions and take actions in the larger
c
ro
interest. For example, a judicial magistrate with objectivity would go by the merits
@
at
of a robbery case rather than being influenced by the public perception of the
w
ra
culprit.
at
(c) Strength of character: It is a measure of how much a person can persevere in

ag
th
adverse circumstances and stand against wrong actions/deeds.. It is determined by

ta
how strongly or weakly does one believes and adheres to certain values. It stands
to test in the face of hardships. If a person holds high strength of character, he/ she
would hold on to his principles even in the face of crisis be it social, economic or
political. This strength helps a civil servant to firmly say ‘no’ to anyone’s ill demands
that may go against the law or the general public e.g. during riots, passing of
tenders, work during disasters and so on.
(d) Empathy: It is the ability to place oneself in another’s position and understand their
feelings and experience their emotions. In context of civil services, unless the public
officials empathize with the common man, they will not be able to understand the
problems faced by him and consequently, public services will not improve e.g. an
empathetic official will ensure ramps etc. in his/ her office premises to aid the
movement of the physically disabled.
(e) Selflessness: It means to put others before oneself to the extent of having little or
no concern for one’s life, money, position etc. The job of civil servant demands that
public concerns be the top priority. There might be situations where an official has

to give up family time at a stretch in order to fulfil professional responsibilities. Student Notes:
Further, selflessness helps in building an organization of integrity and honesty.
5. Courage is the first of human qualities because it’s the quality that guarantees the
others.
Approach:
• Define courage & establish its importance as an important human virtue.
• Discuss, with examples, how courage is a prerequisite for other human qualities.
• Conclude in a balanced manner.
Answer:
Courage is the virtue that enables a person to restrain fear in the face of danger,
difficulty or doubt. As Nelson Mandela put it, “Courage is not the absence of fear, but
the triumph over it”.
Courage guarantees other qualities
• Courage enables people to face tough consequences for their acts. For instance
whistleblowers like Edward Snowden often pay heavy price for disclosures.
• Without courage it is difficult to display qualities like leadership which entails laying
out roadmaps for the future amidst uncertainty. For example it is “courage” that
enabled Mahatma Gandhi to display the virtue of nonviolence against the
oppressive colonial regime.
• It encourages people to take firm decisions and attempt things that they have not
tried before. For instance, it takes courage to invest in novel & seemingly
impractical/commercially unviable ideas like the SpaceX.
• Various personal, social and professional feats are unthinkable without courage. It
may be the fight for social reforms or fearless decision making by public officials to
bring about public accountability, impartiality and truthfulness in daily life.
However, it must be borne in mind that courage must stay within limits defined by
reason (like the courage displayed by law-enforcing personnel vis-à-vis criminals).
m
co
Moreover life provides daily opportunities and instances of courageous acts (for
l.
ai
instance standing up for injustice, actively supporting a just cause like cleanliness in
tm
ke
public places etc.) as distant from notions of courage as extreme or dramatic physical
c
ro
heroism.
@
at
w
ra
6. What are the factors that have influenced the contemporary attitude of the state and
at
ag
the society towards homosexuality in India? Also, comment on the changing attitude
th
ta
and the factors driving this change.

Approach:
• State the factors that are affecting currently held attitude towards homosexuality in
India.
• Mention the factors that result in changing attitude towards homosexuality and
what this change is all about.
• End with a way forward.
Answer:
While acceptance of homosexuality has not been fully entrenched in India, there is a
shift in stance of the society and state regarding it. The factors that have influenced the
contemporary attitude include religion, international discourse, individual rights, legal
pronouncements, advancement of medical understanding, etc.

Reasons for the attitude opposing homosexuality: Student Notes:
• At the core lies the question that is it the natural expression of sexuality or merely a
product of closet desires? Those opposed to homosexuality generally consider it to
be the latter.
• Religion: Major religions such as Islam and Christianity consider homosexuality to
be a sin explicitly. Further, religious groups of all major religions support
criminalizing homosexuality.
• Traditional values: Indian culture espouses marriage, procreation and continuity of
traditional values. People suppress homosexual tendencies to prevent ostracization
by family members.
• Social stigma:For many Indians, homosexuality is still a taboo and a Westernized
concept.
• Legal provisions: Section 377 of IPC criminalizes homosexuality and thus strict legal
provisions have also shaped the attitude.
• Political reasons: The political class has shown apathy to LGBT rights in India mainly
due to prevailing attitude in the society which can affect vote bank.
• Homosexuality has been considered a medical problem and claimed to be treatable
with indigenous therapy.
However, off late, there has been considerable shift in the attitude of some sections of
the society which led to the filing of PIL to quash the law criminalising homosexuality.
Reasons for the changing social attitude towards homosexuality:
• Globalisation: With the free flow of information and ideas, the liberal attitude
towards homosexuality held found in the developed world is being adopted by
Indians as well.
• Social media: Social media networks are important platforms to accommodate
homosexuals who need a support system.
• Film industry: The film industry is also increasingly depicting favourable attitude
m
towards homosexuals.
co
l.
• Support from organizations: Organisations like Humsafar Trust, Naz Foundation etc.
ai
tm
support decriminalising homosexuality. They are aided by the favourable

ke
judgements by the higher judiciary, like in 2017; the SC stated that freedom to
c
ro
@
express sexual orientation is guaranteed under Article 21.

at
• Open social support: There is increasing youth support through participation in

w
ra
events like gay parade in Delhi, Bangalore etc.

at
ag
th
Thus, both legal and social attitudes regarding homosexuality are witnessing change.
ta
There is a need to support legal rights of the LGBT community and develop positive
social attitude towards them to prevent marginalization.
11. Previous Years Vision IAS GS Mains Questions: Case

Studies
1. You are posted as a District Collector in one of the districts in India. It has been
brought to your notice that a structure has been built by few members of a religious
community on the public land without getting due permissions. In keeping with the
guidelines of the Supreme Court of India, disallowing the construction of any
permanent religious structures on public land, you are contemplating its removal.
However, the leaders of the community in question have requested you to permit the
structure saying that it is for the period of month long religious festival only.
Moreover they say that there is no other religious place nearby where community
members can celebrate their festival. Your seniors and the political leader of the area

also support their views. However you are skeptical that after the festival is over, it Student Notes:
may not be easy to remove the religious structure from the public land due to the
involvement of community members at large.
1. Perform an objective and subjective analysis of the case.
2. What will you do in such a situation?
Answer:
Objective Analysis:
• The constitution of India caters to treat everybody as equal before of the law
irrespective of his religion. Thus, religious community in the question should not be
dealt with any special treatment.
• As a civil servant an officer should follow the guidelines of SC as its interpretation is
final and binding in India.
• If he violates the law he has to answer to his superior for such a violation.
• The religious community too is part of Indian population. Therefore, their customs
and beliefs should be respected.
Subjective Analysis:
Religion plays an important part in lives of people in India. If the structure is removed,
the action can be given a communal color. Since our model of secularism respect all the
religion equally, their sentiment should also be respected. Leadership quality of civil
service also demands not to antagonize any community.
Course of Action:
1st Approach
Firstly, leaders of the community should be persuaded that though District
Administration fully respect the values and customs of their religion but due strict
guideline administrators have to suffer from penal action if structure is not removed.
m
Second, if leaders do not agree, then the matter should be discussed with the superiors
co
that are there any authority which can give such permission. If it is not possible, then
l.
ai
tm
he should remove the structure.

cke
If such solution is not available, then he should check whether it is possible to limit the
ro
@
number of people attending the festival, based on law and order administration
at
w
available and with the help of leaders of the community? If it is possible, then he can
ra
at
allow them to take up the festival because structure can be removed later if number of
ag
people involved is not much. If it is not possible, then he should remove the structure.
th
ta
2nd Approach
Community activities can be taken up on a government land but proper permission
needs to be taken so I will ask to that community to take requisite permission in written
manner.
As a district officer it is my responsibility to maintain law and order and peace in district
and also to ensure sentiments of community is not hurt. Therefore to maintain such
balance permission will be granted till festive month but after that demolition will be
carried out under municipal act, following proper procedures and discussions with
influential and important members of religious community such that peace would not
be disturbed.

2. You are the director of a unit in a regulatory agency that is charged with monitoring Student Notes:
the use of potentially harmful commercial chemicals. Geeta, a junior project manager
under your supervision, is responsible for studying a broad-spectrum insecticide that
is used not only in agriculture by small food-grain farmers and cotton farmers, but
also in the livestock sector as an animal spray. She has been assigned to determine
whether this product should be removed from the market. At a social event, Geeta
met a man named Siddharth, who she later learned was the Mumbai representative
for the insecticide manufacturer. After meeting Siddharth several times, she became
rather fond of him and wanted to pursue the relationship further. However, Geeta
realized that their professional roles created a potential conflict of interest for her,
and she decided to tell you about the situation. She intended to continue seeing
Siddharth and said she considered herself mature enough to maintain a separation
between her professional and private lives. Geeta insisted that her feelings for
Siddharth would not influence her judgment in any way; in fact she and Siddharth had
never even discussed the chemical in question. What would you do in such a
situation? While you evaluate the alternatives available to you, what are the moral
codes and maxims that come to your mind as reference points for arriving at a
decision?
Answer:
1st Approach
Approach
In this case the ethical situation is not much clear. Has Geeta done anything that
represents a breach of professional ethics? Because of her relationship with Siddharth,
it might well be difficult for her to maintain objectivity in discharging her duties. But
perhaps it might not be. People differ in their ability to manage tensions of this kind.
And what is your responsibility? Is it more important to avoid even the appearance of
unethical conduct within your organization or to support an employee’s right to
freedom in her private life? Should Geeta be trusted until her behaviour demonstrates
m
co
otherwise? Examine your alternatives and arrive at a suitable conclusion.

l.
ai
tm
Answer
cke
You have to think about how to handle this highly sensitive situation. Some alternatives
ro
@
may come immediately to your mind:

at
w
ra
1. Order Geeta to stop seeing Siddharth

at
ag
2. Transfer her to another task

th
3. Discuss the matter with your superior

ta
4. Trust Geeta to do the job without being biased by the relationship

Then you consider the possible consequences:
• Geeta may resign
• Progress on investigating the chemical may be delayed
• The media may pick up the story
• A biased decision may be reached about the chemical, with serious consequences
for the public
• You may be blamed for irresponsible conduct if your superior discovers the
relationship without being informed by you
As you evaluate the alternatives and their possible consequences, various moral rules
and maxims come to mind as reference points for arriving at a decision:
• “You should be fair with subordinates under your supervision.” Would you handle
this situation differently if it involved a male member of your staff?

• “Avoid even the appearance of evil.” Even if Geeta performs in an objective, Student Notes:
professional manner, will the credibility of your organization be eroded if this
situation is picked up by the press?
• “Honesty is the best policy.” If you take any action that Geeta perceives as
punishment or distrust, are you discouraging honest communication from your
staff? Should you tell your superior, or should you maintain Geeta’s confidence and
accept responsibility for dealing with the situation yourself?
As we review the facts of the case, the alternatives for action, and their likely
consequences on the one hand, and associate them with our stock of relevant moral
rules on the other, the field of alternatives begins to narrow and one or two rules
emerge as crucial. We can move towards a decision, with the practical consequences
and the moral justification related in some way that is acceptable to us.
After defining the situation as objectively as possible and defining the ethical issue, the
most difficult requirement is resisting the inclination to view the alternatives in
dichotomous terms, as meaning that you must do either this or that. Either you tell
Geeta to stop seeing Siddharth, or you trust her to handle the relationship in a
professional manner. This either-or view is the most common trap in the ethical
process. Rarely does such an ethical issue have only two or three possible solutions: If
you tell Geeta to stop seeing Siddharth, what is the likely outcome? What if you transfer
her to another position? Ask another member of the staff to work along with her?
Tighten your supervision of her work? What chain of events will likely unfold, and
toward what end?
There may also be regulations concerning conflict of interest that could apply to this
case. Moreover, the importance of individual dignity should be considered along with
respect for privacy: values that are highly important. The question is not only whether
you should observe the regulations or be responsive to Geeta’s wishes. Rather, it is a
matter of how the intent of the regulation can be upheld while still showing respect for
Geeta’s dignity and privacy. The tension between these two obligations is a healthy one
m
for any superior to address and reflect on. Simply ordering Geeta to stop seeing
co
l.
Siddharth would be treating her in a mechanical and disrespectful manner, but simply
ai
tm
giving in to her would run the risk of accepting real or perceived conflicts of interests.
cke
ro
Thus one solution might be to talk it through with her, offering assurance that you
@
understand her dilemma and want to be helpful. You might then discuss the various
at
w
alternatives for protecting her dignity and privacy while fulfilling your duty to the law.
ra
at
You should attempt searching her for a win-win solution that does not punish her for
ag
th
having a private life outside work.

ta
2nd Approach
Analysis
• Regulatory organization is very crucial as it can affect the lives of people, animal
and environment. Geeta’s relationship can have detrimental effects on the
stakeholders.
• If this issue comes into the public domain, people can lose the faith in regulatory
framework of the country.
• Though Siddharth have not asked her to help in this matter, but in future it can
happen.
• If she is not allowed to continue her relationship, it can affect her efficiency.

My action Student Notes:
First, I will find out whether code of conduct or code of ethics of the organization
clearly debars such relationship. If it is so, then I will convey it to Geeta. I will also
explain how important it is to remain neutral in regulatory works. I will explore the
options of transferring her to some other departments. If no other solution work, I will
ask her to make a choice between the relationship and the office.
If no code anywhere mention about such relationship, even then I owe the
responsibility to carry out the regulatory functions with autonomy and unbiased. Thus,
I will transfer the case of Siddharth’s company to the other officials than Geeta.
m
co
l.
ai
tm
cke
ro
@
at
w
ra
at
ag
th
ta

All rights are reserved. No part of this document may be reproduced, stored in a retrieval
system or transmitted in any form or by any means, electronic, mechanical, photocopying,
recording or otherwise, without prior permission of Vision IAS

ta
th
ag
at
ra
w
at
@
ro
cke
tm
ai
l.co
m

215712786194e3e4 Ethics Part 1

Uploaded by

Copyright:

Available Formats

215712786194e3e4 Ethics Part 1

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

215712786194e3e4 Ethics Part 1

Uploaded by

Copyright:

Available Formats

VISION IAS

Copyright © by Vision IAS

www.visionias.in ©Vision IAS

Copyright © by Vision IAS

DELHI | JAIPUR | PUNE | HYDERABAD | AHMEDABAD | LUCKNOW | CHANDIGARH | GUWAHATI

bad, right or wrong?

DELHI | JAIPUR | PUNE | HYDERABAD | AHMEDABAD | LUCKNOW | CHANDIGARH | GUWAHATI

example: marital rape is not illegal, however it is considered unethical.

2. Ethics and Human Interface

DELHI | JAIPUR | PUNE | HYDERABAD | AHMEDABAD | LUCKNOW | CHANDIGARH | GUWAHATI

evolutionary framework to appreciate the differences – from an individual’s beliefs to a social

are called, respectively, beliefs, norms and values.

DELHI | JAIPUR | PUNE | HYDERABAD | AHMEDABAD | LUCKNOW | CHANDIGARH | GUWAHATI

and punished accordingly.

Norms, Values and Belief

beliefs and values are internal.

DELHI | JAIPUR | PUNE | HYDERABAD | AHMEDABAD | LUCKNOW | CHANDIGARH | GUWAHATI

informally disapproved or censured.

• Truthfulness, honesty, integrity, respect, fairness are examples of ethical principles.

Ethics and Morality

interchangeably. However, some philosophers make a distinction between the two.

Ethics and morality is practiced through morals.

DELHI | JAIPUR | PUNE | HYDERABAD | AHMEDABAD | LUCKNOW | CHANDIGARH | GUWAHATI

• It is when certain ethical principles become widely

accepted, they are codified into laws. For example,

‘motherhood’ in our society is considered to be sacrosanct

regulating surrogacy in India allows only altruistic

DELHI | JAIPUR | PUNE | HYDERABAD | AHMEDABAD | LUCKNOW | CHANDIGARH | GUWAHATI

DELHI | JAIPUR | PUNE | HYDERABAD | AHMEDABAD | LUCKNOW | CHANDIGARH | GUWAHATI

DELHI | JAIPUR | PUNE | HYDERABAD | AHMEDABAD | LUCKNOW | CHANDIGARH | GUWAHATI

DELHI | JAIPUR | PUNE | HYDERABAD | AHMEDABAD | LUCKNOW | CHANDIGARH | GUWAHATI

human made laws?’

Under normative ethics we study different approaches to ethical questions. A given

Some of the important approaches of Normative ethics are:

DELHI | JAIPUR | PUNE | HYDERABAD | AHMEDABAD | LUCKNOW | CHANDIGARH | GUWAHATI

• Deontological approach – According to this approach, ethics is based on what people

“An unexamined life is not worth living.”- Socrates

• Contextualist approach – It rejects prescriptive rules. According to this approach,

3. Applied Ethics: Specific Examples

DELHI | JAIPUR | PUNE | HYDERABAD | AHMEDABAD | LUCKNOW | CHANDIGARH | GUWAHATI

3.2. Business Ethics

DELHI | JAIPUR | PUNE | HYDERABAD | AHMEDABAD | LUCKNOW | CHANDIGARH | GUWAHATI

3.3. Ethical Management

conduct of manager operating within a workplace.

• There are no legal rules or laws formulated for this purpose.

DELHI | JAIPUR | PUNE | HYDERABAD | AHMEDABAD | LUCKNOW | CHANDIGARH | GUWAHATI

DELHI | JAIPUR | PUNE | HYDERABAD | AHMEDABAD | LUCKNOW | CHANDIGARH | GUWAHATI

tissue in research, defining death, guidelines for do-not-resuscitate (DNR) orders in

hospitals, euthanasia, cloning, rationing health care resources, and so on.

cultural, and social contexts in which they are expressed.

DELHI | JAIPUR | PUNE | HYDERABAD | AHMEDABAD | LUCKNOW | CHANDIGARH | GUWAHATI

for the collective social benefit rather than advantages to individuals.

potential to help others.

DELHI | JAIPUR | PUNE | HYDERABAD | AHMEDABAD | LUCKNOW | CHANDIGARH | GUWAHATI

4. Ethics in Private and Public Relationships

4.1. Ethics in Private Relationships

DELHI | JAIPUR | PUNE | HYDERABAD | AHMEDABAD | LUCKNOW | CHANDIGARH | GUWAHATI

are: selflessness, integrity, objectivity, accountability, openness, honesty and leadership.

servants. These are impartiality, legality, integrity, transparency, efficiency, equality,

are some utilitarianism theorists.  