DOES HE PULL IT OFF? A THEISTIC GROUNDING OF NATURAL INHERENT HUMAN RIGHTS?

This paper focuses on two key issues in Nicholas Wolterstorff's Justice: Rights and Wrongs . It argues that Wolterstorff's theistic grounding of inherent rights is not successful. It also argues that Wolterstorff does not provide adequate criteria for determining what exactly these natural inherent rights are or criteria that can help us to evaluate competing and contradictory claims about these rights. However, most of Wolterstorff's book is not concerned with the theistic grounding of inherent rights. Instead, it is devoted to a detailed and rigorous articulation of the meaning and defense of a theory of justice as consisting of inherent rights and with showing why this theory of justice is superior to the alternative right order theories that Wolterstorff criticizes. The paper concludes that these accomplishments are not diminished even if Wolterstorff has failed to provide us with a satisfactory theistic grounding of his theory.     

APPROACHING ISLAM: Comparative Ethics through Human Rights

A dialogical approach to understanding Islamic ethics rejects objectivist methods in favor of a conversational model in which participants accept each other as rational moral agents. Hans-Georg Gadamer asserts the importance of agreement upon a subject matter through conversation as a means to gaining insight into other persons and cultures, and Jürgen Habermas stresses the importance of fairness in dialogue. Using human rights as a subject matter for engaging in dialogue with Islamic scholars, Muslim perspectives on issues such as democracy, toleration, and freedom of conscience emerge. A capabilities approach to human rights, such as that developed by Martha Nussbaum, enables the coexistence of multiple religious ethical visions while insisting upon the need to protect and nurture essential human abilities.     

War experiences and emerging rights claims in postwar former Yugoslavia: The role of generalized conflict exposure and collective anomie

Violent conflicts have often been observed to generate social environments in which human rights violations are more easily tolerated and legitimized. However, recent research has documented cases in which communities exposed to violence react with increased condemnations of human rights violations. In this article, we focus on the distinction between generalized and particularized violence. Our findings show that, in the postwar ex-Yugoslavia context, when local communities have been exposed to violence that was generalized across different ethno-national groups, they strongly condemn human rights violations. Multilevel structural equation models show that the relationship between generalized victimization and the condemnation of human rights violations is mediated by a collective sense of anomie. The processes that move from collective exposure to violence to the collective reaffirmation of human rights are more likely to unfold in communities where violence transcended group boundaries than in communities where particular groups were disproportionately affected by the violence.     

Letters, Notes, & Comments

Includes:
G. Simon Harak, S.J., Commenting on Recent Studies in Aquinas's Virtue Ethic: A Review Essay by Jean Porter
James F. Keenan, S.J., Commenting on Recent Studies in Aquinas's Virtue Ethic: A Review Essay by Jean Porter
The author replies... by Jean Porter, author of Recent Studies in Aquinas's Virtue Ethic: A Review Essay     

Recentering Christian Ethics as Comparative Religious Ethics

The filial relationship between Christian ethics and Comparative Religious Ethics (CRE) need not be perniciously distortive and can be salutary for comparative work. I suggest that the suspicions about CRE as a disguised form of a “Christian ethical enterprise” are overstated and that we can appreciate the value of the legacy of Christian ethics for comparative work in the focal themes of emancipatory criticism and common morality. Both of these themes, even if influenced by Christian ethics, reflect more universal social‐moral problems that can be discerned in cross‐cultural contexts.     

Catholic Social Teaching,Economic Inequality,and American Society

The essay begins with an explanation of the underlying theological vision that supports Catholic social teaching's commitment to the centrality of the common good and the role of solidarity as both a virtue and a norm. The vision of humanity as one family and the church as a sacrament of unity is the foundation for a communitarian ethic that prizes inclusion, participation, and relative equality in the quest for a truly just society. An array of social science studies is then employed to show that economic inequality “bleeds” into other realms of public life to undermine fundamental commitments of American society, namely, equal opportunity and political democracy. The essay concludes that an understanding of Catholic social teaching promotes a critical perspective that is deeply at odds with ongoing trends in the U.S. economy.     

Advocating Worker Justice

Catholic moral theology possesses a number of tools that can be employed to promote worker justice. Some of these tools, such as Catholic social teaching on solidarity and workers’ rights, have been used to this end before. However, advocates of workers’ rights have seldom utilized other concepts, such as cooperation in evil, scandal, and evangelization. This essay provides a theoretical introduction to several tools in the “toolkit” of Catholic ethicists, engaging contemporary scholarship on them. It then applies the concepts to two cases in order to demonstrate their usefulness in the struggle for worker justice. Both cases involve Catholic universities, which means the ethical concepts introduced from the Catholic moral tradition should have normative status for these institutions. The first case entails a divestment campaign at the University of Notre Dame. The second case confronts the unjust treatment of adjunct faculty members at Catholic colleges and universities.     

Utility of Model of Human Occupation Screening Tool in Sweden

abstract

Occupational therapists in Sweden are expected to use evidence-based practice. To meet this expectation, a helpful tool could be the Model of Human Occupational Screening Tool (MOHOST). The aim of this study was to examine the utility of the Swedish version of MOHOST. Thirty-seven occupational therapists were invited to take part in the examination. A questionnaire covering transferability, feasibility and clinical relevance was developed. The results show that MOHOST-S seems to have suitable utility. The study supports its implementation potential and clinical relevance. It gives a broad picture of the client’s occupational participation and it supports the treatment planning process.     

UN Convention on the Rights of the Child and Global Childhoods: Transdisciplinary Reflections from Nepal

Abstract

Globally, humans face innumerable socioeconomic, cultural, and environmental problems while being threatened by ever more interconnected and complex geopolitical concerns. In this planetary context, unidisciplinary research and related teaching approaches often work to constrain our ability to move beyond institutional and bureaucratic mind-sets to become agents of social change within local systems impacting children. During its 40-year evolution from a sub-discipline of psychology, the international field of child and youth studies has sought common ground for interpreting these pedagogical and professional issues. Many authors now argue for transdisciplinary approaches to address and overcome these tensions in the effort to re-integrate epistemologies of the global South within more dominant global North knowledge production systems. Such approaches have been posited to add new analytical and methodological tools to achieve praxis—the Greek word for translating theory into practice. Transdisciplinary research transcends the usual gap between academia and the broader public by acknowledging the value of knowledge obtained from diverse, nonacademic stakeholders in the community, government, and business. In addition, these approaches in child and youth studies offer us new possibilities for translating and understanding the local and global implications of implementing the 1989 United Nations Convention on the Rights of Child, and the vast differences in the experiences of childhood amongst and between various socioeconomic, cultural, and political contexts in recognizing their own rights in situ. Moving beyond adult-focused and Eurocentric understanding of the childhood literature (and of children’s human rights), this paper reflects our experiences working with young people affiliated with the Lalitpur Metropolitan City Child Clubs in Nepal, and observing their participatory planning processes for annual budgets. In response to increasing complexity throughout all regions of the world, we consider historical, political, and cultural experiences in Nepal through this transdisciplinary approach to child-centered research and activism. Our paper details key learning and transitions from being “academic researchers” and “observers” of a participatory, child- and youth-focused budgeting process to “collaborators” and “co-constructors of knowledge” with key stakeholders—the young people of Lalitpur, Nepal.