Most scholars portray knowledge as a neutral activity when it comes to playing roles in ethics. The concept of knowledge possession is seen as simply ‘objective’ towards ethical responsibility. Apparently, being ignorant is sometimes viewed as an option that can be ethically applied in solving ethical misunderstandings. Pursuing knowledge is significant in skill acquisition, social activities and team work (Djelic and Radu Vranceanu 216). It enables handling different issues in a professional manner, and boosts understanding. However, in most cases knowledge is seen as a mere abstract to some planes of existence. This creates the contradiction on relevance of knowledge to ethics in that is it possible for everyone to accept and follow what is perceived to be the truth, without questioning?
Throughout philosophy, the question of significance of the term knowledge still remains a ball of contention. The debate surrounds the significance of knowledge to understanding of ethical matters. According to philosophers, the realm of knowledge lies in grasping variety of ethical styles and forms. However, such styles and forms can never be attained through straightforward perceptions (Audi 17). There is need to give weight to pursuit of knowledge and ethics, and from this, ethical responsibility becomes entitled.
Knowledge and ethics are certainly linked through, and in action. Action brings about values and knowledge simultaneously into question or into play. All actions signify ethical standards from the constituents or choice of values selected. On the other hand, knowledge is applied in actions while action is one of the sources of knowledge. The interpretation is that, action, knowledge and ethics are interrelated. The aspect of knowledge and ethics avoids distinctions in providing reality and avoiding conflict in societies.
The goal of attaining knowledge is to generate and use it in encouraging social and economic growth (Djelic and Radu Vranceanu 222). Doing this, however, demands research to construct knowledge that can be used both privately and publicly, and subsequently as a decision making element. Knowledge gaining is, therefore, a part and duty of humanity if one is of the will to contribute to growth. This implies that for success of growth there is need for conditions and regulations of the knowledge. These regulations and conditions are comprised in ethical responsibilities. They ensure that humanity sticks to the goals and objectives that contribute to growth. The implication is that knowledge contributes to ethical responsibility and vice versa.
Possession of knowledge carries with it an ethical responsibility that imposes obligations in determining what is right or wrong. The challenge is imposed to the one who possesses that knowledge in how to apply it ethically. Take for instance a case of murder discovery: Discovering such a criminal act may leave one in a dilemma of revealing the information or keeping it. Revealing the information may imply potentially harming oneself in that one may be vindicated in the crime while keeping it to oneself may imply harming someone else who needs help. In both cases, there arises the quest of interest, and it is only with the relevant knowledge that such an ethical dilemma can be solved.
Ethical responsibility involves doing something in an attempt to correct or protect something harmful from happening. This implies that to have the capability of protection, then, one has to possess knowledge (Audi 36). Take an instance of scientists who conduct research on nuclear weapons. The scientists achieve knowledge on the use of the weapons and means of protection against the weapons. The dilemma arises when the question on ethical responsibility is posed; should they withhold this knowledge? The idea is that sharing the knowledge may cause more harm to humanity than protection since more weapons would be generated. This has led the scientist to withhold some knowledge and only share what they consider as crucial to humanity.
Being ethical responsible consists making knowledgeable decisions that comprise use of moral values. Possession of knowledge means weighing all possible consequences of one’s acts towards a situation (Audi 77). Many are the times that one is forced to make a decision based on the number of people who can be possibly hurt by an action. Most people consider ethical implications in relation to the degree or the number of people involved or might be affected by an action. The question on the implications of an action in relation to the number of people affected, and ethics, therefore, remains an issue of concern. With knowledge, the issue of moral values, ethics and consequences of action are easily solved. Knowledge in such cases provides the amount or concept of law that should be applicable in solving such dilemma, and allows a comprehensible outcome of a sustainable result that covers both the needs and ethics of an individual, and those of the society involved.
The acquisition and integration of knowledge involves a systematic approach that identifies, manages and shares information on policies, rules and regulations. It involves having collective information on responsibility and expectations. With knowledge learning, collaboration and empowerment be it in work places or in society is achieved. Such allows performance, solving issues professionally and being responsible, which are components of ethics. Without knowledge organizations become exposed to high risks such as lack of quality production, lack of social responsibility and deprived public image (Djelic and Radu Vranceanu 214). Possession of knowledge in organizations allows proper management, leadership and relations amongst workers, which boost performance.
In a contrary opinion, possession of knowledge may not indicate ethical responsibility. Both knowledge and ethics involve the application of logistics, which in some instances do not relate or guarantee their compatibility. Take an instance of research on nuclear weapons, indicted earlier. The ethical responsibility has it that the scientists should not reveal some information so that humanity is protected against harm (Audi 32). A critical evaluation of this value may indicate some unethical practices; the work of scientists is to conduct research and reveal the findings so that humanity can learn and make generalizations from them. Failure to reveal such information is unethical. The contradicting issue is on human protection, but humanity somehow possesses the knowledge on nuclear weapons. The makers of the weapons know very well that the weapons pose a danger to lives, but still use their knowledge to make them.
Culture is another element that hinders the relationship between knowledge possession and ethical standards (Djelic and Radu Vranceanu 217). Culture involves a set of beliefs, behaviors, norms and values, unique to an individual society or an organization. To develop a knowledge-sharing culture, there is need for shared visions, open communication and implementation of value-based style of leadership. If an organizational culture involves a non-ethical management system, then the workers are forced to follow suit for the security of their jobs. Their levels of knowledge on ethics or values become irrelevant in such a case.
In conclusion, there exists a relationship between possession of knowledge and ethical responsibility that is inevitable if growth is the determining factor of collaboration. The two concepts are associated in their working and application and bring about sustainable solutions that humanity requires. The two concepts are tied up in making decisions that involve actions surrounding humanity (Audi 25). Cultural factors may hinder the success of implementing knowledge towards ethical responsibility, but it all depends on how individuals perceive their values. Knowledge can be applied in solving cultural issues that limit ethical responsibility. Its application, however, involves a reference to appropriate ethical standards.
Ethical responsibility can never overcome knowledge, but the possession of knowledge carries some elements of ethical responsibility. Knowledge boosts learning that shapes the ability to take effective actions. It boosts trust and responsibility amongst co-workers and allows communication and sharing of ideas. In most organizations decisions are made and communicate in hierarchical structures from the top management to the most subordinate staff. Such action is not always as simple and it requires an ethical stance in commitment to truth.
As individuals, there is always an inner personality that alters the patterns of behavior given different scenarios. This inner personality is guided by the attained knowledge and allows cognitive modifications to suit the betterment of humanity. The concept of humanity in this case implies ethical responsibility. This means that it is difficult to apply knowledge without having the element of ethical standards and responsibility (Audi 36). Knowledge possession, therefore, carries an inevitable element of ethical responsibility and the two concepts work together with a commonality of growth and sustainable solutions.
Reference.
Audi, Robert. Moral Knowledge and Ethical Character. New York: Oxford University Press, 1997. Print.
Djelic, Marie-Laure, and Radu Vranceanu. Moral Foundations of Management Knowledge. Cheltenham, UK: Edward Elgar, 2007. Print.
