Ethics for Everyone

Author(s):  
Larry R. Churchill

This book argues that an ethical life is more about mastering basic skills than applying theories. It describes the basic skills as follows: interrogating our moral prehistories; taming moral vanity and recognizing others; giving up the comforts of moral certainty; learning from our feelings; thinking slowly; expanding the reach of our empathy; claiming our own moral authority; linking goodness with happiness; and story-making at intersecting life trajectories. Nineteen exercises for better understanding and using these skills are provided. Five common pitfalls of ethical thinking are defined and explored. These are the trap of either/or thinking; expecting too much from moral theory; the desire for a unifying definition of ethics; restricting what experiences have more weight; and treating mysteries as moral problems. Concepts fundamental to ethics are emphasized in terms of their practical use. Among these are some that are typically neglected in ethics texts, such as forgiveness, love, spirituality, hope, and death. The use of the skills and concepts is illustrated for matters that extend beyond-the-lifespan, notably for the ethical problems of global warming. In the final chapter, 12 cases are provided, along with a section describing how to critically interrogate cases for bias. Throughout the book there is an emphasis on the way changes over the lifespan require rethinking ethical values.

2021 ◽  
pp. 000183922110114
Author(s):  
Joelle Evans

Negotiations over professional boundaries are often contests about controlling technical expertise and authority. Less is known about the role of moral judgments in such contests because well-trained professionals often silence their moral commitments or engage moral debates outside the boundaries of their profession. Drawing on an ethnographic study of a science laboratory at the forefront of moral controversy, this article shows how professionals manage moral challenges by reconfiguring their conventional domain of expert authority to include moral as well as technical expertise. Scientists drew on their plural moral views to develop, apply, and mobilize abstract knowledge about morals as resources to claim authority in debates over the moral definition of their work. Collective learning and collaboration ensured the cohesion of the professional community throughout the process of developing authority despite continued moral pluralism. By unpacking one mechanism for the pursuit of moral authority, the study elaborates our understanding of the moral foundations of professionalism and of the emergence of morally complex work activities.


Author(s):  
Feride Eşkin Bacaksız ◽  
Metin Yılmaz ◽  
Kalbinur Ezizi ◽  
Handan Alan

Industry 4.0, which is expressed with similar words such as Digital Transformation, Digitalizing Industry and Fourth Industrial Evolution, is developing a revolution in the fields of service by affecting the economy and all sectors of the world. As one of the most significant developments of Industry 4.0, human-robot cooperation is used in different business areas, but its use in the health sector is becoming more widespread. Robots, also referred to as iron-collar workers, are becoming more reliable in treatment and care by being equipped with advanced features and skills that people have, therefore their availability is increasing. On the other hand, the use of humanoid robots in nursing care will bring about ethical and moral problems such as employment of nurses, autonomous decision making of robots and being responsible for this. In this article, it was aimed to review the current usage and importance of robots in various sectors; especially in the health sector, the attitude of the employees in working with robot workers and robot managers, the potential advantages and disadvantages of the robots in the sector, and the introduction of current moral and ethical problems that may arise.


2021 ◽  
pp. 295-297
Author(s):  
Timothy E. Essington

The final chapter of the book, “Next Steps,” reviews the material covered in the previous chapters and suggests pathways that readers might choose to further expand their knowledge. The chapter makes the three following points. First, virtually no one becomes expert in all the areas listed in the chapter. Second, the purpose of the book was to show the types of models that might be seen in more advanced textbooks and scientific literature, together with the opportunities they present to expand skills and knowledge. Third, while this book probably will not make readers skilled at every quantitative problem that will come their way, it will provide them with the foundational knowledge of concepts and basic skills that will enable them to broaden their understanding and further develop their quantitative competence and confidence.


2020 ◽  
pp. 53-70
Author(s):  
Larry R. Churchill

The four skills for ethics described in this chapter are imaginative skill, the ability to expand the reach of our empathy to include a wider range of people; assertive skill, the need to finally choose from among the competing values the ones we will embrace and live by; connective skill, that is, linking goodness with happiness—the kind of personal flourishing not available through fame and fortune; and narrative skill, which is our ability to tell true stories about ourselves and others. One key ingredient in narrative capacity is the ability to see that people intersect at different points at their life trajectories and with different moral concerns. The ethics of narration is the effort to tell truthful stories about these complex events.


2020 ◽  
pp. 31-52
Author(s):  
Larry R. Churchill

Nine different skills are discussed as essential to ethics, 5 in chapter 2 and 4 in chapter 3. These skills are named according to the capacity that is required to exercise them. The first and most basic skill discussed in this chapter is one of probing—interrogating our moral prehistories. A moral prehistory is what we all acquired from our families of origin and the communities that nurtured us through childhood. None of us chose our prehistories, rather they are the “taken for granted” moral orientation each of us begins with. Learning to look both critically and appreciatively at this moral inheritance is the initial skill for ethics. The others described in this chapter are decentering skill (taming moral vanity and recognizing others), relinquishing skill (the act of giving up the comforts of moral certainty), emotional skill (learning from our feelings), and cognitive skill (thinking slowly).


1859 ◽  
Vol 6 (31) ◽  
pp. 39-49
Author(s):  
J. Stevenson Bushnan

Physiology is co-extensive with organic nature. Organic nature is wholly composed of individuals, comprising the two great kingdoms of plants and animals. A unity of structure pervades the whole of this wide field of nature; and this unity is a great principle, applicable to the determination of truth in the investigation of this part of knowledge. Every individual in organic nature is a system made up of reciprocally dependent and connected parts. The objects of investigation in physiology are phenomena, organs, and principles. The study of phenomena stands first in order; but while it must essentially be first cultivated and advanced, in the ulterior stages of its progress it gains continually fresh additions from the progress made in the knowledge of organs and principles. That phenomena attract attention before organs, is manifest on the slightest consideration. Thus the phenomena of locomotion were familiar to mankind long before the part taken by the muscular flesh in locomotion was discovered. To this moment it is far more certain that absorption takes place throughout the animal body, than what the organs are by which that office is performed. And it would be easy to multiply examples of the same kind, not-withstanding that there are some phenomena of the human body—such as those connected with the sense of sight, the sense of hearing, and other senses—the organs concerned in which must have been known, in a general manner, almost as soon as the earliest phenomena in which they are concerned. Principles, in their larger sense, take their place subsequently to the study of organs; yet, as referring to the more common genera of phenomena, these must also have had their rise almost coeval with the observation of phenomena. Thus the grouping of colours, sounds, smells, and tastes together, under the name of qualities derived from sense, must have been a very early and universal generalization. Nevertheless, it will, I think, be conceded, after these examples, that the study of phenomena is of a more elementary character in physiology, than the study of organs and principles; and, therefore, in the difficult parts of any physiological subject, that more progress is likely to be made by the study of phenomena, than by the study of organs and principles. But before proceeding further, it may be desirable to give some examples of physiological phenomena:—the alternation of sleep and waking; of hunger and satiety; thirst; the effect of drink; breathing; the exercise of the senses, and trains of thought; the various kinds of locomotion, walking, running, leaping, dancing. Here a question naturally arises—if trains of thought be physiological phenomena, does not all human knowledge fall within the definition of physiological phenomena? If the human race were not yet called into being, neither would human knowledge, it is true, have any existence in the world. And, it is doubtless true, under one point of view, that all that man has discovered; all that he has recorded; all the changes which he has made upon the earth since his first creation—are the effects of his physiological nature. But to place all knowledge under the head of physiology would be to defeat the very end of methodical arrangement, to which the progress of knowledge is so largely indebted. Nor is it difficult to mark out at least the general character of the boundaries within which physiology, in the largest sense in which it is convenient to accept it, should be circumscribed. Let us take as an example man's susceptibility of locomotion. It is a sufficient illustration of the physiology of locomotion to point out, that every man without any extraordinary effort learns to walk, run, hop, leap, climb; but there is at least a manifest convenience in separating such more difficult acquisitions as dancing, skating, writing, from the order of physiological phenomena, and placing each in a department by itself, as subject to its own rules. So also it is at least a convenience to consider painting and music as separate departments of study, and not merely as physiological phenomena, falling under the senses of sight and of hearing. It may be supposed to be a matter of the like convenience, to separate from physiology all the phenomena which enter into what are commonly called trains of thought; that is nearly all that comes under the head of psychology, in its most appropriate extent of signification. But several objections will readily occur to such a mutilation of physiology. In particular, it is objectionable, because, as was already hinted, the phenomenal departments of physiology, though the first to take a start, are often much augmented by the subsequent study of the organs concerned; and, more so that, since psychology, disjoined from physiology, and limited to one mode of culture, namely, by reflexion on the subjects of consciousness, were psychology thrown out from physiology, the probable advantages from the study of the organs concerned in the mental processes, and the other modes of culture, admissible in physiological enquiry, would be lost. If it be said that psychology proper rejects all evidence, except the evidence of consciousness, on no other ground, but because of the uncertainty of every other source of evidence—the answer is, that in those sciences which have made most progress, possibility, probability, and moral certainty have always been admitted as sufficient interim grounds for the prosecution of such inquiries as have finally, though at first leading to inexact conclusions, opened the way to the attainment of the most important truths; and that psychology, by the over-rigidness of its rules of investigation, has plainly fallen behind sciences, in advance of which it at one time stood in its progress.


Author(s):  
Jan Hallebeek ◽  
Wim Decock

AbstractThis paper seeks to highlight the early modern scholastic contribution to dealing with the issue of pre-contractual duties to inform. Bringing together different strands of thought, ranging from Aristotelian philosophy to Roman law, the 16th and 17th century scholastics developed adequate analytical tools to solve legal and moral problems arising from information disparities between contracting parties. While first looking at the different classical and medieval texts that shaped the early modern debate, this paper then goes on to give a systematic account of how the early modern scholastics dealt with duties of disclosure about both intrinsic and extrinsic defects in the merchandise. A final chapter looks at how the early modern scholastic debate was received in the Northern natural law school, before concluding that the early modern scholastics took a surprisingly negative attitude towards duties to inform.


Author(s):  
Sascha Salatowsky

In order to attain a deeper understanding of Aristotelian philosophy in the Renaissance, it is necessary to consider the theological implications of given facts. This article discusses a basic problem centring on the reception of Aristotle’s Ethics. The Nicomachean Ethics was widely regarded as the basis for a virtuous ethical life, yet how could a pagan philosophy, with its concepts of happiness, virtue, justice, etc., be the basis of a Christian society? The aim of the present article is to show how Lutheran scholars solved this problem in confrontation with Catholic and Calvinist scholars of the time. The first part deals with the two basic components of Aristotle’s Ethics, namely the doctrines of happiness (Eudaimonologia) and virtue (Aretologia), and attempts to show that Aristotle’s Ethics should not be understood as a system of rules, but rather as a handbook for the cultivation of practical habits in the free human being who strives to live a good life. The second part examines two key ideological confrontations in relation to Aristotle’s philosophy: between Lutherans and Calvinists in respect of definition of theology and philosophical and theological virtues on the one hand, and between Lutherans and ›the Enthusiasts‹ in respect of the concept of virtues on the other.


Author(s):  
Michel Meyer

Chapter 11 analyzes how all the preceding elements of the new definition of rhetoric as the negotiation of distance fit together. What is meant by negotiation? People can, and do, maintain, increase, or diminish the distance between themselves on a daily basis. After the preceding accounts of logos, ethos, and pathos, this final chapter is devoted to the analysis of distance. It analyzes how rhetoric affects the variations in distance between individuals, and how the variations of distance in turn affect the rhetorical impact sought by the interlocutors. This is where the distinction between the projective view that one has of others plays just as much of a role as the effective situation of others. The discrepancy between the projective and the effective can make distance itself an object of rhetorical debate.


2008 ◽  
Vol 15 (6) ◽  
pp. 789-802 ◽  
Author(s):  
Tineke A Abma ◽  
Guy AM Widdershoven ◽  
Brenda JM Frederiks ◽  
Rob H van Hooren ◽  
Frans van Wijmen ◽  
...  

This article deals with the question of how ethicists respond to practical moral problems emerging in health care practices. Do they remain distanced, taking on the role of an expert, or do they become engaged with nurses and other participants in practice and jointly develop contextualized insights about good care? A basic assumption of dialogical ethics entails that the definition of good care and what it means to be a good nurse is a collaborative product of ongoing dialogues among various stakeholders engaged in the practice. This article discusses the value of a dialogical approach to ethics by drawing on the work of various nursing scholars. We present a case example concerning the quality of freedom restrictions for intellectually disabled people. Issues for discussion include the role and required competences of the ethicist and dealing with asymmetrical relationships between stakeholders.


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