Death with Dignity

Author(s):  
Christopher Kaczor ◽  
Robert P. George

Advocates of euthanasia use the phrase “death with dignity” to suggest that intentional killing at the end of life secures and protects human dignity. Critics of euthanasia insist that intentional killing violates human dignity. To adjudicate between these views, four senses of the term are distinguished: dignity as flourishing, dignity as attributed, dignity as intrinsic worth, and dignity as autonomy. Dignity as attributed concerns the worth human beings confer on others or on themselves. Dignity as intrinsic worth is understood as the value human beings have simply because they are human beings. Dignity as flourishing is understood as the excellence of a human life consistent with, and expressive of, intrinsic dignity. Dignity as autonomy is defined as showing respect for other people by endorsing or at least not interfering with their autonomous choices. In this chapter, it is argued that none of these senses of dignity justify intentional killing.

Religions ◽  
2019 ◽  
Vol 10 (12) ◽  
pp. 651
Author(s):  
Ashley Moyse

Hope is needed for persons confronting the limits of human life, antagonised by the threats of death. It is needed also for those health and medical professionals constrained by the institution of medicine, determined by market metaphors and instrumental reasoning. Yet, despair can masquerade as hope for such persons when functional hoping for particular outcomes or aims proves futile and aimless. The following will examine such masquerades, while giving attention to particular expressions of autonomy, which persist as fodder for despair in our late modern milieu. The late classical account of Hercules and his death, as well as contemporary reasons for soliciting medical assistance in dying, will focus on the diagnostics of despair, while a Christian account practicing presence, and of hope as a concrete posture enfleshed by habits of patience, among other virtues, will point toward counter-narratives that might sustain persons in times of crisis and enable persons’ flourishing as human beings, even unto death.


Author(s):  
Gisela Giner Rommel

La llamada era o siglo de la biotecnología, y con ella, una nueva realidad genética artificial, va abriéndose camino inexorablemente. La misma supone nuevas formas de dominio de la vida natural y humana sin precedentes. El hombre puede ya alterar nada menos que el curso de la evolución de las especies. Es fácil adivinar entonces por qué la genética traspasa su propio ámbito científico: se encuentra ineludiblemente cargada de dilemas éticos de toda índole, y unida al mundo filosófico y moral por su urgente necesidad de respuestas. La primera gran reflexión que la genética plantea a la ética es de tal calibre, que zozobra los cimientos de la propia tradición filosófica occidental y su concepción de la dignidad humana. Si el hallazgo del genoma humano lleva consigo una propensión de la visión de la realidad humana exclusivamente cientificista y biológica, procediendo a realizar una verdadera «sacralización de la ciencia» ¿Supone ello el derrumbe, la invalidación de la condición ética y libre del hombre? ¿Debemos renunciar a una visión del mismo como un ser digno y reducirlo a un animal más? ¿Debemos, en definitiva, dar carpetazo al humanismo, poniendo en tela de juicio la calidad moral del hombre? ¿Cerrar entonces los espacios de la ética o la filosofía, declarando que todos los aspectos que encierran la condición humana se consumen en una explicación científica? ¿Cómo afrontar otros posibles ataques a dimensiones de la dignidad humana como la libertad, la igualdad, la intimidad? ¿Precisan de disciplinas distintas, como la filosofía y el derecho, en busca de soluciones que exceden del campo científico y a los que éste no puede dar respuestas? Ante los nuevos poderes y responsabilidades que trae consigo el progreso científico, la explicación ética y la científica no deben sino reencontrarse. Apostar por el control ético del rumbo del proceso científico y tecnológico a través del paradigma de la dignidad humana se torna imprescindible. En definitiva, tratar de llevar a cabo el sueño del progreso universal, real, en el que la genética constituya un eslabón, un peldaño más en su consecución efectiva no puede darse sin intervención de la reflexión ética.This is definitely the age of biotechnology and with it comes a new artificial genetic reality. Biotechnology gives us never seen before control over plant, animal and human life. Mankind may now even be able to change the course of evolution in all living creatures, no less. That is why it is easy to understand that the science of genetics transcends its own domain; it is unavoidably confronted with ethical dilemmas of all kind and it is compelled to turn to philosophy and morality because of its need to find answers urgently. The first question raised by genetics is of such a magnitude that it overturns the basis of the Western philosophical tradition and its concept of human dignity. If the decoding of the human genome leads to an exclusively scientific and biological vision of human reality, to what you could call a «sacralisation of science», then what happens to free will, to man as an ethical being? Should we henceforth refuse to consider Man as a creature of Dignity and reduce him to just another animal? Should we, in short, abandon all humanistic idealism and question even the morality of human beings? Should we forget about ethics and philosophy and agree that all the aspects, implicit in the human condition, can find a scientific explanation? But how then should we deal with other attacks that may be made against such dimensions of human dignity as liberty, equality and privacy? Will there be no need for other disciplines, such as philosophy and law, to find solutions to problems which exceed the field of science and for which science has no answers to give?. In the face of all the new powers, potential and responsibilities brought about by scientific progress, ethics and science should not become adversaries. Ethical control over the course of scientific and technological progress based on the paradigm of human dignity is becoming essential. To summarise, it will be impossible to realise the dream of true progress, in which the science of genetics is but one step, without answering ethical questions.


Author(s):  
Sonja C. Grover

The notion of human dignity has in recent years come under attack from sectors of the interdisciplinary and legal academic community as vacuous and of little or no utility in judicial reasoning. This author holds instead that human dignity is the sine qua non of all human life and correlated with certain inviolable human rights that speak to human beings as other than property, as having legal personality and the right to be heard. The notion of human dignity then serves, it is argued here, as essential guidance in judicial reasoning on issues of individual and group fundamental human rights. Neglect in honouring the principle of respect for human dignity in judicial decision-making serves to erode the democratic rule of law and the interests of justice as will be illustrated through examination in particular of the U.S. Supreme Court case of J.C. Hernandez et al v. J. Mesa Jr.


2020 ◽  
Vol 2 (1) ◽  
pp. 85
Author(s):  
Putu Dian Tika

<p><em>Mahavakya tat twam asi is contained in the chandogya upanisad 6.8.7 “which means: you  are    it; You are all that; All beings are You. You are the beginning of jiwatman (spirit) and substance (prakrti) of all beings. Therefore my soul and your soul are single with the soul of all beings, and you are my source and the source of all beings. Therefore I am you, and vice versa. There are still a few Hindus who understand the meaning of Tat Twam Asi. Even though Tat Twam Asi is the Teachings of the similarity of Human Dignity or the Teachings of the Brotherhood. True, indeed all humans are brothers and sisters as a big family of the world, because the Atman of every human being is the same, namely the spark of the divine light of the Almighty God. Therefore there is also interpreting Tat Twam Asi as my Atman is your Atman, on the contrary your Atman is my Atman but there are also those who interpret Tat Twam Asi as the Doctrine of Compassion, where a large number of human beings must love one another, help each other and sharpen each other, love each other and fostering each other, so that life and human life become harmonious, safe, peaceful and peaceful.</em><em></em></p><p><strong><em><br /></em></strong><em></em><em></em></p>


Author(s):  
William J. FitzPatrick

Ethical discourse about end-of-life issues tends to be framed in terms of both the value or “sanctity” of human life and the importance of human dignity. This chapter argues that the notion of human dignity is more fundamental than that of sanctity of life and defends a person-centered conception of both. Such an approach contrasts sharply with views focused primarily on respecting the sanctity of the life manifested in a person, or the value of her rational capacity, or the value of the continuation of the human organism associated with her against her wishes or even after she (as an embodied human subject) is gone. Such approaches all misidentify the locus and nature of the ethical value at issue.


2020 ◽  
pp. 002436392093608
Author(s):  
Jeffrey W. Fuchs ◽  
Joseph R. Fuchs

Since his election in March 2013, Pope Francis has brought significant attention to the concept of “throwaway culture.” This moral paradigm—which has been defined by Francis in various speeches and the encyclical Laudato si’—characterizes a present-day culture in which food, disposable objects, and even human beings themselves are “discarded as ‘unnecessary.’” As Catholic physicians, it is our duty to ensure that we are working to counteract throwaway culture in our daily clinical practice by embracing and exhibiting a culture of encounter. When throwaway culture is discussed within the context of medical practice, it is easy to think of major life and systemic issues including abortion, assistive reproductive technology, physician assisted suicide, and so on. However, rejection of throwaway culture has much broader implications for Catholic physicians. We are called to resist this perverse culture whenever we experience a situation that requires special attention to the respect of human dignity. In this article, we present two common situations encountered in clinical practice in which it is essential to counteract throwaway culture and embrace a culture of encounter: in working with patients who are isolation settings and those who require translation services. Various studies are cited which demonstrate a lack of respect for human dignity that can be seen when working with these patient populations, and recommendations are provided which illustrate how to embrace a culture of encounter in each scenario. The authors conclude that through adoption of a culture of encounter, Catholic physicians as a community can be role models for coworkers, trainees, and students, promoting a culture in which we validate human dignity and ensure the quality and just care of even our most vulnerable patients. Summary: Pope Francis had defined a “throwaway culture” in which “Human life, the person, are no longer seen as a primary value to be respected and safeguarded.” In this article we present two common situations encountered in clinical practice in which it is essential to counteract throwaway culture and embrace a culture of encounter: in working with patients who are isolation settings and those who require translation services. We conclude that, as Catholic physicians, it is our duty to ensure that we are working to counteract throwaway culture in our daily clinical practice by embracing and exhibiting a culture of encounter.


2019 ◽  
Vol 3 (1) ◽  
pp. 41
Author(s):  
Ahmad Nikhrawi Hamdie

The concept of human rights is a long-standing thing in human life on earth. The study of human rights in the form of thought has existed since the time of the Greeks. In Indonesia Law No. 39 of 1999 on Human Rights states that human rights are a set of rights that are inherent in the nature and existence of human beings as creatures of God Almighty and is a gift that is obliged to be respected, upheld and protected by the State, government and every person for the honor and protection of human dignity and dignity. The freedom of personal belonging to it which represents independence presupposes public opinion without interference, obstacles, interference and pressure. In practice there are still rulers who do not provide a good room for the delivery of this right. Enforcement of the rules of freedom of expression is still a struggle so that the goal can be achieved.


2018 ◽  
Vol 3 (2) ◽  

Philosophy is a search for a general understanding of values and reality by chiefly speculative rather than observational means. It signifies a natural and necessary urge in human beings to know themselves and the world in which they live and move and have their being. Hindu philosophy is intensely spiritual and has always emphasized the need for practical realization of Truth. Philosophy is a comprehensive system of ideas about human nature and the nature of the reality we live in. It is a guide for living, because the issues it addresses are basic and pervasive, determining the course we take in life and how we treat other people. Hence we can say that all the aspects of human life are influenced and governed by the philosophical consideration. As a field of study philosophy is one of the oldest disciplines. It is considered as a mother of all the sciences. In fact it is at the root of all knowledge. Education has also drawn its material from different philosophical bases. Education, like philosophy is also closely related to human life. Therefore, being an important life activity education is also greatly influenced by philosophy. Various fields of philosophy like the political philosophy, social philosophy and economic philosophy have great influence on the various aspects of education like educational procedures, processes, policies, planning and its implementation, from both the theoretical and practical aspects. In order to understand the concept of Philosophy of education it is necessary to first understand the meaning of the two terms; Philosophy and Education.


IIUC Studies ◽  
2020 ◽  
Vol 15 ◽  
pp. 33-46
Author(s):  
Kalim Ullah

Human beings are deeply related to land. Human beings take birth on land, live on land, die on land and mixes with land ultimately. As stated in the holy Quran: ‘We (Allah) created you (human beings) from the soil, we shall make you return to the soil and We shall call you back again from the soil’ (20:55). Human life is surrounded by soil i.e. land. So, land is a highly completed issue of human life involving economic, social, political, cultural and often religious systems. Land administration is thus a critical element and often a pre-condition for peaceful society and sustainable development. In administrating land, Khatian or record of rights plays a vital role to determine the rights and interests of the respective parties as supportive evidence. In this article, discussion is mainly made on the fact that Khatian or record of rights is not a document of title solely but it may be an evidence of title as well as possession. IIUC Studies Vol.15(0) December 2018: 33-46


1970 ◽  
Vol 2 (2) ◽  
pp. 15-29
Author(s):  
Mukroji Mukroji

Basically, Islamic education is a continuous, sustainable, and everlasting process of human life. Duties and functions of education are targeted at learners who continue to grow and evolve dynamically, starting from the womb until the end of life. Educational success cannot be separated from the educators, who are essentially the people having the responsibility to educate, guide, direct and lead their learners to get of success both in this world and in the hereafter. Therefore, qualified educators and professionals should have specific criteria and requirements that must be met in order to achieve the purpose of life, and also the properties that adorn his personal duty and responsibility as educators in the view of Islam. A good educator is a person who pays attention to the duties and responsibilities to the students, based on faith and piety to God, and also able to develop the potentials of either the inner or outer (physical, psychological, and spiritual). Pada hakikatnya, pendidikan Islam adalah suatu proses yang berlangsung secara kontinyu dan berkesinambungan dalam kehidupan manusia dan berlangsung sepanjang hayat. Tugas dan fungsi pendidikan memiliki sasaran pada peserta didik yang senantiasa tumbuh dan berkembang secara dinamis, mulai dari kandungan sampai akhir hayatnya dan keberhasilan pendidikan tidak lepas dari aspek pendidik. Pendidik pada hakekatnya adalah orang yang telah mendapatkan amanat dan mempunyai tanggung jawab dunia akherat dalam mendidik, membimbing, mengarahkan dan mengantarkan peserta didik ke gerbang kesuksesan baik di dunia maupun di akherat. Oleh karena itu untuk menjadi pendidik yang berkualitas dan profesional harus memiliki kriteria dan persyaratan tertentu yang harus dipenuhi dalam rangka pencapaian tujuan hidup dan juga sifat-sifat yang menghiasi pribadinya dalam menjalankan tugas dan tanggungjawab sebagai pendidik dalam pandangan Islam. Pendidik yang baik adalah pendidik yang memperhatikan tugas dan tanggung jawabnya terhadap peserta didik, yang dilandasi iman dan taqwa kepada Allah SWT, dan juga mampu mengembangkan potensi yang ada baik lahir maupun batin (jasmani, psikis, maupun rohani).


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