My Professional Responsibility And Leadership Course In College

Success is an effective word that society uses to define what set of achievements an individual creates for themselves. Based on society, success is one’s ability, intelligence, and how gifted an individual is. However, In “Outliers The Story of Success” Malcolm Gladwell argues that it does not matter if an individual is talented, smart, or driven, it does not mean that they will achieve up to their full abilities. Gladwell believes that the way to success is by an endless amount of practice, timing, and opportunity one is given and whether or not the individual sees and takes advantage of that opportunity.

As the perception of success evolves due to the impact of outside influences and societal culture, people begin to ask what is success? According to today’s formal education, success is only recognized with the achievement of good grades while a job as an investment banker is deemed as being successful on most Ivy League campuses. In the article “Biographies of Hegemony” by Karen Ho, the author discusses with the readers how the “culture of success” impacts the individual 's perception of success on campus. Also, the American definition of success in school shapes the outlook of what educators view as successful in schools, according to Davidson, the author of the article “ Project Classroom Makeover”. The influences of societal culture narrows an individual’s perception of what they view as success, limiting them to fewer options in careers, interests and lifestyle.

The good life defined by Aristotle in Nicomachean Ethics is a feasible goal that all humans should be able to aim for but restrictions make it impossible for all citizens of ancient Greece to achieve it which foreshadows the gender and racial stereotypes that can be seen in our culture today. Aristotle questions this claim by having an inner debate with himself in the process, he creates many theories, but he clarifies what he determines to be the good life by saying, ”Our present discussion does not aim, as our others do, at study; for the purpose of our examination is not to know what virtue is but to become good, since otherwise the inquiry would be of no benefit to us.”(1103b25 ff) It is a misconception that Eudaimonia means happiness

Eudaimonia. This is the key to an ideal life, well according to Aristotle. Eudaimonia is the Greek translation for happiness, “human flourishing”, or well-being. One of Aristotle’s main questions in his work, Nicomachaen Ethics, is “How should we live?” As stated in Aristotle’s Nicomachaean Ethics to live a eudemonic life or “to flourish,” you must first become a great-souled person. To Aristotle the great-souled person is the ideal human being, the person we all aspire to be (Yonkins 34). Aristotle believes that happiness or aretê is the main goal that we all should be reaching for in life. As long as a person is striving to do good deeds, good deeds will also happen to them in return thus making them a more happy and virtuous person. As stated

Aristotle illustrates happiness or eudomania in his early writings. He saw happiness as the “virtuous activity of the soul in accordance to reason” and it being “the highest end of our desires”. To be happy, one must pursue activities that are directed towards the good, both for oneself  or society as a whole. One’s actions therefore leads to a higher purpose. Happiness however, is not just limited to what is within ourselves, it also has much to do with other goods such as pleasure, wealth and honour. Without these goods, one is never truly happy because it is lacking the necessary goods in his life. One uses these goods as a reasoning for our actions by focusing on the idea that “the good is that to which all

Eudemonia translates as good spirit or happiness. To Aristotle, it meant a life well-lived. He believed that the purpose of life is to become a good person who has good character. He also believed that what makes humans unique is their ability to reason and to exercise their intellect, which is what sets humans apart from everything else. He says there are two ways to achieve eudemonia – in thoughts and in actions. In other words, a person must both have an intellectual understanding of what is right (the thought), and the good character to do the right things (the action). One must be good, not simply know how to be good. You have to know what’s right, and you have to do what’s right. Ultimately, moral virtue is acquired by a combination of knowledge, habits, and self-discipline. A person who does those is the happiest because they are fulfilling their purpose, because they are not only good people, but they are most like Gods. Unfortunately, you will not know whether or not you achieved eudemonia until after ones death.

the Good life. Plato seems to believe that the perfect life is led only under

However, we do not achieve Eudaemonia by actively seeking it out. It is attained through the appropriate ordering and pursuit of appropriate goals, in the right manner. From this it might be said that Eudaemonia is something that is greater than the sum of its parts, and as we don’t seek it, it is something of an additional by-product of conducting our pursuit of all other goods. Similarly exemplified as, studying in university and realizing you have achieved profound personal growth. A further quality of Eudaemonia is that it is desired for itself and not for the sake of some further good. No one tries to live well for the sake of some further good. You try to live well to live well, and there is nothing beyond that. Aristotle’s conception of happiness is not just a mental state, he is asking what is good for human beings and also what it is to be a good human being. In addition, critics have argued that there cannot be a single description for the best sort of life for everyone because there is simply too much variety between people. Based on a direct translation to happiness, Eudaemonia in this sense is relative to different

This document contains the findings from my personal DISC assessment completed on November 6, 2014, along with feedback from my team summarized in a Leadership Scorecard in order to raise my own self-awareness and provide me with the tools to complete a Personal Leadership Development Plan for professional growth.

lthough today's society includes much technology and new things are supposedly being discovered every day, many age old questions still remain unanswered; questions such as: "Can virtue be taught?" This question is examined in detail throughout Plato's Meno, and although the play leaves the question as to what virtue is unanswered, Socrates attempts an answer to Meno's question. Although he is not particularly keen on answering whether virtue can be taught without first having a complete understanding of what virtue is, he attempts to please Meno by solving this in the way that geometers conduct their investigations, through a hypothesis. Socrates states that if indeed virtue can be taught then one thing will happen, and if it

The central notion of Aristotle is eudaimonia or “happiness” which is best translated as a flourishing human life . Happiness is a complete and sufficient

Eudaimonia is a Greek word commonly translated as happiness. It consists of the words eu (good) and daimon (spirit). It is a central concept of both Aristotle’s and Plato’s works. In their works eudaimonia was a term that referred to the highest moral good. Therefore, eudaimonia is the central focus of practical philosophy. Both Aristotle and Plato explore the concept of eudaimonia by theorizing what it really is and how it can be achieved on an individual level and on a larger, societal scale.

I have been an instructional aide, a parent education facilitator, a support teacher, and a classroom teacher for over 25 years, and I never heard of growth mindset and fixed mindset until taking this class: Personal Ethics and Leadership Capacity of Learning. I just have to blame myself for concentrating so hard to develop myself to become an effective teacher and forgetting to step outside of the classroom to read professional books, such as Mindset (Dweck, 2006) and The 7 Habits of Highly Effective People (Covey, 1989). I am surprised that these two books were written and published over 10 years ago, and I did not know that they existed. Life as an educator could have been better had I read them 10 years ago.

Before this class, I had a very primitive and vague definition of leadership. Not only did I define it as per my views and ideologies, but I also said that each individual has their own definition of leadership. My initial belief was that leadership does not have a clear cut definition, but there were well defined leadership traits which made an individual. I also initially believed that personal traits did not translate into leadership traits with no strong correlation. After going through the various modules this class offered, it is safe to say that I have significantly redefined leadership and underwent a strong personal assessment. This paper talks what I took back from each of the class activities, assignments and how my self-assessment compares to the perception of others.

The Personal Leadership in the University course has been very influential for me as it helped me have a better vision of what effective leadership is like. Coming into the classroom during the first day, I had no clue that I would eventually get out of my comfort zone and explain my life to 25 people whom I never met before. In the end, it was all worth it; I made new friends, and I learned that a strengthened community leads to strengthened leadership. I have friends outside of the class who took this course before, and they also say that this course helped change them. If one of my friends were to take this course during the spring and ask me what my favorite things were, I would say that one of them would be my journey presentation. I really got to enjoy sharing some of my personal memories as a child to the class, like how I had to move with my family several times before settling to Minnesota. It was a lot of fun hearing some of my peers sharing their memories as well. The presentations helped show that even if we were all brought up differently, we were still similar to each other. We are all young adults in college who want to strive for success now and in the future. The other task that I enjoyed in class was the one where the stuffed animal was on top of the sheet and we all had to flip the sheet over without dropping or touching the animal. It was very challenging and fun, but it really taught us that collaboration is needed for strong leadership. We talked to