Relational Ethics: The Possibility of a Caring Positive Peace

2021 ◽  
pp. 855-868
Author(s):  
Reina C. Neufeldt
Keyword(s):  
Relational Ethics ◽  
Positive Peace

Relational Ethics and Partiality

Theoria ◽  
2017 ◽  
Vol 64 (152) ◽  
pp. 53-76 ◽  
Author(s):  
Motsamai Molefe
Keyword(s):  
Moral Theory ◽  
Relational Ethics ◽  
The Individual

AbstractIn this article, I question the plausibility of Metz’s African moral theory from an oft neglected moral topic of partiality. Metz defends an Afro-communitarian moral theory that posits that the rightness of actions is entirely definable by relationships of identity and solidarity (or, friendship). I offer two objections to this relational moral theory. First, I argue that justifying partiality strictly by invoking relationships (of friendship) ultimately fails to properly value the individual for her own sake – this is called the ‘focus problem’ in the literature. Second, I argue that a relationship-based theory cannot accommodate the agent-related partiality since it posits some relationship to be morally fundamental. My critique ultimately reveals the inadequacy of a relationship-based moral theory insofar as it overlooks some crucial moral considerations grounded on the individual herself in her own right.

scholarly journals Negotiating Ethics-in-Action in a Long-term Research Relationship with a Young Child

Human Arenas ◽  
2021 ◽  
Author(s):  
Niina Rutanen ◽  
Raija Raittila ◽  
Kaisa Harju ◽  
Yaiza Lucas Revilla ◽  
Maritta Hännikäinen
Keyword(s):  
Early Childhood ◽  
Young Child ◽  
Data Collection ◽  
Critical Incidents ◽  
Relational Ethics ◽  
Spatial Context ◽  
Childhood Education ◽  
Research Relationship ◽  
Education And Care

AbstractThis article continues the discussions of relational ethics put forward in Human Arenas in “Arena of Ethics” (Hilppö et al., 2019). Our aim in this article is to explore and discuss relational ethics, as ethics-in-action, in a long-term research relationship with a child. Our question is: How is ethics-in-action negotiated during critical incidents in the construction of a research space that involves a long-term research relationship with a young child? This article is based on a research project that focused on children’s transitions in early childhood education and care (ECEC). These transitions include the transition from home care to ECEC as well as transitions from child groups or settings to other ECEC groups or settings, and the transition to pre-primary education. We apply a particular lens to the corpus of data, analyzing and reflecting critical incidents vis-à-vis a negotiation of ethics-in-action during the construction of our research space, which involved a long-term research relationship with a child. Our results show that critical incidents in our study’s negotiation of ethics-in-action included (a) the focus child’s spontaneous contributions to the study’s interviews, (b) interdependencies between the child and diverse researchers, and (c) the child’s evolving expertise in data collection, which restructured our study’s research space. We conclude that ethical questions cannot be separated from the mutually constituted relationships or socio-spatial context in where they emerge; thus, they are relationally and spatially embedded.

scholarly journals COVID-19 and Youth Living in Poverty: The Ethical Considerations of Moving From In-Person Interviews to a Photovoice Using Remote Methods

Affilia ◽  
2020 ◽  
pp. 088610992093905
Author(s):  
Maria Liegghio ◽  
Lea Caragata
Keyword(s):  
Social Work ◽  
Low Income ◽  
Relational Ethics ◽  
Original Research ◽  
Ethical Considerations ◽  
Roles And Responsibilities ◽  
Lone Mother ◽  
Critical Social Work ◽  
Procedural Ethics ◽  
Ongoing Project

COVID-19 hit and instantaneously research using in-person methods were paused. As feminist and critical social work scholars and researchers, we began to consider the implications of pausing our ongoing project exploring the provisioning and resilience of youth living in low-income, lone mother households. Reflexively, we wondered how the youth, families, and issues we were connected to would be impacted by the pandemic. We were pulled into both ethical and methodological questions. While the procedural ethics of maintaining safety were clear, what became less clear were the relational ethics. What was brought into question were our own social positions and our roles and responsibilities in our relationships with the youth. For both ethical and methodological reasons, we decided to expand the original research scope from in-person interviews to include a photovoice to be executed using online, remote methods. In this article, we discuss those ethical and methodological tensions. In the first part, we discuss the relational ethics that propelled us to commit to expanding our work, while in the second part, we discuss our move to combining photovoice and remote methods.

Interprofessional collaboration-in-practice

2013 ◽  
Vol 20 (3) ◽  
pp. 325-335 ◽  
Author(s):  
Carol Ewashen ◽  
Gloria McInnis-Perry ◽  
Norma Murphy
Keyword(s):  
Virtue Ethics ◽  
Healthcare Professionals ◽  
Interprofessional Collaboration ◽  
Ways Of Knowing ◽  
Community Analysis ◽  
Relational Ethics ◽  
Biomedical Ethics ◽  
Political Community ◽  
Main Question ◽  
Institutional Relations

The main question examined is: How do nurses and other healthcare professionals ensure ethical interprofessional collaboration-in-practice as an everyday practice actuality? Ethical interprofessional collaboration becomes especially relevant and necessary when interprofessional practice decisions are contested. To illustrate, two healthcare scenarios are analyzed through three ethics lenses. Biomedical ethics, relational ethics, and virtue ethics provide different ways of knowing how to be ethical and to act ethically as healthcare professionals. Biomedical ethics focuses on situated, reflective, and nonabsolute principled justification, all things considered; relational ethics on intersubjective, professional, and institutional relations; and virtue ethics on prephilosophical tradition and what it means to be good and to be human embedded in social and political community. Analysis suggests that interprofessional collaboration-in-practice may be more rhetoric than actuality. Key challenges of interprofessional collaboration-in-practice and specific conditions perpetuating dissension and conflict are outlined with specific education and policy recommendations included.

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