BATTLEFIELD ETHICS TRAINING IN IRAQ

Keyword(s):  
Author(s):  
Moh. Nurhakim

IMAM ZARKASYI DAN PEMBAHARUAN PESANTREN :REKONSTRUKSI ASPEK KURIKULUM, MENEJEMENDAN ETIKA PENDIDIKANOleh :Moh. Nurhakim *)Fakultas Agama Islam UMMABSTRACTThe study described Imam Zarkasyi’s reconstruction thought about Islamic boarding schoolreformation. The study aimed at exploring Zarkasyi’s thought to be implemented as Islamiceducation reformation model for Islamic society modernization. The limitations of the study wereZarkasyi’s curriculum, empowerment on organizational management, and ethics training in Islamicboarding school. The finding revealed in three main points. First, Zarkasyi’s believed that IslamicEducation curriculum were to cover both religious principles, and modern sciences as well. Thus,the students were expected to master both Arabic and English. Second, organizational and charity(wakaf) management required significant improvement to strengthen Islamic boarding schoolinstitution in accordance to modern principles. Third, Islamic education boarding schools were toemphasize on values of sincerity, simplicity, independence, solidarity, and freedom to raise theawareness of the ethics in Islamic education schools. The above values were expected to be thecharacteristics of Gontor Islamic Boarding School graduates.Keywords: Imam Zarkasyi, thoughtreformation, and modern Islamic boardingschool


Author(s):  
Maja Zehfuss

Contemporary Western war is represented as enacting the West’s ability and responsibility to help make the world a better place for others, in particular to protect them from oppression and serious human rights abuses. That is, war has become permissible again, indeed even required, as ethical war. At the same time, however, Western war kills and destroys. This creates a paradox: Western war risks killing those it proposes to protect. This book examines how we have responded to this dilemma and challenges the vision of ethical war itself. That is, it explores how the commitment to ethics shapes the practice of war and indeed how practices come, in turn, to shape what is considered ethical in war. The book closely examines particular practices of warfare, such as targeting, the use of cultural knowledge, and ethics training for soldiers. What emerges is that instead of constraining violence, the commitment to ethics enables and enhances it. The book argues that the production of ethical war relies on an impossible but obscured separation between ethics and politics, that is, a problematic politics of ethics, and reflects on the need to make decisions at the limit of ethics.


BMJ ◽  
2013 ◽  
Vol 346 (apr30 3) ◽  
pp. f2794-f2794
Author(s):  
M. Kay

Author(s):  
M. C. den Boer ◽  
A. Zanin ◽  
J. M. Latour ◽  
J. Brierley

AbstractWith an increasingly complex healthcare environment, ethics is becoming a more critical part of medical education. We aimed to explore European paediatric trainees’ experiences of facing ethical dilemmas and their medical ethics education whilst assessing their perceptions of ethical dilemmas in current and future practice. The Young Sections of the European Academy of Paediatrics and European Society of Paediatric and Neonatal Intensive Care developed an explorative online survey covering demographics, ethical dilemmas faced and ethics training. The survey was made available in nine languages from November 2019 to January 2020 via newsletters and social media. Participants (n = 253) from 22 countries, predominantly female (82%) and residents (70%), with a median age of 29-years, completed the survey. The majority (58%) faced ethical dilemmas monthly or more frequently. Most ethics training was received by ethics lectures in medical school (81%) and on the job (60%). A disagreement between the healthcare team and patient/family was the most frequently faced moral dilemma (45%); the second was withholding/withdrawing life-prolonging measures (33%). The latter was considered the most challenging dilemma to resolve (50%). Respondents reported that ethical issues are not sufficiently addressed during their training and wished for more case-based teaching. Many have been personally affected by moral dilemmas, especially regarding withholding/withdrawing life-prolonging measures, and often felt inadequately supported.Conclusion: Paediatric trainees face many moral issues in daily practice and consider that training about managing current and future ethical dilemmas should be improved, such as by the provision of a core European paediatric ethics curriculum. What is Known:• Paediatric services are becoming more complex with an increase in ethical dilemmas asking for rigorous training in ethics.• Ethics training is often lacking or covered poorly in both pre- and postgraduate medical education curricula.• Existing ethics training for European paediatric trainees is haphazard and lacks standardisation. What is New:• The PaEdiatric Residents and Fellows Ethics (PERFEct) survey provides insight into the European paediatric trainees’ views regarding ethical dilemmas in their current and future practice.• European paediatric trainees report a lack of ethics training during paediatric residency and fellowship.• This study provides content suggestions for standardised medical ethics training for paediatric trainees in Europe.


HEC Forum ◽  
2008 ◽  
Vol 20 (3) ◽  
pp. 291-305 ◽  
Author(s):  
Doug Wojcieszak ◽  
James W. Saxton ◽  
Maggie M. Finkelstein

Author(s):  
Bruce J. Perlman ◽  
Christopher G. Reddick ◽  
Tansu Demir ◽  
Suzanne M. Ogilby

2018 ◽  
Vol 53 (5-6) ◽  
pp. 445-454
Author(s):  
Aaron J Grace ◽  
Heather A Kirkpatrick

Medical ethics training is as variable as it is widespread. Previous research has indicated that medical learners find systematic approaches to ethical dilemmas to be helpful. This article describes a bioethics educational module. It includes an overview of common bioethical principles and presents a tool for organizing health-care providers’ thinking and discussions about challenging ethical dilemmas. We discuss an area of bioethics that is often neglected, clinical integrity, and the role that a health-care provider’s clinical integrity plays in ethical decision-making. We provide several hypothetical ethical vignettes for practice and discussion using the clinical integrity tool. The article also describes how this module has been implemented in one medical education setting and provides suggestions for educators.


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