后现代西方伦理学导论

后现代西方伦理学代表西方伦理学史流变的最新动态,它对现代西方伦理学的超越既有突破后者的道德关怀和道德文化精神的一面,也有修正其伦理学方法论的一面.极端的后现代西方伦理学以批评和否定现代性和现代西方伦理学为主要品格,它侧重于否定和摧毁现代西方伦理学体系.温和的后现代西方伦理学以修正现代性和现代西方伦理学为主要品格,它试图重新确立西方伦理学的合理性和合法性地位.要保持旺盛的生命力,后现代西方伦理学必须兼有"批判性"和"建设性"这两翼.     

当代伦理学的新发展:女性主义伦理学评介

女性主义伦理学是当代伦理学中反主流规范伦理学中的一支。它将女性身份作为反思西方社会生活的一个符号代码,试图以性别分析方法剖析伦理学领域内性别权力的运作,以结束使女性受压迫的伦理意识和谋划,达到更合理的对伦理道德的理解。同时它批判了规范伦理学的普遍主义理论体系与论证方式,质疑了主流伦理理论的基本预设与价值建构。女性主义伦理学探究是一个正在进行的过程,当代伦理学多元化发展的潮流中,女性主义的探究为伦理学的发展提供了更大空间。     

组织伦理气氛的理论与研究

组织伦理气氛（organizationalethicclimate）是组织成员对组织伦理环境特性的一致性认知。在文献研究的基础上,该文首先从伦理与组织伦理、组织伦理气氛的概念来源与形成、结构与测量、影响因素及其与组织绩效的关系等方面,对国外组织伦理气氛研究进行了归纳和反思,并从理论研究与管理实践方面提出了一些具体的建议     

Introduction: Narratives in Ethics of Education

In introducing the works included in this special issue, this essay identifies some general ways that these and other narratives can function in ethical explorations in the field of education. The essay not only articulates ways that narratives can be useful to education scholars, but it also provides pedagogical reasons to connect stories with ethics in classrooms. It concludes with a brief nod to the dangers that Plato, contemporary scholars and teachers have about combining narratives with ethical inquiry, and touches upon some ways to temper them.     

The Humanizing Brain: An Introduction

The rediscovery of the sacred needs to take into account the neural underpinnings of faith and meaning and also draw on the insights of the emerging discipline of complexity studies, which explore a tendency toward adaptive self-organization that seemingly is inherent in the universe. Both neuroscience and complexity studies contribute to our understanding of the brain's activity as it transforms raw stimuli into recognizable patterns, and thus "humanizes" all our perceptions and understandings. The brain is our physical anchor in the natural environment— and its human capacities orbit us into the emerging world of culture (including religion), which provides a template for the brain's function of making sense of an ambiguous reality. The humanizing brain holds together scientific causality and religious meaning, working both bottom-up (linking the physical and the experiential) and top-down (beginning with the whole of things, or God). These processes we know as "mind" (experienced as intentionality, subjective consciousness, empathy, imagination, memory, adaptability). We maintain that such processes are not only subjective but built into "the way things really are." Thus, they carry the most privileged information about the nature of reality to which we human beings have access. For not only are we humans observers and logicians, but we are embedded in the larger reality; and as we strive to make sense of it all, we become both Homo sapiens and Homo religiosus .     

舍勒对苏格拉底问题的回答——一门现象学的规范伦理学之导引

在威廉姆斯(B.Williams)看来,苏格拉底问题是道德哲学最好的出发点,它要优于‘我们应当做什么’或‘我们怎样才能是善的’甚或‘我们如何才能幸福’这些问题,因为这些问题中的任何一个都已经预设了太多的东西,而人们又总是很难在这些所预设的东西上达成一致。(Williams,p.4)这在一定意义上也构成了在当代道德哲学或伦理学研究中充满混乱的原因。     

Ethics Talk; Talking Ethics: An Example of Clinical Ethics Consultation

This written account of a clinical encounter - depicting fragments of a more extensive array of events - attempts to exemplify many facets and associated complexities of clinical ethics consultation. Within the general telling, I provide more detailed portrayals of several key events. In secion 1, I document briefly my initial interactions at the beginning of the consultation, focusing on the information gained - in the context of those interactions - as I read the medical chart of Mrs. Rose. Next in section 2, I briefly describes my initial conversation with Mrs. Rose's three sons. Section 3 illustrates several questions raised in sections 1 and 2. Then section 4 presents my encounter with Paul, the youngest son, as he was carrying out his vigil at his mother's bedside in the hospital. Section 5 chronicles my interactions with several care providers involved in Mrs. Rose's situation, including two different meetings that occurred with Mrs. Rose's attending physician. I conclude in section 6 by telling about a conversation I had with Mrs. Rose's middle son, Russell, approximately one month after Mrs. Rose died.