Moral Dichotomy: Coetzee’s Stance on Moral Dilemma in Postmodernist Society in Disgrace

Coetzee anticipates the moral dilemma of today's individuals, in order to achieve his aim torevert the current trends in moral philosophy which has marked morality with individual partialities. The morality of self/will has pervaded in the society with substantial philosophical argumentation as well. This research intends to study Dionysian morality in comparison with modern (Appolonian) principles of morality as presented by Coetzee. The research is planned to differentiate the two by presenting their roots with logical reasons; Nietzsche's conception of morality and the need of Freudian repression. In the context of Disgrace Coetzee developed his moral theory through circumstantial justice with such a force that all reasons given by Overman (Übermensch) of Nietzsche fail. The paper will unveil the relationship of power and the need for justice. Coetzee proves the importance of Freudian Repression Theory that makes everybody responsible for the concord in a society. The cultivation of Dionysian concept of life only brings disgrace to man, and such philosophies can only be supported when the individual is in power, vulnerability in the society makes man to understand the value of morality and exercise of proper judicial system. South Africal context of the novel situates the anticipation of Dionysian cult in more understanding way to the audience. To avoid social Darwinism, state institutions should come in action in order to ensure the equal power distribution among the masses. Uneven distribution of power creates only oppressors and victims in the society, which further lead society to chaos. Coetzee proves the importance of circumstantial justice over the institutional justice, as institutional justice can punish only but the transformation of transgressor only takes place with circumstantial justice and for the betterment of society, transformation provides better results than punishment because institutions do create a different power structures that also work to suppress people.

Developing Entrepreneur Capacities Through Higher Education: Learning for Value Creation

In the past two decades, Pakistan had witnessed a whopping rise in number of university enrollments and graduates. Due to lack of absorptive capacity in job market, the importance of entrepreneurship education has been felt more than ever. The focus of this dissertation is to use curriculum laden value creation as a stepping stone to introduce entrepreneurship into universities to o set the e ects credential creep and rising unemployment levels. This issue had been paid scant attention in Pakistani context, which makes it enticing to investigate entrepreneurship as value creation through university based curriculum. The research espouses a qualitative approach to achieve exploratory purpose of research questions through in-depth interviews. Overall, 31 interviews were conducted in full- edged second phase while 06 interviews were done in pilot phase. In absence of a-priori theories, grounded theory is chosen as strategy of inquiry. The analysis is carried out in three phases of open, axial and selective coding with point of theoretical saturation unfolding at 26th interview. The analysis indicates that a social vacuum exists due to prevalent industry and academic dichotomies. It has been learnt that informal learning is important while a wide gulf is ominous in the shape of discrepancies in regards to psychological, managerial and opportunity recognition strategies taught in universities against business practices in vogue. Thendings reveal unstitched academic-industry linkages, silo and immature conduct of operations has long term implications for innovation ecosystem of Peshawar. The misalignment between university and industry manifests itself in paradox expectations where student lament lack of jobs, while industry voices concerns over shortage of talent. Moreover, the societal narrative and discourse is highly inclined to degree as against knowledge seeking. The study concluded that universities in Peshawar are mere teaching universities giving no inputs to government in form of products, processes or policies. The study contributes to practice of understanding a social process of interest by proposing a three-tier, bidirectional framework with paths to infuse entrepreneurship in curriculum on micro, macro and meso levels. On theoretical levels, it extends the existing model on entrepreneurial process through integration of curricular, co and extra-curricular activities to better learn for value creation.