Knowledge without Character

Taking a more than comprehensive view of the biblically-based Seven Deadly Sins, Mohandas Karamchand Gandhi (i.e. Mahatma Gandhi) wrote his version the Seven Deadly cordial Sins. One of the sins he warns of is Knowledge without address, and to understand why he presents this cabal as a latent sin, one moldiness look at what Gandhi thought of education (Hansen).Of education, Gandhi said, The ancient aphorism Education is that which liberates, is as true up as it was sooner. . . . . Knowledge includes all training that is useful for the service of earth and liberation means freedom of all manner of servitude . . . . . . slavery and domination from outside and to ones declare artificial needs. The knowledge acquired in the pursuit of this standard alone contributes to true study. (Gandhi & Education)A simple interpretation of this recital requires that those who are currently pursuing a higher(prenominal)education in a collegiate setting need to analyze their reasons for d oing so, and if they find thatthe potential to earn a greater income is the primary drive, they are headed down a path of socialsin. Students need to consider the bigger picture what hind end their particular academic interests doto make the terra firma a break off place? Can the lessons learned in an economics class be applied tothat students participation in local organization to a solution to nation-wide obliteration ofhomelessness to increasing the wealth of the entire world so that no human being is faced withdying of hungriness or is that lesson merely a small step towards making more money for a privateenterprise?A grander interpretation of these language could be applied to the current desire to end terrorism. Looking foul to WWII, the scientific knowledge inevitable to create the atomic turkey was apply without character. Without taking sides or creating a political debate, the fact is that the United States of the States dropped two atomic bombs on Japan, and no other country before or since has dropped an atomic bomb in an act of war (Burr). paltry back to today, it is the United States that is leading the fight a absorbst terrorism, and that fight began as an annihilation of world-wide weapons of mass destructionweapons that were made possible and whose force was proven by the same nation that is currently acting as the worlds watchdog. Fortunately, the United States is getting a consequence chance if we are equal to(p) to combat terrorism and eliminate the threat of atomic weapons and their kin, it may be that the knowledge gained so long ago regarding the devastation of the atom bomb will be applied today with the obligatory character by assuring all of humanity that such force will never again be unleashed.The reason that the Social Sin of Knowledge without Character is such a great threat to humanity is directly tie in to the degree of power that is inherent to the possession of knowledge. Looking back at the plight of Frederick Douglass, a man born into slavery who taught himself to read and print so that he might better understand his captors and eventually scheme his enslavement, it is clear that absent the knowledge of reading and writing, he never would dupe had the power to forge his papers and flee to the South (Douglass passim).Today, politicians, attorneys, the media, and others like them who soften the information used by society to stay informed must(prenominal) comprehend the responsibility of what they do. The power they possess to control the knowledge that is outspread into society demands that they have the character to present all sides of an issue and makeup only factual detailsof course, as Gandhi predicted, the character flaws inherent in the average human being often precludes the knowledge being disseminated in a manner that is completely accurate and/or honorable.Consumers of this information must score it upon themselves to assess what they read and hear and are told with a circumstantial eye, and when discrepancies are found, each observer must demand correction. The knowledge needed to assess information critically is often honed in the arena of higher education, so individuals involved in academia have an opportunity to gain knowledge and apply that knowledge with strength of character.Patrick Bassett expresses the relationship between educators and Gandhis Seven Social Sins in this way, we must continually seek to happen opportunities to challenge our students and to have them challenge us on values issues. We must continually seek to carve out time to address issues of the community. We must continually keep the moral agenda before us. When our first and second curricula merge, we teach youngsters to avoid all of Gandhis sins and perhaps a few of their own design. (Bassett)As responsible individuals in a world that is partially in our hands, we must each consider the words of Gandhi and our connection to them. It may be the role of the educator to plan actions, but it is the role of the student to take them. If this were not the case, the words spoken by Gandhi would have fallen uselessly to the ground, never having been truly heard and incorporated into the lives of those who have both the necessary knowledge and character.Works CitedBassett, Patrick F. Do the Right Thing The Case for Moral Education. NAIS schoolman Forum. Dec. 1995. Independent Schools Association of the Central States.Burr, William. Ed. The Atomic Bomb and the End of realism War II A Collection of Primary Sources National certificate Archive Electronic Briefing Book No. 162. The National security measure Archive. 5 Aug. 2005. 27 Sept. 2006. .Douglass, Frederick. Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself. New York Dodo, 2005.Gandhi & Education Basic Education (Buniyadi Shiksha). MKGandi.Org The Complete Site on Mahatma Gandhi. 25 Sept. 2006. .Hansen, Paul. Biblical Justice Consultancy Gandhis Seven Deadly Soci al Sins A Reflection. Redemptorists of the Edmonton-Toronto Province. 2005. 27 Sept. 2006. .