Abled Differently….


Srikanth Bolla — a 19-year-old sophomore  [In the United States, a sophomore is a student in the second year of study at high school or college] who is blind — recently realised a dream when he travelled to Hyderabad, India, to develop a computer-training centre for visually challenged students.

“If we train the blind to get computer skills, they will excel independently and be able to get good jobs,” he says.

Last year, Bolla shared his dream to create the centre with staff at MIT’s Public Service Center, which provided Bolla with a fellowship and the know-how to make his dream come true.

Srikanth Bolla ’13 proves that anyone can learn how to swim

First, he created a curriculum, then with additional grants, he bought five computers, rented a building, hired a faculty member, and began 10-week computer classes. The centre now trains 30 blind high school students each year, but with more funding, he hopes to add more computers and more students.

“The best way to narrow the gap between the visually-challenged and others is education,” says this management student, who plans one day to launch a company that develops advanced technologies for multi-disabled people. (He has already launched a company

BOLLANT- Where Everyone Counts“)

(These excerpts are from an old article.)

Blind since birth, Bolla was raised in a tiny Indian village, where illiteracy is rampant. “Villagers told my parents: ‘He cannot see. Let him die.’; My grandmother said, ‘No. One day he may be useful to our family.’”

“I spent my childhood in loneliness,” he says, adding that he wanted to play sports and games with other children, but they gave him no attention. At age seven, an uncle urged him to enrol in a school for the blind in Hyderabad, a city 250 miles away. Homesick and unhappy, he tried to run away. His uncle asked him gently: “What kind of life will you have at home?”

Soon after, Bolla made a commitment to excel. “I worked hard, and I never looked back.”  First, he learned Braille, then English, then how to use a computer. He won awards in debating, creative writing, chess, and blind cricket. He became the school’s top student.

Bolla loved science, but blind students in India were allowed to study only the arts.

He and a teacher fought his case before the school board and won. Now, thanks to his efforts, all blind students in India can study science beyond grade 10. “I refused to let my disability interfere with my dreams,” he says.

Bolla, who now stars on a blind baseball team in Cambridge, is working with the Board of Education in the Indian state of Andhra Pradesh to get his computer-training course accredited. His other goals include expanding the computer centre to several locations in India, finding jobs for trained students, and raising money to educate more young people.

“My lifetime ambition is to become the President of India,” says Bolla, who was a member of Lead India 2020, a national movement to train youth in leadership, human values, and employment skills. The idea is that the transformed 540 million youth would lead India to become a developed nation by 2020. In 2010, Bolla received an excellence award from that organisation from the former President of India.

“I want to dedicate my life to community and social service,” he says.

“I want a place in society where people look up to me as a role model and great leader.”

Srikanth became the first visually challenged student in the country permitted to study science beyond grade 10, after a lot of struggle with the authorities. He went on to start Bollant Industries, an organisation that employs uneducated disabled employees to manufacture eco-friendly disposable consumer products and packaging solutions.


PLAT NO. A/28/1/1,
HYDERABAD – 500 076,


Children born with congenital disabilities caused due to the exposure of their parents to gas leakage in Union Carbide gas leak disaster, light candles to pay homage to the people killed in the 1984 Bhopal gas tragedy in Bhopal.


Arbena, 14, a physically disabled child jumps on a trampoline on her birthday at the Association of People with Disability run school on International Day of Persons with Disabilities, in Bangalore. According to the United Nations, over one billion people, or approximately 15 percent of the world’s population, live with some form of disability.


Singer Shaan with a differently abled woman during an event to mark International Day of Persons with Disabilities


Bollywood actress Kalki Koechlin interacts with a physically challenged woman during an event to mark International Day of Persons with Disabilities


Bollywood actor Amitabh Bachchan attends a sports event on the occasion of International Day of Persons with Disabilities


(L) The Role Model Mental Retardation/Mental Illness of Autism (Female) award was presented to Rini Das of West Bengal  while (R) President Pranab Mukherjee presented Best Creative Child with Disabilities (Boy) to Master Tuhin Dey of West Bengal during the National Awards for the Empowerment of Persons with Disabilities-2013 function in New Delhi


President Pranab Mukherjee along with Minister of Social Justice and Empowerment, Kumari Selja, Union Minister for New and Renewable Energy Farooq Abdullah and awardees posing for photographs during the National Awards for the Empowerment of Persons with Disabilities 2013, at Vigyan Bhavan in New Delhi

I sincerely wish and hope, individuals who are differently abled (especially those with a high degree of disability), and those who are visually impaired, should be given employment on a permanent basis in departments and wards of hospitals and offices, especially the ones that deal with children and adults who are terminally ill, and patients with chronic debilitating diseases.

It would serve many purposes.

  1.  These individuals would act as a source of inspiration and motivation for patients and other employees.
  2. As per my experience and close observation, differently-abled are extremely diligent and hard working.
  3. It would make hospitals friendlier and happier.
  4. It would provide employment to the differently abled.

National Policy for Persons with Disability:

The National Policy recognises that  Persons with Disabilities as a valuable human resource for the country and seeks to create an environment that country and seeks to create an environment that provides them equal opportunities, protection of their rights and full participation in society.

The focus of the policy is on (a) Prevention of Disabilities and (b) Rehabilitation Measures.

The salient features of the National Policy are:

  • Physical Rehabilitation, which includes early detection and intervention, which includes early detection and intervention,  counselling & medical interventions and provision of aids & appliances.
  • Education Rehabilitation including vocational training and
  • Economic Rehabilitation for a dignified life in society.

Source: Service To Humanity is Service to God


Mr.S.M.A.Jinnah– founder of Indian Association for the Blind (IAB)


Employment Government Sector Image source

Realising the importance of education in empowering the visually challenged, Indian Association for the Blind (IAB) provides free education to students from low socio-economic groups. The students at IAB prove the fact that they have skills and capabilities that are at par with sighted students. Since 1995, the school has achieved almost 100 % results in the class X and XII board exams.


Education – Higher Secondary School Image source

The implementation of Persons with Disability Act 1995 which mandates 1 percent of jobs for people with visual disability in government and public sectors has paved the way for the visually challenged. With its specialised training initiatives that back the visually challenged with skills, several Indian Association for the Blind (IAB)  alumni is gainfully employed in the government sector in sectors like teaching, railways and banking. Since 1991 several IAB alumni are employed in the government sector. The implementation of Persons with Disability Act 1995 which mandates 1 percent of jobs for people with visual disability has boosted employment opportunity for visually challenged in government and public sectors.

This farsighted intervention has enabled several thousands of visually challenged people to be employed in services like teaching, railways and banks.


Career Skills Image source

“People were more likely to give alms to a blind person. There was no awareness of the potentialities of such people and their need to be treated with dignity and respect.”

—-  Mr.S.M.A.Jinnah Source

“My goal has always been equality of opportunities and experience for people with visual disabilities. People need to be sensitised to the potentials and problems of the visually impaired. They are no different from others. Typically society tends to overestimate the disability and underestimate the potentials of people with disabilities.”

 —Mr.S.M.A.Jinnah Source


Employment Image source


Don’t be a Dupe. Be a Critical and Creative Thinker!

George Kneller quoted, “Creativity, it has been said, consists largely of rearranging what we know in order to find out what we don’t know. Hence, to think creatively, we must be able to look afresh at what we normally take for granted.” Critical thinking is a very important tool in any creative endeavour. Critical thinking is a friend of creativity, not a foe! CREATIVITY AND CRITICAL THINKING: FRIENDS, NOT FOES!

Critical thinking Critical Thinking, also called critical analysis, is clear, rational thinking involving critique. Its details vary amongst those who define it. According to Barry K. Beyer (1995), critical thinking means making clear, reasoned judgments.

During the process of critical thinking, ideas should be reasoned, well thought out, and judged.[1] The National Council for Excellence in Critical Thinking[2] defines critical thinking as the ‘intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.’[3]

One of the main purposes of a good education is to learn to think critically. Critical thinking leads to one of the highest forms of human knowing.

Creative thinking is divergent, critical thinking is convergent; whereas creative thinking tries to create something new, critical thinking seeks to assess worth or validity in something that exists; whereas creative thinking is carried on by violating accepted principles, critical thinking is carried on by applying accepted principles.

Although creative and critical thinking may very well be different sides of the same coin they are not identical (Beyer, 1987, p.35). Critical Thinking vs. Creative Thinking

If you want to save democracy, learn to think like a scientist

Fake news is running rampant on the internet, but blaming social media sites like Facebook for not filtering it out doesn’t address the larger issue at hand. Bogus news isn’t the real problem: The problem is that we undervalue the type of critical thinking needed to spot it. 

We shouldn’t expect a social media site to tell us what is and is not real. We are bombarded with nonsense on a daily basis, and navigating through it is a life skill we must learn. We can’t expect others to do it for us.

A lack of critical thinking and scepticism creates problems beyond politics. It makes us vulnerable to scams and pyramid schemes as well as phoney products like weight-loss drugs and “miracle cures” that are really only as effective as placebos. It leads us to ignore existential threats like global warming and perpetuates harmful conspiracy theories such as the idea that vaccines cause autism.

If there’s overwhelming evidence for something—like man-made climate change—and you don’t believe it, you aren’t being a sceptic, you are in denial. Being sceptical means demanding evidence, not ignoring it.

In this new age of social media, our news is no longer being filtered through major media outlets that have teams of meticulous and principled fact checkers. As a result, empiricism is more important than ever. We all must be trained to navigate through the false information, and we can do that by thinking like scientists.

  • What is empiricism? — Empiricism means a method of study relying on empirical evidence, which includes things you’ve experienced: stuff you can see and touch. Empiricism is based on facts, evidence, and research. Scholars and researchers deal in empiricism. If you believe in the Easter Bunny, the Tooth Fairy, or Santa Claus, you’re out of the realm of empiricism — there are no facts to support those myths. If you want to get something practical done, or to really know what the deal is with something, empiricism is the way to go.
We must be empiricists, not ideologues
Ideologue —-an advocate of some ideology.
  • What is ‘Ideology’?—-  An ideology is a set of opinions or beliefs of a group or an individual. Very often ideology refers to a set of political beliefs or a set of ideas that characterise a particular culture. Capitalism, communism, socialism, and Marxism are ideologies. But not all -ism words are. Think: cronyism (a system of graft whereby friends unfairly help each other make money.) Our English noun is from French idéologie. The suffix –logy, used with many English words describing theories or doctrines, is from Greek logos “word, reason, speech, account.”

Our ideologies blind us and bias our behaviour. For that reason, we should all be empiricists, not ideologues. Empiricists form their beliefs and opinions about the world based on facts and observation; ideologues, by definition, are uncompromising, dogmatic, and committed to specific principles. They are therefore unlikely to change their views based on new evidence. By self-identifying first and foremost as empiricists, we commit ourselves to a worldview that is shaped by reality.

Unfortunately, we often don’t feel compelled to check the accuracy of something that already aligns with our ideals and worldview. This is bad practice. We must continue to demand evidence—even when the claims in question come from the side that shares our beliefs and values.

A recent Buzzfeed News analysis of Facebook activity found that while 38% of news shared on popular right-leaning Facebook pages was false, so was 19% of the news shared on popular liberal Facebook pages. Given that liberals have also been known to peddle pseudoscience and ignore facts, as can be seen by the anti-vaxxer movement, this should be no surprise.

But how do we all become empiricists without training?

Scientists and researchers are trained to sniff out untruths, but you don’t need to be a scientist to do what scientists do.

We must create tests

When scientists want to understand how reality works, they devise experiments to test their questions. If they want to know if a specific treatment works—for example, if a certain diet makes people healthier, or if a particular medicine is effective—they design a study that will determine whether or not a hypothesis is true. If the hypothesis is supported, it becomes the reigning explanation while it continues to be tested further. This is an ongoing process that should continue until almost no uncertainty remains.

Derren Brown, a famous British magician and mentalist (think David Blaine, but more focused on mental tricks) is an expert at appearing to have psychic abilities. He is also a sceptic who exposes those who try to claim they have them for real. In an interview with prominent evolutionary biologist and outspoken sceptic Richard Dawkins, Brown describes a simple test that he has suggested to non-empiricists in the past.

“I think it feels unfashionable to talk to people about the importance of evidence, of testing things,” Derren said to Dawkins. “A friend of mine, who’s a psychic, told me she puts crystals in her plants and they grow better. So I said, well you’ve got loads of plants—have you ever put two in the same window? Maybe just put crystals in one and not the other?”

This anecdote illustrates just how easy it can be to start testing your beliefs.

It is also important to teach children to demand evidence and think critically from an early age. A few months ago on the Late Late Show with James Corden, astrophysicist Neil deGrasse Tyson told a wonderful story about the way he and his wife gave their child a lesson in critical thinking.

After their daughter lost a tooth, they told her that they heard if you put a tooth under your pillow, the tooth fairy visits. That night the little girl did just that, and Tyson swapped the tooth for money while she slept. The next morning, after their daughter had shown them her gift, they asked her a question that prompted her to think sceptically. “How do you know it was the tooth fairy?” they asked, to which the daughter replied, “Oh no, I don’t know, I just know that there’s money here.”

With her curiosity stirred, their daughter began setting traps for the fairy—for example, foil on the floor to hear when it arrived—and when those didn’t work, she and her equally suspicious schoolmates thought of a test. The next one to lose a tooth would put it under their pillow—without telling their parents.

The next day, when the tooth did not turn into money, the children worked out that their parents were the perpetrators of the hoax. This doesn’t mean that you should crush all the magical beliefs that children have—it only means that you should teach them to question. As adults, we must do the same to set a good example. When something sounds outlandish or simply incredible, we must investigate. Without conducting our tests in controlled settings, it can be difficult to make any definite conclusions. But these steps will still likely help us identify many bogus claims without stepping foot inside a lab.

We must encourage others to be empiricists

It is often said that we should let people believe whatever they want as long as they aren’t hurting others. “Ignorance is bliss,” as some say. However, we can no longer ignore the fact that when people don’t think critically, it actually harms others. When candidates who peddle false information get elected into office, they are more likely to also ignore crucial evidence when making decisions or policy. Do we want the person making decisions concerning climate change to be someone who ignores all the data that’s been carefully collected by scientists? That’s a recipe for catastrophe.

We must, therefore, encourage our friends to think critically and to test things. When they make claims or decisions that ignore the evidence, they should be confronted. We speak up when someone we love has an addiction or some chronic bad habit. We should feel a similar moral obligation.

Lastly, we all must all demand that our celebrities, influencers, and politicians also think critically and refrain from making claims that ignore evidence. Spreading lies and misinformation to millions of people can have some serious real world effects. Conservative or liberal, there’s just no excuse for it. Consistency is crucial.

Scientific advances come from critical thinking and curiosity. Science is also successful because it is self-correcting. When new evidence doesn’t support our previous conclusions, they must be abandoned and replaced by evidence-based assertions. Good science is also consistent in its methods; so that opinions and biases do not get in the way of logic and measurement. We do not get to pick and choose which rules to follow. Instilling these principles in society will bring about progress.


Critical thinkers:

  • Try to understand and then describe what someone claims;
  • Determine the merit of those claims by applying criteria; and
  • Rationally justify their criteria (explain their reasoning process).

If the criteria are good ones, then a critical thinker can discriminate mere opinions and false beliefs from true facts and verifiable knowledge. Critical thinkers can determine false or unverifiable claims and can tell you why. Just because someone else writes something or says something does not mean it is true or has merit.

To be a good writer, critical thinking is essential. If you need some help with your writing, here’s an inexpensive and excellent resource:

Booth, W. C., Colomb, G. G., & Williams, J. M. (2008). The craft of research (3rd. Ed.). Chicago: The University of Chicago Press.

Turabian, K. L. (2013). A Manual for Writers of Research Papers, Theses, And Dissertations (8th. Ed.). The University of Chicago Press.

Take advantage of your education and learn something. Be a critical thinker. Don’t be a dupe. Source

Reference and note for above:

Jeff Foxworthy. (2015). In Wikipedia, The Free Encyclopedia. Retrieved 9:48 a.m. EST, April 8, 2015, from

Leaders are expected to take right decisions after considering various facets of a given problem – just like an expert jeweller looks at a diamond. Logic looks at problems as a coin with just two sides whereas critical thinking is all about looking at the same problem as a diamond with multiple facets. Source

The fact is that a leader needs a fine balance of emotion and rationality to succeed. They need to connect with their people using emotion and decide what is best for them using rational thought. Critical Thinking is the connecting link between emotions and intelligence.  Source

Critical thinking is an antidote to cognitive biases. When we think critically, we recognise our own assumptions, evaluate arguments and draw conclusions. Source

The truth is that conflicts if managed well, are an opportunity to understand better, get to the root causes, introspect, improve and learn. A well-managed conflict often leads to improved clarity, better relationships and win-win situations.  Source

There is a difference between creative thinking and creativity. Creative thinking is the process of ideation (thinking). Creativity is about bringing that idea to life (execution). Source

If communication is defined as a meaningful exchange of information, thoughts and feelings between two living creatures, critical thinking is the engine that provides this meaning. Source

Employers look for employees who reinforce their creativity by showing certain characteristics in the selection process:

  1. Able to look spontaneously beyond the specifics of a question (78 percent).
  2. Respond well to hypothetical scenarios (70 percent).
  3. Able to identify new patterns of behaviour or new combination of actions.
  4. Integrate knowledge across different disciplines.
  5. Show ability to originate new ideas.
  6. Comfortable with the notion of “no right answer”.
  7. Fundamentally curious.
  8. Demonstrate originality and inventiveness in work.
  9. Show ability to take risks.
  10. Tolerant of ambiguity.
  11. Show ability to communicate new ideas to others.


Standards should serve as a flexible framework to meet the academic, social, emotional, and vocational needs of diverse learners and NOT a forced march to meet the data-driven demands of standardised tests.

Rather than rating and sorting students according to a common and narrow set of testable academic skills, we should be celebrating and cultivating uncommon talents and divergent thinking in our classrooms.

As Arnold Dodge explains, schools should be honouring and uplifting the creative “characters” in their classrooms…

Many of our schools have become dry, lifeless places. Joy and spirited emotions have been replaced by fear, generated by masters from afar. These remote overseers — politicians, policy-makers, test prep executives — have decided that tests and numbers and drills and worksheets and threats and ultimatums will somehow improve the learning process…

When a student does well on a reading test, the results tell us nothing about how well s/he will use reading as a tool to learn larger topics, nor does it tell us that s/he will be interested in reading at all. What it tells us is that s/he is good at taking a reading test…

With the battle cry “College and Career Ready,” the champions of standardisation are determined to drum out every last bit of creativity, unpredictability, humour, improvisation and genuine emotion from the education process in the name of useful “outcomes.”

The self-righteous and powerful, if they have their way, will eliminate from schools kids who have character — or kids who are characters, for that matter…

But there is another way. If we believe that children are imaginative creatures by nature with vast amounts of talent waiting to be mined, and if we believe that opening children’s minds and hearts to the thrill of learning — without competition and ranking — is a healthy approach to child development, then we are off to a good start…

William Glasser, M.D., studied schools for over 30 years and in his seminal work, The Quality School, he outlines five basic needs that all human beings are born with: survival, love, power, fun and freedom.

How many policymakers today would subscribe to having fun or experiencing freedom as a goal of our educational system?

Just think of the possibilities if they did. Kids actually laughing in school and not being punished for it.

Students feeling strong enough to talk truth to power and not being silenced. Youngsters feeling free to write with creativity and originality without being ridiculed for deviating from state test guidelines.

And that’s before we even get to love.

Think of the characters that would emerge from such an environment.

Comedians, orators, raconteurs, revolutionaries, magicians, clowns, young people with agency and drive, having fun, not afraid to take risks or make mistakes. Not afraid to be children…

Reference: Critical Thinking vs. Creative Thinking

The Road Less Travelled…..

Morgan Scott Peck (May 22, 1936 – September 25, 2005) was an American psychiatrist and best-selling author, best known for his first book, The Road Less Travelled, published in 1978.



The Road Less Travelled Image source



“The Road Less Travelled: A New Psychology of Love, Traditional Values and Spiritual Growth”,

Morgan Scott Peck M. Scott Peck talked about the importance of discipline. Peck argues that these are techniques of suffering, that enable the pain of problems to be worked through and systematically solved, producing growth. He argues that most people avoid the pain of dealing with their problems, and suggests that it is through facing the pain of problem-solving that life becomes more meaningful.

The book consists of four parts.
In the first part, Morgan Scott Peck examines the notion of discipline, which he considers essential for emotional, spiritual, and psychological health, and which he describes as “the means of spiritual evolution”.
The elements of discipline that make for such health include the ability to delay gratification, accepting responsibility for oneself and one’s actions, a dedication to truth, and “balancing”.
“Balancing” refers to the problem of reconciling multiple, complex, possibly conflicting factors that impact on an important decision—on one’s own behalf or on behalf of another.
In the second part, Morgan Scott Peck addresses the nature of love, which he considers the driving force behind spiritual growth. He contrasts his own views on the nature of love against a number of common misconceptions about love, including:
  • that love is identified with romantic love (he considers it a very destructive myth when it is solely relying on “feeling in love”),
  • that love is related to dependency,
  • that true love is linked with the feeling of “falling in love”.

Morgan Scott Peck argues that “true” love is rather an action that one undertakes consciously in order to extend one’s ego boundaries by including others or humanity and is therefore, the spiritual nurturing—which can be directed toward oneself, as well as toward one’s beloved.

In the third part, Morgan Scott Peck deals with religion, and the commonly accepted views and misconceptions concerning religion. He recounts experiences from several patient case histories, and the evolution of the patients’ notion of God, religion, atheism—especially of their own “religiosity” or atheism—as their therapy with Morgan Scott Peck progressed.

The fourth and final part concerns “grace”, the powerful force originating outside human consciousness that nurtures spiritual growth in human beings. In order to focus on the topic, he describes the miracles of health, the unconscious, and serendipity—phenomena which Morgan Scott Peck says:

  • nurture human life and spiritual growth,
  • are incompletely understood by scientific thinking,
  • are commonplace among humanity,
  • originate outside the conscious human will.

He concludes that “the miracles described indicate that our growth as human beings is being assisted by a force other than our conscious will” (Peck, 1978/1992, p 281).

He described four aspects of discipline:

Delaying gratification:
Sacrificing present comfort for future gains.
Delaying gratification is the process by which pain is chosen to be experienced before pleasure. Most learn this activity by the age of five. For example, a six-year-old child will prefer eating the cake first and the frosting last. Problematic students are totally controlled by their impulses. Such youngsters indulge in drugs, get into frequent fights, and often find themselves in the confrontation with authority.
Acceptance of responsibility: Accepting responsibility for one’s own decisions. Morgan Scott Peck states that it is only through taking responsibility and accepting the fact that life has problems, that these problems can then be solved.
He argues that Neurosis and character disorder people represent two opposite disorders of responsibility. Neurotics assume too much responsibility and feel responsible for everything that goes wrong in their life, while character disordered people deny responsibility, blaming others for their problems. Peck writes in the Road Less Traveled that “It is said ‘neurotics make themselves miserable; those with character disorders make everyone else miserable’” (Peck, 1978/1992, p38). Peck argues that everyone is neurotic or character-disordered at some time in their life, and the balance is to avoid both extremes.
Dedication to truth: Honesty, both in word and deed.
Dedication to the truth represents the capacity of an individual to modify and update their world view when exposed to new information discordant with the old view. For example, a bitter childhood can leave a person with the false idea that the world is a hostile and inhuman place. However, with continued exposure to more positive aspects of the world, this existing worldview is challenged and needs to be modified to integrate the new experiences. Peck also argues that dedication to truth implies a life of genuine self-examination, a willingness to be personally challenged by others, and honesty to oneself and others.
Balancing: Handling conflicting requirements. Morgan Scott Peck talks of an important skill to prioritise between different requirements – bracketing. Morgan Scott Peck considers the use of these interrelated techniques of discipline as paramount if the difficulties and conflicting requirements of life are to be dealt with and balanced successfully.
According to Morgan Scott Peck an evil person:
  • Is consistently self-deceiving, with the intent of avoiding guilt and maintaining a self-image of perfection.
  • Deceives others as a consequence of their own self-deception.
  • Projects his or her evils and sins onto very specific targets (scapegoats) while being apparently normal with everyone else (“their insensitivity toward him was selective” (Peck, 1983/1988, p 105)).
  • Commonly hates with the pretence of love, for the purposes of self-deception as much as deception of others.
  • Abuses political (emotional) power (“the imposition of one’s will upon others by overt or covert coercion” (Peck, 1978/1992, p298)).
  • Maintains a high level of respectability, and lies incessantly in order to do so.
  • Is consistent in his or her sins. Evil persons are characterised not so much by the magnitude of their sins, but by their consistency (of destructiveness).
  • Is unable to think from the viewpoint of their victim (scapegoat).
  • Has a covert intolerance to criticism and other forms of narcissistic injury.
Most evil people realise the evil deep within themselves but are unable to tolerate the pain of introspection or admit to themselves that they are evil. Thus, they constantly run away from their evil by putting themselves in a position of moral superiority and putting the focus of evil on others. Evil is an extreme form of what Morgan Scott Peck, in The Road Less Travelled, calls a character and personality disorder.


His perspective on love (in The Road Less Travelled) is that love is not a feeling, it is an activity and an investment. He defines love as, “The will to extend one’s self for the purpose of nurturing one’s own or another’s spiritual growth” (Peck, 1978/1992, p85). Love is primarily actions towards nurturing the spiritual growth of another.
Peck seeks to differentiate between love and cathexis ((psychoanalysis) the libidinal energy invested in some idea, person or object). Cathexis is what explains the sexual attraction, the instinct for cuddling pets and pinching babies cheeks. However, ‘cathexis’ is not love. All the same, true love cannot begin in isolation, a certain amount of cathexis is necessary to get sufficiently close to be able to truly love.
Once through the cathexis stage, the work of love begins. It is not a feeling. It consists of what you do for another person. As Morgan Scott Peck says in “The Road Less Travelled”, “Love is as love does.” It is about giving yourself and the other person what they need to grow. It is about truly knowing and understanding them.

The four stages of spiritual development

Morgan Scott Peck postulates that there are four stages of human spiritual development:
Stage I is chaotic, disordered, and reckless. Very young children are in Stage I. They tend to defy and disobey, and are unwilling to accept a will greater than their own. They are extremely egoistic and lack empathy for others. Many criminals are people who have never grown out of Stage I.
Stage II is the stage at which a person has blind faith in authority figures and sees the world as divided simply into good and evil, right and wrong, us and them. Once children learn to obey their parents and other authority figures, often out of fear or shame, they reach Stage II. Many so-called religious people are essentially Stage II people, in the sense that they have blind faith in God, and do not question His existence. With blind faith comes humility and a willingness to obey and serve. The majority of good, law-abiding citizens never move out of Stage II.
Stage III is the stage of scientific scepticism and questioning. A Stage III person does not accept things on faith but only accepts them if convinced logically. Many people working in scientific and technological research are in Stage III. They often reject the existence of spiritual or supernatural forces since these are difficult to measure or prove scientifically. Those who do retain their spiritual beliefs, move away from the simple, official doctrines of fundamentalism.
Stage IV is the stage where an individual starts enjoying the mystery and beauty of nature and existence. While retaining scepticism, he starts perceiving grand patterns in nature and develops a deeper understanding of good and evil, forgiveness and mercy, compassion and love. His religiousness and spirituality differ significantly from that of a Stage II person, in the sense that he does not accept things through blind faith or out of fear but does so because of genuine belief, and he does not judge people harshly or seek to inflict punishment on them for their transgressions. This is the stage of loving others as yourself, losing your attachment to your ego, and forgiving your enemies. Stage IV people are labelled as Mystics.
Morgan Scott Peck argues that while transitions from Stage I to Stage II are sharp, transitions from Stage III to Stage IV are gradual.
Nonetheless, these changes are very noticeable and mark a significant difference in the personality of the individual.

Community building

In his book “The Different Drum: Community Making and Peace“, Morgan Scott Peck says that community has three essential ingredients:

  1. Inclusivity
  2. Commitment
  3. Consensus

Based on his experience with community building workshops, Morgan Scott Peck says that community building typically goes through four stages:

  1. Pseudocommunity: In the first stage, well-intentioned people try to demonstrate their ability to be friendly and sociable, but they do not really delve beneath the surface of each other’s ideas or emotions. They use obvious generalities and mutually established stereotypes in speech. Instead of conflict resolution, pseudocommunity involves conflict avoidance, which maintains the appearance or facade of true community. It also serves only to maintain positive emotions, instead of creating a safe space for honesty and love through bad emotions as well. While they still remain in this phase, members will never really obtain evolution or change, as individuals or as a bunch.
  2. Chaos: The first step towards real positivity is, paradoxically, a period of negativity. Once the mutually sustained facade of bonhomie is shed, negative emotions flood through: Members start to vent their mutual frustrations, annoyances, and differences. It is a chaotic stage, but Peck describes it as a “beautiful chaos” because it is a sign of healthy growth. (This relates closely to Dabrowski’s concept of disintegration). This stage is often a time of unconstructive bickering and struggle. And it is no fun at all. Yet it is crucial to move through this stage if we are ever to find the kind of community connectedness we long for.

  3. Emptiness: In order to transcend the stage of “Chaos”, members are forced to shed that which prevents real communication. Biases and prejudices need for power and control, self-superiority, and other similar motives which are only mechanisms of self-validation and/or ego-protection must yield to empathy, openness to vulnerability, attention, and trust. Hence this stage does not mean people should be “empty” of thoughts, desires, ideas or opinions. Rather, it refers to emptiness of all mental and emotional distortions which reduce one’s ability to really share, listen to, and build on those thoughts, ideas, etc. It is often the hardest step in the four-level process, as it necessitates the release of patterns which people develop over time in a subconscious attempt to maintain self-worth and positive emotion. While this is, therefore, a stage of “Fana (Sufism)” in a certain sense, it should be viewed not merely as a “death” but as a rebirth—of one’s true self at the individual level, and at the social level of the genuine and true Community.

  4. True community: Having worked through emptiness, the people in the community enter a place of complete empathy with one another. There is a great level of tacit understanding. People are able to relate to each other’s feelings. Discussions, even when heated, never get sour, and motives are not questioned. A deeper and more sustainable level of happiness obtains between the members, which does not have to be forced. Even and perhaps especially when conflicts arise, it is understood that they are part of positive change. According to Morgan Scott Peck, true community emerges as the group chooses to embrace not only the light but also the darkness and brokenness in each other’s lives. We are accepted for who we truly are – who God sees us as – not who we pretend to be. It is at this point of radical acceptance, that an extraordinary amount of healing begins to occur.

    Cartoon Crowd, Doors in Emptiness : Stock Illustration

    True Community

The four stages of community formation are somewhat related to a model in organisation theory for the five stages that a team goes through during development. These five stages are:
  1. Forming where the team members have some initial discomfort with each other, but nothing comes out in the open. They are insecure about their role and position with respect to the team. This corresponds to the initial stage of pseudocommunity.
  2. Storming where the team members start arguing heatedly, and differences and insecurities come out in the open. This corresponds to the second stage given by Morgan Scott Peck, namely chaos.
  3. Norming where the team members lay out rules and guidelines for interaction that help define the roles and responsibilities of each person. This corresponds to emptiness, where the community members think within, and empty themselves of their obsessions in order to be able to accept and listen to others.
  4. Performing where the team finally starts working as a cohesive whole, and to effectively achieve the tasks set off themselves. In this stage, individuals are aided by the group as a whole, where necessary, in order to move further collectively than they could achieve as a group of separated individuals.
  5. Transforming This corresponds to the stage of true community. This represents the stage of celebration, and when individuals leave, as they invariably must, there is a genuine feeling of grief, and a desire to meet again. Traditionally, this stage was often called “Mourning”.

It is in this third stage that Morgan Scott Peck’s community-building methods differ in principle from team development. While teams in business organisations need to develop explicit rules, guidelines and protocols during the norming stage, the emptiness stage of community building is characterised, not by laying down the rules explicitly, but by shedding the resistance within the minds of the individuals.


Managers are people who do things right, while leaders are people who do the right thing. — Warren Bennis, Ph.D. On Becoming a Leader

Characteristics of true community

Morgan Scott Peck describes what he considers to be the most salient characteristics of a true community:
  1. Inclusivity, commitment and consensus: Members accept and embrace each other, celebrating their individuality and transcending their differences. They commit themselves to the effort and the people involved. They make decisions and reconcile their differences through consensus.
  2. Realism: Members bring together multiple perspectives to better understand the whole context of the situation. Decisions are more well-rounded and humble, rather than one-sided and arrogant.
  3. Contemplation: Members examine themselves. They are individually and collectively self-aware of the world outside themselves, the world inside themselves, and the relationship between the two.
  4. A safe place: Members allow others to share their vulnerability, heal themselves, and express who they truly are.
  5. A laboratory for personal disarmament: Members experientially discover the rules for peacemaking and embrace its virtues. They feel and express compassion and respect for each other as fellow human beings.
  6. A group that can fight gracefully: Members resolve conflicts with wisdom and grace. They listen and understand, respect each other’s gifts, accept each other’s limitations, celebrate their differences, bind each other’s wounds, and commit to a struggle together rather than against each other.
  7. A group of all leaders: Members harness the “flow of leadership” to make decisions and set a course of action. It is the spirit of community itself that leads, and not any single individual.
  8. A spirit: The true spirit of community is the spirit of peace, love, wisdom and power. Members may view the source of this spirit as an outgrowth of the collective self or as the manifestation of a Higher Will.

Source: Wikipedia articles.

What is your definition of ethics?

Ethics — described briefly as the norms by which acceptable and unacceptable behaviours are measured–has been the concern, and perhaps the great dilemma, of sentient humans since Socrates subjected it to philosophical inquiry almost 2500 years ago. Socrates believed, without universal acceptance, that the most pertinent issues people must deal with are related to how we live our lives, what actions are and are not righteous, and how people should live together peacefully and harmoniously.

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A vast parade of philosophers, religious leaders, politicians, professors, and self-help gurus have followed Socrates’ lead through the ensuing centuries; it’s a popular and enduring subject, perhaps because it is so complex, intriguing, and pervasive in every facet of our lives.

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Today, ethics dominates our news in the form of anti-ethics. The headlines in newspapers and the lead stories on TV, radio, and Internet news are typically about such abhorrent behaviour as lying, stealing, revenge, convictions for corruption, gratuitous murder, and misuse of public or other people’s funds for personal gain. Readers, viewers, and listeners can hardly be faulted for thinking that we live in a corrupt society, exactly what Socrates and others did not want or envision. Perhaps the anti-ethical stance of the media is the most anti-ethical part of our society.
Nevertheless, the battle for a more ethical society rages unchecked and unabated.

Ethics In Leadership

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Bad circumstances are not excuses for making bad choices.
Values and ethics are not just designed for good times, but also to get you through bad times. They are like the laws of the land— you need them when circumstances are good, but they’re even more valuable to protect you from the bad.
Most choices are not ethical choices. 
For example, what clothes to buy or what TV to get are personal choices based on what is appropriate for your situation. They are not ethical choices. Personal choices are subjective, not objective. Even though these are not ethical issues they certainly involve responsibility. 

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Ethical choices reflect the objective choice between right and wrong. That is why your conscience hurts when making an unethical choice and does not hurt when you make a wrong personal choice—– because in ethical matters there is a clear right choice. 

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Just as with a mathematics test, who takes it and whatever answer they give varies, but what makes it right is not the choice, but the actual correctness of the answer. 

Being a nice person is not the same thing as being a good and ethical person.

A person can be socially nice yet be a cheat and a liar. That makes him nice but unethical. However, niceness reflects social acceptability. Nice does not mean good.

Unfortunately, many of our choices today seem to be based on:

1.   Our desire for convenience, comfort and pleasure.
2.  Our feelings- the criteria is to feel good rather than do what is responsible.
3.  Social fads and ads- the philosophy that everyone else is doing it, so why shouldn’t I?
It is a common belief that ethics and ethical choices are confusing. 
The big question is to whom?
Only to those with unclear values. 



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Those who believe that ethics cannot be generalised but vary with every situation, come up with justification and keep changing their ethics from situation to situation, and person to person. 

This is called SITUATIONAL ETHICS. This is the ethics of convenience rather than conviction.

You'd think she'd have seen that coming.

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There’s harmony and inner peace to be found in following a moral compass that points in the same direction, regardless of fashion or trend —–Ted Koppel

Why do we have standards? 
 Standards are a measure. 
 One Metre in Europe is One Metre in Asia. 
One Kilogramme of flour is One Kilogramme of flour wherever you go.

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People who do not want to adhere to any moral standards, keep changing the definition of morality by saying nothing is right or wrong, that one’s thinking makes it so. They put the onus in interpretation rather than on their behaviour. 

They feel “my behaviour is okay, your interpretation was faulty.”

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For example,
Adolf Hitler could have believed he was right. 
But the big question is, “Was he right?” 
Giving food to the hungry is right but at the same time giving food everytime a person becomes hungry is not, teach him/her how to learn and earn.
The generalisation sets the benchmark; the exception is the situation. 
For example, murder is wrong. That is a general statement and a generalised truth, and ethical standard. Unless it is in self-defence. 

This doesn’t mean it is okay to murder if the weather is good or if you feel like it.

Our standard of ethics is revealed by the advisors we hire, the superiors we choose to work with, the friends we like to hang out with, the suppliers we choose, the buyers we deal with, as much as how we spend our leisure time. 

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Opinions vary from culture to culture. But values such as fairness, justice, integrity and commitment are universal and eternal. 
They have nothing to do with culture. Never has there been a time when society has not respected courage over cowardice.
Ethics and justice involve the following:
·       Empathy
·       Fairness
·       Compassion for the injured, the ill, and the aged.
·       The larger interests of the society.

Just because a majority of people agree on something doesn’t make it right.

If the citizens of a country voted to disenfranchise all blue-eyed people, that doesn’t make it a right decision.

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 Basic ethics are pretty universal. Just as freedom without discipline leads to destruction, similarly, a society without a set of principles destroys itself.
If values were so subjective, no criminal should be in jail.
A society becomes good or bad, based on the ethical values of individuals. And what gives a society it’s strength is it’s underlying ethical values.
People who believe in the relativity of ethics get stuck in their own paradox. 
They say, “Everything is relative.” 
The statement is itself is an absolute truth. It is self-contradictory. The distinction between right and wrong, dishonesty and honesty, presupposes their existence. Changing terminology does not change the meaning.
Just like changing labels does not change the contents. Low moral values become more accepted by giving them new names, though the result is the same. 
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Sometimes even the media glamorises immorality— liars are called extroverts with imagination.

The price of apathy is to be ruled by evil men Plato
To educate a man, and not in morals, is to educate a menace to society. 
                                                                                                   —-Theodore Roosevelt

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When Michael Severn, the President of Columbia University resigned in 1993, a reporter asked him if there was any task left incomplete.
“YES”, replied Severn.
“It sounds complacent, but there is really only one.” 
He referred to the lack of instruction in ‘Ethics’:
“The average undergraduate, however, gets no training in these areas. Most educators are afraid to touch the subject. The subject of ethics is usually left to parents to address. The result is that young people who need moral and ethical training than ever are getting less than ever. Moral and ethics are not religion. They are logical, sensible principles of good conduct that we need for a peaceful society.”
[Source: John Beckley, “Isn’t it time to Wake Up?” In the Best of….Bits and Pieces, Economics Press, Fairfield, NJ, 1994, p.129]


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Let no man be sorry he has done good, because others have done evil! If a man has acted right, he has done well, though alone; if wrong, the sanction of all mankind will not justify him.

                                                                                                               —–Henry Fielding

Most will agree that legality and ethics are not the same things. What may be ethical may or may not be legal, and vice-versa.
For example:
1.   An insurance salesperson more concerned with getting a larger commission than selling the best policy for that particular client sells an unsuitable policy. This may be legal but it is unethical.
2.  A young executive is driving over the speed limit, trying to reach the hospital with his bleeding child in the back seat of his car. Hardly anyone would question the breaking of law in this situation. It would be unethical not to get medical help to save the child’s life, even if it meant breaking the law.
 Legality establishes minimum standards, whereas ethics and values go beyond standards. Ethics and values are about fairness and justice. They are not about pleasing and displeasing people. They are about respecting people’s needs and rights.

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There are many kinds of desires

the desire for success;
the desire to do one’s duty even at the cost of pleasure;
the desire for purpose—something worth dying for which gives meaning to life.
What good is it if you gain the whole world and lose your conscience?
A purposeless life is a living death.
What is your purpose?
Do you have one?
Purpose brings passion.
Find or create a purpose and then pursue it with passion and perseverance.
Every day we need to ask ourselves:
“Am I getting any closer to my purpose in life? Do you have one? 
Purpose brings passion. Find or create a purpose and then pursue it with passion and perseverance.

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 Adapted from ‘You Can Win’
by Shiv Khera.

Do Not Ruin Innocent Peoples’ Lives – Think Before You Listen To, Read and Spread ‘GOSSIPS’

It is being spread on social media (through gossips) that India’s father of the nation, Mahatma Gandhi ( and Pandit Jawahar Lal Nehru   ( were directly/indirectly responsible for death of Chandrashekhar Azad (Indian Freedom Fighter), which is an allegation and without any evidence or proof.

It’s a matter of extreme contemplation that we “THE PEOPLE” are so gullible that we believe anything and everything without verifying the source. (TRUST BUT VERIFY)

Why can’t we think that our irresponsible attitude can cause character assassination of individuals, who never deserved it in the first place. It’s my sincere plea to one and all.


There are certain selfish individuals who first create/develop trust by exploiting EMOTIONS and then using gullibility of the masses and use it to carry out their nefarious, illegal, immoral and unethical activities.

Similarly, these individuals would provide extremely trustworthy looking written/visual material, and then very shrewdly/cleverly intersperse manipulated information/visuals, in between.
It’s akin to a video which went viral on youtube, a few days back, where a man recently uploaded a video on his Facebook timeline that depicts how he likes to spend his free time – that is by hurting innocent animals. The man can be seen approaching a pack of stray dogs.

 He first starts petting a gentle white dog before grabbing the innocent animal by its legs,

 proudly hurling him around repeatedly, before eventually letting go and throwing it into a parked car. During all this time, the dog was howling in distress, as the man’s friend (the cameraman) can be heard laughing and spurring him on. All this without any reason. The video has since been removed from YOU TUBE.

Yes you will be shocked there are some individuals amongst us who feel enjoyment in suffering of others. ( SADISTS )

and some do for monetary profit and personal gains.

Sadistic personality disorder

Sadism involves gaining pleasure from seeing others undergo discomfort or pain. The opponent-process theory explains the way in which individuals not only display, but also take enjoyment in committing sadistic acts. Individuals possessing sadistic personalities tend to display recurrent aggression and cruel behaviour. Sadism can also include the use of emotional cruelty, purposefully manipulating others through the use of fear, and a preoccupation with violence.


(countable and uncountable, plural sadisms)

  1. (chiefly psychiatry) the enjoyment of inflicting pain without pity.
  2. achievement of sexual gratification by inflicting pain on others.
  3. gaining sexual excitement and satisfaction by watching pain inflicted by others on their victims.
  4. a morbid form of enjoyment achieved by acting cruelly to another, or others.
  5. (in general use) Deliberate cruelty, either mental or physical; also refers to cruelty inflicted upon animals, regardless of gratification

Now regarding controversy involving Chandra Shekhar Azad.

I will give excerpts from the book

Rana, Bhawan Singh (2005). Chandra Shekhar Azad (An Immortal Revolutionary of India)

In some books we find this information (information regarding whereabouts of Chandra Shekhar Azad) was passed on by Veer Bhadra Tiwari. However according to some other persons, one Seth (a moneyed man) of Allahabad informed the police of his presence there. Shri Manmath Gupta has not directly named Veer Bhadra Tiwari performing the duty of an informer to the police, but his thoughts indicate that this mischief was done by Veer Bhadra. Shri Gupta writes:
‘It was 27th February 1931. It was 10 O’clock. Chandra Shekhar Azad was strolling on the road from Chowk in Allahabad to Katra, along with Sukh Dev Raj. He was all of a sudden taken aback. The fact is that he saw Veer Bhadra Tiwari, was arrested under the Kakori Conspiracy Case, but was released for some mysterious reasons. Since then, members in the party suspected him. But Veer Bhadra was such an experienced and clever man in talking that people were taken by him. Not only this he became a prominent member of the party. It is said that his style of conduct was such as both the party and the police treated him as their own. Azad, in a way, was a very simple man and was very easily taken in by his tricks. After being cheated by him on many occasions, he had finally decided to keep him off. Veer Bhadra also knew that in this way he had been turned out of the party. So when Azad saw Veer Bhadra in Allahabad, he became alert. Azad and Sukhdev Raj went to Alfred Park and sat at a place. In the meanwhile the police officers, Bisheshwar Singh and Dal Chand, came there. Between the two, Dal Chand recognised Azad.’

According to Shri Yash Pal Sharma and Shri Yogendra Sharma, the two authors of ‘Bharat Ke Teen Krantikari” (Three Revolutionaries of India), the role of informer was performed by a rich friend of Azad, who held in trust some money of the revolutionary party.


Be Careful of People Whom You Help !

A picture is worth a thousand words. An illustration gives the reader a foundation to interpret the text. Source


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  • Yes that’s a shame”
  • “That guy is an idiot why didnt he cut his1st? why just why???”

Whom so ever first looks at this picture, most of them, irrespective of their caste, creed, religion, gender, nationality gives an immediate reaction, some of which I would like to mention here:


  • “The true meaning is get yourself right before helping others. Why is he not cutting himself down. Now he’s cutting down the person wanting to kill him and helping him will only make it easier when he’s free from his own problems.”
  • “Help yourself before you help others*”
  • ” It is a shame that we can’t trust people any more.there just seems there is a lack of love”.
  • “Y n the hell he didn’t free himself first?”
  • “Shoulda just been captioned ‘Politics’.”
  • “What a ugly way to show who you should help or not. If the person helping only had common sense.””Sad, but true!”
  • “Watch who you save!!!”
  • ” I’m sure yu learn yur lesson… Helping someone who really didn’t want it.”
  • “Put your faith in God/Jesus & YOURSELF! The rest will fall in place, God seems to wing out the bad in your life.”
  • “Is life all about cynicism and distrust, now? Do people only do nice things expecting the same in return? I will help anyone who asks, even if I know they want to screw me over, because I want to be a decent human being, period. How others behave isn’t going to change how I do. We’re all in this together.”
  • “plot twist left guy is stopping right’s stool from falling”
  • “Don’t judge a picture that you don’t know what is really happening. He might be helping him so he won’t fall while his cutting the rope.”
  • “Why is everyone looking at this picture at such perspective, look closely the guy who is trying to cut the rope is about to slip and the other is trying his best to stabilise the chair. Not all is what it looks like in this world 🌍….. Trust is important”
  • “Right guy off balance. Left dude stopping stool from toppling. Maybe he’s just holding the chair with his foot to keep him from falling”


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Now try and visualise the above picture in your mind

What do you think?

“The ladder in the above picture and the two individuals.”

As of now, what opinion would you consider to be the most appropriate reasoning with regards to the first picture?

This picture would create a feeling of hatred or helplessness, or insecurity, or cruelty depending on the environment a person is brought up, or with respect to the problems he/she is facing at the present moment; thereby, influencing (manipulating) his/her thinking when presented/shown the next picture.

Now let us observe yet another picture below,


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Now, how does your perception change with respect to the first picture?

As per human behaviour and psychology, empathy and compassion would overpower our thinking and our perception with respect to the same individuals in the first picture, and our perception with regards to the first situation would change accordingly.

Human being is a social animal. This is how a human being can be manipulated into doing whatever a person with much more stronger hold over his/her emotions wants a more gullible person to do. This can be used for the benefit of the society (through public education and through mass media) or for it’s destruction (brainwash or through propaganda) depending upon the intentions of the authority in power. 

The picture given below would completely change your perception with regards to the first picture and the individuals involved.


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The picture given below has been drawn as per my observation, logic, thinking, and reasoning.

The person A is not trying to topple person B down, but simply pushing his stool a little so that person B (with his stretched forearms, he cannot bend his elbow) is able to cut the rope cleanly and quickly, though the manoeuvre is quite a dangerous one, but effective. Now simply because of the position of his hands, person B cannot cut his own rope first, or may be the first person is trying to stabilise the stool on which person B is standing.

Every individuals has the right to interpret it the way they want to. I always prefer to give the benefit of doubt. 

10981510_10152742796032945_1396881083436905943_nThis forms the basis of TAT ( Thematic Apperception Test) or Psychological testing. These tests are employed as part of real life situations including day to day socio-economic problems in I.A.S (Indian Administrative Service), Indian Armed Forces, Medical institutions and establishments etc.

The mains character trait of an administrator should be of empathy i.e.thinking of others before oneself. (Selfless)

Feelings of empathy and compassion is an essential pre-requisite for individuals who want to administer and govern a large and diverse populace, as is case of India. 

Other qualities of candidates selected for Indian Administrative Service are talent (ability), honesty, integrity, courage, sincerity, trustworthiness, reliability, and carrying out one’s day to day activities with care, compassion, and responsibility.

I saw an interview of Miss Ira Singhal ( the IAS (Indian Administrative Service) 2014-2015, 1st rank holder yesterday at 9:00 pm IST(Indian Standard Time) on NDTV (Hindi) (

Mr. Ravish Kumar is a TV anchor, writer and journalist who covers topics pertaining to Indian politics and society, and a person who knows how to moderate a debate; can differentiate between a debate and a commotion, though sometimes I get the feeling, he is biased for and against some people. (only a thought)

  • Courage –Someone with courage is bold and brave, unafraid to face tough challenges. Unlike the Cowardly Lion, who went all the way to the Emerald City to see if the Wizard had any courage to spare.In Middle English, courage referred to “what is in one’s mind or thoughts.” Today, anyone with courage has only fearless feats and courageous acts in mind. Having courage means acting when others are afraid of the danger, or simply acting without fear of failure. As the American poet Robert Frost advised, “Have courage and a little willingness to venture and be defeated.”
  • Integrity – Integrity is a personal quality of fairness that we all aspire to — unless you’re a dishonest, immoral scoundrel, of course.Having integrity means doing the right thing in a reliable way. It’s a personality trait that we admire, since it means a person has a moral compass that doesn’t waver. It literally means having “wholeness” of character, just as an integer is a “whole number” with no fractions. Physical objects can display integrity, too — if you’re going over a rickety old bridge that sways in the wind, you might question its structural integrity.
  • Honest – The adjective honest is perfect for describing someone who tells the truth. If you’re always honest, it means you’re truthful and sincere no matter what. Honest comes from the Latin word honestus, which means “honorable or respected,” and around 1300, honest was popularly used to mean “respectable and of neat appearance.” We don’t use it these days to describe the way someone dresses, but instead how truthful they are, and sometimes to emphasize how simple and straightforward something is, like “good, honest home-cooked food.”
  • Trustworthy – Trustworthy describes something you can believe in — it’s completely reliable. Your favourite newspaper can be trustworthy — they always print the truth — and people can be trustworthy too. You only tell your secrets to a trustworthy friend. Breaking apart the word trustworthy gives you a clue to its meaning. It combines the common word trust, which describes something you can rely on, and the word worthy, which describes something that deserves respect. So something — or someone — that’s trustworthy deserves your trust. In an election, you’ll likely vote for the most trustworthy candidate because you believe she’ll keep her promises. If you’re trustworthy, that means you’re reliable: you do what you say you’re going to do.
  • Empathy is the capacity to understand or feel what another person is experiencing from within the other person’s frame of reference, i.e., the capacity to place oneself in another’s shoes. Use empathy if you’re looking for a noun meaning “the ability to identify with another’s feelings.”When Bill Clinton famously told people “I feel your pain” during his 1992 election campaign, some praised and others ridiculed him for displaying empathy, the sharing or understanding of feelings. Empathy is different from sympathy, which is pity or sorrow for others’ misfortunes. They share a common root in -pathy, from the Greek pathos, “feeling.” Where they differ is in their prefixes: sym- means “with,” while em-means “in.” If you can empathize with someone, it’s because you have been in their place: you’ve “walked a mile in their shoes,” as the saying goes.


  • Compassion is the response to the suffering of others that motivates a desire to help. If someone shows kindness, caring, and a willingness to help others, they’re showing compassion.This is a word for a very positive emotion that has to do with being thoughtful and decent. Giving to a charity takes compassion. Volunteering to work with sick people or animals takes compassion. When you have compassion, you’re putting yourself in someone else’s shoes and really feeling for them. Anytime a disaster like a hurricane or earthquake hits, others will feel compassion for the victims. When you feel compassion for someone, you really want to help out.


Why do NCERT text books form the crux of preparation for Indian Civil Service Examinations ?

Because Administrators have to deal with wide range of people and environments (unity in diversity) so they should know the basis of each and every concept, people, groups, languages etc. and NCERT books are the best source to achieve and imbibe such knowledge, moreover, stress is laid on reading various journals, newspapers and online materials to improve our analytical skills, reading skills, and concentration power. Furthermore, empathy and compassion form an essential pre-requisite for an individual to become an administrator, because only then can an administrator solve problems of the masses (and environment in which they live) and, devise and formulate, policies for the same with CONSTANT REVIEW, as it is an ever changing world. When doing so, they (administrators) have to deal with multiple problems in one go without losing track of each. They should know how to control and make use of all their senses judiciously and appropriately. Slowly and gradually, after getting selected, the civil servants can be groomed into their areas of talents, skills, and expertise.

The Thematic Apperception Test (TAT) is a projective psychological test. Proponents of this technique assert that a person’s responses reveal underlying motives, concerns, and the way they see the social world through the stories they make up about ambiguous pictures of people. Historically, it has been among the most widely researched, taught, and used of such tests.

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Individual assessments

The TAT is often administered to individuals as part of a battery, or group, of tests intended to evaluate personality. It is considered to be effective in eliciting information about a person’s view of the world and his or her attitudes toward the self and others. As people taking the TAT proceed through the various story cards and tell stories about the pictures, they reveal their expectations of relationships with peers, parents or other authority figures, subordinates, and possible romantic partners. In addition to assessing the content of the stories that the subject is telling, the examiner evaluates the subject’s manner, vocal tone, posture, hesitations, and other signs of an emotional response to a particular story picture. For example, a person who is made anxious by a certain picture may make comments about the artistic style of the picture, or remark that he or she does not like the picture; this is a way of avoiding telling a story about it.

The TAT is often used in individual assessments of candidates for employment in fields requiring a high degree of skill in dealing with other people and/or ability to cope with high levels of psychological stress— such as law enforcement, military leadership positions, religious ministry, education, diplomatic service, etc.

Although the TAT should not be used in the differential diagnosis of mental disorders, it is often administered to individuals who have already received a diagnosis in order to match them with the type of psychotherapy best suited to their personalities.

Lastly, the TAT is sometimes used for forensic purposes in evaluating the motivations and general attitudes of persons accused of violent crimes. For example, the TAT was recently administered to a 24-year-old man in prison for a series of sexual murders. The results indicated that his attitudes toward other people are not only outside normal limits but are similar to those of other persons found guilty of the same type of crime.

The TAT can be given repeatedly to an individual as a way of measuring progress in psychotherapy or, in some cases, to help the therapist understand why the treatment seems to be stalled or blocked.





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What is ‘SUCCESS’ ?

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Success has different meanings and connotations for every individual depending on their point of view which in turn depends upon their psychology, and their nature, which again has a lot to do with their past history.

Take, for example, in the above picture there are two bowls, the first bowl has a shoal of fish.

Now, as we can see, a fish is trying to swim out of the first bowl, without realising what’s in store for him/her, when she gets out of the first bowl.

The remaining shoal of fish might think So, foolish of her, the world outside is a dangerous place and she might get into a trouble of her own making.” From their point of view, the fish is about to be doomed.

Maybe the fish was thrown out of the first bowl by others, as a punishment, with a thought that she might die all alone, without realising, there is another bowl next to the first one, which is of a larger size compared to the first. (Maybe she was the only one to have seen that)

With fools, there is no companionship. Rather than to live with men who are selfish, vain, quarrelsome, and obstinate, let a man walk alone.


Another possibility is, maybe one by one, the others too will follow suit.
Then there is another point of view, that is of ‘US‘;

the people who would be viewing this blog, who very well know that there is a second bowl, also filled with water just next to it, and the fish would fall into it. Thinking of her to be foolish, because she would be all alone in the next bowl.

What a foolish mistake has she committed!

Again, here we are limited by our view and experience because we do not know for sure if there is still another bowl next to the second one, or are there a multiple series of bowls filled with fresh water side by side?

Or maybe there is a river or a pond next to a multiple series of bowls,

maybe the river leads to a sea or an ocean,

a probability which is obscure to us with a limited view, until we get the complete panoramic view or have a three-dimensional vision or a complete satellite picture.

It all depends upon  the following questions

Does s/he have the courage?

Has s/he got the will to explore?

If what we have discussed is ‘TRUE’, then it is the remaining shoal of fish inside the first bowl, who is about to be doomed, they too have an uncertain future;

to remain inside a closed environment for the rest of their lives,

may be someday the dissolved oxygen goes out or somehow the bowl is broken, or someone throws a bigger fish inside, which eats them all up. One will never know.

I have an interesting story, kindly read

  • Great Lesson for everyone to learn
    from this Fish TheoryThe Japanese have always loved fresh fish🐠 🐟🐠🐟
    But the water close to Japan has not held many fish🐠🐟 for decades.
    So to feed the Japanese population, fishing boats got bigger and went farther than ever.

    The further the fishermen went, the longer it took to bring the fish🐠🐟🐠🐟
    If the return trip took more time, the fish 🐠🐟🐠🐟 were no longer fresh.

    To solve this problem, fish 🐠🐟 companies installed freezers on their boats.
    They would catch the fish 🐠🐟 and freeze them at sea.
    Freezers allowed the boats to go farther and stay longer.

    However, the Japanese could taste the difference between fresh and frozen fish🐠🐟
    and they did not like the taste of frozen fish 🐠🐟

    The frozen fish🐠🐟 brought a lower price.
    So, fishing companies installed fish tanks.
    They would catch the fish 🐠🐟 and stuff them in the tanks, fin to fin.

    After a little thrashing around, they were tired, dull, and lost their fresh-fish taste.
    The fishing industry faced an impending crisis!
    But today, they get fresh-tasting fish to Japan.

    How did they manage…?

    To keep the fish🐠🐟🐠 tasting fresh, the Japanese fishing companies
    still, put the fish🐠🐟🐠 in the tanks but with a small shark🐋🐋

    The fish🐠🐟🐠 are challenged and hence are constantly on the move.
    The challenge they face keeps them alive and fresh!

    Have you realized that some of us are also living in a pond
    but most of the time tired and dull….?

    Basically in our lives, sharks are🐋🐋 new challenges to keep us active.

    If you are steadily conquering challenges, you are happy.
    Your challenges keep you energised.

    Don’t create Success and revel in it in a state of inertia.
    You have the resources, skills and abilities to make a difference.

    Put a shark 🐋🐋 in your tank this year
    and see how far you can really go.. 👍✌
Same situation is encountered by humans in everyday life.

People who are creative, innovative, courageous, self respecting, work and live with integrity, and have the will to explore, achieve final success.

They do not know what future has in store for them;

for them every failure is a stepping stone to success.

They solve problems, as and when they encounter it,

rather than sitting in a cosy little room/environment, excluded and protected from the outside world.