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141.
Rachel C. Schneider 《The Journal of religious ethics》2020,48(4):620-641
The past decades have seen a rise in religious and secular responses to inequality that seek to offer those who are relatively wealthy an opportunity to personally engage with impoverished people and places. This article examines three cases of elite white South Africans who intentionally immersed themselves in poor urban environments. In dialogue with the anthropology of ethics, I argue that immersion was seen as an experimental tool for transforming the self and cultivating virtues of empathy and responsibility towards others. In this way, immersion acted as a technology of the self, linking care of the self to care of others. Yet such experimentation was not without risk. Though imagined as a tool that could promote care of the self and care of others, immersion carries with it the potential to reinforce power divides and/or solicit negative moral judgment. 相似文献
142.
Kari B. Henquinet 《The Journal of religious ethics》2020,48(4):596-619
This article examines narratives, images, and stories that give insight to everyday experimentation and ethical self-formation. I use the case of World Vision and its early leaders to unpack genealogies of American evangelical humanitarianism. Rather than seeking to identify American evangelicalism’s normative ethical stance, I aim to expand the discussion in anthropology of ethics on ethical self-formation through examining the tensions, reflections, and processes of becoming among evangelical humanitarians. In doing so, I examine two focal areas of ethical self-formation among early World Vision leaders. The first is oscillation between and mixing of passion and compassion frameworks in the American evangelical imagination. Second, I identify a range of temporal frames that evangelicals draw on to make sense of and formulate ethical responses to human needs encountered abroad. 相似文献
143.
Moral foundations theory has recently emerged from the field of social psychology as a means for understanding cultural, political, and religious differences between individuals and groups. The authors review the moral foundations theory literature to help counselors in understanding the roots of their clients' and their own moral belief systems and how these systems contribute to decision-making pertaining to morally laden topics. Lastly, the authors present a model for self-awareness around moral issues along with a fictional case study intended to illustrate the use of the model. 相似文献
144.
Martin Ubani 《International Journal of Children's Spirituality》2018,23(2):152-179
AbstractThe purpose of this article is to present quantitative results concerning students’ sense of authenticity during a teaching experiment conducted in Finnish ninth grade religious education classes in 2014. In this experiment, students (N = 24) from three different faith traditions (Lutheran, Orthodox, secular humanist) studied ethical contents together on four subsequent lessons. The analysis showed some differences in students’ experiences of common trait authenticity and lesson-specific experiences of state authenticity but in general, the students felt welcome in the integrated RE lessons. There was not a lot of difference between girls and boys but Orthodox students seemed to be more complacent than the other students. This article adheres to the view that the ability to be authentic is one of the prerequisites of successful spiritual education and it seems that meeting this prerequisite is possible, even among students who have previously studied in segregated religious education. 相似文献
145.
This essay discusses Kant and Hegel’s philosophies of action and the place of action within the general structure of their practical philosophy. We begin by briefly noting a few things that both unite and distinguish the two philosophers. In the sections that follow, we consider these and their corollaries in more detail. In so doing, we map their differences against those suggested by more standard readings that treat their accounts of action as less central to their practical philosophy. Section 2 discusses some central Kantian concepts (Freedom, Willkür, Wille, and Moral Law). In Section 3, we take a closer look at the distinction between internal and external action, as found in Kant’s philosophy of morality and legality. In Section 4, we turn to Hegel and his distinctions between abstract right (legality), morality, and ethical life, as well as the location of his account of action within his overall theory of morality. We discuss the distinction between Handlung and Tat, and non-imputable consequences. The overall aims of our essay are to shed light on some puzzles in Kant and Hegel’s conceptions and to examine where their exact disputes lie without taking a stand on which philosophy is ultimately the most satisfactory. 相似文献
146.
Alexis Halkovic 《Qualitative research in psychology》2018,15(2-3):192-195
I interviewed 24 women who participated in self-defense and handgun training classes who revealed lives that had been intentionally hidden, sharing the unspeakable experiences of incest, rape, child abuse, and domestic violence through stories of survival and resistance. In a poem to my participants, I reflect on my role as researcher and my desire to fulfill a commitment to my participants.
Hearing women’s stories of sexual and other violent assault, I not only experienced secondary trauma, but I have been charged with a mission of developing research products that will change policy. I wrote this poem as a way to communicate the complicated ethical issues that arise when conducting research with participants who reveal traumatic stories. 相似文献
147.
Philip M. Rosoff Jeannine Moga Bruce Keene Christopher Adin Callie Fogle Rachel Ruderman 《The American journal of bioethics : AJOB》2018,18(2):41-53
Technological advances in veterinary medicine have produced considerable progress in the diagnosis and treatment of numerous diseases in animals. At the same time, veterinarians, veterinary technicians, and owners of animals face increasingly complex situations that raise questions about goals of care and correct or reasonable courses of action. These dilemmas are frequently controversial and can generate conflicts between clients and health care providers. In many ways they resemble the ethical challenges confronted by human medicine and that spawned the creation of clinical ethics committees as a mechanism to analyze, discuss, and resolve disagreements. The staff of the North Carolina State University Veterinary Hospital, a specialty academic teaching institution, wanted to investigate whether similar success could be achieved in the tertiary care veterinary setting. We discuss the background and rationale for this method, as well as the approach that was taken to create a clinical ethics committee. 相似文献
148.
Tatiana Geron 《Journal of Global Ethics》2018,14(1):23-33
ABSTRACTIn the United States, constitutional and statutory law reinforce the right of all children to receive an education, regardless of their citizenship or immigration status. In a time of heightened anti-immigrant sentiment and law enforcement, however, partnerships among school districts, local law enforcement, and the U.S. Departments of Justice and Homeland Security subject undocumented and unaccompanied minor students to indefensible levels of risk for detention and deportation. We identify three stances that U.S. schools may take in the face of a potential ‘school-to-deportation pipeline.’ Schools that engage in intentional collaboration actively increase detention and deportation by referring students to immigration officials for criminal, non-criminal, and even non-disciplinary activity. Schools that engage in predictable complicity may not intend to subject their undocumented and unaccompanied minor students to detention or deportation, but still put students at risk by involving police in school policies. We argue that U.S. schools should instead engage in proactive protection of immigrant students and families, including actively resisting federal policies when necessary. 相似文献
149.
ABSTRACTThis introduction expounds educational problems that arise from transnational migration. It argues that it is high time to critically analyze normative issues of and in education under conditions of globalization because dominant approaches in normative philosophy of education tend to suffer from both a nationalist bias and a sedentary bias. The contributions to this special issue address normative problems pertaining to migration-related education from a variety of ethical and philosophical perspectives, including analytic applied ethics, continental philosophy, care ethics, Hegelian philosophy, the capability approach and theories of distributive justice. They discuss the education of both citizens and migrants in the receiving society as well as in the country of origin, focusing on ethical issues pertaining to access to education as well as to the content of educational programs. 相似文献
150.
Jasmine E. McNealy 《Sport, Ethics and Philosophy》2018,12(3):304-316
This study examines the use of disparaging and offensive trademarks and mascots by sports teams. Specifically, this study considers whether the continued use of Native American symbols and mascots in sports comports with the Christians-Nordenstreng conceptualization of social responsibility, which considers the three principles of human dignity, truth-telling, and nonmaleficence. To do this, the article considers the history and arguments both for and against the use of these symbols in sports communication. This article concludes with a discussion of how the use of these trademarks does not fulfill the three principles of social responsibility and what that means for the symbols’ continued use. 相似文献