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The topic is considered mainly on the “influence” of loyalty rather than “loyalty” as an abstract attribute of individuals in itself. Therefore the first question to ask would be: influence on whom?
We do emphasize on loyalty from a standpoint of formal or informal authority: as a teacher in a school, as an employer in a workplace environment and so on. Even when we refer to friends, we consider them as one of the pool of the friends and implicitly put the friend in a subordinate position often subconsciously.
The key point in the above introduction is that do we “suggest” loyalty for subordinates with respect to their superiors? Do we not undermine the fact that true loyalty would manifest only when the lines of authority are eliminated, or at least explicitly admitted and announce?
When clearly indicate which type of loyalty we mean, the answer to a question such as “can loyalty be detrimental?” may not be easily affirmative. The superiority of the bigger cause, the larger group, the governing entity such as school, employer, institution or the circle of friends would require loyalty “at any cost”. A loyal student will adhere to the disciplines of the academic entity. A loyal employee or member of an institution will serve the common cause of the entity. A loyal friend will live in servitude of the circle of friends. The cist to the individuals may be anything from uneasiness to death. As long as the center of the concern in this notion of “loyalty” is concerned , that is not a “damage”. In fact the losses, pains, stresses, deaths and annoyances resulted from such loyalty is recounted as examples for future individuals. In this sense, loyalty can not be “detrimental” as it overlooks any other consequences other than the overall global concerns of the governing existence.
However, on the contrary, an individualistic view of the loyalty renders it quite disputable. Loyalty may harm individuals, subordinated to the central concern that is justifying loyalty. It is quite possible, and at time inevitable, that individuals and even communities not related to the central them of the superior entity suffer from loyalty. A school girl, loyal to the values of a Muslim religious school will be derived of the opportunity to discover her abilities in a wide range of roles in community. She might have perfect voice for singing, talent and internal drive for music that is prohibited by her school environment. She will have to sacrifice her internal drives and opportunities in order to remain loyal to her schools values.
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